Learning content planning takes place on. Staff training methods
And this is a fundamentally new opportunity for ensuring the continuity of education, the potential of which has practically not yet been truly explored.
The second and, perhaps, the most important factor that can seriously affect the problem of the continuity of school and university education and create real conditions for the implementation of continuity, the integration of these parts of education, is the introduction of specialized education in the upper grades of the school, which will contribute to the content school education, new components in the educational process, many of which will directly "work" to increase the effectiveness of the continuity of education at school and university.
Let's consider what profile education will provide for greater interconnection between school and university. Firstly, this is the flexibility of the basic curriculum of the senior school in the context of the introduction of specialized education, which allows the formation of variable in structure and content curricula of individual profiles of education on its basis, this will ensure the possibility of adapting the structure and content of education at the senior school to the needs higher education.
Secondly, the introduction of specialized education means a transition at the senior school level to the multicomponent structure of the BEP, the differentiation of the content of education into three types of courses (basic, specialized, elective), which have different functions in the educational process, which, in particular, will bring the structure of the school curriculum closer. to the university. The variability of the content of education at the senior level of the school opens up the possibility of using it to form educational programs the principle of "educational credit", a credit-modular system, which are beginning to be introduced into vocational education.
The third thing that can become a significant factor in strengthening the continuity of school and university education is the allocation of a component of the content of education (core courses) at school, which is directly aimed at preparing schoolchildren for entering and studying at a university. At the same time, the proposed profiles of education in the senior classes are largely focused on the direction
training of specialists in the system of higher and secondary vocational education, and the composition of specialized (in-depth) courses in each profile of study is correlated with the USE set for admission to a university of a certain specialization. It should also be noted that the reduction in the volume and unloading of the content of basic (non-core) academic subjects allows schoolchildren to focus on the study of subjects that form the basis of their chosen direction of subsequent professional education.
A significant role in ensuring continuity can be played by the introduction of new components into school education at the senior level (elective courses, project and research activities), the very essence of which determines the need to use new organizational forms for the school (lectures, seminars, educational projects, etc.) and methods of educational activities that are largely characteristic of university education.
G.V. ZAKHAROVA
(Volgograd)
REFLECTING THE ASPECT OF "OPENNESS" IN PLANNING THE CONTENT OF TEACHING FOREIGN LANGUAGES
To characteristic features German version communicative approach to learning foreign languages one can attribute the increased attention of methodologists to the aspect of "openness", which is largely due to their focus on the main provisions of the critical theory of education and communicative didactics. Identification of the reasons for the appeal of didactics and methodologists to this aspect and determination of its influence on planning educational process are the aim of this work.
At the heart of the emphasis by representatives of communicative didactics and methods of teaching foreign languages is the aspect of openness when planning the content of education, as shown by the analysis of pedagogical and philosophical research.
vaniya, lies the desire to achieve emancipation in the learning process and focus on a different interpretation of the theory of knowledge. At the same time, didacticists and methodologists turn to the constructivist theory of knowledge and to research in this area by J. Habermas.
Representatives of constructivism, opposing the thesis that the criterion of scientificity is the correspondence of statements to reality, argue that cognition implies differences that depend on the subject conducting the observation. The main provisions of constructivism were also applied to the learning process. “Just as cognition is not a mere reflection of external reality, learning is not a reflection of what has been learned. It is a complex, self-organizing activity related to successful actions. In the process of learning, we construct our reality so that it is "variable" for us.
Yu. Habermas, emphasizing the inadmissibility of reducing the concept of "reason" to conceptual-cognitive-instrumental knowledge, puts the idea of practical reason at the forefront. In his works, he also denies the existence of the so-called "objective cognition", believing that cognition is controlled not by technical and practical cognitive interest, but by the researchers themselves, who determine, taking into account their life world, the aspect in which reality is objectified. Thus, J. Habermas points out that the criterion of truth is a successful practice.
Representatives of critical pedagogy define the traditional content of education as “instrumental rationality”, which allows constructing a world in which it is possible to give a final answer to all questions. They renounce the cult of reason, the focus on pragmatism and success. Criticism of these positions and ideas becomes part of critical education. In this regard, the critical theory of education and communicative didactics are focused not on universalization, but on the support of diversity. No theory is fully recognized by them.
not true; this means that any questions become available for discussion. The educational process is treated as an open educational process for all participants. The aspect of "openness" had a great influence on the didactic problem of selecting the content of education and formed the basis for the creation of a communication-oriented planning theory. This does not mean giving up intentions and planning, but the willingness to consider intentions and teaching plans subject to discussion and change.
At the same time, the student is considered as a “planning instance” (citize instanz), and a foreign language lesson is considered as a situation of language learning. The school, the lesson and the structures of their interaction, according to V. Popp, should themselves enter into the content of the lesson. In this regard, the needs and intentions of students are proposed to be perceived not as undesirable and interfering factors, but as opportunities for cooperation, self-determination and the right to vote (Ibid.: 14). Students are allowed to protest during the discourse against the proposed content of the training. In contrast to the detailed re-planning of the lesson in an authoritarian style and the precise definition of the results, an active analysis of the learning situation by the actors is proposed.
The participation of students in the debate, as well as the definition of their needs and intentions, involves a joint discussion of what is happening in the lesson and its critical review, which is metacommunication. At the same time, the meta-lesson aspect is not limited to rational analysis and discussion, but is considered as a phase in changing processes in which a new one is created from communicative experience in situations of activity. “The magnitude of communication is the magnitude of the emancipation movement. In metacommunicative interaction, the members of the class group, together with the leader, consider the structure of the communicative interaction (Ibid.).
Planning, according to H. Moser, should not be reduced to implementation without changing each planned step. It can be revised again, taking into account what is happening in the lesson. Anticipating the needs and desires of the learner
teaching may be based on a misinterpretation of the situation, new questions may arise in the process of teaching itself. All this must be discussed again in discourse and agreed with the leading idea of the lesson, otherwise it is in danger of drowning in spontaneity. The activity-oriented theory of planning thus takes over and develops further important positions of communicative didactics.
In this regard, the problem arises of the relationship between openness and predetermined content in curricula Oh. On the one hand, the content discussed in the lesson must comply with the requirements formulated in the catalogs of learning objectives and teaching plans. On the other hand, communicative didactics seeks to take into account the interests and problems of the class group when determining the content of school communication, so as not to deprive class communication of its possible dynamics through pre-implanted content.
Traditionally, the relationship between teaching and planning has been treated one-sidedly, with the center of gravity falling on new models of planning theory. To change teaching, it was considered sufficient to develop documents in the expert council. In the process of teaching research, new points of view regarding the solution of this problem have emerged. Communication- and speech-oriented studies of teaching have shown that students are more capable of taking responsibility for curriculum decisions that concern themselves than has traditionally been accepted. The discussion about the new curricula was characterized by a desire to consider students and teachers as subjects of learning and the assertion that curricula should be open (Ibid: 17). Here two models of schools collide, which can hardly get along with each other: the communicative-didactic model, which proceeds from the autonomous communicative process of the class and localizes the central events of the lesson in speech, and the traditional one, according to which the content of school subjects depends on decisions in the field of planning.
Some methodologists have tried to address this problem in connection with teaching focused on design methodology. They strove to maintain student-centered and situation-oriented teaching, while at the same time meeting the requirements of curricula and curricula (Richtlinien, curriculum). Thus, in H. J. Tumister's model, it is proposed to distinguish between two areas: teacher's framework decisions (he sets requirements that, in his opinion, relate to project teaching, analyzes teaching models according to the scheme, possible goals, teaching process and possible alternatives, or sums up past lesson and looking for possible future projects) and internal student decisions (they vote on whether they want to participate in the project, what the work steps should be and when to talk about their success and completion). This separation indicates that such a statement of the question, when oriented towards the design methodology, leads to “communicative” problems that are hardly solvable. The dilemma is that the expected spontaneity and importance of the issues and themes is not the norm, since the materials must be prepared despite the fact that they and the concept of the projects contradict each other. Unscheduled work should also involve some kind of performance (ibid.: 102). Despite the prejudice of project didactics towards prepared content, the authors school textbooks and materials are forced to pay tribute to real difficulties and try to plan ahead schooling(Ibid.: 103).
In his research, H. Moser also emphasizes the need for curricula (Richtlinien) to assess the intended content of teaching in schools and for the proposed discussions. He explains this by the fact that there are different ideas about the nature of what is desired, that we live in a pluralistic society. Appeal to communicative, discursive, critical consideration does not yet determine the correct conclusions for the school. Communicative didactics does not want to dwell on the statement of pluralism
ma possible opinions, but connects them with social factors (Ibid.: 106). This, of course, does not mean that research in the field of planning is aimed at, through the development of certain criteria for discourse, authoritatively dispose of students and, accordingly, limit them to any doctrine. But at the same time, everything cannot be left open either, since there must be pedagogical responsibility for the fact that the student successfully learns to interpret his experience within the social framework.
H. Moser notes that it is precisely in connection with the pluralism of possible points of view that the "pedagogical responsibility" of the teacher should manifest itself in perseverance in relation to the actual selection and evaluation of school content, and not in the selection of content to provide chance in the process of students' discourse. In this regard, the content of teaching acquires a new significant significance. It becomes not just a material in connection with which communication is carried out, but often the actual purpose of the work. The problem of the ratio of openness and predetermination in planning, in his opinion, is directly related to the ratio personal experience and interests with the public. Communicative didactics and planning theory are of the opinion that lesson activities are determined not only by the teacher. Learning takes place in public institutions, which implies the need to interpret didactics within the framework of social relations. Thus, communicative intentions should be more related to the public posing of the question.
Activity-oriented planning theory holds that pedagogy should be responsible for what students learn; it is not enough to leave everything open, it is necessary to interpret one's experience within the general social framework. Students should be able to consider issues that are significant to them in relation to the public interest. The communicative orientation of educational processes does not mean that they do not need an indicative framework that reflects the existing social conditions. Aimed at
The activity of planning theory should not be equated with either authoritarian practice or open plans (offene Curricula). It is necessary to structure lesson activity, which will make it possible to problematize the existing social conditions and create an indicative framework for lesson activity (Ibid.: 94-95). According to H. Moser, one should not abandon the theory of planning with all its problems and requirements. The content of education should not be carried out naturally, it needs reflection, which is possible only within the framework of the analysis of social conditions and ties the theory of planning to them.
To develop student-centered curricula that anticipate learners' strategies for delivering appropriate educational projects certain criteria have been developed. The principles of student participation in the construction, implementation and revision of the lesson were highlighted. German language. According to these principles, administrative curricula and curricula should be formulated in such a way that there is a lot of room for specifying learning goals in lesson projects and for individual organization of the learning process. In addition to administrative curricula, alternative curriculum programs can be involved, and it is on the basis of the alternative that real solutions are possible. It is proposed to regularly inform students and parents about the learning objectives and methods of work in the classroom and teach independent thinking. Teachers and students should aim for a symmetrical communication style inside and outside the classroom so that the power struggles that are associated with the difficulties of discipline can be eliminated in the classroom. The necessary transition from a traditional teacher-oriented approach to a project-oriented way of working in the classroom takes place step by step, so that the training effect contributes to the stabilization of the student-teacher relationship. Checking the results of work and evaluating the progress of students become integral part lesson so that students learn as soon as possible
all methods of learning control and could apply them.
The lesson is proposed to focus in two ways on the goal. This means that learning goals achieved with the participation of students are joined by workers that can be achieved using selected methods, and their results can be checked and evaluated by students. The situations for work offered in German lessons or its stimulus follow, together with the stimulus for speaking, listening, writing or reading, directly from the life world of students or so close to it that a high degree of work motivation is guaranteed. Students participate in planning and in the choice of teaching methods and means. Curricula that concretize and differentiate common goals(Grobzielebene) should be alternative. The results of the work and its sequence are so anticipated by the teacher and the student that they become possible control results and rescheduling . The practical implementation of project-oriented teaching of German according to these criteria depends to a large extent on the readiness and ability of individual teachers. H. J. Tumister believes that, following the change in curricula, there should be a revision of teacher training and an increase in their qualifications (Ibid.: 26).
So, the analysis of didactic and methodological literature showed that one of the characteristics of the German version of the communicative approach to teaching foreign languages is the emphasis on the aspect of openness in teaching, which is caused by the focus on emancipation as the central goal of teaching and education and relying on the research of J. Habermas. The refraction of the aspect of openness in the content of teaching foreign languages found expression in taking into account the interests of students and in providing them with the opportunity to actively participate in determining the content of education and changing it. The proposed solutions to the problem of the relationship between openness and predetermination of the content of education do not contradict the basic principles of the communicative approach to teaching foreign languages.
Literature
1. Furmin, I.D. The challenge of critical pedagogy / I.D. Furmin // Vopr. philosophy. 1998. No. 12.
2. Boettcher, Wolfgang. Zur Chanse "SymmetrischerKommunikation" / W. Boettcher // Kommunikative Didaktik: Soziale Dimensionen d. didact. Feldes (hrsg.) Von Walter Popp. Weinheim, Basel: Beltz, 1976.
3. Horster, Detlef. Habermas, Jurgen / D. Horster //Metzler-Philosophen-Lexikon: 300 biogr.-werkgeschichtl.Portr. Von d. Vorsok-ratikern bis zu d. Neuen Philosopher /unter red. mitarb. Von Christel Dehlinger hrsg. Von Bernd Lutz. - Stuttgart: Metzler, 1989.
4. Kunig, E. Theorie der Erziehungswissenschaft. Einführung in Grundlagen, Methoden und praktische Konsequenzen. 2 Auflage: Beltz Verlag / E. Kunig, P. Zedler. Weinheim; Basel, 2002.
5. Moser, Heinz. Kommunikative Didaktik und handlungsorientierte Curriculumtheorie / H. Moser // Kommunikative Didaktik: Soziale Dimensionen d. didact. Feldes (hrsg.) Von Walter Popp. Weinheim; Basel: Beltz, 1976.
6. Popp, Walter. Die Perspektive der Kommunikativen Didaktik / W. Popp // Kommunikative Didaktik: Soziale Dimensionen d. didact. Feldes (hrsg.) Von Walter Popp. -Weinheim; Basel: Beltz, 1976.
7. Portmann, Paul. Communication als
Problem der Sprachdidaktik: Unters. zur
Integration communicationstheoret. Modelle in einige neuere Theorien des Sprachunterrichts/ P. Portmann. Tubingen: Niemezer, 1981.
8. Schiffer, Karl-Hermann. Partipation und Identi^t im Schulfeld / K.H. Schiffer // Kommunikative Didaktik: Soziale Dimensionen d. didact. Feldes (hrsg.) Von Walter Popp. -Weinheim; Basel: Beltz, 1976.
9. Siebert, Peter. Zur didaktischen Transformation von Gegenständen / P. Siebert// (Hrag.) Probleme der Unterrichtsmethodik // H. Moser. Kronberg, 1977.
10. Tymister, H.J. Didaktik: Sprechen,
Handeln, Lernen/ H. Josef Tymister. Munchen 1978.
11. Tymister, H.J. Curricula / H. Josef Tymister //Gorschenek Margareta, Rucktschel Anna-Maria/Hrsg. Kritische Stichr^rter zur Sprachdidaktik. Wilhelm Fink Verlag Muinchen, 1983.
The pedagogical process, being purposeful and organized, requires thoughtfulness and planning for the implementation. From time to time, both in theory and in practice, there are tendencies to cancel the planning of the teacher's work, justifying this by the fact that the plan limits the freedom and creativity of the teacher. However, the specificity of pedagogical creativity is largely determined precisely by the fact that it is possible when all organizational issues are resolved in the course of planning, and the planning process itself in the work of a teacher is creative. "If we teach today the way we taught yesterday, we will steal tomorrow from children," John Dewey believed.
The optimal form of modern long-term planning is the technological map (TC), which is developed on learning topic(section) and serves as the basis for drawing up lesson plans. The teacher develops the TC independently, based on his creative capabilities and qualifications, the level of training and learning ability of students, formed ™ general learning skills, skills and ways of students' activities, security educational process necessary educational equipment and modern teaching aids.
TC allows presenting the educational process as an integral pedagogical system training sessions, interconnected by the target, content, operational and activity, control and regulation and reflexive components. The TC provides for planning the goals of teaching, educating and developing students; formation of general educational skills, skills and ways of activity. These indicators are the end results of students learning the program material in accordance with the requirements state standard general education.
The concept of "technological map" came into education from industry. Routing in a didactic context, it presents a project of the educational process, in which a description is presented from the goal to the result using innovative technology for working with information.
The essence of project pedagogical activity in the technological map is the use of innovative technology for working with information, describing tasks for the student to master the topic, designing the proposed educational outcomes. The technological map has the following distinctive features: interactivity, structured, algorithmic when working with information, manufacturability and generalization.
The structure of the TC includes: the title of the topic; the purpose of mastering the educational content; planned result (information-intellectual competence and UUD); basic concepts of the topic: metasubject connections and organization of space (forms of work and resources); technology for studying the topic. The technological map allows you to see the educational material holistically and systematically, design the educational process for mastering the topic, taking into account the purpose of mastering the course, flexibly use effective techniques and forms of work with children in the classroom, coordinate the actions of the teacher and students, organize independent activities of students in the learning process; carry out integrative control of the results of educational activities.
Technological map advantages:
- the use of ready-made developments on topics frees the teacher from unproductive routine work;
- time is freed up for the creativity of the teacher;
- real meta-subject connections and coordinated actions of all participants in the pedagogical process are provided;
- organizational and methodological problems are removed (a young teacher, substitution of lessons, implementation of the curriculum, etc.);
- the quality of education is improved. The use of a technological map provides conditions for improving the quality of education, since :
- the educational process for mastering the topic (section) is designed from the goal to the result;
- effective methods of working with information are used; cognitive and reflective activity of schoolchildren;
- conditions are provided for the application of knowledge and skills in practical activities.
As a rule, TC is developed on the basis of block planning for the study of educational material. Block planning algorithm:
- the educational material of a section (topic) is divided into blocks - logically completed parts;
- the number of lessons required to study each block is determined;
- for each block, the prevailing teaching methods, forms of organizing the cognitive activity of students are determined, taking into account their capabilities and abilities, as well as the characteristics of the educational material;
- in relation to the educational block, the knowledge that students must learn is specified; skills, abilities and methods of activity that they must master;
- a system of control of knowledge, skills, abilities and methods of activity of students for each block is planned, a form of final control on the topic (section). The control system should include elements of self-control and mutual control of students, teacher and administrative control.
Analyzing the curriculum of a subject during the planning process, it is recommended to first draw up a map for the course, indicating the core lines of the course, leading knowledge, additional knowledge, concomitant repetition, difficult to digest topics, intra-subject communications, intersubject communications, ways to overcome difficulties.
Planning in the form of TC organizes the activities of the teacher in preparation for the system of training sessions for the block, gives him the opportunity to:
- maneuver the educational material based on the actual pace of its assimilation, mastering the skills, abilities and methods of cognitive activity by students and, on the basis of this, develop lesson plans in detail;
- organize the educational process more effectively;
- to rule cognitive activity students, taking into account their real successes, timely identify the difficulties experienced by students, and provide them with dosed assistance.
Learning planning
As shown in Fig. 1.1, learning planning is a central element of the learning process. A learning plan is a systematic statement of what learning should be done, in what way, what should be the result, and how it should be evaluated. The plan may concern the entire organization or its individual parts. In any case, it will contain information on the following sections:
Figure - 1.1 Key role learning planning
Learning Program Objectives -- A general statement of what the goal of a particular training program is (for example, "the goal of this program is to improve the delegation of authority and prioritization skills of department heads").
The target audience is those for whom the training is provided (for example, "all 4th grade managers and other management personnel responsible for production").
The size of the target audience is the planned number of participants.
Program Evaluation -- Provisions for evaluating learning outcomes in terms of performance achieved and the impact of learning on organizational performance.
Administrative Issues and Costs -- training program schedule, location, relieving employees from permanent duties during training, costs and costs.
Training staff -- identifying those who will be involved in training. Depending on the circumstances, this can be both certain teachers and specialists, as well as personnel occupying various positions in the organization. External consultants may also be hired if necessary (for example: training outside of office hours may be provided by external consultants; upon return to duty, employees may be advised by their immediate supervisor; and the training of the managers themselves may be the responsibility of the chief training specialist).
Staff training methods
Let's describe the methods vocational training at work. This form of training is carried out with a specific task statement at the workplace (Table 1.3).
Table 1.3 - Methods of personnel training in the workplace
Teaching methods |
||
Directed Experience Gaining |
Systematic planning of on-the-job training, the basis for planning is an individual vocational training plan that sets out the learning objectives |
|
Production instruction. |
General information, introduction to the specialty, adaptation, familiarization of the student with the new working environment |
|
Job change (rotation) |
Gaining knowledge and gaining experience as a result of a systematic change of workplace. As a result, for a certain period of time, an idea is created about the versatility of activities and production tasks(special programs for the young generation of specialists) |
|
Use of employees as assistants, trainees |
Training and familiarization of the employee with the problems of a higher and qualitatively different order of tasks while at the same time taking on a certain share of responsibility |
|
Mentoring |
Collaboration between mentor and learner, where the mentor provides continuous, impartial feedback and periodically checks the level of performance of the work of mentors. The application of the method is effective in cases where something goes wrong or someone does something wrong and there is a need to correct this state of affairs. The method can be practiced as a systematic |
|
Preparation in project teams |
Collaboration carried out for educational purposes in project teams created in the enterprise to develop large, time-limited tasks |
|
Delegation |
Part of the responsibility is transferred to a lower ranking official. |
|
Method of multiplying problems |
Use of teaching methods, instructions. |
The methods of vocational training outside the workplace are intended primarily for obtaining theoretical knowledge and for teaching the ability to behave in accordance with the requirements of the production environment (Table 1.4).
Let us dwell on a detailed description of the last method of learning outside the workplace. AT recent times the importance of training methods for qualified personnel has increased significantly, according to which members of working groups in regular meetings (up to 10 people) outside the workplace discuss the working situation and together look for ways to solve the problem (we are talking about the Japanese method of “quality circle”, which is used in the USA and Europe). In Germany, this method is called "instead of studying". Both methods have a number of the same, similar characteristics: the teams want to manage themselves. The production hierarchy in the working group does not matter, the results of the group's work are presented to higher authorities. Groups differ from each other primarily in setting goals. The quality circle tendentiously tries to emphasize the result-oriented cost-effectiveness of training qualified personnel, while the “instead of studying” group puts in the forefront elements of training a qualified worker that are oriented towards the personality, i.e. development of behavior, ways of communication.
In addition to on-the-job and off-the-job training, a combination of both is possible. These forms of education include:
Experiential or experiential learning -- learning by independent work, but in some logical order;
Table 1.4. - Methods of personnel training outside the workplace
Teaching methods |
Characteristic features of the method |
|
Lectures |
Passive teaching method, used to present theoretical and methodological knowledge, practical experience |
|
Programmed training courses |
More active method training, effective for obtaining theoretical knowledge |
|
Conferences, seminars, round tables, excursions, discussions, meetings with management |
Active learning method, participation in discussions develops logical thinking and develops ways to behave in various situations |
|
The method of training management personnel, based on the independent solution of specific problems from industrial practice |
Modeling an organizational problem that the participants (listeners) of the group must solve. Allows you to combine theoretical knowledge and practical skills, provides for information processing, constructive-critical thinking, development of creativity in decision-making processes |
|
business games |
Learning how to behave in various production situations, when negotiating, and role holders must develop alternative points of view |
|
Daily training in which one instructs or coaches another in the basics of his activity by intensive training, demonstrations and practical work in order to improve the efficiency of activities |
||
The simplest type of training, which does not require an instructor, a special room, or certain time: the student learns there, then and in the way that is convenient for him, but this requires the consciousness and desire of the student himself to acquire new knowledge |
||
Methods for solving production and economic problems using models |
Modeling of processes occurring at competing enterprises. Students distribute among themselves the roles of fictitious organizations competing with each other. With the help of input data, trainees should make appropriate decisions for several stages of the production of products or services (production, marketing, financing, personnel issues, etc.) |
|
Quality circle ("instead of studying"), working group |
Young professionals develop specific solutions to the problems of managing the organization, united in working groups. The proposals developed in the working groups are transferred to the management of the organization, which considers the proposals, makes decisions on them and informs the working group about the acceptance or rejection of its proposals. |
Supervised demonstration and practice -- the trainer shows the trainee how to do it, then the trainer gives the trainee the opportunity to do it himself, but under his guidance;
Programmed learning - a book or machine that "leads" the reader and periodically tests his knowledge by asking questions;
Learning with the help of a computer - actually programmed learning by interacting with a computer, using the Internet;
Action learning - learning while doing actions, such as participating with others in the development of a project or group task, or working as a "second team" of another unit.
Speaking about the economic and social efficiency of training qualified personnel, the following should be noted. The training of qualified personnel is effective if the costs associated with it are, in the long term, lower than the costs of the organization to increase labor productivity due to other factors or the costs associated with errors in hiring labor. Since it is difficult to determine the results achieved through the training of qualified personnel, there is a cost-effectiveness of training in the form of cost savings that can be accurately calculated. The training of qualified personnel affects important factors of social efficiency. Raise professional excellence positively affects the guarantee of job retention, promotion opportunities, expansion of the external labor market, the size of the organization's income, self-esteem and opportunities for self-realization.
Benefits of on-the-job training methods:
1. The method of directed experience acquisition plans on-the-job training; according to the plan, there is a systematic training of personnel, that is, according to a specific program.
2. Production briefing, it is intended for introduction to the specialty, that is, the new employee is familiarized with the procedure for working at this enterprise.
3. Changing the workplace allows you to expand the horizons of the employee.
4. Using workers as assistants, trainees This method allows you to transfer experience from a bottom worker to another.
5. Mentoring, a big plus of this method is the control over the development of the employee.
6. Training in project groups, in such groups, workers borrow knowledge and information from each other.
Disadvantages of on-the-job training methods:
1. The method of directed acquisition of experience, this method involves drawing up an individual plan, which in turn takes a lot of time.
2. Production instruction, the method is not effective way staff training, it can be as an application to the main method.
3. Change of workplace, may cause a failure in the production process.
4. Using employees as assistants distracts employees from work.
Positive aspects of staff training methods outside the workplace.
1. Programmed training courses, this method is effective for studying the theoretical part of the work.
2. Conferences, seminars help to consolidate theoretical knowledge.
3. The leadership training method is effective for leadership training.
4. Business games, gives the skills necessary for negotiating, behavior in various production situations.
5. Training, efficiency lies in the use of intensive training.
Negative sides:
1. Self-study, not effective method staff training as the employee is not interested in the learning process.
2. The method of solving production and economic problems does not fully cover the real situation.
Ministry of Education and Science of the Samara Region
State Autonomous Educational Institution of Additional Professional Education
(advanced training) of specialists
Samara Regional Institute for Advanced Studies
and retraining of educators
Final work on the advanced training course
« GEF LLC: content and implementation mechanisms
(managerial aspect)»
on the topic:
« Education quality management
In the context of the introduction at the school of the Federal State Educational Standard LLC»
Performed:
Andreeva Tatyana Vasilievna
Director
GBOU secondary school s.Krotkovo
Krotkovo, 2013
Introduction.
Chapter I
Chapter II. Designing education quality management in the context of the introduction of basic general education in the GEF school.
§ 2.2. Management of the quality of education in terms of introduction at school
GEF basic general education.
Conclusion.
Used Books.
Introduction.
In defining development objectives modern education and its reform, priority is given to issues of ensuring its quality. AT last years The problem of the quality of education has become extremely relevant.
In the modern sensethe quality of education- this is not only the compliance of students' knowledge with federal state educational standards, but also the successful functioning of the educational institution itself, as well as the activities of each teacher and administrator in the direction of quality assurance educational services. Speaking about the quality of education, we mean the assessment of what results teachers achieve in teaching students. However, in recent times, more and more often, they mean the quality of the educational process itself and the conditions in which it is implemented.
For a modern educational institution, the concept of "quality of education" is associated, first of all, with its competitiveness in the market of educational services. At the same time, it is considered as a complex of consumer properties of an educational service that ensures the satisfaction of internal needs for the development of the personality of the teacher.
As a result, there is an increasing awareness and relevant the need to manage the quality of education at the school level.School education quality management- the design process, that is, setting the goals of education and determining ways to achieve them; it is the organization of the educational process and the motivation of its participants for quality work; control as a process of identifying deviations from goals and monitoring - a system for tracking changes in development; regulation and analysis of results.
Efforts of teaching staff are aimed at improving the quality of the educational process educational institutions. However, there is contradiction : such efforts in many cases do not lead to the expected results, and the quality of education remains low.
The results of school research are development programs, basic educational programs, innovative technologies for organizing the educational process and new approaches to managing the quality of education in the context of the introduction of the Federal State Educational Standard.
Considering the above, we have determined topic credit work: "Management of the quality of education in the context of the introduction of the GEF LLC at the school».
Problem The study is formulated as follows: "What should the school administration do to improve the quality management of education in the context of the introduction of the Federal State Educational Standards LLC?".
The solution to this problem is purpose of the study : to develop a model for managing the quality of education in the context of the introduction of GEF LLC in the school.
Object of study– educational institution management system.
Subject of study- management of the quality of education in the primary school in the context of the introduction of the Federal State Educational Standards LLC.
In accordance with the object, subject and purpose of the study, the following are formulated. tasks :
- To reveal the essence of the concept of "education quality" and to determine the content of education quality management at school.
- Identify problems in the quality of education.
- Determine the main directions for improving the education quality management system in the primary school in the context of the introduction of the Federal State Educational Standard.
- To substantiate the system of work that ensures the improvement of education quality management in the context of the introduction of the Federal State Educational Standards LLC.
Research hypothesis: the effectiveness of education quality management in the basic school will increase if the activities of the school administration and teachers in education quality management are carried out on the basis of a specially developed program.
Basic for the development of the problem are the studies of a number of authors: Lazarev V.S., Potashnik M.M., Tretyakova P.I., Shamova T.I., Shishova S.E., and others, devoted to the methodological aspects of the quality of education and considering various aspects
The solution of the tasks was provided by various methods among which the following groups can be distinguished:
- theoretical - analysis of literature and results of experimental studies;
- diagnostic - questioning, observation, analysis of the results of the activities of participants in the educational process,
- statistical methods of data processing.
Expected results:
Supplemented scientific knowledge about theoretical foundations management of the quality of education at school;
The main indicators of the effectiveness of education quality management at school are disclosed;
Model developed management of the quality of education in the primary school in the context of the introduction of the Federal State Educational Standards LLC.
CHAPTER I. Theoretical foundations of education quality management
under the conditions of introductionat the GEF school of basic general education
§ 1.1. The concept of education quality.
The concept of "quality of education" is multifaceted. In a general sense, "quality" is interpreted as conformity to a specific purpose; a set of characteristics of a product or service; conformity of the object as a result of labor to certain specified standards, etc. Thus, the quality of education is presented as "the ratio of the goal and the result, as a measure of achieving the goals " in the educational process.
In the dictionary of concepts and terms under the legislation Russian Federation about education "quality of education of graduates" interpreted as "a certain level of knowledge and skills, mental, physical and moral development, which the graduates of an educational institution have achieved in accordance with the planned goals of training and education".
Quality is an ambiguous term to be understood by different audiences in the education system. Parents of students correlate it with the development of individuality, with the further educational success of their children. Quality for teachers means having a quality curriculum, providing educational materials and benefits, normal working conditions; students often associate quality with the climate within the school, with “comfort” at school. Future employers (business, industry) correlate the quality of education with an active life position, knowledge, skills and abilities of graduates, allowing them to make optimal decisions, etc.
Therefore, it is not surprising that underquality of educationsome authors understandthe degree of satisfaction of the expectations of various participants in the educational process from the services provided by the educational institution, and others - the degree of achievement of the goals and objectives set in education».
The change in the educational paradigm entailed a change in the goals of education. It is focused on a different result, on a different quality.
In the process of analyzing scientific research, the existence of many definitions of the concept of "quality of education" has been established.
According to Potashnik M.M. , "the quality of education is presented as a ratio of goals and results, as a measure of achieving goals, despite the fact that goals (results) are set only operationally and predicted in the area of potential development of the student» .
A.M. Moiseev interprets the concept of “quality of education at school" how " a set of essential properties and characteristics of the results of education that can satisfy the needs of the schoolchildren themselves, society, customers for education» .
V.M. Polonsky understands the quality of education of graduates as “a certain level of knowledge, skills, mental, physical and moral development that graduates have achieved» .
V.P. Panasyuk defines the quality of school education as “such a set of properties that determines its ability to satisfy social needs in the formation and development of the personality in terms of its education, upbringing, the severity of social, mental and physical properties» .
In the group of definitions discussed above, it isabout quality as a characteristic of the resulteducational process, but there is no mention of quality as a characteristic of the educational process itself.
So, in the psychological and pedagogical dictionary, this concept is interpreted as follows: “the quality of education is a concept that includes the quality of educational services and the quality of the educational preparation of a graduate, applicant. The quality of educational services is understood as a set of characteristics of the educational process, which is measured (estimated) by summarizing the results of the final certification of graduates.
Shishov S.E. and Kalney V.A. define the quality of education as "social category that determines the state and effectiveness of the education process in society, its compliance with the needs and expectations in the formationand development of civil, everyday, professional competencies of the individual».
According to T.I. Shamova, P.I. Tretyakov "the quality of education is the resultant of the following components: the needs of the individual and society, target priorities, the predicted process and the result (standard)" .
T.M. Davydenko, G.N. Shibanova believe that the quality of education involves not only the identification of final results, but also the quality of the conditions of education, the education process.
In this work, we will also adhere to this position, that is, speaking about the quality of education, we will consider two sides: procedural and productive.
The interrelation of these parties is obvious:without a quality process, a quality result is impossible.
In turn, the quality of the educational processin our opinion, it is also an integrative concept and several components can be distinguished in it:
- the quality of the content of education;
- quality of educational technologies;
- the quality of the learning process (the activities of the teaching staff in general and each of its subjects in particular);
- the quality of the conditions (scientific and methodological, managerial, organizational, psychological, material and technical, etc.);
- quality of teachers (qualification).
So, the quality of education- an integral characteristic of the education system, reflecting the degree of compliance of resource support, educational process, educational results regulatory requirements, social and personal expectations.
Assessment of the quality of education– determination, with the help of diagnostic and evaluation procedures, of the degree of compliance of resource provision, the educational process, educational results, regulatory requirements, social and personal expectations.
§ 1.2. Modern approaches to education quality management.
Quality management of an educational institution is considered as the main condition for its competitiveness. Today we can talk about the existence of two complementary approaches to the quality of education: practical, which consists in defining quality as the degree of compliance with goals, and the second approach, which organically continues the first and concerns internal processes occurring within the framework of the educational process.
In the theory and practice of education quality management, several main approaches can also be distinguished.
Modern approaches to education in their totality form the basis for the formation of modern educational values.
Each of the approaches involves different models of schools.
Within each approach, there may be a large number of real implementations of organizational forms.
Modern approaches to education.
1. Classic: passing on core values to the younger generation.
2. Pragmatic:formation of basic basic knowledge and skills.
3. Developing: ensuring the development of educational results.
4. Liberal: consistent comprehensive consideration of the needs and requests of the child.
5. Socially oriented:preparing the younger generation for life in society and problem solving.
Components educational activities, which are required to be implemented in any approach and in any education system, must meet the following requirements:
1. Have an educational foundation on which students build their own knowledge and skills, competencies are formed, internal and external guidelines for mastering the world around are recognized and systematized.
2. Bring knowledge and skills to practical application.
3. Help students identify knowledge, skills and competencies that are meaningful to them and that will enable them to develop themselves as much as possible.
4. To form critical skills and key competencies for life in a global world without discrimination.
Let's look at some featureseducation quality management.
1. In the management of the quality of education, one cannot separatefunctioning and development.The activity and practical manifestation of the quality of education requires the construction academic work in such a way as to ensure the active participation of students in organizing and receiving their education.
2. Development of the ability toself-education.The formation of skills and competencies that help self-organization and self-education, the acquisition of socially and personally significant knowledge, for the development of values, norms of behavior, the formation of relationships.
3. Highly organized thinking, ability to act in non-standard situations.Development of the ability of an analytical-critical attitude to the surrounding reality.
4. Subject orientation is not the goal of learning, but a means of mastering the methodology of education.The predetermined goals of education are included in a variety of educationalenvironment that enables students to form intrinsic motivation. The role of "situational pedagogy", the method of projects, case - technology, self-educational activities, etc. is increasing.
5. Dependence of the quality of education on the pedagogical activity of the teacher, methods and technologies for organizing the educational process.
Quality management system model
Collecting information from potential social customers
Formation of social order
Defining the mission of the school
The ratio of the chosen option to the available options
Choice of type of control (per process or per result)
Determining the parameters for assessing educational outcomes
Diagnostics of the personality of students
Forecasting the results of education of students
The ratio of the desired results with the existing results and the mode of life of the school
Identification of factors, preparation and implementation of the school development program
Comparison of the obtained results of education with the set goals
Creation education quality management systemsrequires a consistent solution of the following tasks:
- definition and conceptualization of goals in the field of education quality;
Identification of labor market requirements and potential employers;
Establishment of a basic set of processes as an open model;
Development and adaptation of process management methods that provide
functioning and development of an educational institution;
Implementation of documentary registration of the quality management system;
Implementation of process control through internal audit.
Implementation of a quality system in educational organization consists in its transition to work in accordance with the prepared, approved and put into effect documents of the quality system. At the workplace, it is necessary to determine the duties, powers and responsibilities of each employee within the framework of the quality system, develop and put into effect job and work instructions, and check the implementation of documented procedures by the staff.
When creating a quality management system in an educational organization, it is necessary, first of all, to determine the final product that it produces.
Thus, the quality products of an educational organization are not an educational service, but a graduate. The starting point for the formation of a quality management system should be the construction of a "model" of a graduate of an educational institution as a set of certain personal professional qualities the development of which the educational process should be directed: its content, teaching methods, forms of organization, methods of monitoring and evaluating the knowledge of schoolchildren. Meanwhile, it should be noted that the basis of the activity of an educational organization is the educational process.
In the context problems of education quality developmenta person is considered today as a subject of the labor market and labor relations, a citizen, a subject of family relations, a bearer and keeper of national culture, a keeper of habitat (ecosphere), a subject of his own development.
This is the most important thing in a person's life, and the formation of such a person should be embedded in the content of education.
Students need to be helped:
Develop your spiritual, intellectual and physical inclinations;
Realize interests and inclinations;
Develop moral personal convictions, tolerance for other nationalities, religions, lifestyles;
Assimilate your future adult role.
Students should be taught:
Understanding knowledge and methods of activity in adult life, in conditions
market relations and a rapidly changing world;
Communication in foreign languages;
Self-educational activities;
Careful and caring attitude towards the environment.
The main directions of development of the quality of education
1. What and to what extent has a decisive influence on a person?
2. In what areas is a person realized?
3. What functions should it perform?
Defining education quality factors.
1. Initial (personal) characteristics: inclinations and abilities; basic knowledge (available); psychological stability; internal obstacles (barriers) to learning.
2. Educational conditions:
Educational-methodical and visual materials for teaching - learning - self-education;
Financial technical equipment, information technology support of education;
Views and approaches to education of teachers, students, parents;
Pedagogical personnel ensuring the functioning of the educational institution;
Influence of territorial authorities on OS management;
The degree of participation of public councils and organizations in the support of education;
Parental support (assistance) to students.
3. The state general context for the functioning of the educational system:
State policy in the field of education;
Strategic priority goals and objectives in education;
Management structure in the system of general education;
Educational resources and their availability;
The position of the teacher in society;
Development and accessibility of the market of educational services and educational literature.
4. Federal state educational standard, public expectations, market requirements, inclusion of education in the international community.
5. Economic conditions; socio-cultural conditions; national and regional factors; systems and structures of pedagogical activity; strategy of assistance and support for teaching staff, children and parents.
§ 1.3. Introduction to the GEF school of basic general education.
Features of the introduction of GEF LLC are due to the specifics of the standard itself and are associated with the features of the three components of the standard:
Requirements for the results of the development of basic educational programs;
Requirements for the structure of the basic educational program of basic general education;
Requirements for the conditions for the implementation of the main educational program.
results requirements.
Requirements are presented by descriptions of subject, meta-subject and personal results and are specified in exemplary basic educational programs in the form of planned results for academic subjects, the results of the development of interdisciplinary programs (programs for the development of universal learning activities, programs "Working with text", etc.). If meta-subject results in elementary school meant mastered universal learning activities, key competencies and interdisciplinary concepts, then in the middle level, the ability to use them in educational, cognitive and social practice, independently plan, carry out educational activities, and build an individual educational trajectory is added.
The final assessment takes into account the formation of skills for the implementation of individual projects. The final grade is formed from two components: the results of the intermediate attestation and the state (final) attestation of graduates.
Moreover, the results of the interim certification (including the accumulated assessment - a portfolio of achievements, or portfolio) indicate the dynamics individual achievements the student, and the second component captures not only knowledge, skills, but also the level of mastering the main educational program, including the main methods of action, the ability to solve educational and practical and educational and cognitive tasks.
Requirements for the structure of the basic educational program of basic general education.
GEF LLC, approved by order of the Ministry of Education and Science of the Russian Federation of December 17, 2010 No. 1897, imposes the following requirements on the structure of the main educational program of the LLC:
The main educational program of basic general education defines the goals, objectives, planned results, content and organization of the educational process at the level of basic general education and is aimed at the formation of a general culture, spiritual, moral, civil, social, personal and intellectual development students, their self-development and self-improvement, ensuring social success, development of creative, physical abilities, preservation and strengthening of students' health.
The main educational program of basic general education is implemented by an educational institution through classroom and extracurricular activities.
Extracurricular activities are organized in the areas of personality development (spiritual, moral, physical culture, sports and health, social, general intellectual, general cultural) in such forms as circles, art studios, sports clubs and sections, youth organizations, local history work, scientific and practical conferences, school learned societies, olympiads, search and Scientific research, socially useful practices, military-patriotic associations, etc.
The main educational program of basic general education contains three sections: target, content and organizational.
Target Section defines the general purpose, goals, objectives and planned results of the implementation of the BEP LLC, as well as ways to determine the achievement of these goals and results.
The program for the development of universal educational activities at the level of basic general education, including the formation of students' competencies in the use of information and communication technologies, educational and research and project activities;
Programs of individual subjects, courses, including integrated ones;
The program of education and socialization of students at the LLC stage, including such areas as the spiritual and moral development and education of students, their socialization and professional orientation, the formation ecological culture, healthy and safe lifestyle culture; remedial program.
Organization sectiondefines the general framework for organizing the educational process.
The organizational section includes:
The curriculum of basic general education as one of the main mechanisms for the implementation of the main educational program;
The system of conditions for the implementation of the main educational program in accordance with the requirements of the Federal State Educational Standard.
The main educational program of basic general education developed by the educational institution should ensure that students achieve the results of mastering the BEP of the LLC in accordance with the requirements established by the Standard.
The system of conditions for the implementation of the basic educational program of basic general educationdeveloped on the basis of the relevant requirements of the Standard and ensures the achievement of the planned results of the development of the OOP LLC.
Requirements to the conditions for the implementation of the OOPare represented by five components: information and methodological, material and technical, financial and economic, personnel and psychological and pedagogical support. Only psychological and pedagogical support has been added, the rest of the components are similar to the standard of primary education.
Personnel conditions have been brought into line with the new procedure for attestation of teaching staff. The continuity of the professional development of teaching staff is ensured by their mastering additional professional educational programs in the amount of at least 108 hours and at least once every five years.
The requirements for financial and economic conditions have been brought into line with Federal Law No. 83FZ “On Amendments to Certain Legislative Acts of the Russian Federation in Connection with the Improvement legal status state (municipal) institutions”. The standard defines the "per capita" standard of financial security.
Features of the requirements for material and technical and information conditions associated with increased requirements for school infrastructure, equipment, information and educational environment. If they are divided into two blocks, then the first one specifically indicates what an educational institution should have: information and library centers with a media library, classrooms with teacher and student workstations, and rooms for extracurricular activities, technical equipment and complete sets of equipment for all subject areas and extracurricular activities, digital educational resources, ICT equipment, communication channels. The second block states that the conditions created in the educational institution should ensure: the possibility of implementing the BEP, achieving the requirements for results, implementing management, and implementing new SanPiN. At the same time, the guidelines characteristic of the main stage are taken into account - the formation of ICT competencies, preparation for specialized training, career guidance.
Scientific and methodological support for the introduction and implementation of the Federal State Educational Standard of basic general education.
1) Exemplary basic educational programs of basic general education.
2) Instructional and methodological letters of the Department of General Education of the Ministry of Education and Science of Russia:
On the introduction of the Federal State Educational Standard of General Education (dated April 19, 2011 No. 03-255).
On the organization of extracurricular activities during the introduction of the Federal State Educational Standard of General Education (dated May 12, 2011 No. 03-296)11.
Clarifications on the application of the Procedure for attestation of teachers of state and municipal educational institutions (dated August 18, 2010 No. 0352/4612 and dated August 15, 2011 No. 03515/5913).
On the methodology for assessing the level of qualifications of pedagogical workers (dated November 29, 2010 No. 03-33914).
Recommendations on equipping the educational institution with educational and educational and laboratory equipment necessary for the implementation of the Federal State Educational Standard, the organization of project activities, modeling and technical creativity of students (attachment to the letter of the Ministry of Education and Science of Russia dated November 24, 2011 No. MD1552/03).
Chapter II. Designing education quality management in the context of the introduction of basic general education in the GEF school
§ 2.1. Management of the introduction to the school GEF LLC.
Fundamental changes in public life make new demands on the personality of the graduate of the basic school.
The introduction of the Federal State Educational Standard is a complex and multifaceted process. The most important factor ensuring its success is the systematic preparation for the introduction of the Federal State Educational Standard and the complexity of all types of support (ensuring) the introduction of the Federal State Educational Standard.
The most important requirement for preparing and ensuring the introduction of the Federal State Educational Standard is the constant scientific, methodological and informational support, including advising all participants in this process.
Management of the introduction of GEF LLC is a purposeful, specially organized activity that ensures the transfer of an educational institution to a new level of functioning and development. The main tasks that must be solved when organizing the introduction of the Federal State Educational Standard in an educational institution are aimed at ensuring
regulatory, financial, economic, personnel, material and technical, organizational and other conditions for achieving the results of mastering the basic educational program of basic general education.
2013-2014 academic year of the year. The teaching staff is actively involved in the process of introducing the FGOS LLC. As part of this process, a lot of preparatory work was carried out, which included the following activities:
- study of the regulatory framework for the introduction of the Federal State Educational Standard of LLC in the classroom of a theoretical seminar;
- familiarization of parents with the main provisions of the GEF LLC;
- development of local acts regulating the introduction of the Federal State Educational Standard of LLC into the practice of the school;
- creation of an information card;
- development and examination of OOP LLC, courses of extracurricular activities.
Various surveys and diagnostics are conducted to analyze the demand of students.
The structure of the curriculum for the Federal State Educational Standards LLC contains a mandatory part and a part formed by the participants in the educational process. The mandatory part is 70%, and the part formed by the participants in the educational process is 30% in accordance with clause 15 of the Federal State Educational Standard of LLC.
According to SanPiN 2.4.2. 2821 - 10 at least 3 lessons are taught physical education per week, provided for in the volume of the maximum allowable weekly load, and also included in the curriculum to increase the motor activity of students in the curriculum subjects of a motor-active nature.
Curriculum for 2013-2014 academic year
for students of the basic stage of general education (grade 5)
Subject areas | Educational items Classes | Number of hours per week |
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Mandatory part | |||
Philology | Russian language | ||
Literature | |||
Foreign language (German) | |||
Mathematics and Computer Science | Maths | ||
Social science subjects | Story | ||
Social science | |||
Geography | |||
Fundamentals of spiritual and moral culture of the peoples of Russia | |||
Natural science subjects | Biology | ||
Art | Music | ||
art | |||
Technology | Technology | ||
Physical culture and Fundamentals of life safety | Physical Culture | ||
Total | |||
Part formed by the participants of the educational process | |||
Maximum allowable weekly load at 5 day week |
Distribution of hours of extracurricular activities of students in grade 5
Activities | Name of circles, sections, programs | Number of hours |
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Physical culture and sports and recreation | "Young Tourists" | ||
Spiritual and moral | "Green Planet" | ||
general cultural | "Know Thyself" | ||
general intellectual | "The Computer and Us" | ||
"Entertaining Linguistics" | |||
social | "Skillful hands" | ||
"Green Patrol" (social project) | |||
Total |
Management model for the introduction of GEF LLC
"Management of an educational institution in the context of the implementation of the Federal State Educational Standard" |
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Full name of the director: Andreeva Tatyana Vasilievna GBOU secondary school s.Krotkovo m.r. Pokhvistnevsky, Samara Region |
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Events | Implementation Action Plan | Responsible | Implementation period |
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1.1. | Creation in GBOU secondary school working group on the introduction of GEF LLC. | Order on the creation of a working group for the introduction of GEF LLC and approval Regulations on the working group. Order on the distribution of responsibilities for the development of a project for a modernized educational system of the second stage of the school. | Head teacher | August 2013 |
1.2. | Formation of a bank of legal documents of the federal, regional, municipal, school levels. | List of documents included in the bank. The address of the page of the school site on which the documents are posted. | Deputy director for water resources management. Responsible for website design | September-December 2013 |
Making changes and additions to the Charter of the school. | The meeting of the school council, which should consider the issues of making changes and additions to the Charter of the school. Order to amend the Articles of Association. Charter with amendments and additions, certified by the founder. | School Principal, Chairman of the School Council, Chairman of the Council of the TC | December 2013 |
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The decision of the school council on the introduction of GEF LLC in an educational institution. | Minutes of the meeting of the school council, certified (agreed) by the founder. | Head teacher | August 2013 |
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Development of a draft basic educational program for basic general education of an educational institution, developed on the basis of an exemplary basic educational program for basic general education. | Minutes of the meeting of the working group on the approval of the draft basic educational program of basic general education. The main educational program of the basic general education of the school. Meeting of the Pedagogical Council on the approval of the main educational program of basic general education. Orders: on the development of an educational program for 2013-2017 academic year year; on the approval of the educational program for 2013-2017 academic year year; on the approval of the curriculum. | Working group | September, December 2013 |
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Plan hours in the curriculum for the organization of extracurricular activities. | Curriculum of a general educational institution. | Deputy director for water resources management | August 2013 |
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Creation of the Program for the Development of a General Educational Institution for 2013-2017. | Minutes of the meeting of the school council, which should consider the issues of amending the current development program or creating a new one. School development program. | School Principal, School Council President | December 2013 |
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Creation of a reasonable schedule of the educational process in accordance with the goals and objectives of the main educational program of the main school. | Order on the approval of the schedule. A single schedule for the organization of educational and extracurricular activities. | Deputy director for water resources management | August 2013 |
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Selection of a list of textbooks for the implementation of GEF LLC. Provision of educational institutions with textbooks in accordance with GEF LLC. Formation of other educational and didactic materials, including the COR. Formation of an application for providing a general education institution with textbooks in accordance with the federal list. | Order on approval of the list of textbooks and teaching aids used in the educational process, the list of teaching materials. Information about the availability of textbooks, indicating the percentage of provision for each subject of the curriculum. Application for providing a general education institution with textbooks in accordance with the federal list. | Librarian, chairmen of the SMO | May 2013 |
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1.10 | Change job descriptions employees of the educational institution, processed taking into account the Federal State Educational Standard of LLC and the Unified Qualification Directory for the positions of managers, specialists and employees. | Order on the approval of new or revised job descriptions. | School director, chairman of the trade union committee of the council of the TC | August 2013 |
1.11 | Creation of orders regulating the introduction of second generation standards in a general education institution: | Orders: on the transition of the educational institution to training according to the Federal State Educational Standards LLC; on the approval of the project and the schedule for the introduction of GEF LLC at the second stage of the school; on conducting intra-school control over the implementation of the Federal State Educational Standards LLC; on approval of the annual plan (schedule) of the school during the transition to the Federal State Educational Standard. | Head teacher | August 2013 |
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Amendments to local acts regulating the establishment of wages for employees of an educational institution, including incentive bonuses and additional payments, the procedure and amount of bonuses. | Regulations on incentive and compensation payments. | School Principal, Working Group | ||
Conclusion of additional agreements to the employment contract with teachers. | Labor contracts. | Head teacher | ||
Determination of the amount of funding from the funds of the subvention of educational expenses in the amount that meets the requirements for the logistics of the introduction of the Federal State Educational Standard of LLC. | Analysis of the budget of the educational institution in terms of financing the state subsidy. | Chief accountant | ||
Determining the amount of funding at the expense of the founder of the current and major repairs, equipping the premises with equipment in accordance with the SanPiN norms, safety and fire safety rules, requirements for the logistics of the introduction of the Federal State Educational Standard of LLC. | Analysis of the budget of the educational institution in terms of financing at the expense of the founder. | Chief accountant | ||
2.5. | Determination of the amount of expenses necessary for the implementation of the BEP LLC and the achievement of the planned results, as well as the mechanism for their formation. | Information on the calculations and the mechanism for the formation of expenses necessary for the implementation of the OOP LLC, certified by the founder. | Chief accountant | |
2.6. | Calculation of standards for financing extracurricular activities. | Order on the financing of extracurricular activities. | Head teacher | |
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Drawing up a schedule for the preparation and introduction of GEF LLC | Order on the approval of the schedule. Schedule for the introduction of GEF LLC. | Deputy director for water resources management | May-August 2013 |
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Implementation of models of interaction with institutions of general and additional education children, culture, sports, etc., providing the organization of extracurricular activities. | Agreement on the interaction of a general education institution with institutions of culture, health, sports and tourism in order to create a developing and health-saving environment. | Deputy Director for BP | September 2013 |
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3.3. | Creation of a program of extracurricular activities in the areas and types of activities fixed in the standard, their consistency with school-wide forms of educational work. | Order on approval of the program of extracurricular activities. Bank of programs. | Deputy Director for BP | September 2013 |
Planning a model for organizing the educational process. | Description of the educational process organization model. | |||
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4.1. | Implementation of advanced training for all teachers in grades 5-9 (possibly in stages as the Federal State Educational Standards are introduced). | Order on approval of a long-term plan (program) for advanced training of educational institutions. Plan (program). | Deputy director for water resources management | May-September 2013 |
4.2. | Development (adjustment) of the plan of scientific and methodological seminars (intra-school advanced training) with a focus on the problems of introducing the Federal State Educational Standard of LLC. | Plan of methodical or scientific methodical work. | Deputy director for water resources management | During 2013-2014 academic year |
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5.1. | Organization of the study of public opinion on the introduction of new standards and the introduction of possible additions to the content of the main educational program of basic general education, including through the school website. | Sociological polls. School board meetings. Parent meetings. Interview with parents of 5th graders. Publications in the media. | School Principal, Deputy Director for UVR, Deputy Director for VR, Class 5 Heads | During the 2013-2014 academic year |
Updating the website of an educational institution in order to ensure a wide, constant and sustainable access of participants in the educational process to information related to the implementation of the BEP. | School website. | IT-teacher | ||
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6.1. | Analysis of the equipment of a general education institution in accordance with the requirements for the minimum equipment of the educational process and the equipment of educational premises. | Equipment information Action plan to eliminate identified deficiencies. | Deputy Director for ACH | During the 2013-2014 academic year |
6.2. | Analysis of the validity of the use of premises for the implementation of OOP LLC. | Compliance information. | Deputy Director for ACH | During the 2013-2014 academic year |
Analysis of the compliance of the material and technical base for the implementation of the OEP LLC with the current sanitary and fire safety standards, labor protection standards for employees of an educational institution. | Compliance information. Action plan to eliminate identified non-conformities. | Deputy Director for AHS, Deputy Director for Security | During the 2013-2014 academic year |
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Analysis of the sanitary and hygienic well-being of the educational environment: conditions of physical education; provision of hot meals; licensed medical office; dynamic schedule of training sessions; A curriculum that takes into account the multi-activity space. | Compliance information. Action plan to eliminate identified non-conformities. | Deputy Director for BP | During the 2013-2014 academic year |
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Analysis of ensuring the restriction of access to information incompatible with the tasks of spiritual and moral development and education of students. | Compliance information. Action plan to eliminate identified non-conformities. | Deputy Director for BP | During the 2013-2014 academic year |
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Analysis of the completeness of the library of the educational institution with printed and electronic educational resources for all subjects of the curriculum of the OOP LLC. | Information about the staffing of the library, indicating the proportion of the provision of the subjects of the curriculum of the OOP LLC. | Library manager | ||
Analysis of ensuring controlled access of participants in the educational process to information educational resources on the Internet. | Information about the system for restricting access to information that is incompatible with the tasks of spiritual and moral development and education of students. | Deputy Director for BP | During the 2013-2014 academic year |
Control over the implementation of GEF LLC
Functions (tasks) of control:corrective, motivating, prevention of possible crises, accumulation of information for decision-making, identification and generalization of valuable experience.
Types and tasks of control:
1. Preliminary:to identify the degree of preparedness for the introduction of GEF LLC.
2. Current: identify deviations from planned results; process correction; maintaining the motivation of performers necessary to complete the work.
3. Final: work results; final assessment of the work of performers; generalization of management experience.
Four levels of controlthe introduction of GEF LLC:
Director;
Deputy principal of the school;
Heads of working groups, methodological and other associations of teachers, class teachers;
Teachers, specialists, educators, class teachers, working groups, creative groups.
The sequence of tasks for the development and implementation of the systemintroduction of GEF LLC:
- Curriculum development.
- Development of work programs.
3. Development of programs for courses of extracurricular activities.
4. Examination of programs of courses of extracurricular activities.
5. Survey of students on the choice of courses of extracurricular activities.
6. Development of a schedule of activities to inform students.
7. Carrying out a system of activities to inform students and parents.
8. Drawing up a schedule of training sessions and extracurricular activities.
8. Implementation of courses of extracurricular activities.
9. Evaluation of effectiveness systems extracurricular activities.
Tasks for the formation of motivation of teaching staff
- Clearly define goalsintroduction of GEF LLC, include them in the plans of methodological work of teachers.
- Develop a system of rewards for high results in the implementation of GEF LLC.
- Develop and introduce a system for evaluating (examination) the quality of extracurricular courses.
- Establish regular informing of the teaching staff about the results of the work of teachers in the implementation of the Federal State Educational Standard.
5. Create an effective system for monitoring the results of the implementation and implementation of GEF LLC.
6. Create all the logistical, organizational, methodological and other conditions for the successful introduction of GEF LLC.
7. Conduct the necessary training of managerial and teaching staff.
8. Introduce an assessment (certification) of the teacher's work, taking into account his work on the implementation of the Federal State Educational Standard.
§ 2.2. Management of the quality of education in the context of the introduction of basic general education in the school of the Federal State Educational Standard.
Work on quality management education at school was based on the analysis, coordination and correction of the educational process.
The components education quality managementin terms of the introduction of the GEF LLC in the school, the following criteria and indicators are included.
Criteria and indicators of the effectiveness of education quality management at school based on the implementation of a system-activity approach in the educational process in the implementation of the Federal State Educational Standard.
Criteria | Indicators |
BLOCK 1: EDUCATIONAL QUALITY MANAGEMENT IN SCHOOL |
|
Strategic planning quality of education | The policy and strategy in the field of development of the quality of education in educational institutions has been determined; The presence of a clearly formulated system of goals, objectives, the concept of development of the educational institution; A philosophy of the quality of education in educational institutions has been developed; Orientation to the requests of all interested parties; The requirements for achieving the quality of education have been established. |
Control quality of education | The requirements for the graduate of all levels of education and the professional competence of teachers are determined; Designed socio-pedagogical conditions for improving the quality of education; A system of monitoring studies has been developed for the general management of the quality of education; Results of innovative activities aimed at improving the quality of education; The "technological chain" of continuous improvement of the educational process is used. |
Availability of quality education | Accessibility of education in general (dropout rate, the number of schoolchildren who did not receive basic general education); Availability of variability of educational programs for different groups of schoolchildren, completeness of satisfaction of educational requests; Completion and continuity of implemented programs; Availability of affordable, additional education for children; The variability of the content of education at the request and choice of students. |
The potential of educational systems | The level of professional competence of teaching staff; Material and technical support of the educational process, the availability of new infrastructure elements for current period; Involvement in innovative activity teaching staff; Interaction with social partners; Positive dynamics of the level of students' learning in intermediate and final control. |
BLOCK 2: CONDITIONS FOR ACHIEVING QUALITY EDUCATION IN SCHOOL |
|
The quality of teaching composition | Share of teachers with higher education, among them working outside their specialized education; The share of those who underwent retraining and advanced training in the past year; Generalization and dissemination of work experience (master class, open lessons etc.) at school, municipal, regional, all-Russian, international level; The number of publications of teachers. |
Quality information and educational and methodical ensure | Number of units computer technology per 1 student; Share of lessons delivered using ICT based work program teachers; The share of students using ICT in their learning activities by subject; Availability of digital educational resources; Provision with textbooks, compliance with the list of the approved state list and the year of publication. |
The quality of learning technologies | The total number of modern pedagogical technologies used by teachers in the classroom; The level of teachers' knowledge of modern educational technologies; The share of teachers trained in the field of modern educational technologies; Use of distance learning elements in the learning process; Adequate assessment educational achievements students. |
Methodological support innovative work | Conducting training seminars, master classes, pedagogical councils, production meetings that increase the level of professional competence of teachers in the field of implementation of the system-activity approach in education; The proportion of teachers who implement a system-activity approach in lesson activities; Normative - methodological support for the implementation of the system - activity approach in the educational process of the school; Generalization and dissemination of advanced pedagogical experience implementation of the system-activity approach in the educational process of the school. |
BLOCK 3: QUALITY OF THE EDUCATIONAL PROCESS OF THE SCHOOL |
|
The quality of educational process | Quality of learning outcomes in core subjects in primary, secondary and high school, positive dynamics of the quality of learning outcomes; The level of formation of key competencies of students; An increase in the number of students participating, winners in subject Olympiads and other competitions at the school, municipal, regional, all-Russian and international levels. Evaluation of the lessons attended by the school administration; Completeness and quality of implementation of plans and programs. |
The quality of educational process | Absence of offenses, absence of students registered with the juvenile department; The absence of students who do not attend classes without a good reason; Involvement of students in social and social design activities; The level of upbringing, socialization of students; The involvement of students in student self-government. |
Health saving of students | Creation of a health-saving educational environment, the proportion of students participating in sports activities; Absence of injuries of students during the EP; Indicators of physical development; Dynamics of preservation and development of students' health. |
In the course of theoretical understanding of the problem, we put forward a hypothesis that requires verification in the course of practical activities of the introduction of GEF LLC.
The purpose of the experimental and search work was to test the hypothesis put forward:The effectiveness of education quality management in the basic school will increase if the activities of the school administration and teachers in managing the quality of education are carried out on the basis of a specially developed program.
An analysis of the results of the implementation of the structural-functional model of education quality management allows us to conclude that there are positive results of education quality management in the context of the introduction of the FGOS LLC in the school.
The introduction of GEF LLC in our school is carried out with 2013-2014 academic year of the year for the first time, therefore, we can only analyze the results of learning and the quality of knowledge of fifth-graders for the 1st half of 2013-2014 school year.
The results of learning and the quality of knowledge of fifth-graders for the 1st half of the year in comparison with the results elementary school
Name disciplines | 4th grade | 5th grade |
||
Trained % | Quality % | Trained % | Quality % |
|
Russian language | 100% | 100% | ||
Maths | 100% | 100% |
To improve the quality of education, it is necessary to: align the conceptual and target settings of educational activities, adjust the school development program, strengthen work with gifted children, introduce workshops on the targeted development of students' cognitive interests into the curriculum.
Thus, in the process of work, we found that the implementation of the structural-functional model of education quality management contributes to an increase in the level of management efficiency, which generally confirms the correctness of the hypothesis put forward.
The experience of testing the GEF of primary general education has shown that without targeted, systematic, comprehensive scientific and methodological support for the process of introducing the GEF, it is impossible to ensure that the education system reaches a new qualitative level of its development and functioning, to avoid the risks of formalizing the complex and multifaceted process of introducing the GEF of basic general education and to make the new standard is an effective tool for modernizing the entire education system.
Analysis of risks and ways to minimize them during the transition of the educational institution to the Federal State Educational Standard
in order to maintain the quality of education in the new conditions.
Risks | Ways to minimize |
Negative attitude public for introduction new educational standard | |
Failure to implement the variable curriculum models, involving inclusion in him overtime hours activities | Informing the public about the process and results transition of elementary school to the new standard. Motivation the public to participate in the process of introducing the standard |
Poor management introduction process standard. | Organization of analytical and diagnostic support assessment of changes in the conditions of preparation for the introduction of a new standard. |
Non-compliance with the principles continuity when moving from elementary general education to basic general education. | Development of an action plan to ensure the continuity of the formation of UUD children junior school age and primary school students. |
Insufficient to fulfill standard requirements school funding. | Drawing up an estimate of an educational institution, taking into account the requirements of the standard. Raising additional funds through providing paid additional educational services, voluntary donations and earmarked contributions individuals and (or) legal entities. |
Insufficient external methodical and motivational preparation of pedagogical and leadership to introduction of the standard. | Update of the methodological support program teachers. Organization of an effective intra-school system advanced training of teaching staff with orientation to the problems of the introduction of the standard. |
Conclusion
On the present stage the level of education of each person and the intellectual and professional potential of society as a whole are considered as a strategic resource.
And as international studies show, graduates of Russian schools have deeper knowledge than their foreign peers, but they are less able to apply this knowledge. A similar picture is emerging in the labor market, when a number of vacancies are occupied by incompetent specialists who have mastered a certain amount of knowledge, but in practice cannot perform their professional functions at the proper level.
However, education is still regarded as one of the most important values, as evidenced byintroduction to general educational institutions GEF LLC.
Federal state educational standard of basic general education(hereinafter referred to as the Standard) is a set of requirements that are mandatory for the implementation of the main educational program of basic general education by educational institutions with state accreditation.
The Standard is based on a system-activity approachwhich provides:
formation of readiness for self-development and continuous education;
designing and constructing the social environment for the development of students in the education system;
active educational and cognitive activity of students;
construction of the educational process, taking into account the individual age, psychological and physiological characteristics of students.
The standard should be the basis of the activity:
educators who develop basic educational programs for basic general education;
heads of educational institutions, their deputies, responsible within their competence for the quality of the implementation of the main educational program of basic general education;
employees of organizations that assess the quality of education, including public organizations;
developers of exemplary basic educational programs of basic general education;
managers and specialists government agencies executive power and local self-government bodies that provide and control funding for educational institutions of general education;
heads and specialists of state executive bodies of the constituent entities of the Russian Federation, exercising management in the field of education, control and supervision over compliance with legislation in the field of general education;
heads and specialists of state executive authorities, ensuring the development of the procedure and control and measuring materials for the final certification of graduates of the basic school;
heads and specialists of state executive authorities of the constituent entities of the Russian Federation, developing regulations on the certification of teaching staff.
The main idea of reforming the school is to improve the quality of education. But it is impossible to improve the quality of the educational process without changes in the management strategy.
Theoretical study of the problem and results research work confirmed the productivity of the proposed research hypothesis and made it possible to make the following conclusions:
1. Relevance problems of education quality management are caused by
society's need for a competitive personality, adaptive to the conditions of a rapidly changing environment, capable of mastering new technologies for the purpose of self-education.
2. Education quality management is a purposeful
the activities of the school administration to create conditions that ensure the effective functioning, improvement and development of the educational process.
3.We have designeda model of education quality management in the context of the introduction of the Federal State Educational Standards LLC in the school. Developed model is considered as structural and functional, built on the basis of regularly and functionally related elements that ensure the creation of a set of conditions aimed at improving the quality of education.
4. In the course of the study, it was found that the implementation of the structural
functional model management of the quality of education at school, promotesimprove efficiencyeducation quality management.
At the same time, the results Our research work allows us to state that the possibilities for improving the quality management of education have not been exhausted. There are a number of issues that require deeper and more serious study. These are the managerial aspects that determine the predictive and strategic decisions of education quality management.
Used Books.
- Innovative development of the education system in the Russian Federation:Materials of the All-Russian Scientific and Practical Conference, February 11, 2011. - M., Paganel Publishing House, 2011.
- Concepts of long-term socio-economic development until 2020, section III "Education" (approved by the Government of the Russian Federation on October 1, 2008, Protocol No. 36).
- Priority national project "Education" for 2009-2012.
- Federal State Educational Standard of General Education Moscow, 2010.
- Bezuglov Yu.I. Education quality management. Collection of scientific articles /OIPKRO/. Orenburg, 1999.
- Bespalko V.P. Monitoring the quality of education is a means of managing education. - M., 1996.
- Bolotov V.A. Basic approaches to the creation of an all-Russian system for assessing the quality of education in the Russian Federation. Questions of education. 2004. No. 3.
- Intraschool management: Issues of theory and practice. - Edited by T.I. Shamova. -M., "Pedagogy", 1991.
- Golubeva L.M. Quality management of education on a diagnostic basis.
- Gromova T. Criteria and assessment of the quality of education.//Scientific-methodical journal "Principal of the School".IF "September", No. 5, 2006.
- Dyakova, T.M. Problems of transition to new federal state educational standards [Text] / T.M. Dyakova // Methodist. - 2011. - No. 6. - P.51-54.
- Krainova E.B. Criteria for the quality of education: main characteristics and methods of measurement. - M., 2005.
- Polonsky V.M. Dictionary of terms and concepts according to the legislation of the Russian Federation on education. M., 1995.
- Potashnik M.M. The quality of education: problems and management technologies.
Moscow: Pedagogical Society of Russia, 2002.
- Rozova N.K. Quality control. - "Peter", 2003.
- Dictionary of concepts and terms according to the legislation of the Russian Federation on education. M., 1995.
- Tretyakov P.I. Shamova T.I. Quality management of education - the main direction in the development of the system: essence, approaches, problems.//Head teacher, No. 7, 2002.
- Education quality management. Under the editorship of M. M. Potashnik. Moscow: Publisher: Pedagogical Society of Russia, 2006.
- Khutorskoy A.V. Person-oriented direction of modernization
education in Russian school. Collection scientific papers. M., 2002.
- Shishov S.E. Kalney V.A. Monitoring the quality of education at school. M., 1999.
Tretyakov P.I. Shamova T.I. Management of the quality of education is the main direction in the development of the system: essence, approaches, problems. / / Head teacher, No. 7, 2002. - P. 69.
Ministry of Education of the Russian Federation
Stavropol State University
ESSAY
in Pedagogy
on the topic: "Planning the educational process"
Completed by: Galina Chaplina
Stavropol, 2003
Introduction. 3
1. The concept and meaning of goals. four
2. Variety of educational goals. 6
3. The mission of the school and its implementation for specific educational purposes. 9
Conclusion. 12
Literature. 13
Introduction
In scientific management, planning is recognized as the most important function. Many studies point to a strong positive relationship between planning and organizational success.
Plans serve as the main means of managing the activities of the school team. What results does the school want to achieve at the end of the academic year and at intermediate stages, who, what and when will have to do this? The answers to these questions are given in the course of planning. Differences in specific educational goals and ways of achieving them between schools are found, first of all, in curricula.
Consider the issues of choosing educational goals in accordance with the strategic goals (mission) of the school.
1. The concept and meaning of goals
The goal is the image of the result that the subject seeks to obtain by performing certain actions. But not every such image is the goal. The goal is not just an image of the desired result (in this it also coincides with beautiful-hearted dreams, projects, etc.), but an image of the result, firstly, with a fixed time for its receipt; secondly, corresponding to the needs and capabilities of the organization; thirdly, a motivating subject to act in the direction of achieving it (declaring a goal, the subject may strive to get a completely different result, in this case the declared goal is a pseudo-goal), fourthly, operationally defined (controlled).
Images of the desired future and, first of all, goals, as the most specific, clear and definite of them, perform many important functions in people's activities, which makes us treat goals and their setting with special attention.
Fixing in a clear and tangible form the image of the desired result, the goals of the educational process orient the activities of teachers to the choice of means and the creation of conditions necessary and sufficient to achieve them.
A well-founded choice of priority targets makes it possible to concentrate efforts “on the directions of the main strike”, not to be scattered, to rationally and economically spend time, effort, and other resources.
Clearly formulated goals act as a benchmark, a standard against which interim results of work can be compared, making prompt and even advanced adjustments to it. It is no less important that the analysis of the achievement of the set goals can contribute to in-depth self-analysis, the identification of problems of professional and educational activities, and competence problems.
In joint work, the presence of common, accepted, agreed upon goals is a necessary condition for organization, cohesion, and integration. general activities, multiplying the individual potentials of its individual participants, that is, the goal acts as a powerful coordinator and integrator. The lack of clearly defined desired results leads to many defects, overhead, poor quality of work and dissatisfaction of its participants.
Understanding this, many prominent teachers of the past, for example, N.K. Krupskaya and A.S. Makarenko, repeatedly appeared in the press, criticizing the insufficiently serious and attentive attitude to setting the goals of education and upbringing. In the second half of the twentieth century, in different countries and on different methodological grounds, research was launched aimed at substantiating, typifying, classifying, and concretizing educational goals. These studies, of course, gave many interesting results that promote the development of education, but the problem of the goals of the educational process in science still does not have a satisfactory solution.
For the modern Russian school, the relevance of a clear setting of goals is also enhanced because, having received broad autonomous rights in the early 90s of our century, educational institutions faced the problem of value and target self-determination, the choice of such educational aspirations and goals that, reflecting modern achievements psychological and pedagogical sciences, would best correspond to the real and future social needs, expectations and opportunities of schoolchildren, the potential of the teaching staff.
2. Variety of educational goals
In planning, in particular planning goals, it is very important to find a reasonable balance between fundamental questions ("what should be the result?") and technical questions ("how to formulate goals?"). The great variety of “images of a person” in human studies and, in particular, in psychological and pedagogical disciplines, gives rise to a great variety of ideas about what should be considered the main goals (desired results) of education.
An analysis of the practice of many schools shows that the main goals and objectives of education are formulated in the following areas - common functions educational process:
Cognitive, cognitive function, the output of which is: a system of knowledge, a system of special, subject skills and abilities, the ability to carry out educational and cognitive activities, including self-education. The exclusive orientation of education only to such results, to the so-called ZUN (knowledge, skills, abilities) can hardly be recognized as reasonable and in recent years has been sharply criticized from humanistic positions;
value, educational function, the “output” of which is: the formation of the foundations of the worldview of schoolchildren, their views, beliefs, value orientations, self-concept and self-consciousness in general; the formation of the motivational sphere, the orientation of the student's personality, his desires, aspirations, needs, interests; enrichment of personal experience, experience of activity, behavior, communication, relationships, experiences, experience of making choices, actions, etc.;
functions mental development, the "outputs" of which should be real neoplasms in the intellectual sphere of students (their attention, perception, thinking, imagination, speech), in their emotional and volitional spheres;
Functions of development of creativity, creativity of students;
· a health-improving function aimed at preventing and, if possible, correcting the unfavorable somatic and mental development of children, ensuring readiness to lead a healthy lifestyle.
The search for the most important educational goals is accompanied by a search for more specific and measurable formulations. One of the world's most famous attempts to streamline and specify the complex of possible educational goals is the so-called taxonomy of educational goals, proposed by the American researcher B.S. Bloom in the mid-1950s and then developed further.
Bloom's taxonomy specifies the way in which goals are set in the cognitive (cognitive) and emotional spheres of the student. But this taxonomy is focused on the traditional type of educational process. Innovative approaches to the construction of this process, in particular, developmental education, require other methods of goal setting, which, however, are poorly developed today.
When setting educational goals, it is important to be aware that different pedagogical systems and technologies have their limitations and can only achieve certain results. So, for example, the creator of the class-lesson system, Jan Amos Comenius, might have been very surprised at the attempts of our contemporaries to radically solve the problems of individualization of learning within this system, while the author was a principled opponent of differentiated learning and believed that it was necessary to teach everyone everything (which, we note, in the absence of universal education was very progressive and democratic).
It is especially important to understand the relationship between the goals of the educational process and its general orientation, properties, and type of education. If the type of education actually carried out, the content, technology and organization of education corresponding to it, the position of the teacher and students are oriented primarily to the assimilation by schoolchildren of a certain set of knowledge and skills (which we observe today in most educational institutions), then the very noble and humane goals of education and mental development of schoolchildren, most likely, will remain only declarations. If, for example, the goal is to teach a child to learn, but conditions are not really created for him to be the subject of his educational activity, then the goal will not be achieved.
Therefore, with a holistic planning of the educational process at school, it is necessary to substantiate, prove the feasibility of the goals put forward with the help of the curriculum and programs of training and education, "prescribing" the most important targets, and real ways, methods, means, forms of achieving the desired results, with the help of an appropriate teacher training, etc.
3. The mission of the school and its implementation for specific educational purposes
A rather long and winding path leads to the setting of specific educational goals, which ideally should be determined for each student and with his obligatory active participation. To make it more direct, less painful, and most importantly - leading to the desired end results - is the concern of the subjects of intra-school management.
Determining the goals of the functioning of the educational subsystem of the school requires certain external, social prerequisites. We are talking about studying and taking into account, firstly, the social order of the immediate environment of the school and, secondly, state educational standards that set obligatory minimum requirements to the results of school education, and basic curricula that predetermine the planning of real educational processes at school.
Correlation of these external requirements with ideas about the real and potential possibilities of the school community provides grounds for making a decision about the mission of the educational institution. The mission does not define the specific goals of the educational process, but the general purpose of the school, and as such it involves answering the following questions:
Whose and what educational needs the school focuses its activities on (choosing a mission is not blindly following the social order and not the arbitrariness of the school itself: external and internal needs and opportunities must be balanced);
What contingent of students is it designed for (it is clear that the answer to this question will be different for a mass school and, for example, a gymnasium);
What level of educational services is taken to guarantee the school;
· what functions of education will be priority for this school;
what the school can offer children, in addition to the actual educational services;
what the school is willing to do for its staff;
What is the school going to do for the municipal educational system of the wider social environment (it is important to note that the choice of the mission of the school must necessarily be agreed with the subjects of the municipal education system, which express the interests of the entire population of the given territory)?
The ideas of the teaching staff about the required level of quality of the results of education of graduates of a given school, which, in essence, are like an intra-school educational standard, are recommended to be fixed in the form of a model (image) of a graduate. This model is already closer to the goals of the educational process than the mission of the school, but it is also not a specific goal, because the latter should be set taking into account individual characteristics, needs and opportunities of the student.
Graduate models can be developed at two levels: a minimum program, which reflects the mandatory requirements for the level of education of students in a given school, and a maximum program, which is not of a normative nature, but aims teachers and students to achieve the highest possible results, taking into account knowledge of the maximum educational opportunities for students of a certain age.
The presence of a school graduate model makes it possible to model the requirements for the results of education and upbringing by grades and years of study, which, along with the well-founded general aspirations of the school and the general requirements for training courses adopted at the school, creates the prerequisites for setting specific educational goals.
When setting (and evaluating) educational goals, it is useful to consider the following requirements:
1. The main grounds for setting goals should be an analysis of existing needs and problems, on the one hand, and an analysis personal opportunities, funds, resources - on the other.
2. Goals should be relevant, that is, responding to the most significant problems.
3. Goals should be tense, but real, that is, be in the zone of proximal development of schoolchildren.
4. Goals should be so specific (including setting the level of the desired result and the time frame for achieving it) that it can be clearly determined whether they have been achieved.
5. Goals should be motivating, stimulating, inciting.
6. Goals must be consistent with the basic values of the school, its mission.
7. The goals of joint activities must be known to all its participants, understood and consciously accepted by them, which requires special work on the collective development and coordination of goals.
8. Specific private goals should be subordinated to larger and longer-term targets and aspirations.
These requirements are of a general nature and do not affect the specific content of the goals of the educational process. Meanwhile, the definition of this content is the most important task to ensure the realism of educational goals.
Conclusion
We examined the main problems of planning education at school, the concept and meaning of goals, their diversity.
The main goals and objectives of education are formulated within the framework of the general functions of the educational process.
When setting educational goals, it is important to be aware that different pedagogical systems and technologies have their limitations and can only achieve certain results. Therefore, the choice of goals by a particular educational institution should be carried out in accordance with its real capabilities.
The ideas of the teaching staff about the required level of quality of the results of education of graduates of this school, along with the well-founded general aspirations of the school and the general requirements for curricula adopted at the school, create the prerequisites for setting specific educational goals, the requirements for which were set out in this essay.
Literature
1. Gvishiani D.M. Organization and management. - M., 1972.
2. Lazarev V.S. Systematic development of the school. - M., 2002.
3. Lazarev V.S., Potashnik M.M. How to develop a school development program. - M., 1993.
4. Nikanorov S.P. System analysis and system approach. - M., 1971.
5. Prognostic concept of goals and content of education / Ed. AND I. Lerner, I.K. Zhuravlev. - M., 1994.
6. School development management / Ed. MM. Potashnik, V.S. Lazarev. - M., 1995.
7. School management: theoretical foundations and methods / Ed. V.S. Lazarev. - M., 1997.
Ministry of Education of the Russian Federation Stavropol State University ABSTRACT on pedagogy on the topic: "Planning the educational process" Completed by: Chaplina Galina- The displacement is called the vector connecting the start and end points of the trajectory The vector connecting the beginning and end of the path is called
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- Acceptable Value Range (ODZ), theory, examples, solutions