Education reform goal. On the reform of education, the Unified State Examination and not only (Online-interview with Andrey Fursenko)
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G. A. Alexeychuk
Reforms taking place in modern educational system, set high level requirements for professional competence and personal maturity of a teacher, which can be achieved in the mode of a continuous process of professional self-development.
Extracurricular activities
Literature
- Klyueva, N.V.
- Kukushin V.S.
- Melnikova, E.L.
- Rezapkina, G.V.
- S.A. Kotova
- Selevko, G.K.
Preview:
G. A. Alexeychuk
“Problems and prospects for the development of education in modern world»
Education reforms: implementation of a new generation of GEF
The reforms taking place in the modern educational system set a high level of requirements for the professional competence and personal maturity of the teacher, which can be achieved in the mode of a continuous process of professional self-development.
The main feature of modern society is the transition of mankind to a historically new state, which a number of researchers define as a civilizational demolition. Special place is given to the impact of information, the role of its new technological systems, forms, nature and scope of influence, in fact, on all spheres of human life.
Certainly an important component successful implementation tasks in the implementation of new education standards is the implementation of the continuity of the Federal State Educational Standards of primary and basic general education. All the requirements of the Federal State Educational Standard for the achievement of personal, meta-subject and subject results involve the organization of complex conditions for the development of the child as a subject of students' activities, as well as for measuring results and tracking their dynamics at different age stages.
The conceptual basis of modern educational standards- system-activity and competency-based approaches that are aimed at developing the key competencies of schoolchildren.
Our country is currently experiencing great amount political, economic, environmental and social problems. Cardinal transformations in the historical and cultural development and socio-economic life required a change in the paradigm of education. The direction of the reforms taking place in Russian education, should lead to the creation of such a system, the basis of which is formed by the ideas of self-development of the individual, expanding its capabilities in choosing its life path.
Modern stage development pedagogical system focused on the ideas of humanization and humanitarization. Numerous studies that consider the tasks and prospects for the formation of a new education converge on a common understanding of the distinctive features this process, defining it as a necessary condition for the existence of dialogue and cooperation between the subjects educational process.
From these positions, the humanization of education can be defined as the orientation of the educational process towards the development of interaction relations between its subjects, and humanitarization as an orientation towards the development of the content of education, aimed at solving the problems of personality development and its self-actualization.
And the world cannot stand in one place. “Time is the greatest of innovators,” said the English philosopher Francis Bacon. Time affects all spheres human life, including education, periodically requiring its renewal. Today it is already clear to everyone: it is impossible to “enter” into the “new” time with the old standards. As practice has shown the main task Russian educational policy - ensuring the modern quality of education. The modernization of education is a political and national task. Teach - learn - the slogan of the II generation standards.
Along with the consistent solution of the global task of the development of education, the problems of the educational system concerning its goals, content, methods, forms, as well as changes in the subjects of the educational process themselves are subjected to comprehension and concretization. The most significant are the following:
Updating and complicating the tasks, content and structure of education;
Active implementation innovative technologies in the absence of performance criteria innovation activities and the presence of the phenomenon of resistance to innovation;
Overcoming the deterioration of the physical and mental health of schoolchildren and teachers in connection with the intensification of the educational process;
The inertia of the educational system during implementation scientific achievements in the educational process, the outdated material base of schools;
Decline in the prestige of pedagogical activity in the eyes of the public, resulting in a decrease in the influx of young personnel into the school, the aging of teaching staff;
Shortage of qualified teachers for further expansion educational services;
The downward trend in the quality of Russian education (according to PISA surveys).
Crisis phenomena in modern society require the search for directions that determine the prospects for the development and improvement of general education.
Primary School- this is the first step from which the ascent of the student into the future begins; it is the basis on whose strength depends what our future will be like. In the hands of the teacher is the future of our children, and hence the future of Russia. These are not just words - this is a great responsibility, today's children are our tomorrow, our future. Will the new school require new teachers? I think yes. The new standards place high demands on the level of preparation of primary school graduates. So, first of all, we ourselves, the teachers, must change.
We should not forget that the main worker in the classroom at the new school is the student. The teacher's task is to try to replace the methods of "explanation" of the new with the construction of ways of independent "discovery" of new knowledge. Only then will the world of knowledge, interest, the search for something new open up before the children, they will understand that there are no problems in the world that they could not solve. And, of course, the main mission of the teacher of the new school is to awaken a creator in every child, a person capable of creating something new, as well as to educate a person with modern thinking, able to realize himself in life. “All children are talented, but everyone is talented in their own way” - this is what teachers of the new school should remember.
Along with these issues, the close attention of teachers and leaders primary education addressed to many other pressing issues. Their presence is indicated by both psychologists and educators:
Implementation of continuity between preschool education and primary school, between primary and secondary school;
An increase in the number of first-graders who are not ready for school-type education due to the transition to a 4-year primary education and a decrease in the age of children entering school;
An increase in the number of children with borderline somatic and mental health disorders at the stage of entering school;
The introduction of new pedagogical technologies into the educational process of a mass school while maintaining traditional methods and forms of pedagogical influence.
In the standards of the new generation, the focus is not on knowledge, skills, skills, but on universal learning activities - the ability to learn independently. What is important is not the "baggage" of knowledge accumulated during schooling, but the ability to use it. The need to move to new standards arose due to the fact that many graduates face difficulties in adapting to adulthood where there are no teachers who guide them, tell them what to do and how. Knowledge alone is not enough in life.
The graduate must learn to solve their problems on their own. The first experience of the implementation of the Federal State Educational Standards showed that, in general, the conceptual ideas and prescribed ways of implementing new educational standards are relevant and in demand by the modern educational system. The requirements for the conditions for the implementation of the main educational program of primary general education have changed.
Entered hours on extracurricular activities students, which increase the school's capacity and create conditions for organizing individual design and research work with students. The nature of students' activities has changed - research, creative, productive; increased the proportion of independent work of students in the classroom; it became possible to apply knowledge in the performance of practice-oriented tasks; decreased anxiety, increased motivation to learn.
Extracurricular activitiesis carried out with the help of the following components included in it: traditional school affairs, planning of school affairs and holidays, festivals, competitions of various levels. All activities included in the plan of the educational work of the school are built on the mass participation of schoolchildren and are aimed at the versatile development of the child's personality.
The scenario plan of traditional events is drawn up in such a way that as many students, teachers and parents as possible can take part in them. This year, the school actively participated in various events at the school, district, regional, All-Russian level. Events dedicated to significant dates: Teacher's Day, Mother's Day, New Year's event, Serving the Fatherland Month, dedicated to February 23, International Women's Day, in district events dedicated to the 200th anniversary date Patriotic War 1812, the 1100th anniversary of the birth of Russian statehood, the 70th anniversary of victory in the Great Patriotic War.
Extracurricular activities schoolchildren - a concept that unites all types of schoolchildren's activities (except educational), in which it is possible and expedient to solve the problems of their upbringing and socialization - this is an integral part of the educational process at school. It contributes to the implementation of the requirements of federal educational standards for general education. Its advantages: providing students with the opportunity for a wide range of activities aimed at the development of the student.
law Russian Federation“On Education” (Article 9, paragraph 1) it is established that “the main general education programs elementary general, basic general and secondary (complete) general education ensure the implementation of the federal state educational standard, taking into account the type and type of educational institution, educational needs and requests of students, pupils and include academic plan, work programs of training courses, subjects, disciplines (modules) and other materials that provide spiritual and moral development, education and quality of training of students.
Thus, the spiritual and moral development and education of students is a paramount task of the modern educational system and is an important component of the social order for education.
Spiritual and moral education of schoolchildren is a key requirement of the Federal State Educational Standard. Priority areas in our school it is the education of citizenship, patriotism, respect for the rights, freedoms and duties of a person; education of moral feelings; industriousness, creative attitude to teaching, work, life; upbringing value attitude towards nature and the environment.
The new standards are aimed at the interaction of teachers, students and parents. Increased parental interest in participating in educational activities, school management; enthusiastically take part in joint school activities; the nature of interaction with the teacher has changed; Parents have the opportunity to continue their education.
In the future, schools should expand the interaction and continuity of basic and additional education for the effective organization of high-quality extracurricular activities.
The spiritual and moral development of a Russian citizen is a process of consistent expansion and strengthening of the value-semantic sphere, the formation of a person’s ability to consciously build and evaluate attitudes towards himself, other people, society, the state, the world as a whole on the basis of generally accepted moral norms and moral ideals, value attitudes.
The main content of spiritual and moral development, education and socialization are the basic national values. We keep these values in cultural and family traditions and pass them on from generation to generation. Relying on these values helps a person resist destructive influences.
What are our traditional sources of morality? This is Russia, our multinational people and civil society, family, work, art, science, religion, nature, humanity. Accordingly, the basic national values are determined:
- Patriotism - love for one's small Motherland, one's people, for Russia, service to the Fatherland;
- citizenship - law and order, freedom of conscience and religion, constitutional state;
- social solidarity - personal and national freedom, trust in people, institutions of the state and civil society, justice, mercy, honor, dignity;
– humanity – world peace, diversity of cultures and peoples, progress of mankind, the international cooperation,
- science - the value of knowledge, the desire for truth, the scientific picture of the world;
- family - love and fidelity, health, prosperity, respect for parents, care for older and younger, care for procreation;
- work and creativity - respect for work, creativity and creation, purposefulness and perseverance;
- traditional Russian religions - the idea of faith, spirituality, the religious life of a person, tolerance, formed on the basis of interfaith dialogue;
- art and literature - beauty, harmony, the spiritual world of man, moral choice, the meaning of life, aesthetic development, ethical development;
Core values should underpin the way of life school life, determine the lesson, extracurricular and extracurricular activities of children.
Modern society needs a person who does not select a way to solve a problem from the known, mastered by him, but is able to independently choose a strategy for solving a specific problem, using the experience of subject apprenticeship.
Under these conditions, it becomes obvious that cardinal changes must take place in the education system. The school as an institution, built in the logic of an industrial society, found itself in a sharp and unproductive conflict not only with the future, but also with the present.
In this regard, the changes taking place in Russia put forward the task of developing domestic education in the category of national priorities (UNESCO Program "Education for All", the draft Law on Education, the national initiative "Our New School", the second generation of the Federal State Educational Standards). “The world needs education aimed at the formation of a personality capable of a versatile, holistic vision and analysis” (D.A. Medvedev).
In order for the reform in education to take place, it is necessary to resolve several fundamental issues, among which the most important is, of course, the understanding of the new place assigned to the teacher. In an educational institution, it is necessary to create conditions for the self-development of a teacher, to plan systemic work on the development of creativity, motivational readiness for innovation.
The teacher often asks the question, "why do we need new technologies, is it possible to get by with the usual forms and methods." Probably, everything can be left as it is, including at school, but a teacher on planet Earth has always had and has a mission to give wings to his student to fly. A modern young person must respond flexibly to changes in the economy, live in a multicultural society, master the skills of communicative interaction, and be able to work in a team. Difficult to release modern life student, using only well-known and time-tested technologies, and the question “why new technologies are needed” is more rhetorical. When moving forward, we use the experience of previous generations and create and implement something new for the future.
Thus, the task of developing the ability to learn from schoolchildren becomes significant for their primary professional self-determination. Its successful and consistent solution in educational space schools can lead to a wide range of positive outcomes, from willingness and commitment to continuing education throughout life and the corresponding behavior in the labor market until the formation of the foundations of civic consciousness and self-awareness in a significant part of the younger generation. To the extent that the education system will acquire a powerful resource for self-development, being modernized primarily by the internal forces of its own subjects - children and adults.
Summing up what has been said, we can state with a considerable degree of confidence that the solution of topical issues of general and primary education relates not only to psychological and pedagogical, but also to acmelogical issues and is directly related to the progressive development of an individual subject and the nation as a whole.
Literature
- Klyueva, N.V. Technology of work of a psychologist with a teacher / N.V. Klyuev. - M.: TC "Sphere", 2000. - 192 p.
- Kukushin V.S. . Modern pedagogical technologies. Primary School. - Rostov n / D., 2004.
- Melnikova, E.L. . Technology of problematic dialogue: methods, forms, teaching aids / EL.Melnikova // Educational technologies: Sat. materials. - M. : Balass, 2008. - Issue. 8. - S. 5-55.
- Development critical thinking/ S.I. Zeer-Beck, I.V. Mushtavinskaya. - M. : Education, 2011. - 219 p.
- Rezapkina, G.V. . // Bulletin of practical psychology of education. - 2011. - No. 2. -S. 92-102.
- S.A. Kotova , Candidate of Psychological Sciences, Associate Professor of the Department of Pedagogy and Psychology of Primary Education, Russian State Pedagogical University. A.I. Herzen.
- Selevko, G.K. Encyclopedia of educational technologies: in 2 volumes / G.K. Selevko. - M.: Research Institute of School Technologies, 2006. - V.2. - 816 p.
- Federal State Educational Standard of Primary General Education / Ministry of Education and Science of the Russian Federation. - M. : Enlightenment, 2010.-31 p.
- Federal State Educational Standard for Basic General Education / Ministry of Education and Science of the Russian Federation. - M. : Education, 2011.
G. A. Alexeychuk
"Problems and prospects for the development of education in the modern world"
Education reforms: implementation of a new generation of GEF
The reforms taking place in the modern educational system set a high level of requirements for the professional competence and personal maturity of the teacher, which can be achieved in the mode of a continuous process of professional self-development.
The main feature of modern society is the transition of mankind to a historically new state, which a number of researchers define as a civilizational demolition. A special place is given to the impact of information, the role of its new technological systems, forms, nature and scope of influence, in fact, on all spheres of human life..
Of course, an important component of the successful implementation of tasks in the implementation of new education standards is the implementation of the continuity of the Federal State Educational Standards of primary and basic general education. All the requirements of the Federal State Educational Standard for the achievement of personal, meta-subject and subject results involve the organization of complex conditions for the development of the child as a subject of students' activities, as well as for measuring results and tracking their dynamics at different age stages.
The conceptual basis of modern educational standards is system-activity and competence-based approaches that are aimed at developing the key competencies of schoolchildren.
Our country is currently experiencing a huge number of problems of a political, economic, environmental and social nature. Cardinal transformations in the historical and cultural development and socio-economic life required a change in the paradigm of education. The direction of the reforms taking place in Russian education should lead to the creation of such a system, which is based on the ideas of self-development of the individual, expanding its capabilities in choosing its life path.
The current stage of development of the pedagogical system is focused on the ideas of humanization and humanitarization. Numerous studies that consider the tasks and prospects for the formation of a new education converge on a common understanding of the distinctive features of this process, defining it as a necessary condition for the presence of dialogue and cooperation between the subjects of the educational process.
From these positions, the humanization of education can be defined as the orientation of the educational process towards the development of interaction relations between its subjects, and humanitarization as an orientation towards the development of the content of education, aimed at solving the problems of personality development and its self-actualization.
And the world cannot stand in one place. “Time is the greatest of innovators,” said the English philosopher Francis Bacon. Time affects all spheres of human life, including education, periodically requiring its renewal. Today it is already clear to everyone: it is impossible to “enter” into the “new” time with the old standards. As mass practice has shown, the main task of the Russian educational policy is to ensure the modern quality of education. The modernization of education is a political and national task. Teach - learn - the slogan of the II generation standards.
Along with the consistent solution of the global task of the development of education, the problems of the educational system concerning its goals, content, methods, forms, as well as changes in the subjects of the educational process themselves are subjected to comprehension and concretization. The most significant are the following:
Updating and complicating the tasks, content and structure of education;
Active introduction of innovative technologies in the absence of criteria for the effectiveness of innovation and the presence of the phenomenon of resistance to innovation;
Overcoming the deterioration of the physical and mental health of schoolchildren and teachers in connection with the intensification of the educational process;
The inertia of the educational system in the implementation of scientific achievements in the educational process, the outdated material base of schools;
Decline in the prestige of pedagogical activity in the eyes of the public, resulting in a decrease in the influx of young personnel into the school, the aging of teaching staff;
Shortage of qualified teachers for further expansion of educational services;
The downward trend in the quality of Russian education (according to PISA surveys).
Crisis phenomena in modern society require the search for directions that determine the prospects for the development and improvement of general education.
Primary school is the first step from which the student's ascent into the future begins; it is the basis on whose strength depends what our future will be like. In the hands of the teacher is the future of our children, and hence the future of Russia. These are not just words - this is a great responsibility, today's children are our tomorrow, our future. Will the new school require new teachers? I think yes. The new standards place high demands on the level of preparation of primary school graduates. So, first of all, we ourselves, the teachers, must change.
We should not forget that the main worker in the classroom at the new school is the student. The teacher's task is to try to replace the methods of "explanation" of the new with the construction of ways of independent "discovery" of new knowledge. Only then will the world of knowledge, interest, the search for something new open up before the children, they will understand that there are no problems in the world that they could not solve. And, of course, the main mission of the teacher of the new school is to awaken a creator in every child, a person capable of creating something new, as well as to educate a person with modern thinking, able to realize himself in life. “All children are talented, but everyone is talented in their own way” - this is what teachers of the new school should remember.
Along with these issues, the close attention of teachers and leaders of primary education is drawn to solving many other pressing problems. Their presence is indicated by both psychologists and educators:
Implementation of continuity between preschool education and primary school, between primary and secondary school;
An increase in the number of first-graders who are not ready for school-type education due to the transition to a 4-year primary education and a decrease in the age of children entering school;
An increase in the number of children with borderline somatic and mental health disorders at the stage of entering school;
The introduction of new pedagogical technologies into the educational process of a mass school while maintaining traditional methods and forms of pedagogical influence.
In the standards of the new generation, the focus is not on knowledge, skills, skills, but on universal learning activities - the ability to learn independently. What is important is not the "baggage" of knowledge accumulated during schooling, but the ability to use it. The need to move to new standards has arisen due to the fact that many graduates after graduation face difficulties in adapting to adult life, where there are no teachers who guide them, tell them what to do and how. Knowledge alone is not enough in life.
The graduate must learn to solve their problems on their own. The first experience of the implementation of the Federal State Educational Standards showed that, in general, the conceptual ideas and prescribed ways of implementing new educational standards are relevant and in demand by the modern educational system. The requirements for the conditions for the implementation of the main educational program of primary general education have changed.
Hours for extracurricular activities of students have been introduced, which increase the possibility of the school and create conditions for organizing individual design and research work with students. The nature of students' activities has changed - research, creative, productive; increased the proportion of independent work of students in the classroom; it became possible to apply knowledge in the performance of practice-oriented tasks; decreased anxiety, increased motivation to learn.
Extracurricular activitiesis carried out with the help of the following components included in it: traditional school affairs, planning of school affairs and holidays, festivals, competitions of various levels. All activities included in the plan of the educational work of the school are built on the mass participation of schoolchildren and are aimed at the versatile development of the child's personality.
The scenario plan of traditional events is drawn up in such a way that as many students, teachers and parents as possible can take part in them. This year, the school actively participated in various events at the school, district, regional, All-Russian level. Events dedicated to significant dates: Teacher's Day, Mother's Day, New Year's event, the month of Serving the Fatherland, dedicated to February 23, International Women's Day, in regional events dedicated to the anniversary date of the 200th anniversary of the Patriotic War of 1812, the 1100th anniversary of the birth of the Russian statehood,70th anniversary of victory in the Great Patriotic War.
Extra-curricular activities of schoolchildren - a concept that unites all types of schoolchildren's activities (except educational), in which it is possible and expedient to solve the problems of their upbringing and socialization - this is an integral part of the educational process at school. It contributes to the implementation of the requirements of federal educational standards for general education. Its advantages: providing students with the opportunity for a wide range of activities aimed at the development of the student.
The Law of the Russian Federation “On Education” (Article 9, paragraph 1) establishes that “the main general educational programs of primary general, basic general and secondary (complete) general education ensure the implementation of the federal state educational standard, taking into account the type and type of educational institution, educational needs and requests of students, pupils and include the curriculum, work programs of training courses, subjects, disciplines (modules) and other materials that ensure the spiritual and moral development, education and quality of training of students.
Thus, the spiritual and moral development and education of students is the primary task of the modern educational system and is an importantcomponentsocialorder for education.
Spiritual and moral education of schoolchildren is a key requirement of the Federal State Educational Standard. The priority areas in our school are the education of citizenship, patriotism, respect for the rights, freedoms and duties of a person; education of moral feelings; industriousness, creative attitude to teaching, work, life; education of a value attitude to nature, the environment.
The new standards are aimed at the interaction of teachers, students and parents. The interest of parents in participation in educational activities, school management has increased; enthusiastically take part in joint school activities; the nature of interaction with the teacher has changed; Parents have the opportunity to continue their education.
In the future, schools should expand the interaction and continuity of basic and additional education for the effective organization of high-quality extracurricular activities.
The spiritual and moral development of a Russian citizen is a process of consistent expansion and strengthening of the value-semantic sphere, the formation of a person’s ability to consciously build and evaluate attitudes towards himself, other people, society, the state, the world as a whole on the basis of generally accepted moral norms and moral ideals, value orientations .
The main content is spiritual-moraldevelopment, education and socialization are the basic national values. We keep these values in cultural and family traditions and pass them on from generation to generation. Relying on these values helps a person resist destructive influences.
What are our traditional sources of morality? This is Russia, our multinational people and civil society, family, work, art, science, religion, nature, humanity. Accordingly, the basic national values are determined:
– Patriotism - love for one's small Motherland, one's people, for Russia, service to the Fatherland;
– citizenship - law and order, freedom of conscience and religion, the rule of law;
– social solidarity - personal and national freedom, trust in people, institutions of the state and civil society, justice, mercy, honor, dignity;
– humanity - world peace, diversity of cultures and peoples, progress of mankind, international cooperation,
– science - the value of knowledge, the pursuit of truth, the scientific picture of the world;
– family - love and fidelity, health, prosperity, respect for parents, care for older and younger, care for procreation;
– work and creativity - respect for work, creativity and creation, purposefulness and perseverance;
– traditional Russian religions - the idea of faith, spirituality, the religious life of a person, tolerance, formed on the basis of interfaith dialogue;
– art and literature - beauty, harmony, the spiritual world of man, moral choice, the meaning of life, aesthetic development, ethical development;
Basic values should underlie the way of school life, determine the lesson, extracurricular and extracurricular activities of children.
Modern society needs a person who does not select a way to solve a problem from the known, mastered by him, but is able to independently choose a strategy for solving a specific problem, using the experience of subject apprenticeship.
Under these conditions, it becomes obvious that cardinal changes must take place in the education system. The school as an institution, built in the logic of an industrial society, found itself in a sharp and unproductive conflict not only with the future, but also with the present.
In this regard, the changes taking place in Russia put forward the task of developing domestic education in the ranks of national priorities (UNESCO's Education for All Program, the draft Law on Education, the national initiative Our New School, the Second Generation Federal State Educational Standards). “The world needs education aimed at the formation of a personality capable of a versatile, holistic vision and analysis” (D.A. Medvedev).
In order for the reform in education to take place, it is necessary to resolve several fundamental issues, among which the most important is, of course, the understanding of the new place assigned to the teacher. In an educational institution, it is necessary to create conditions for the teacher's self-development, plan systematic work to develop creativity, motivational readiness for innovation.
The teacher often asks the question, "why do we need new technologies, is it possible to get by with the usual forms and methods." Probably, everything can be left as it is, including at school, but a teacher on planet Earth has always had and has a mission to give wings to his student to fly. A modern young person must respond flexibly to changes in the economy, live in a multicultural society, master the skills of communicative interaction, and be able to work in a team. It is difficult to let a student out into modern life using only well-known and time-tested technologies, and the question “why new technologies are needed” is more rhetorical. When moving forward, we use the experience of previous generations and create and implement something new for the future.
Thus, the task of developing the ability to learn from schoolchildren becomes significant for their primary professional self-determination. Its successful and consistent solution in the educational space of the school can entail a wide range of positive consequences: from the readiness and desire for continuous education throughout life and appropriate behavior in the labor market to the formation of the foundations of civic consciousness and self-awareness in a significant part of the younger generation. To the extent that the education system will acquire a powerful resource for self-development, being modernized primarily by the internal forces of its own subjects - children and adults.
Summing up what has been said, we can state with a considerable degree of confidence that the solution of topical issues of general and primary education relates not only to psychological and pedagogical, but also to acmelogical issues and is directly related to the progressive development of an individual subject and the nation as a whole.
Literature
Klyueva, N.V. Technology of work of a psychologist with a teacher / N.V. Klyuev. - M.: TC "Sphere", 2000. - 192 p.
Kukushin V.S. . Modern pedagogical technologies. Primary School. - Rostov n / D., 2004.
Melnikova, E.L. . Technology of problematic dialogue: methods, forms, teaching aids / EL.Melnikova // Educational technologies: Sat. materials. - M. : Balass, 2008. - Issue. 8. - S. 5-55.
Development of critical thinking / S.I. Zeer-Beck, I.V. Mushtavinskaya. - M. : Education, 2011. - 219 p.
Rezapkina, G.V. . // Bulletin of practical psychology of education. - 2011. - No. 2. -S. 92-102.
S.A. Kotova , Candidate of Psychological Sciences, Associate Professor of the Department of Pedagogy and Psychology of Primary Education, Russian State Pedagogical University. A.I. Herzen.
Selevko, G.K. Encyclopedia of educational technologies: in 2 volumes / G.K. Selevko. - M.: Research Institute of School Technologies, 2006. - V.2. - 816 p.
Federal State Educational Standard of Primary General Education / Ministry of Education and Science of the Russian Federation. - M. : Enlightenment, 2010.-31 p.
Federal State Educational Standard for Basic General Education / Ministry of Education and Science of the Russian Federation. - M. : Education, 2011.
1. Current state education system, goals and stages of its reform
Fundamental changes in the socio-economic life and the state-political structure of the Russian Federation have necessitated an education reform. During the first stage of its implementation, the domestic education system freed itself from the legacy of totalitarianism, became more open, democratic and diverse.
However, the implementation of educational reform was hampered by difficulties transition period. These difficulties are caused both by the reduction in production volumes and national income, which made the temporary reduction in budgetary financing of education inevitable, and by the delay in creating a new organizational and economic mechanism for the educational sphere itself. These reasons led to the unsatisfactory state of the material base of educational institutions, led to delays in the payment of the teaching staff, and affected the organization and quality of the educational process. Financial stabilization and a trend towards economic growth make it possible not only to overcome the emerging difficulties, but also to begin a new stage in reforming the education system.
At the new stage, profound changes are envisaged in the activities of educational institutions. The content and structure of the education system needs to be radically updated. It is necessary to create conditions for the development scientific research, to strengthen the system of social guarantees provided to the staff of educational institutions, to ensure the improvement of the health of students. One of the key aspects of the reform is the creation of a new organizational and economic mechanism that meets the conditions of a modern market economy and is designed to ensure the attraction and rational use of resources necessary for the development of education.
The reform of the education system will be carried out in three stages: experimental, designed for a year and focused on the selection of promising innovations; short-term, which will cover the period up to 2001 and will focus primarily on urgent measures to stabilize the socio-economic situation in the field of education and create organizational, personnel, legal, financial and logistical prerequisites for a full-scale deployment of the reform; mid-term, until 2005 inclusive, when it is envisaged to ensure the implementation of the main part of the planned transformations.
The new stage of the reform will be implemented on the organizational basis of the Federal Program for the Development of Education in Russia, coordinated by the Ministry of Education of Russia, regional, local and departmental education authorities with active and largely independent actions of the teaching staff of educational institutions of all types, trustees and parental councils of educational institutions. It is advisable to reconsider federal program in accordance with the main provisions of this Concept. Private and public initiatives, as well as the support of families and employers, interested business, state-political and other public circles, are called upon to play a huge role in the reform.
As a result of reforming the education system, it is planned to quickly eliminate the prerequisites for social tension in educational institutions, normalize their funding, create conditions for improving the organization and quality of the educational process.
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Implementation of the national project "Education" on the example Novosibirsk region
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Current state and actual problems systems of higher and postgraduate education of the Russian Federation
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Documents on the reform of Russian education, which appeared one after another, changed mainly editorially, in accents and in tone: from time to time the wording became less definite and militant, but the general idea remained the same, the main goals and tasks were practically the same. There is no doubt that these documents were prepared by real professionals. Even in the concept approved by M. Kasyanov, the importance of education in the modern world is defined as "the most important factor in the formation of a new quality of the economy and society." In the first versions, the meaning of the education reform was reduced only to increasing the efficiency of the economy with its help, and the pace of this reform was made directly dependent on the growth rate of the gross domestic product. The authors saw the main threat to Russia in the 21st century as “by the turn of the third millennium, Russia had lost its superpower status and faced the threat of being on the periphery of the emerging new world. The danger of being left behind the globalization processes, the formation of an open community and a post-industrial, informational economy is becoming more and more real for Russia.” In a word, the projects for the reform of Russian education were written and approved by people who think of the current development and the future of society in terms of the past.
If you look at the Concept approved by M. Kasyanov from the usual, traditional point of view, then on the whole it leaves a favorable impression. The reform of education appears as a rational purposeful process, including all the necessary phases: the idea of the future (new) state of education, goal setting, planning in space and time. The document is comprehensive, large-scale, deep, and innovative. It contains many ideas and provisions with which any person cannot but agree, no matter what views he holds. Everyone understands, for example, that in the current financial and economic situation, the state will not be able to pull the education system out of the crisis, and therefore multi-channel financing is a necessity; that education reform is not a departmental project, but the cause of the whole society; that if a society develops a market economy, then education, to a certain extent, should become a service sector, learn and be able to live according to the laws of the market, that an important element of the new organizational and economic mechanism is the full and consistent implementation of the legal status of an educational organization, laid down in the Law of the Russian Federation "On education” (as amended in 1996).
There is no doubt that a significant improvement is required to improve the content of education, that the creation of university complexes and the creation of an independent system for monitoring the quality of education can be useful.
There is something “new” in the reform project from the category of “well-forgotten old”, which we will not talk about. These are natural things: reform is not a revolution, but its alternative. It suggests continuity. Moreover, at the last stage of discussions, they decided to call it “modernization”, apparently wanting to say that they do not encroach on the foundations and content of the system that have already developed over the past ten years, but only want to update, “modernize” some forms of Russian education, so that it meets the educational standards of Western (and primarily American) civilization, in which Russia is trying its best to “fit in”. Although, in fact, Western civilization itself needs a radical transformation of its economy, production and consumption, and hence the entire education system. Radicalism presupposes the implementation of fundamental and most complete changes precisely in the content of education. Of course, in forms, but above all - in content. By trying to copy Western education, Russia dooms itself to lagging behind in world development, while by trying to find a model for the accelerated development of education, it could make a breakthrough in all areas, including the economy.
Education reform in Russia will require huge funds. What? Not a word was said about this in the open press. In one of the interviews, the Minister of Education of the Russian Federation V.M. Filippov remarked: "No one will say how much money is needed for the reform." It is difficult to believe that the developers of the reform have no, at least approximate, calculations on this matter. Surely they are, but kept secret. Why? Perhaps not to shock society. Even if we imagine that the price of the Russian reform is ten times lower than the American one, then it is equal to almost five billion dollars. This is almost a five-year budget for the entire Russian education. Where will such money come from? But let's not guess. Until the cost of the reform is known, until it is clear where the money will come from, until there are guarantees that it will be allocated annually in the required amount, it can be quite definitely asserted that, once begun, the reform can stop at any moment. And this is the worst option: one is destroyed, the other is not built. For me, the question remains: what kind of education reform does Russia need? Meanwhile, this issue is more important than the task of writing the reform project itself or, as it has now turned out, the Modernization Concept. For this is a question about the meaning of Russian education “in general”, i.e. about the justification of its presence in connection with a broader plan of reality, the ideal and goals of the development of society "in general", the guidelines for its movement into the future. For it is not enough to say that education is expedient. We must answer the question, what do we see this goal? Education - for what, for what? For the sake of the economy "and" society, as the current Concept says, or is it the other way around - society "and" the economy? The difference is significant and huge.
Of course, if we think of development according to the “as it was” scheme, then the reasons that caused the crisis and the need to reform education inherited by Russia from Soviet times should be seen, firstly, in the complete transformation of the socio-economic and political way of life of society; secondly, in Russia's desire to integrate into the "global (more precisely, Western) economic and educational space", in which its own standards, relations and "rules of the game" have long been established. But the global catastrophic situation requires a complete rethinking of traditional ideas about the values of education in general, goals and objectives. high school, in particular.
1. Who do we want to educate at school, at the university? Human? An employee (specialist)? How do we see a person? Is it a resource? Is it an end, a means? What resource - primarily labor? Is he potential? Target? Means? Resource, goal, means - for what? For what general purposes? Or just for yourself? Is the person an individualist or a collectivist? Or should features of both of them coexist in it?
2. What is a "school", "university"? Main Institute national culture, the formation of a nation, a nation-state? The main socially forming unit of society, or just a mechanism for the transmission of knowledge? School of Knowledge? School of Life? Maybe both? Is it only teaching or educating here too? Raise what? How?
3. Is the school an institution of society or the state? What is the role of the state in the development of schools (secondary and higher)? Is this role decreasing or increasing today? What is the role of private capital and private initiative?
Among the numerous innovations that have appeared in Russian education in recent years, three clearly stand out: a) commercialization; b) regionalization; c) confessionalization. All these innovations have developed and proceed mainly on the initiative of grassroots structures, often the population itself. Often contrary to the opinion of the authorities. And they are considered at the same time as evidence of renewal, familiarization with the "world civilization". Any changes in the system of domestic education require a thoughtful attitude, unhurried decisions.
Commercialization, regionalization and confessionalization of education undermine its general cultural foundations and goals, which were formulated by the philosophy of the New Age (F. Bacon, J. Locke, J. J. Rousseau, etc.) and to this day remain a kind of canon of the educational practice of democratic Europe . The commercialization of education, in principle, is in conflict with the ideal of humanism, which affirms the inherent value of a person, the original (preceding all social, material and other differences) brotherhood of people and prescribes to create for everyone equal chances in communion with common goods, which, no doubt, also include knowledge, intellectual skills, abilities, norms of decency, social discipline. Regionalization undermines education as a general civil, nationwide institution.
The reformers again hurried with writing concepts and launching the “modernization” of education, they obviously “crossed secrets” at the stage of reform design and therefore introduced a lot of nonsense into it. “Measure seven times, cut once,” they say. For any tailor, this is a strict rule. And for everyone who treats the case quite responsibly.
Question: “What education reform does Russia need?” should have been put up for public discussion. It is clear that the discussion would be difficult. But we are talking about the fate of the country. This is not possible without public consent. What will not be accepted and understood by the educational community and the people will not come true.
This is understood, for example, by the United States, whose experience Russian reformers like to copy. Americans are constantly reforming their education. Less than 20 years have passed since they carried out a grandiose reform in their schools and universities, increasing their funding several times over. However, a 1997 study showed that little progress had been made over 15 years. The cumulative rating given to the American public education system by the results of this study, conducted by the journal "Education Week", is "three". A November 2000 poll by the New Research Center found that 46% of Americans saw the education situation as deteriorating, while only 26% thought it was making progress. A shocking figure was recently published in the American press: 70% of schoolchildren - graduates of the 4th grade - cannot read. As a result, the idea of a new reform of education, so far only school education, has matured.
For several years there were heated discussions about whether or not to carry out this reform. We decided to carry out. But what? Three main types of reforms were offered to the society for further discussion (although they partly overlap with each other).
The first, and most radical, is to introduce free choice and competition into the education system, create fundamentally new types of schools and give parents more opportunities to send their children to the schools they want. Such proposals mainly include the introduction of tuition vouchers for private schools, as well as the organization of "charter schools" (charter schools). Both proposals seem to be gradually gaining popularity.
The second type of reforms involve empowering teachers and students within existing schools, improving outcomes and introducing clearer accountability procedures, essentially changing the existing school culture. Destruction of the dependency system social status, the imposition of stringent performance requirements - either at the state or federal level - and increased accountability of teachers and administrators for student outcomes will improve the overall environment in schools, as both educators and students become less complacent.
The third reform option calls for more money to be invested in the current school system and do it more purposefully. In particular, earmarking of funds for schools in poor areas is recommended; reducing the number of students in the classroom by hiring more teachers; allocation of additional funds and increased efforts to attract the best teachers, as well as monitoring their work.
There are serious disagreements among American politicians, experts, educators and members of the public regarding the reforms mentioned above. The most popular proposal today is to reduce the number of students in the classroom, but there is also a trend in favor of more serious changes. Many predict that in a few years the opportunity to choose a school for children in one form or another will not be the exception, but the rule. Whether this happens or not, time will tell. But everyone agrees that there is no magic solution in the field of reforming the education system. The only thing that is clear is that maintaining the status quo is not the solution. Change is needed.
What can be said about this? Both the authorities and society demonstrate a business-like, professional and responsible approach to solving the most complex social problem. They offer different approaches and options, explore public opinion, lead discussions among professionals, discuss these issues in Congress. In Russia, the opposite is true. No alternative designs. Option - one and only. The first versions were prepared by G. Gref's "team" secretly not only from professional community and the "general public", but even from the Ministry of Education. As stated at the very first meeting in the fall of 2000, where the draft reform was discussed, the rector of MVTU I.B. Fedorov, "we were moved away from the preparation of the project." In the closing speech, the Minister of Education of the Russian Federation V.M. Filippov noted that "the document was very poorly discussed with the public," since G. Gref "closed access to participation in the preparation of the document," arguing that "the ministry is a conservative organization." The rector of Moscow State University named after M.V. M.V. Lomonosov, President of the Russian Union of Rectors V.A. Sadovnichy. The Committee of the State Duma of the Russian Federation on education and science turned out to be on the sidelines. The then chairman of this Committee, I.I. Melnikov spoke about this more than once in his public speeches.
There is no point in this approach, it is complete absurdity. For it is possible to create a reform project with limited forces, secretly from the educational community, but it is impossible to implement it without the participation of university rectors and school directors, teachers and teachers. Sooner or later it is necessary to find coordinated positions. And so it happened in the end: the main ideas of reform, which were supposed to be implemented according to an accelerated scheme, were either postponed for a long time (the introduction of 12-year schooling), or transferred to the category of experiments, the results of which (if they are evaluated objectively), in my opinion, will be negative.
Meanwhile, for the past two years now, the entire educational community has been pretty feverish, considerable forces and funds are being spent, which can easily find a more worthy application.
It is also curious how the various options for the concept of education reform were discussed at the meetings of the rectors, which I attended: they left me with a feeling of poorly hidden violence. This was already manifested in the fact that a set of documents amounting to dozens of pages was handed to us every time during the registration of participants 20-30 minutes before the start of the meeting. During this time, it was necessary to have time to run through the text diagonally with your eyes in order to at least in general understand why you are here, what will be discussed. It was impossible to delve deeply into the essence of the document, because, naturally, it consisted of formulations and theses, each of which concealed a very specific meaning. How to “decipher” in a few minutes what a group of specialists has been preparing for weeks and months? It's impossible. Everyone found themselves in a stupid situation: either to be indignant and declare that you are not ready for a discussion, or to pretend that everything suits you. Nobody wanted to look like a brawler. As a result, hundreds of university leaders, backed by hundreds of thousands of teachers and millions of students, portrayed the auditorium, the audience, and a standard action unfolded on the stage: a report, a co-report, a dozen pre-prepared speeches, the final word: "Accept as a whole with the comments made." In other words, I approve. Theater of the Absurd. And soon a document appeared that bore little resemblance to the one that was discussed, but already in the form of a government decree or, as was the case, for example, with the National Doctrine of Education, which was discussed at the All-Russian meeting in the State Kremlin Palace, and then, during the “refinement”, it was so cut off its essence is that, apart from cod, it has no meaning.
Only once at an expanded meeting of the Council of the Russian Union of Rectors on May 21, 2001, the rector Ural University V. Tretyakov said something that the organizers of such meetings themselves should understand: “Why are we discussing the details of what we do not agree with in principle, in general? Why do we, the rectors, agree to join the working groups of the Ministry and discuss proposals that we do not accept initially (Unified State Exam, GIFO, etc.)? Let's first decide what kind of reform we need? The rectors sitting next to me and I agreed with this. I think there were most of them in the room. But Tretyakov's speech was already made towards the end of the meeting. And it was clear to everyone: the scandal would only aggravate the situation.
In our assessments of ideas and measures to reform Russian education, of course, there is a lot of subjectivity. Otherwise it can not be. In a person with a certain worldview, all assessments of the real state of affairs and ideas about the future are built in the logic of this understanding. This does not mean at all that they are true. Reality, strictly speaking, is only an idea, representation, concept. What is absurd for me, for another may have some (incomprehensible to me) meaning. The difference in levels of understanding of reality is the most fundamental difference between people. We pronounce the same words, use the same concepts, but do not fully understand each other, or even do not understand at all.
If there is a concept for me sustainable development”And it is full of the deepest meaning, if I consider reality from the point of view of this concept, then the things and phenomena that I perceive rationally and sensually become “good” and “bad”, “right” and “wrong”, “high” and “low” , "meaningful" or "meaningless", depending on how they correspond to the principles and requirements of the "sustainable development" paradigm and the corresponding education paradigm.
If a person has not even heard anything about “sustainable development”, has not understood or consciously accepted this concept, for any reason he will have his own logic of reasoning based on a different worldview.
Having studied almost all variants of the concepts of reforming Russian education, I did not find in any of the texts even a mention of the “sustainable development” paradigm. Having discovered this circumstance, I, logically, should have continued to reason about Russian education in the key of the “sustainable development” paradigm, landing it on Russian soil. And that would be my personal, purely theoretical project. Meanwhile, I am fascinated by the absurdity of what is happening in Russia, one of the powerful streams of which is the ongoing modernization of education.
The most obscure question for society remains the question of financial support reforms. No one needs to be convinced that any social project costs money and the larger it is, the more expensive it is. For example, five years ago, supporters of this idea asked for $3.2 billion to conduct an experiment on the introduction of an “educational voucher” in the United States, which the US Congress denied them. The current US President Bush Jr. presented to the US Congress a project to reform the education of his country, estimating the cost of the reform at 47.6 billion dollars.
1. Education reform in Russia
and state policy in the field of education
(initial positions, goals, principles, stages of implementation)
Fourth reform
School and society are inseparable. Society lives and develops the way it learns. And learns how it wants to live.
The life cycle of a school usually corresponds to the life cycle of a society. In step with Soviet history, our school has gone its own way - from a pedagogical poem to a pedagogical drama. And today, sometimes lagging behind, sometimes ahead, the school, together with society, is entering the storm of radical reforms. Enters, like society, slowly, painfully, difficult.
In a general context national history, in the whirlwind of numerous school reforms, the current educational reform is the fourth of those that have radically changed the face of the school, its goals and values, the content of education, and the entire internal structure of the educational system. The dates of previous such profound reforms are 1804, 1864, 1918. Each of them created a holistic concept and educational system of its time, created a new model, moreover, a new paradigm of education, reproducing the corresponding type of personality and “type of people”.
The current educational reform did not start today, it already has its own history. Its first stage– 1985–1987 - the rise of the social and pedagogical movement and the formation of a new pedagogical ideology against the background of the dying of the pseudo-reform imposed "from above" in 1984. Second phase- 1988 - development "from below" of the concept of reform and its adoption at the All-Union Congress of Workers public education. Third stage- 1989 - mid-1990 - reform hangs in the context of the general stagnation of perestroika. And the fourth stage– implementation of the reform, which began in the summer of 1990 in the course of the formation of sovereign structures Russian statehood and their transition to an independent policy in all spheres of life, including in the field of education.
Within the framework of this fourth stage, two periods are obvious: “pre-market” (until the end of 1991) - socially and politically tense, but economically relatively balanced; and modern, transitional, when the flywheel of market reforms launched in January 1992 sharply aggravated the situation in education, replacing for a while (the first half of 1992) the task of stabilizing and developing the educational system with the dramatic task of its survival.
Heritage
The path traveled by our school almost mirrors the path traveled by the country. Looking back, testing ourselves with history, we cannot but see not only the achievements along this path, but also its enormous difficulties, numerous mistakes, and tragic collisions. The totalitarian regime for many decades tried to make the school an instrument of its crimes - against the individual, against childhood, against conscience, against science, against culture, against society. And the school has a long way to go to heal the wounds of these crimes, to eradicate their very sources.
The crisis state of the school business, which was exposed by the mid-1980s, reflected similar conditions in society and had the same main source - the crisis totalitarian regime, the exhaustion of the resources of its existence. But at the same time, there were other specific reasons for the crisis of our education system - neglect of the internal laws of its development, its complete nationalization, turning into a passive object of social and ideological surgery.
The nationalization of the school led to the loss of many of its tasks and functions, to its transformation into a closed, in fact, regime institution. The interests of the individual and the needs of society were beyond the threshold of the school. She began to work only for one address - for the state. Accordingly, the teacher, essentially deprived of the right to pedagogical creativity, was turned into a state official. As a result, a system of triple alienation was formed: schools from society, students from schools, teachers from students.
An inevitable consequence of the transformation of the school into a state, bureaucratic institution was its functioning in the regime of uniformity, like-mindedness and one-man management. Realizing the main socio-pedagogical setting of the administrative-command system for the formation of the "cogs" of this system, the school embarked on the path of total averaging of the individual. Thus, it deprived not only the personality, but also itself of the ability to develop, which objectively led to the cutting of the cultural roots of nations and nationalities, the intellectual potential of society as a whole. The frozen school has become a means of conservation community development, a mechanism for the reproduction of frozen social structures.
The negative phenomena in the activities of the school have been exacerbated in recent decades by two circumstances. On the one hand, its inability to overcome the emerging trends of the global crisis in education caused by the inconsistency of the quality of this education with the requirements of the scientific and technological revolution, the informatization of society, the urbanization of life, environmental shifts, etc. school reforms and reorganizations.
Replacing genuine movement with slogan running ahead, this policy set globalized goals for the school - either unrealizable on this stage social development (secondary universal education, education of six-year-olds, etc.), or completely unusual for a general education school (universal professional training students). These goals, designed for widespread and instantaneous implementation, were not supported by either scientific justification or the necessary financial, human and other resources. Illusory goals gave birth to illusory means and indicators of their achievement: 100% enrollment, 100% academic performance, etc. The “production” of education was thus replaced in the school by the production of unrealistic indicators.
As a result, each subsequent reform or reorganization of the school led to its ever greater imbalance, to an expanded replication of errors and exacerbation of school problems. This vicious circle led not only to stagnation, but also to a noticeable regression of the education system.
The school reform of 1984 was no exception in this respect. It not only did not eliminate, but aggravated the crisis of the school. In fact, it cannot even be called a reform. She had no leading idea, no concept and strategy, no methodology. It was not preceded by a sober, critical analysis of school affairs, the development of a mechanism for the upcoming transformations, their legal, economic, pedagogical and organizational foundations. The school was offered a set of random, partial measures - without a clear system, which therefore had largely the opposite results. Take, for example, the salary increase for teachers. Could it stop the exodus of teachers from the school? While maintaining the barracks of the school the best teachers continued to leave it, not finding a use for themselves.
Many goals declared by the reform were simply wrong: merging general and vocational education, professionalization secondary school(repetition of the mistakes of 1958), further imposition of uniformity - now in the field of vocational education (introduction of a single type of vocational school), etc.
All this made the 1984 school reform hopeless. But the main thing that doomed it to dying was its turning into the past, which since April 1985 has entered the last phase of its decay.
The consequences of prolonged administrative-command experimentation with the school are well known. It has lost its development guidelines and has come into sharp disparity with the socio-economic, cultural and educational needs of the country. The declared goals of education turned out to be in deep contradiction with the means of achieving them and the final results: a drop in interest in education; low level of academic performance, which could not be hidden by any interest; deterioration in the mental and physical health of students; cultivation of their asociality, spiritual infantilism, etc.
All this was exacerbated by a sharp decline in the social status of education, the economic leveling of its various levels. As a result, there was a double devaluation: the state devalued the school as an institution of education; school devalued education, culture.
There was only one way out of this situation - a radical change in the essence, nature and direction of state policy in the field of education and a deep, comprehensive reform of the educational system itself.
Starting points for education reform and policy
The cardinal difference between the modern educational reform in Russia and the previous Soviet school reforms and similar reforms in the West is due to the profound social, economic and political changes that are taking place in our country today. Basically, everything is changing today. Russia is moving from a totalitarian regime to a civil society, from a feudal economy to a market economy, from a spiritual gulag and general averaging of the individual to the recognition of its self-worth, the priority of Man and universal human values.
This is what determines both the depth and scope of the ongoing educational reform, and the enormous difficulties that stand in its way. These difficulties are not only in the economic sphere, as is often mistakenly believed, but also in the mentality of the former Soviet society. And here and there they seem sometimes insurmountable.
Two main assumptions underlie the educational reform in Russia. First : A new society cannot be built on the foundations of the old school. And the second : education is not only a leading factor in the development of a person and human resources (the only resources that are inexhaustible and which represent the main gold reserve of Russia), but also a decisive factor in the development of society, the implementation of radical reforms in all spheres of life.
Today we are building a bridge from the lateral and dead-end branch of civilization to its main path. Education is one of the main load-bearing structures of this bridge.
It is education that, first of all, should ensure a change in the mentality of society, the destruction of old, obsolete stereotypes. It must pave the way for a democratic public consciousness, a new political culture, market literacy of the population.
Hence - a change in the political strategy in the field of education and a change in the very type of educational policy, the rejection of the usual, constant pulling education up to the requirements of life and the focus on outpacing its development, clearly enshrined in Decree No. 1 of the President of the Russian Federation.
The advanced development of education is a pattern and at the same time a condition for normal social development . For education either places limits on this development or opens up new horizons for it.
But speaking of the accelerated development of education, it is necessary to clearly realize that educational reforms are, by their nature, reforms of the second echelon.
Let us recall at least the domestic experience. Preparation of school reforms has always unfolded in the first echelon - during the development of a common ideology of transformation. Or even preemptively - as was the case with the famous article "Questions of Life", which raised school issues at the dawn of the Great Reforms - in 1856. However, the school reforms themselves were carried out following the economic and political transformation. For, as the Minister of the Interior noted at the time, "serfdom was a stumbling block in the way of every legislative initiative." Isn't it the same now? Without the emancipation of the economy, society, labor and man, the school cannot be emancipated. But having taken the first step, taking a firm course towards this emancipation, it is necessary to confidently and proactively advance the reform of education. The conditions for such advancement must be created by a strong and dynamic educational policy.
The defining features of this policy are:
- focus not only on the education system, but also on society, overcoming sectoral provincialism and a departmental view of education;
- realism, and not the former social myth-making;
- anticipatory character and rejection of tailism, when school politics only interpreted party and government decisions and followed their lead;
- focus on a specific result, on its speedy achievement.
Educational policy is an organic unity of goals, means, methods and results. The result is the main measure of policy. He is her crown or headstone. The previous declarative and decorative school politics buried itself. And almost destroyed the school. Her result is her tombstone, on which, as on the common tombstone of our seventy-year experiment, the anti-pedagogical axiom is inscribed: do not do as I do.
Conditions for Successful Education Reform
School and educational reforms always implement two groups of tasks: political, socio-economic - bringing the education system in line with the general logic of social transformations, with new trends in social development and pedagogical – bringing the educational system in line with the internal logic and patterns of its own development. These reforms can be smooth, evolutionary and abrupt, "volcanic". The latter usually happens in three cases: when the delay of the education system and its separation from life are enormous; when there is a change in political and socio-economic orientations in society; when the very paradigm of education changes.
The previous Soviet school reforms actually always neglected the internal laws of the education system (hence, for example, the profanation of secondary general education, which was not accompanied by the necessary deep reorganization of the entire internal school structure) and, in fact, were always “volcanic”, since in most cases they were dictated by opportunistic political motives. Both circumstances made these reforms ineffective, contributing little to the development of education. Meanwhile it is the development of education that constitutes the main meaning, the essence of school reforms .
In recent years, in the developed countries of the world, there has been an obvious transition to a smooth, innovative type of reforming education systems, when these systems include mechanisms for their constant renewal, when the introduction of innovations becomes the subject of systematic and purposeful activity, and innovations themselves act as a leading factor in the development of education. Orientation towards this path of updating the education system is one of the most important conditions for the success of school reforms.
But besides this condition, as evidenced by the historical experience of reforms, including school reforms, there are at least six more conditions that ensure their viability and prospects.
First. Any reform is promising only when it is carried out systematically and covers the whole range of problems. In our case, from the philosophy, law and economics of education to its content and technology of education and upbringing. Attempts to grasp the "main link" that we have been taught so long and hard are illusory. It is futile, for example, to solve the problem of monopoly without resolving the issue of ownership ... And it is just as futile to work out new technology education (even if "Shatalovskaya") on the old content of education in the old barracks school. In both cases, the result will be either far from the expected, or directly opposite to it.
Second. Any reform is fruitful only when it is aimed at growth, at being ahead of the curve. When it opens, but does not close or restricts the development space. In the initial situation of the reform and in each of its present days, tendencies are clearly distinguishable, leading it either to yesterday or tomorrow. And on which of these poles the reform is based, it depends whether it will shift life or end up on its sidelines.
Third. An equally important prerequisite for the success of any reform is its ability to develop, self-correct, self-regulate in time and in the space being reformed. The absolutization of the goals, means, methods of reform, its inability to adapt to the changing conditions of life lead, at best, to its inhibition, at worst, to collapse, defeat.
Fourth. The success of the reform is largely determined by its purposefulness, the choice of reference points for development. However, at the same time, it is not enough to rely only on experimental sites, “centers” for the renewal of education. It is necessary to create mechanisms and an environment for the diffusion of innovations, simultaneously launching levers to support lagging links in the education system. The most promising is the "caterpillar-surveyor" model: medium-developed links move only when the front ones pull and the rear ones push.
Fifth. Any reform is viable only when it relies not so much on the will of the "top" as, and above all, on the need of the "bottom". When it is based not on team and one-time action, but on long-term creative work, on cultivating changes, on stimulating and unleashing local initiatives.
All living things grow from below. The failure of most school reforms was due primarily to the fact that they were designed "at the top" and then "come down" to the bottom, that they were aimed at implementation, not cultivation. But qualitative changes in education occur only when there is a need for them, when the school is aware of this need and gets the opportunity to realize it.
The meaning of the activity of those who undertake to develop and carry out educational reform is not to dictate what, where, when and how to do, what changes to make and what innovations to introduce, but to create conditions and opportunities for renewal and development schools, education. The conditions and opportunities under which the school, teaching staff were able to manifest and realize their need for renewal, choose their own development trajectory.
And finally sixth. Any movement involves stages. And any reform will be doomed to failure if it exceeds the degree of strength of the material being reformed or if it excessively forestalls the zone of proximal development of social consciousness. This moment has not only political, but also deep ethical meaning. Balancing the goals and possibilities of educational reform, like any other reform, is an indispensable condition and guarantee of its successful implementation. Otherwise, the yoke of reforms may either crack or slip off the reformer's shoulder.
Basic principles of education reform
The education reform being carried out in Russia is based on ten basic principles, which were outlined as early as 1987, approved in December 1988 at the All-Union Congress of Educators, and later developed in relation to modern Russian realities.
These principles are multidimensional. In ontological terms, they set the ideals and goals of the reform. In activity - a coordinate system in motion to implement these goals. As a result, the goal, turning into a means, becomes the determining principle for the realization of the goal.
At the same time, these principles are addressed simultaneously to society, the state and the education system itself. The first five of them provide "external", social pedagogical conditions the normal development of the education system and the remaining five - "internal", actually pedagogical conditions for its full-fledged life. All these principles are interconnected, complement each other, revealing the main facets of education reform.
1. Democratization of education is aimed at creating democratic relations in the education system, without which it is impossible to educate a person of a democratic, civil society. The democratization of education primarily involves:
- liquidation of the monopoly of the state on education that existed in the country and the transition to a public-state education system in which the individual, society and the state are equal partners;
- decentralization of education management as an alternative to the "leading" role and the dictates of the "center" in everything related to the school business;
- municipalization of education, i.e. the participation of local authorities and the local community in the management of education through the relevant municipal authorities;
- independence of educational institutions in choosing their development strategy, goals, content and methods of work, their legal, financial and economic independence;
- emancipation of pedagogical relations, changing their very essence, exit from the system of subordination or opposition to the system of cooperation - an adult and a child, a teacher and a manager, a school, society and the state.
A democratic society begins with a democratic school . And therefore, a society that wants to emancipate itself first of all emancipates the school.
2. Multiformity and variability of education provides for the denationalization of the educational system, the diversity of forms of ownership of education and educational institutions, the choice of various channels and forms of education. Life destroys the unified state way of education, for the school as social institution cannot live only on the state's breath - sooner or later "oxygen starvation" sets in. Today in Russia, along with the state, a non-state education system is being created, private and public educational institutions, various forms of home education are emerging.
3. Regionalization of education- this is a rejection of a unitary educational space, fastened by a chain of unified curricula, textbooks and manuals, instructions and circulars. This is giving the regions the right and duty to choose their own educational strategy, create their own educational development program in accordance with regional socio-economic, geographical, cultural-demographic and other conditions. The educational map of Russia cannot remain gray, lifeless and uniform. It should breathe, should become colorful, diverse. On the other hand, until the school - general education, vocational, higher - becomes a factor in the development of the region, until it turns to its tasks and needs, until it works for its needs, until it acquires a regional face, it will always be "in the balance" - financing, logistics, public and administrative attention, etc.
4. National self-determination school is the most important principle of not only educational, but also national policy. The school is inseparable from the national soil. It forms and preserves the national culture, remelting two opposite streams - the enrichment of the national by the universal and the universal by the national. The fruitfulness of these streams was for a long time held back by the averaging and national leveling of the school; in turn, the non-national school, which in its essence cannot be popular, destroyed the inherent value of national culture, became a mechanism for the deformation of national structures and interethnic relations. This destructive role of the school is a thing of the past. Based on national historical traditions, enriched with universal human experience, education, school should become powerful tool national development, harmonization of national relations.
5. Openness of education- this is overcoming its ideological blinkers, its depoliticization and departization; this is the appeal of education to the integral and indivisible world, to its global problems; it is an awareness of the priority of universal human values over class and group ones. A closed school, like a closed society as a whole, is incapable of development. Today we are not satisfied with either a crack in the Iron Curtain, or a window, or even a door to Europe. The school should be built according to the blueprints of a pan-European, global home. It is designed to prepare the human community for a full life in this house.
6. Humanization of education means first of all:
- overcoming the main vice of the old school - its impersonality;
- turning the school to the child, respect for his personality, dignity, trust in him, acceptance of his personal goals, requests and interests;
- creation of the most favorable conditions for the disclosure and development of the abilities and talents of the child, for his full life at each of the age stages, for his self-determination.
Humanization is the key point of the new pedagogical thinking . It requires revision, reassessment of all components of the pedagogical process in the light of their human-forming function. It radically changes the very essence and nature of this process, placing it in the center of his child. The main meaning of the pedagogical process is the development of the student. The measure of this development acts as a measure of the quality of the work of the teacher, the school, and the entire education system.
7. Humanitarianization of education not only opposes the utilitarian technocracy characteristic of our former educational system, neglect of man and spiritual values. It is also connected with the general planetary changes in the nature of human thinking at the end of the 20th century, with the rejection of those traditions that have developed in the world education system over the past 200 years under the influence of a rationalistic and technocratic view of the world as a kind of inanimate mechanism that is dissected in the process of cognition - be it a person, society, culture, etc. Humanitarization is aimed at turning education towards a holistic picture of the world, and above all - the world of culture, the world of man, at the humanization of knowledge, at the formation of humanitarian and systemic thinking. At the same time, it entails an increase in the status of the humanities in the educational process with their radical renewal.
Today, the humanization of education is one of the main means of filling the spiritual vacuum that appeared with the collapse of the old ideological schemes, one of the main sources for the formation of a new social ideology that can change the mentality of society. An equally important aspect of the humanitarization of education is overcoming the predatory attitude to nature and environmental ignorance. Technocracy, like partocracy and bureaucracy, is irresponsible to history. Irresponsible to nature, society, man.
8. Differentiation and mobility of education aimed at creating a fan of opportunities for the implementation of individual educational trajectories, to meet the interests, inclinations and abilities of students, taking into account the psychophysiological characteristics of the age stages of their development. With the help of the differentiation of education, it is necessary to create a market for the necessary educational goods and services that clearly and mobilely responds to the educational needs of various social and professional groups of the population. At the same time, the deepening of the differentiation of education should be based on the foundation of state educational standards, thus ensuring the diversity, accessibility and quality of educational services. The former uniform, one-size-fits-all school is now increasingly being replaced by a school that is diverse, many-sided, and many-voiced.
9. Developing, activity-based nature of education involves the rejection of mechanical assimilation educational material, from the traditional information and explanatory approach focused on the transfer of ready-made knowledge. Knowledge that is not strung on the core of a child's development, on his ability to acquire it on his own, is dead. In turn, a person filled with dead knowledge is not capable of development, full-fledged activity, and change of labor.
The activity of the child is the main factor in his development . And therefore the content of education, the forms and methods of its assimilation should be filled with an active principle, should awaken in the child what he called “the innate human desire for activity” more than a hundred years ago.
10. Continuity of education provides, on the one hand, the continuity of various levels of education and, on the other hand, multidimensional movement in the educational space: linear and consistent ascent along these steps; mastering them with a gap in time; the possibility of not only continuing, but also changing the type of education that allows a person to switch from one field of activity to another, etc.
The principle of continuity changes the very understanding of the tasks and nature of education. Today, education cannot be acquired for a lifetime: the knowledge acquired at school sometimes wears out earlier than a schoolbag. Education should take place throughout a person's life. Therefore, one of the main tasks of the school is to awaken the independent thought of a child, teenager, youth, teach him to learn, help him realize the vital need for constant updating of education.
Cohesion, intergrowth of these basic principles constitutes the ideology and ethical basis of the Russian educational reform. At its core are two fundamental concepts, two key words: democracy and humanity . But the road from democratization to democracy, from humanization to humanism is thorny. This is clearly demonstrated not only by the world, but also by our own, short-lived reformatory experience.
obstacle course
Like any other, educational reform, as it emerges and advances, goes through obstacle courses with a different set of barriers. At the first and second stages of the school reform, during its preparation and adoption (in 1985–1988), ideological barriers were the main barriers. During the years when the reform was suspended (1989 - mid-1990) and in the first, "pre-market" period of its implementation (mid-1990 - late 1991), political and social barriers became the most difficult to overcome. Today, the greatest share of risk is associated with economic barriers. Today, and not earlier, as many of those who, citing economic difficulties, either justified their inaction, or deceived themselves, or simply sabotaged educational reform, tried to prove it.
Understanding the essence of the obstacle course determined not only the tactics for overcoming them, but also the overall strategy for the development and implementation of educational reform. This is especially clearly seen in the example of its first stages, when the developers of the reform, like many others, it was clear that the architects of perestroika realized only at its end.
At the dawn of perestroika, it seemed to its initiators that it was possible to overcome the inevitable impending crisis by accelerating economic development countries. But the proposed slogan of "acceleration" led to a movement that was not only traditionally extensive, unpromising, but also in many respects dangerous: after all, it was proposed to accelerate what, in fact, purposefully rolled into the abyss. This fully applied to the school, the crisis of which, as already noted, only aggravated as a result of the school reform of 1984.
It soon became clear that the old economic cart could only move at the speed allotted to it - it could not become an airplane or even a steam locomotive, that the entire economic mechanism had to be changed. This was to be done by radical economic reform. But even this (as well as the attempt to reform the school reform undertaken at the same time) turned out to be unfeasible outside the general context of social and economic transformations. So reform is on the agenda. political system. But here, too, it "suddenly" revealed that at the end of the reform tunnel stands the main obstacle - the gouges of obsolete ideological dogmas that hold back economic, political, and social, including school reforms.
The initial obviousness of this main obstacle determined the initial, sharp ideological orientation of the concept of educational reform. And accordingly - a sharp and long struggle against it. This struggle was led “personally” by the Department of Science and Educational Institutions of the Central Committee of the CPSU, mobilizing for frontal, echeloned attacks the entire army of official pedagogy fed by it.
As you know, the concept of the reform withstood all attacks and was approved by the All-Union Congress of Public Education Workers in December 1988. Matveev's Teacher's Newspaper, the "collective propagandist and organizer" of the new school reform, fell victim in the struggle. In January 1989, one of the main leaders of this reform, was removed from the post of editor-in-chief, and the newspaper was transferred to the suffocating embrace of the "jurisdiction" of the Central Committee of the CPSU.
The subsequent year and a half of the suspension of the school reform was, at first glance, the time of a typical apparatus-bureaucratic aberration: it seems that there is a reform, and it seems that it does not exist at all. But this is only at first glance. Our habitual references to bureaucracy are very superficial. She is a sensitive barometer, instantly fixing the slightest changes in the political atmosphere. Political confrontation in society, at the "top" steadily kept the needle of this barometer between the marks "cloudy" and "changeable".
Variability became, as it were, a symbol of perestroika power. It reflected the permanent fluctuations of this power, with a depressing abundance of words and no less depressing vacuum of action. It created only the appearance of reforms, including school ones. It took half a year to publish, under pressure from below, the new Statute on the School adopted by the congress of public education workers. The concept of school reform approved by him was lost somewhere in the bends of the political course, never reaching the printing press. The development of a specific program for this reform was out of the question.
As a result, the reform was essentially blocked. As the director of one of the Krasnodar schools said, “the teacher raised his foot and did not know whether to put it on or put it on,” that is, whether to take a step forward or stay still. In such a suspended state, with a raised leg, the teachers, as well as the school reform, remained for a year and a half. So far, the new Russian government has not taken on the task of carrying it out independently and consistently.
The political and social opposition to the school reform did not decrease, but, on the contrary, escalated with the beginning of its implementation in Russia. And not only because each specific reformist action causes an equally specific opposition. At the heart of this confrontation lay the general intensification of the activities of the forces that tried to disrupt the course of Russian reforms. The forces that put the 500 Days program under the knife in November 1990, which provoked military clashes in the Baltic states two months later, and two months later, the withdrawal of troops to the streets of Moscow. The semi-finals and finals of this activity are known: the "Pavlovian" revolt in June and the coup in August 1991.
Opposition to school reform in the first period of its implementation is especially evident in two examples - demilitarization and departization of the school .
The future military organizers of the putsch, Marshal Moiseev and General Varennikov, tried to almost wipe the leadership from the face of the earth. Russian Ministry education for the abolition of compulsory basic military training and the order to remove weapons from the school. This seemingly private question, raised by the Ministry in October 1990, became for him a kind of strength test. Dozens of times, formidable generals at various meetings attacked the Ministry, demanding the cancellation of the ill-fated order. Three times this issue was considered, with varying success, at meetings of the Council of Ministers of Russia. It was only in May 1991 that the Council of Ministers unambiguously spoke out in support of the actions taken by the Ministry of Education.
Events unfolded no less dramatically around the decision of the board of the Ministry of Education adopted in January 1991, six months before the well-known Decree of the President of Russia about the depoliticization and departization of the school . The leadership of the RCP, together with Pravda, the State Education of the USSR and the Academy pedagogical sciences The USSR was not slow to launch a massive offensive against this decision, accused the Ministry of all mortal sins, predicting the collapse of the school. At the same time, traditional tricks were not forgotten - threats of being summoned to the Politburo and "exclusions from the ranks." These threats, however, no longer worked: the ranks thinned out ... And the ranks of the RCP were such that it was worth staying away from them.