The main problems of reforming modern education. The main directions of education reform

08.11.2019

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Introduction

Conclusion

Introduction

The relevance of the problem. Characteristic feature world tendencies economic Development It is the dominant role of highly qualified creative labor, in which a modern information society is developing, "knowledge economy" and a person is being formed with versatile social and intellectual needs. His work activity in the last decades of the XX century. became the fundamental basis for the development of high-tech production based on systematic modernization, creating a technological infrastructure that meets the requirements of the information economy.

The scientific and technical revolution led to a significant increase in the role of a person in creating public wealth. This role has become much higher compared to the role of real and value factors of production.

At the stage of the information revolution, the human factor turned into the main condition of socio-economic development: it is he who contributes to the improvement and optimal use of other factors of production. Without human resources, the remaining components of the economic system are not able to function.

The subject of labor should possess highly developed abilities caused by both personal and socially caused labor qualities.

It is in such an important quality - high professionalism and intellectuality of labor, innovative thinking and activities, a wide range of various needs - labor will develop into human capital. It is this form of capital that is actively involved in the development of industries such as the "knowledge economy", education, information and communication markets, innovation and intellectual services. Economic development is now binding not so much with the accumulation of fixed capital reproduced by a man of material assets, as with the formation and development of human capital himself. In other words, the change of priorities is characterized by the transition to a qualitatively different type of economic development, based on the creation and reproduction of human capital. The processes of its formation are, above all, education, qualifications, production experience.

Education as one of the most significant public institutions is raising the growing interest of the global community, since it connects hopes for the exit from the crisis of culture generated by fundamental changes in the life of society at the junction of centuries. The question of the formation of a new form of education, the implementation of which could ensure the transition to a new type of social development, giving it a new impetus. For Russia, such a model should provide for ways to overcome the crisis of the educational system.

IN Russian Federation There is an acute question about reforming common and vocational education, a system of professional orientation. In turn, the ability to get high-quality training for young people predetermines their specific status in the labor market.

Reproduction of human resources and competent management of them acquire today crucial importance. The approval of market relations is the most complex process that requires balancing economic and social goals, the choice of optimal ways to achieve them. The problems associated with the labor market are exacerbated from year to year. In the transitional period of the country's development, a particularly careful study of all parties to the life of the population is required and, above all youth, as any transformations are facing the future - the younger generation.

Knowledge as such do not transform the economy. Their return, and in huge sizes, it is achieved if they are appropriately used within the framework of a set of institutions, organizations and processes.

The domestic higher school with all its flaws is an important link of the emerging Russian economy. Movement to knowledge-based society involves improving the quality of human capital. Accordingly, the main task of the national education system is becoming an increase in the share of highly qualified specialists in the composition of the workforce, the creation of conditions for the continuing education of citizens, which will ensure their adaptation to the changing economies.

Creative human productive forces in the economy are implemented in the form of human capital. The enrichment of the material and spiritual life of a person at all stages of the development of society becomes one of the factors of human capital.

The purpose of this work is:

The study of human capital as the basis for the formation and development of the market for educational services and improving vocational education.

1.1 The role of education in the development of Russian society

The role of education at the present stage of the development of Russia is determined by the tasks of its transition to a democratic and legal state, to a market economy, the need to overcome the danger of the country's lag from global trends in economic and social development. IN modern world The importance of education as an essential factor for the formation of a new quality of economics and society increases along with the increasing influence of human capital. The Russian education system is able to compete with the education systems of advanced countries. At the same time, extensive support from the public conducted by educational policies, the restoration of responsibility and the active role of the state in this area, deep and comprehensive modernization of education with the allocation of the resources necessary for this and the creation of mechanisms for their effective use. The concept develops the basic principles of educational policy in Russia, which are defined in the Law of the Russian Federation "On Education", the Federal Law "On Higher and Postgraduate Professional Education" and are disclosed in the National Education Doctrine in the Russian Federation until 2025, as well as the Federal Educational Development Program on 2006-2009. The concept is interrelated with the main directions of the socio-economic policy of the Government of the Russian Federation for the long term and determines the priorities and measures for the implementation of the General, Strategic line in the coming decade - modernization of education.

1.2 New Social Requirements for the Russian Education System

School - in the broad sense of this word - should be an essential factor in humanization of socio-economic relations, the formation of new personality relations. The developing society needs modernly educated, moral, enterprising people who can independently make responsible decisions in a selection situation, predicting their possible consequences, are capable of cooperation, differ in mobility, dynamism, structurality, have a developed sense of responsibility for the destiny of the country.

At the present stage of the development of Russia, education, in its inextricable, organic communications with science, is becoming an increasingly powerful driving force of economic growth, improving the efficiency and competitiveness of the national economy, which makes it one of the most important factors of the national security and welfare of the country, well-being of every citizen.

The potential of education should be fully used to consolidate society, the conservation of the single sociocultural space of the country, overcoming the ethno-national tensions and social conflicts on the basis of the priority of the personal rights, equality of national cultures and various denominations, and restrictions on social inequality.

The multinational Russian school has to show its significance in the preservation and development of Russian and native languages, the formation of Russian self-consciousness and self-identity.

Updated education should play key role In the preservation of the nation, its gene pool, providing sustainable, dynamic development of Russian society - a high standard of living, civil, professional and consumer culture. It is necessary to ensure equal access of young people to full-fledged high-quality education in accordance with their interests and inconsistencies, regardless of the material wealth of the family, the place of residence, nationality and health status. It is necessary to use all the possibilities for social protection of children and adolescents devoid of parental care.

An important task is also the formation of professional elite, identification and support of the most gifted, talented children and young people. In the conditions of priority support from the state, the education system should ensure the effective use of its resources - human, information, material, financial.

1.3 The state of the Russian education system and the need for its upgrade

The state-political and socio-economic transformations of the early XXI century had a significant impact on Russian education, allowing to implement the academic autonomy of higher educational institutions, to ensure the diversity of educational institutions and the variability of educational programs, the development of a multinational Russian school and non-state education sector. These processes were reflected and consolidated in the Law of the Russian Federation "On Education" and the Federal Law "On Higher and Postgraduate Professional Education".

The state was largely left of education, which was forced to engage in self-recognition, to a large extent abstracting from the real needs of the country. In modern conditions, education is no longer able to remain in the state of internal closetness and self-sufficiency. The outdated and overloaded content of school education does not provide graduates of the general education school of fundamental knowledge, the most important components of the education standard of the coming century: mathematics and informatics (including the ability to search and select information), Russian and foreign languages, basic social and humanitarian disciplines (economics, history and rights ).

Vocational education, in turn, is not yet able to properly solve the problem of "personnel hunger", due to new requirements for the qualification of employees. At the same time, many graduates of vocational institutions cannot find themselves work, decide on modern economic life. In the conditions of economic bundle of society, all these shortcomings of the education system were aggravated by unequal access to high-quality education, depending on the family's income.

In the transitional period of its development, the country must resolve its urgent social and economic problems without saving at a general education and training school, and on the basis of its advanced development, considered as an investment in the future of the country in which the state and society, enterprises and organizations participate in Citizens are all interested in quality education.

In this regard, it is necessary to ensure a leading increase in the cost of education, a significant increase in wages to employees of education and strengthening stimulating the quality and effectiveness of pedagogical labor. The investment attractiveness of education should be increased to invest in enterprises, organizations and citizens, the organizational and economic mechanisms operating in the formation, which will increase the volume outside budget funds In education, as well as to radically improve the use of these funds, sending them directly to educational institutions. In the conditions of the expected demographic downturn, the student contingent will decline almost one-third, which creates a situational reserve for the intra-system maneuver resources in order to rationalize the network of general educational institutions, supporting innovative schools and other "growth points" in education. Measures of state support of education will be combined with strengthening the role of government bodies and education management in ensuring, together with the public, high and modern quality of educational institutions and organizations, regardless of their organizational and legal forms, systematic analysis of the prospective needs of labor markets.

1.4 goals and main tasks of modernization of education

The main task of Russian educational policy is to ensure the modern quality of education based on the preservation of its fundamental and compliance with the current and promising needs of the person, society and the state.

Modernization of education is a political and national task, it should not and cannot be carried out as a departmental project.

The interests of society and states in the field of education do not always coincide with the sectoral interests of the education system itself, and therefore the definition of the areas of modernization and development of education cannot be closed within the framework of the educational community and the educational department.

All citizens of Russia, the family and the parental public, federal and regional institutions of state authorities, local governments, a professional pedagogical community, scientific, cultural, commercial and public institutions should be active subjects of educational policies. The purpose of modernizing education is to create a mechanism for the sustainable development of the education system. To achieve this goal, the following priorities will be decided on priority, interrelated tasks: ensuring state guarantees of accessibility and equal opportunities for obtaining full-fledged education; Achieving new modern quality pre-school, general and vocational education; Formation in the system of education of regulatory and organizational and economic mechanisms to attract and use extrabudgetary resources; increasing the social status and professionalism of educators, strengthening their state and public support; Development of education as an open state-public system based on the distribution of responsibility between subjects of educational policy and increasing the role of all participants in the educational process - a trainee, teacher, parent, educational institution. The basis of the modern educational policy of the state is the social address and balance of social interests.

The strategic objectives of the upgrades of education can only be achieved in the process. permanent interaction Educational system with representatives of the national economy, science, culture, health care, all interested departments and public organizations, with parents and employers. The implementation of the upgrade of education affects almost every Russian family. The essence of changes in education, their goals, directions, methods must be regularly explained to the population, and the results public opinion It should be closely studied by educational institutions and heads of educational institutions and are taken into account when modernizing education.

It is obvious that the Russian education system is still largely theoretical and poorly aimed at practical application, not enough flexible in modern conditions. For example, in most cases, after receiving a higher education diploma, a person has to carry additional costs (material, temporary) for retraining, that is, it is possible to question the effectiveness of investments in human capital on a variety of Russian educational institutions. At the same time, there is a shortage of specialists in a wide range of areas, confirmation of which can serve, for example, significant growth in last years The number of foreign managers in a number of companies, whose development strategies are focused on international standards.

According to the Concept of Modernization of Russian Education until 2010, approved by the Government on October 25, 2001, education is supposed to reform in two stages:

1. At the first stage (2001-2003), it is necessary to fully restore the state's responsibility in the field of education, with access to the minimum necessary budget standards, the solution of socially significant problems. The modernization of education is unfolded and occurs in the context of the general process of reforming various parties of life, in close cooperation with other reforms, while at the same time being a source of providing the necessary personnel resource.

2. At the second stage (2004-2005), there is a full scale to implement measures, in particular those that have passed experimental testing at the first stage and after evaluating the results they received support, introduce new models for the content of education, its organization and financing. During the second stage, the resource support will be conducted, primarily on the part of the budgets of all levels.

3. In 2006-2010. Must designate the first results of the modernization of education:

Real improvement in the quality of general and vocational education;

Reducing social tensions in society;

Based on the increase in the salary of employees of education will be ensured the growth of social status and the improvement of the qualitative composition of the pedagogical corps,

Increasing the competitiveness and investment attractiveness of professional formation as a result of updating the material and technical base and adapt to labor markets.

2.1 Formation of the federal budget for 2011 and the planning period 2012 and 2013

The Federal Law "On the Federal Budget for 2011 and the Planned period of 2012 and 2013" was prepared and adopted in accordance with the requirements of the Budget Code of the Russian Federation and the principles formulated in the budget message of the President of the Russian Federation on Budget Policy in 2011-2013.

The federal budget ensured the implementation of the established strategic goals and priorities of the budget and tax policy of the Russian Federation, including:

Development and implementation of innovation support tools;

Improving the quality of human capital;

Improving the availability and quality of state and municipal services;

Implementation of the program to improve the effectiveness of budget expenditures for the period up to 2012.

From June 1, 2011, it is planned to index the wage funds for federal government agencies by 6.5%.

In Russia's limit volumes of allocations for 2011 - 2013, the additional need of major budget managers for financial support of the following events are taken into account.

Sales of the Eurasian Economic Community "Innovative Biotechnology" of the Eurasian Economic Community "Innovative Biotechnologies" in size, respectively, 67.1 million rubles, 47.2 million rubles and 45.7 million rubles on the Ministry of Education and Science of Russia;

Implementation in 2011 measures by the Year of the Russian Federation in the Kingdom of Spain and the Year of the Kingdom of Spain in the Russian Federation in the amount of 114.3 million rubles on the Ministry of Education and Science of Russia;

Providing in 2011 of Russian participation in the project "Euro Atlantic Security Initiative" project in the amount of 15 million rubles in the Russian Academy of Sciences;

Payment of salary for the title of real members and corresponding members of the Russian Academy of Arts in the amount of 15.2 million rubles annually;

For events for children and young people, additional funds are provided in the amount for 2012 - 22,800.0 thousand rubles, including 20,000.0 thousand rubles for the implementation of the educational component of the UNESCO Research Satellite project for training events With schoolchildren and students of universities in the field of natural science disciplines and space science, as well as 2,800.0 thousand rubles for the acquisition and supply of biography of PA Stolypin in connection with the celebration of the 150th anniversary of his birth.

2.2 FEDERAL BUDGETS FOR EDUCATION

The authorities for the provision of vocational education (higher, postgraduate and secondary vocational education) are enshrined at the federal state authorities in the field of education. Besides

togo, at the federal level, the financing of special vocational schools has been preserved.

The amount of budget allocations of the federal budget for the implementation of expenditure obligations under the "Education" section is presented in the table:

Table 1

http://mon.gov.ru/files/materials/8165/10.12.28-spr.vopr2.pdf.

From September 1, 2011, the indexation of the scholarship fund of students in educational institutions is 6.5%. The volume of budget allocations for the payment of scholarship will be 42.1 billion rubles in 2011, in 2012-2013 - 43.9 billion rubles annually.

The budget policy in the field of education for the planned period is aimed at ensuring the provision of high-quality education focused on the preparation of qualified specialists of higher and secondary levels, as well as workers for the innovation economy, taking into account the needs of the labor market.

Given the importance of the preparation of highly qualified specialists with higher professional education for the economy of the country, in 2011-2013 it provides for the continuation of the annual additional support of leading Russian universities in the amount of 30.0 billion rubles, which is supposed to support innovatively active universities in including Moscow State University named after M.V. Lomonosov, St. Petersburg state UniversityCreated in federal districts of federal universities, national research universities, to implement events for the development of innovation infrastructure in universities, cooperation between Russian universities and manufacturing enterprises, bringing leading scientists to Russian universities.

2.3 Analysis of budget education expenses

The budget allocations of the federal budget under the "Education" section are shown in the following table.

table 2

	2010 (summary budget painting)	2011 (project)	2012 (project)	2013 year (project)
Volume, billion rubles
changes to the previous year:
billion rubles

share in total expenditure,%
share in GDP,%
Excluding intergovernmental transfers, billion rubles
changes to the previous year:
billion rubles

Intergovernmental transfers, billion rubles
share in the section,%

http://protown.ru/information/hide/6376.html

An analysis of the dynamics of the federal budget expenditures under the draft law on this section shows that costs both in the section and without interbudget transfers are increasing compared to the consolidated budget painting for 2010. In 2013, compared with 2010, the increase will be 17%, excluding intergovernmental transfers - 18.1%.

In accordance with the explanatory note to the draft law, the expenditure obligations under this section are determined by federal laws, decisions of the Government of the Russian Federation, regulating education issues, including the highest and postgraduate, minimum wage, scholarships and material support Orphans, science and scientific and technical policy, federal targeted programs.

The costs of the federal budget under the section "Education" in accordance with the departmental structure in 2011 will be carried out by 52 major budget managers, in 2012 - 51, in 2013 - 50. The largest of them is the ministry of education and science of the Russian Federation, the Ministry of Health and the social development of the Russian Federation, the Ministry of Defense of the Russian Federation, the Ministry of Internal Affairs of the Russian Federation, the Ministry of Agriculture of the Russian Federation, which in 2011 will account for 78% of the expenditures under this section, in 2012 - 81%, in 2013 - 82% .

In the structure of the section, the largest volume of expenditures in 2011 - 2013 is accounted for to ensure the highest and post-government vocational education - 75 - 79% of the total expenditure under this section.

In 2011 - 2013 it provides for the continuation of the annual additional support of leading Russian universities initiated in 2010 in the amount of 30.0 billion rubles annually, at the expense of which is expected to support innovatively active universities.

In order to introduce government assistance with the provision of public services in the field of education of the Ministry of Education and Science of Russia, lists of public services provided by the Ministry and organizations are applied and approved. The financing of federal autonomous and budgetary institutions that provide public services in the field of education, the draft budget provides for appropriations in the form of subsidies for reimbursement of regulatory costs for the provision of services (performance) and subsidies for other purposes in 2011 in the amount of 11.2 billion rubles. , in 2012 - 11.7 billion rubles, in 2013 - 10.5 billion rubles.

The Ministry of Education and Science of Russia in 2010 approved government assignments to 8 autonomous institutions established on the basis of the federal property of which in 2010 provided for subsidies in the amount of 4,992.3 million rubles, of which 4 607.9 million rubles - to reimburse the regulatory costs for the provision of services (performance) and 384.4 million rubles - to reimburse the regulatory costs of property and taxes.

The experiment on state support for the provision of educational loans to students of educational institutions of higher professional education with state accreditation will continue. For supporting educational lending to students in 2011 - 2013, it is supposed to send 706.0 million rubles annually (at the 2010 level). This experiment, according to the decree of the Government of the Russian Federation of August 23, 2007 No. 534 (as amended), should be held from 2007 to 2013, however, as of July 1, 2010, state support for educational lending never began, the federal budget planned annually was used, In 2007, in 2007 - 63.6 million rubles, in 2008 - 129.8 million rubles, in 2009 - 706.0 million rubles.

According to the report for 2009, the execution of the federal budget expenditures under the section "Education" amounted to 418.0 billion rubles, which is 2.5 billion rubles, or 0.6%, more consolidated budget painting with changes for 2009.

Conclusion

In my conclusion, I would like to tell about what will happen to us if we do not pay much attention to education. I realized that now we are the future that our state will not help us in education, will not improve the quality and accessibility, then we will not be able to give everything, what was becoming good for centuries to their children, grandchildren. ...

I think that the limited budget resources, complexity with tax collecting, the emergence of new costs of expenses, even despite important role This group of budget spending in socio-economic processes does not allow to find enough funds to implement the social function of the state. The quantitative characteristics of budgetary costs for these purposes are not only far from optimal, but also reflect the gradual deterioration in the level of social services of the population of our country. This is largely due to the fact that the social function of the state has been "on the second plan" for a long time, which made it possible to save on costs in the social sphere.

But this is not the only problem, there are also a relatively recent difficulty in the formation of this group of expenses is to find a reasonable balance between the social demands of citizens reflected in the accepted social programs, and sources of their financing. As you know, in our country for a long time, the principle of residual financing of social needs, which has left, without sources of funding, many newly adopted by the Russian Parliament social programs have been applied. Such a principle of the formation of socio-cultural costs is fraught with non-compliance with the law, the growth of budget deficit and social tensions in society.

All these and many other problems led to the fact that the dynamics of budget spending on social and cultural needs clearly shows their backlog in growth rates not only on the total budget expenditures, but also on costs of national economy of the country. But the market causes the state to look for resources not only to implement economic function States, but, perhaps, even, first of all, for social. The domestic budget is overloaded by expenses for the financing of the national economy, while the state could not provide funds to the means of the proper level of social services.

This is the most Russian reality, however, the transition to the basics of market management should make actively looking for real ways to strengthen the social orientation of budget expenditures, because This should remove the existing social tensions in the country.

Bibliography

1) Alifanova, I.A., Galagan, A.I. Financing education // Socially - humanitarian knowledge. - 2007. - №2. - P. 101 - 105.

2) Balherne G.A. Actual issues of socio-economic development of the education system of Russia // Education Economics. 2005. №3.

3) Baryshva G. Investment in the scientific and educational complex // Economist. 2009.№9

4) Bychenko Yu.G. The problem of the formation of human capital in Russia (socio-economic analysis) / Saratov, 2005

5) Gurtov V.A. Demand and supply in the labor market and market of educational services in the regions of Russia. Petrozavodsk, 2006.

6) Davydova E.A. Analysis of the market for educational services in modern Russia // Education Economics. 2006. №5

7) IVKov V. A. The education system and the formation of a professional-qualification structure of the labor market in the transitional economy of Russia. Kostroma, 2007.

8) Svistunova EA The interaction of education and the labor market in the formation of demand for graduates of higher educational institutions. -Saratov, 2009 Education Human capital budget

9) Usov A.V. Problems of reforming the education system // News of the Russian Academy of Education. 2008. №2.

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The organization and results of the activities of educational institutions (according to the new law on education in the Russian Federation - organizations) at all levels of the system of continuing education must comply with the challenges of the modern post-industrial, information society. All efforts to reform Russian education should be sent to this. However, in the renovated as a result, the quarter of the century of the reform of Russian education is already unshakable until the foundations of traditional pedagogy remain unsure. Formulated in the 17th century Ya.A. Komensky. The main of them, in my opinion, the following.

1. The traditional principles of didactics are dominated: consciousness, from simple to complex, strength, systematic and sequence, etc.

2. The objectives of the students are replaced by tasks, tasks, teacher requirements, teacher.

3. Education is not unity of training and education: the content of training is planned, and in "educational events" participation is not necessary; In the school class, the student audience is trained, and in extracurricular and extracurricular forms provide educational "services", often for parents' money.

4. The main source of learning content remains scientific information as didactically adapted the content of sciences, which is an abstract iconic system, against the background of little successful attempts to choose it in accordance with the requirements of a practical-oriented competence approach.

7. Despite the fundamentally changed content of education, the canonized forms of training activities are dominated by: class-grade at school and lecture-seminars in high school, similar in their main signs,

8. Verbal, reporting, monologic methods of transmitting information by the teacher, the student teacher, prevail. At the same time, the information is equal to knowledge, although it is obvious that the information is an objectively existing semiotic system, and knowledge is a person's personality substructure, its subjective image of reality.

9. As a result of the introduction of a single state exam (EEH) at school, tests in college and university intensified the orientation for measuring the quality of education in terms of information retained in the memory of the studying, and not by its ability to think and apply knowledge in practice.

10. It remains unshakable traditional regulatory framework for the organization of the educational process in the form of curriculum, programs, schedules, organizational structure educational institutions that are out of the legal norms of any

dagogic innovation. A paradoxical situation has developed: the management bodies of all levels require a teacher, a teacher of various kinds of pedagogical innovations, but they actually turn out to be illegal.

11. The implementation of the main directions of education reform does not rely on the scientific basis adequate to them, above all, psychological and pedagogical theory. In this situation, the introduction of EGE, information and communicative technologies, a competence approach, the notorious "method of projects", the requirement to build a learning process based on Wood, etc. It is carried out by "by order" or under the threat of sanctions, up to deprivation of accreditation, and not because scientifically proven their greater efficiency compared to traditional pedagogical technologies.

12. Under these conditions, a traditional pedagogical system, which is inherent in both the system, conservatism, the desire to preserve its position in the context of any modernization and reforms, resists innovation. Resistance is expressed in the fact that the reform is based on a formal path - educational structures are preparing a lot of "project" documents that meet its requirements, and when the teacher closes the doors of the class or audience, it teaches old good, proven traditional methods. It makes itself felt both the healthy conservatism of the pedagogical consciousness of educators, teachers, teachers, students and their parents, educational management workers, society as a whole, not convinced that the reform leads to improving the quality of education. And she does not lead to him. 13. School teacher, college teacher, university, which was in the position of the creator of the new educational system of competenced without support to a clear psychologicopedagogical theory, does not have the necessary project competences.

Figuratively speaking, the teacher is put in a dual position - a bricklayer, who knows how to build familiar walls, and at the same time to the position of the architect - the creator of a fundamentally new building in which he is noncompenetient. And all this for one salary, inconsistening with the requirements. It also generates conscious or unconscious resistance to teachers reform. 14. Teachers are overloaded with the training load and the need to prepare a huge and ever-growing mass of reporting and methodical documentation. 15. Insufficient financial and material and technical base of many educational organizations that do not meet the requirements of the educational environment. 16. "Strangeness" of the conceptual apparatus, prescribed in the new Education Law in Russia. Thus, training disciplines are equal to modules; Training is defined as the activities of students in mastering knowledge, skills, skills and competence, as if the competence does not include knowledge, skills and skills. Similar examples You can continue.

Once again I want to emphasize the absence of support in the process of implementing the reform on any recognized psychological and pedagogical theory, which would allow the teacher, the teacher, the department, the educational institution and the entire education system to take scientifically based decisions on the implementation of its main directions. Such a situation is impossible to imagine when it comes to the design and production of some innovative technical device, about new production technologies in general. Against this background, an administrative press on school, college, university, teachers are growing; More and more time and strength, they spend on the preparation of the growing mass of documents, nothing adding to the quality of education, but by taking the mass of time and forces of teachers and educational organizations as a whole. We now consider one of the important problems of education: the ratio of the content of learning and the content of education.

It is believed that the content of learning is the didactically adapted content of the basics of science, presented in the form of the apparatus of mathematics, physics, chemistry and many other learning items. A huge mass of educational information is very often either becoming the beginning and the end of his activity (passed the exam and forgot everything that he taught), or loses his personal meaning for him, and the main goal is to successfully carry out control procedures. However, the foundations of science is not the Being itself, but only an intermediary between him and a knowledgeable subject. Therefore, under conditions, when the foundations of the sciences are proclaimed by the main goal of education, objective prerequisites are created by the territory of theory of practice, the risk of inadequate reflection of objective reality in the consciousness of the student.

It was not by chance that the phenomenon of "abstract knowledge" is known, more precisely, abstract information, difficulty and even impossibility to apply it in practice. The desire of the Ministry of Education and Science of the Russian Federation replace the goal of assimilating the foundations of the knowledge of the formation of general cultural, general professional and specific competencies - a step in the right direction, but its implementation has not yet brought and unlikely to bring the expected success without supporting the psychological and pedagogical theory. At the next level - training items - the content of being again "moved", now in didactic clothes: "Fundamentals of Science" are simplified before understanding by their students of a child or class, accordingly, "packaged" for the convenience of perception and assimilation, those or Other sections of science are lowered, often by random in relation to it as a system logic, etc.

The student has a case no longer with being, life, practice and not even with science, but with the iconic systems of textbooks, tutorials, with the speech of the teacher and ... even further disappears from those objective relations of real reality, which training information It is called to reflect. In the last, fourth level - educational activity, the student traditionally listens to something, writes, performs the tasks of the teacher, answers his questions. This is a purely academic, i.e. Artificial procedure, absolutely not similar to the one that takes place in professional activity. The student takes the "response" position here, while the specialist should be active, initiative, able to independently install and solve problems and problems. No less artificial and the main forms in the form of lectures and seminars, which are tasteful to the activities of the student to absorb the information, as the activities of the doctor, engineer, the manager are not carried out in these forms. The same can be said about the methods of learning, from the very beginning "invented" to master the educational information.

And so about the differences social statuses And the responsibility of the student and specialist and nothing to say. For a learning, in the "virtual space" of the iconic systems and even well "armed" abstract information, return to being, subject and social practice, breaking through through all the described levels of design design, is extremely difficult. The success of this return depends on how it is organized educational activities, activities of training and upbringing. First of all, it is necessary to clearly distinguish the concepts of "the content of training" and "the content of education". It is necessary because in the scientific literature, and even more so, in the consciousness of the teacher-practice, they are mixed, the first comes down to the second, or vice versa. In one paragraph of an educational book or monograph, the author may write about the content of training, and already named its content in education. It will not seem strange, in pedagogical dictionaries and encyclopedias not to find the term "content of training", although there is a "education content". And the meaning of the term "the content of education", determined with respect to general average education, is identical in both: it is a pedagogically adapted system of knowledge, skills, skills, creative activity and an emotional-value attitude to reality, the assimilation of which ensures the development of the personality. Such a definition immediately raises questions. How can you pedagogically adapt skills and skills, especially experience and experience in relation to peace?

After all, they appear only as a result of the implementation of the educational process with one or another content that takes appropriate forms and deploying with certain methods and means. And it is quite strange to read that training is the transfer of knowledge, skills, skills and experience; They can only be seized through their own activity. Definition of the concept of "learning content" can be found in the "linguodidactic encyclopedic dictionary": this is a combination of what the student must master in the learning process. For scientific disciplines, the basis of the learning content is the assimilation of concepts, acquiring knowledge, and, for example, in relation to the training of a foreign language - a complex of knowledge, skills, the skills necessary for practical possession of them in communication situations. In fact, in this definition there is a traditional, classical idea of \u200b\u200bthe content of training. But how does the content of education and the education of the individual come from, if education is the process and the result of the learning, skills, skills, that is, the detention of training? In some incomprehensible way, the content of education turns out to be the content of training, and the process of education is the learning process. But it is impossible to consider, say, a computer formed on the grounds that it is trained (more precisely, programmed) a lot that is not able to learn any person.

Since education is the unity of learning and education, it is unlikely that someone will like to talk about the upbringing of the computer. But does the transfer of knowledge, skills, skills, the disciple that he is also brought up? The article on the concept of "training" "Russian pedagogical encyclopedia" so answers this question: training is the joint targeted activity of the teacher and students, during which the development of the personality, its education and education is carried out. It turns out that education is separated from education, and both are reduced to learning. Understanding, obviously, this paradox, I.Ya. Lerner tried to get away from him, offering to add to the famous classic components of learning - knowledge, skills and skills - two more, turning it into the content of education: already mentioned experience of creative activity and experience of an emotional and value attitude to the world. This involves the design of the content of education in the content. Education as its organic component. Such a content of education is formed at three levels: a general theoretical presentation, an educational subject and educational material. At the level of the educational material, it acquires the form of textbooks, words of a teacher or teacher, educational tasks, texts, exercises and other materials, that is, transformed into curriculum, an abstract iconic system.

But again the content of education is reduced to the content of learning! After all, in curriculum, textbooks, didactic materials, there is nothing but signs of Russian or special language, symbols, formulas, graphs, that is, the same semiotic system. At best, there is only information about the experience of creative activities and an emotional-value attitude to reality, some indications regarding the methods of their formation, etc.

Training programs and textbooks, write M.N. Skhatkin and V.V. Krayevsky, are artificial forms of the definition of content, it really exists in the learning process, within the activities of the training and studying. And this displays the problem "The content of training or the content of education?" Of some kind of theoretical deadlock, but it makes its permission dependent on what type of training activity is being implemented - not only on what is "what is taught?", But "how do you teach?". The content of education is due not only to the fact that what the content of learning is absorbed, but also how it is done as a result of which process. Thus, in order to understand what the content of education from the content of learning is different, it is necessary to go beyond the framework of the study information provided in curriculum, textbooks and other materials (that is, beyond the content of the training) and implement the principle of unity of the meaningful and procedural aspects of training. This means that it is possible to design in the form of these materials only the content of learning, not formation. Indeed, it is impossible to imagine in the form of some information even skills and skills as the quality of a person, not to mention the experience of creative activities and the experience of an emotional-value attitude to reality. In training materials, you can give instructions (again in the form of information), what and how to do so that these personal, subjects appear in the learning process, and not objectively existing structural education.

And they may appear only in adequate digestible content of training forms of communication of the teacher and students and with the help of equally adequate methods for the implementation of the learning activity process. In traditional explanatory and illustrative training, such instructions are given in the form of tasks that need to be solved, the tasks you want to perform the questions to which you want to answer. But this is not enough to organize independent, internally motivated activities. In addition, schoolchildren, students, listeners of the system of additional education are, as a rule, do not know how to learn, they are not taught. Therefore, it is common mainly by the external management of the teacher's work of students under threat of low or negative marks, moral censure, etc.

A schoolboy, the student categorically does not have the right to make a mistake: step left, step to the right - and the teacher "shoots" into it with something from his arsenal of coercion. All this causes the authoritarianism of the teacher, the "response" position of the student, and as a result - the lack of interest in many interests towards the teachings and capabilities of self-actualization, acts as a barrier on the path of the development of the student's personality. So, the content of education has a dual nature: on the one hand, this is a social experience, defined in the sign form of a program, a textbook, didactic material, and on the other hand, the activities of the student with this formalized experience, organized by the activities of the teacher. The fact of education arises in the learning process, where three others may appear, along with the meaningful, constituent structure of the content of education, allocated by I.Ya. Lerner: skills and skills; Creative experience; Experience of an emotionally value attitude towards peace, reality. Or not to appear - depending on the type of activity of the studying. This requires certain structuring, allocation and descriptions in the textbook, allowance, computer Program and other didactic materials of the main techniques of mental work.

They may be logical techniques applicable to the book in general, or special, aimed at learning the content of this educational material. The content and process taken in unity can be defined as a training item, which is integrity, which includes the content, which must be assimilated, the activities of the teachings and means for assimilating their learning, their development and upbringing. In the content and method of building a training subject, not only theories, concepts and facts of relevant science, but also a method of thinking inherent in this stage of its development, and those methods of knowledge that it uses is. In accordance with this, the foundation of the educational discipline is laid system base The science and logic of the system disclosure of this subject. The activities of a schoolboy or a student on the assimilation of the allocated foundation are also designed through a set of specially selected learning activities that simulate the main types of professional tasks and problems of a specialist. Thus, a training subject is designed and activities to absorb its systemic content.

The organization of such activities performs the function of the cognitive tool of the student digestible in the same activity, and turns into a way of organizing thought about the subject. The assimilation of the method takes place in activities, "consuming" it as a means of mastering the systemic content of the educational subject. The content of education is not only a sign system, but also the subject of students organized according to certain rules. This means that the learning subject should be designed not just as a sign system plus activities on her assimilation, but as a subject of activity of the studying.

Then the learning of knowledge from the very beginning will be carried out in the context of this activity, knowledge will perform the functions of the estimated basis, the means of regulating this activity, and the organization forms academic work Students are the recreation functions of the digestible content in the dialogical communication of the teacher and students. The advantages of designing and deploying a learning subject as an object of training activities are obvious:  The student from the very beginning is placed in an activity position, the subject of which is gradually turning from a purely educational in practical, professional;  Requirements on the part of social practice and professional activities are systematic, creating opportunities for design and deployment not only of individuals, no related academic disciplines, but also the content of all learning in school, college, university;  It is easier to transition from learning to work, to practical, social-professional activities.

The described construction of the educational subject allows to solve the problem of the fundamentalization of training in integrative unity with its professionalization. After all, the orientation for a competence approach, on specific competencies, instead of mastering the foundations of the sciences, can lead to the lurch of the fundamental education, which the Russian education system has always been strong. Fundamentality should be maintained by allocating systemic invariants of each science, its main structural blocks, which should learn each study regardless of the profile of its training or training. Such a foundation that makes up the basis of science is not an end in itself, but prerequisite The formation of the practical competence of the schoolchildren and the subject-professional competence of the student. It necessitates the sweep and assimilation of the allocated foundation in the context of social practice and professional activities. Therefore, it is legitimate not about the fundamental discipline, but on the reflection in the educational subject of the foundation of science, now, depending on the training profile of the studying. It is useful to be guided by the thought of academician A.F. Ioffe: "It is impossible to teach the same physics - physics" Generally ", metallurgist and electrics, a doctor and agronomist ... For agronomist, physics is the basis of agrotechnology, traffic lights, for a physician - biophysics. Electrician Physics (and not a course of electrical engineering) should give a quantum mechanic based on the electrodes in vacuum, semiconductors and insulators - an understanding of magnetization and ferroelectricity mechanisms. "

So, the content of learning is specially selected and didactically "packaged" training information. And the content of education is the level of personality development, its subject, social and moral and moral competence as a result of using a complex of pedagogical technologies that implement the draft interrelated activity of the teacher and students to deploy the content of learning. Consequently, the content of education should be organically included and the content of education. Interpretations of the goal, the content of training and content of education in traditional didactics actually coincide: the main goal of the training is the mastering of the "Fundamentals of Sciences", the content of the training - these foundations arising from them predominantly academic skills and skills; The content of education is the level of their assimilation. Therefore, it is so difficult to apply a student, a graduate school or university to apply knowledge in practice. Let's say, the disciples are the task to learn some knowledge that is interpreted as consciously perceived and fixed in memory information about reality. This can use economical and simple methods of oral stories, reading, practical analysis of methods of activity, observation, etc. However: 1) the question of choosing an adequate form of organization of educational activities is not raised; 2) not real validity perceived, but signs expressing it in the form of concepts, statements, formulas, drawings, etc.; 3) "The problem of the lack of a student" image of the future result "is carried out for the student", the goal, since it is given to famous science and teacher "Samples", which you just need to learn and reproduce.

In the modern understanding, the content of education is a measure of the admission of a person and personality to culture - intellectual, subject-technological, spiritual, social, moral, moral. The goal becomes "growing" the personal potential of a person, the upbringing of his abilities to competent activities in the upcoming life, professional and social situations, and the content is all that ensures this goal. The success of its achievement depends on the type of educational environment, the use of adequate content of the forms of communication of the teacher and students (monologic or dialogic), the inclusion of the total potential of their mental activity used by pedagogical technologies. It is also obvious that with the same content of training and the features of its deployment, schoolchildren and students are differently educated. It depends on many subjective factors: Personalities of the teacher, social, cognitive and professional motivation of the student, its individual psychological peculiarities, etc.

It is important to emphasize that the education of a schoolboy, a college graduate, bachelor, a master is not limited to theoretical knowledge and practical skills, the skills that they must take place. It is necessary to design and form a moral-based basis for digestible activities, its social content, providing in one stream of activity of the study (and not only in extracurricular and extracurricular forms of work) to raise his personality: morality, citizenship, ability to live and work in the production team, to make joint decisions, suffer responsibility for them, etc.

The birth of a new, corresponding to the current requirements of the educational system is possible, subject to the meeting of the educational tradition, "pregnant" scale pedagogical innovations, with an adequate psychological and pedagogical theory that summarizes this experience that makes it a scientific fact that offers a single language to communicate all subjects of education and showing ways to create an effective way educational practice. Such requirements are responsible for the psychological and pedagogical theory of contextual education, developing within 35 years in our scientific and pedagogical school.

Literature

1. Verbicksky A.A. Context-competence approach to education modernization // Higher education In Russia, No. 5, 2010.- P. 32-37.

2. Verbicksky A.A. The teacher is the main subject of education reform. - Higher education in Russia, No. 4, 2014.- S. 13-20.

3. Verbicksky A.A. Education in a modern educational paradigm // Pedagogy, No. 3, 2016.- S. 3-16.

4. Verbicksky A.A. Hurry does not hurry // Higher education today, No. 9, 2016.- S. 7-11.

5. The Law "06 of Education in the Russian Federation" (as amended on July 13, 2015) (revision operating from July 24, 2015). Access mode: http: //docs.cntd. RU / Document / 902389617

6. Ioffe A.F. On teaching physics in the Higher Technical School // Higher School Bulletin, 1951. No. 10. P. 17-18.

7. Komensky Ya.A. Great didactics / Selected pedagogical writings: in 2 tons. T. 1.- M.: Pedagogy, 1982.

8. Lerner I.Ya. Didactic foundations of learning methods. M., 1981.

9. Pedagogical encyclopedic Dictionary/ Ed. B.M. Bim-Bada.- M.: Not "big Russian encyclopedia", 2002.

10. Reshettova Z.A. Psychological foundations of vocational training. - M.: MSU. M.V. Lomonosova, 1985.

11. Russian pedagogical encyclopedia: 2 tt. / Ch. ed. V.V.Davydov. - M.: Large Russian Encyclopedia, Volume 2, 1999.

12. Skhatkin M.N., Kraevsky V.V. Content of general secondary education. Problems and prospects. - M.: Pedagogy, 1981.

13. Schukin A.N. Linguodidactic Encyclopedic Dictionary: more than 2000 units. - M.: Astrel: AST: Keeper, 2007

A.A. Verbitsky Academician RAO, Dr., Professor of the Department of Psychology and Psychological Counseling Moscow Pedagogical State University

Sukhomlinsky 33 years old worked as director of Pavlysh high school, created an original holistic system based on the recognition of the identity of the child with the highest value of the processes of upbringing and education. The entire teaching system is imbued with high principles of humanism, deep respect for the identity of the child. The main thing in his life he considered the love of children. He believed that the teacher is obliged to be able to cherish children's confidence, sparing the defenselessness of children to be an embodiment of good and justice. Without these qualities there can be no teacher.

In the approach of Sukhomlinsky, a certain evolution of views took place in the approach of sentences at school. In principle, he recognized in principle the feasibility of punishment, was convinced that in certain cases could be an effective method of educational impact, and in recent years its activities resolutely defended the following thesis: raising is incompatible with the punishments of students. He meant such types of punishment as coarse riding, exhibiting from class, leaving sheltered after lessons to perform any work, special complaints in the diary.

Sover Sukhomlinsky, unlike his predecessors, understood much deeper. The main promotion and punishment in pedagogical work, he considered the assessment. According to the teacher's teacher, who evaluate the spiritual world of the child only with the help of assessments and points, at the same time they share children on those who teaches those who do not teach lessons, do not accurately evaluate children.

V.A. Sukhomlinsky believed that only the teacher who loves children has the right to use the sharp assessment tool. The teacher should be for the child in the same expensive person as a mother. Faith of a schoolboy in the teacher, mutual trust between them, humanity and kindness - this is what is needed by the educator.

Speaking about the assessment as a punishment tool, Sukhomlinsky considered it to be applied only for schoolchildren of senior classes. Since in primary classes, the punishment of unsatisfactory assessment is particularly hurt, insults and humiliates the dignity of the child. You can not allow the child at the very beginning of its path with the "help" of the teacher who has delivered a twice, lost faith in itself. Children come to school a variety of: collected and insufficient, attentive and scattered, rapidly grab and tugodumes, sloppy and neat. One they are in one. All children without exception come to the first class with a sincere desire to learn well. Evaluation at V.A. Sukhomlinsky is always optimistic, it is a remuneration for work, not a punishment for laziness. He respected the "childhood ignorance." A month, half a year, a year in a child "can not get anything, but the time will come - learn." Sukhomlinsky persistently recommended the parents not to demand from children necessarily only excellent marks so that the excellent students "did not feel lucky, and the troika did not oppress the feeling of inferiority."

Sukhomlinsky recommends the teachers to call the parent of parents not about bad performance or the discipline of their child, and then when he makes something good. Let it be insignificant at first glance, but good deed. In the presence of a child, you need to praise, support and definitely write in the diary. The education system, which is based on the assessment of only positive results, it extremely rarely leads to mental breakdowns, to the emergence of "difficult" adolescents.

Thus, in contrast to authoritarian education, Sukhomlinsky argued the humanistic pedagogy, elevating a person over the team. In the upbringing, he included the categories of ethics - debt, honor, dignity, good, justice, freedom. In Pavly School, Sukhomlinsky sought to create a highly moral school team, in which the question of punishments does not arise, the atmosphere of mutual understanding reigns. The behavior regulators are moral norms, the tradition of the team. At school was developed comprehensive program "Education of beauty", to the epicenter of which the aesthetic education of schoolchildren was delivered.

Question 13. The system of education of the Russian Federation. The main provisions of the Law of the Russian Federation "On Education" (principles of state. Policies in the field of education, educational institutions, general requirements for the content of education)

The education system in the Russian Federation is a combination of interacting: the continued educational programs and state educational standards of various levels and focus; networks implementing their educational institutions regardless of their organizational and legal forms, types and species; Education management systems and subordinate institutions and organizations.

According to the Law of the Russian Federation "On Education", Russian education is a continuous system of successive levels, on each of which state-owned, non-state, municipal educational institutions of various types and species function. State and municipal educational institutions operate on the basis of model provisions approved by the Government of the Russian Federation on the relevant types and types of educational institutions. Based on typical positions, the charters of educational institutions are developed.

The educational system unites the preschool, the overall average, secondary special, university, postgraduate, additional education, the educational institutions of which can be paid and free, commercial and non-commercial. All of them have the right to conclude agreements among themselves, to unite into educational and educational complexes (kindergarten-primary school, lyceum-college-university) and educational and research and production associations with the participation of scientific, industrial and other institutions and organizations. Education can be obtained with a separation and without separation from production, in the form of family (home) education, as well as external.
^ Principles of state. Education Policies

The state policy in the field of education is based on the following principles:

1) the humanistic nature of education, the priority of the universal values, the life and health of the person, the free development of the personality. Raising citizenship, hard work, respect for human rights and freedoms, love for environmental, Homeland, family;

2) the unity of the federal cultural and educational space. Protection and development of the education system of national cultures, regional cultural traditions and features in a multinational state;

3) the public accessibility, the adaptability of the education system to the levels and features of the development and training of students, pupils;

4) the secular nature of education in state and municipal educational institutions;

5) freedom and pluralism in education;

6) Democratic, state-social nature of education management. Autonomy of educational institutions.
^ Educational institutions

1) The educational is an institution that carries out the educational process, that is, implementing one or more educational programs and (or) ensuring the content and education of students, pupils.

2) The educational institution is a legal entity.

3) educational institutions in their organizational and legal forms may be state, municipal, non-state.

The legislation of the Russian Federation in the field of education applies to all educational institutions in the territory of the Russian Federation, regardless of their organizational and legal forms and subordination.

4) The educational includes the establishments of the following types:

Preschool;

General education (primary general, basic general, medium (complete) general education);

Institutions of primary professional, secondary professional, higher professional and postgraduate vocational education;

Institutions of additional adult education;

Special (correctional) for students, pupils with developmental deviations;

Institutions of additional education;

Institutions for orphans and children left without parental care;

Institutions of additional education of children;

Other institutions carrying out the educational process.

5) the activities of state and municipal educational institutions are governed by standard provisions on educational institutions of the relevant types and species approved by the Government of the Russian Federation. Based on typical positions, the charters of educational institutions are developed. For non-state educational institutions, the typical provisions on educational institutions perform the functions of exemplary.

6) The state status of an educational institution (type, type and category of the educational institution, defined in accordance with the level and focus of educational programs implemented by them) is established in its state accreditation.

7) branches, branches, structural units of the educational institution may at its power to carry out fully or partially the right legal entity, including to have an independent balance and own accounts in banking and other credit institutions.

8) educational institutions have the right to form educational associations (associations and unions), including with the participation of institutions, enterprises and public organizations (associations). These educational associations are created for the development and improvement of education and operate in accordance with their charters.

9) the rights and obligations of institutions of additional education provided for by the legislation of the Russian Federation apply to public organizations (associations), the main statutory goal of which is educational activities, only in terms of implementing additional educational programs.
^ General requirements for the content of education

Ensuring self-determination of the individual, creating conditions for its self-realization;

Development of society;

Strengthening and improving the legal state.

Adequate world level overall and professional culture societies;

Formation of a student adequate modern level of knowledge and the level of the educational program of the picture of the world;

Integration of personality to national and world culture;

The formation of a person and a citizen integrated into the modern society and aimed at improving this society;

Reproduction and development of personnel potential of society.

3) Vocational education of any level should ensure the receipt of the student profession and relevant qualifications.

6) The educational institution in accordance with its statutory goals and tasks can be implemented additional educational programs and provide additional educational services (on a contractual basis) outside the status of educational programs.

7) Military training Civil educational institutions can be carried out only by an optional basis with the consent of students and (or) their parents (legal representatives) at the expense of the funds and forces of the interested department.

8) The educational institution in the implementation of educational programs uses the possibilities of cultural institutions.
^ Question 14. The main problems of reforming the content of education in modern conditions (variability, integitivity, state standard, individualization, etc.)

Any education reform is primarily the reform. education content.Everything else - changes in systemeducation, that is, in its infrastructure. In modern conditions, education is no longer able to remain in the state of internal closetness and self-sufficiency.

The outdated and overloaded content of school education does not provide graduates of the general education school of fundamental knowledge, the most important components of the education standard of the coming century: mathematics and informatics (including the ability to search and select information), Russian and foreign languages, basic social and humanitarian disciplines (economics, history and rights ). Vocational education, in turn, is not yet able to properly solve the problem of "personnel hunger", due to new requirements for the qualification of employees. At the same time, many graduates of vocational institutions cannot find themselves work, decide on modern economic life. In the conditions of economic bundle of society, all these shortcomings of the education system were aggravated by unequal access to high-quality education, depending on the family's income.

^ Education variability - This is a tendency characterizing the ability of education to comply with the motives and capabilities of various groups of students and individual characteristics of individual students. In other words, the variability is to ensure the possibility of choosing both for the learning and students.

The forms of formation forms of education involves full-time, internal absentee (evening), absentee forms, as well as family education, self-education, external. A combination of various forms of education is allowed. This gives a person the opportunity using different forms of education, master educational programs regardless of age, the material situation, health, employment and other circumstances, based on its need for education.

^ Family education - Organization of education in the family by the forces of parents, relatives, invited teachers through an educational institution. Self-education - Independent development of the educational program. External- Certification of individuals who are studying disciplines, according to the educational program.

For all forms of education, a single state educational standard applies. The Government of the Russian Federation is approved by the lists of professions and specialties whose receipt of which is not allowed in part-time (evening), abnormal form and in the form of external.

The variability of educational institutions is provided for by a variety of types and types of state and municipal educational institutions. They can be chosen by parents (by persons replace them) or children themselves, depending on the peculiarities of health, the specifics of interests, inconsistencies, abilities.

An important task of improving the quality of learning is to search for such forms and methods of organizing the educational process, which allow its maximum efficiency. The successful solution of this task contributes integability of Education. Building – restoration, replenishment, combining any parts into any parts.

Integration B. educational process observed either in the form spontaneous either in form managed.In the first case, the student himself, without any control influences of the teacher, to solve a particular academic situation, which arises from studying this discipline, applies knowledge or skills formed in it when studying another subject. It can be argued that natural integration accompanies the process of studying any educational subject. Note that no one teaches the methods of natural integration, it is simply considered to be in practice of learning.

Another picture was performed in the case of managed integration. There are two directions in the implementation of managed knowledge integration. The first of them is traditional and is that in certain periods of training, the teacher considers communications naturally arising from the content of educational material of two and more educational items. The second integration direction is that a certain complex of knowledge and skills not fit in the boundaries of one subject is selected as the basis of the integration process.

^ State educational standards (State) represent a set of requirements that are mandatory in the implementation of the main educational programs of the initial general, the main general, secondary (full) general, primary professional, secondary vocational and higher professional education educational institutions that have state accreditation. State should provide:

1) the unity of the educational space of the Russian Federation;

2) The continuity of the main educational programs of the initial general, the main general, medium (complete) general, primary professional, secondary vocational and higher professional education.

The state is the social norm of education and education, developed and introduced in accordance with the Constitution of the Russian Federation. Includes federal and national regional components. The federal component of the state defines in the educational basis the mandatory minimum content of the main educational programs, the maximum volume of learning loads of students, requirements for graduate training.

The trend towards education is closely related to the humanization of education. individualization of training and education generally. In the narrow sense of this word, individualization is manifested in the form of orientation on group methods of training in the framework of a class-paper system. Group methods involve the refusal of the dialogue "Teacher-Student" and the transition to the teaching relationship of the student teacher. It helps "to tie up more strong contacts between teachers and students, strengthen personal and at the same time collective spirit of school education, stimulate healthy rivalry among children." In a broad sense, individualization of education implies its reorientation to the personality, the unique personality of the student; Freedom to choose forms of training and educational institutions.

Individualization of education has become one of the key moments of innovation in the education modernization program. Individualization manifests itself in the fact that students have the opportunity to choose students can show their activity, creative potential, realize their interests. Of great importance is the compilation of individual educational programs. Within the framework of individual educational programs, the student can choose a task, approach to his decision creatively, try different solutions.
^ Question 15. Continuing Education as a Social and Pedagogical Problem

Continuing education - These are all forms and types of education received by persons after the completion of traditional education, coverage to the formation of the human life. At the modern stage of global economic and social development the most important global problem The continuity of education should be considered. Inclusioni.e., unification of the common goal and involvement of the entire population, all its socio-demographic groups; continuity, i.e., persistence or variability in time and space of general social goals and ways to implement them; individualization, i.e. accounting over time, types, orientation of the needs of each individual.

The main question associated with continuous education is given by scientists in different ways: "education for life" or "education after a lifetime"? One of the central ideas should be the idea of \u200b\u200bmoving from school knowledge to school culture, consideration of education as part of a common culture and its important factor and source. The overall point of view on the problem of continuous education and the essence of this phenomenon can be allocated in the form of conclusions:

1) continuous education is a priority problem caused by the modern stage of scientific and technical development and political, socio-economic and cultural changes;

2) there were two diametrically opposite attitudes towards continuous education - from the full rejection and announcement of the next utopia to the definition of continuous education as the main, and may be the only productive pedagogical idea of \u200b\u200bthe modern stage of world development;

3) There are three main aspects of the essence of continuing education:

BUT) traditionalWhen in continuous education, vocational adult education is seen, the need for which is caused by the necessary compensation for knowledge and skills suffered during their studies. This is essentially compensatory, additional education, part of the "final" education (i.e. "" Education for life ");

B) education phenomenon as life process("Life Life") and prefer pedagogically organized formal structures (mugs, courses, media, correspondence and evening training, etc.);

C) the third enterprise the idea of \u200b\u200blife education "misses" through the needs of the person, the desire of which to the permanent knowledge of himself and the surrounding world becomes its value ("education throughout life"). The purpose of continuous education in this case becomes comprehensive development(Including self-development) of a person, his biological, social and spiritual potencies, and ultimately its "indulgence" as a necessary condition for the preservation and development of the culture of society.

Continuing education is focused on the holistic development of a person as a person throughout his life, to increase the possibilities of his labor and social adaptation in a rapidly changing world. The system of continuous education is distributed worldwide. It includes all types of education and upbringing that every person gets from birth to death: pre-school, secondary, primary and secondary special, higher, academic, additional and so on.

What can be obtained as a result? The developing person, prepared for universal activities, having formed cognitive requests and spiritual needs, the ability to independently plan and realize their goals.
^ Question 16. Development in the domestic pedagogy of the scientific foundations of education (curricula, programs, state standard)

The content of education is one of the components of the educational process. Contained by education often understand the system of knowledge, skills and skills. But not only they make up education. The content of education includes the general development and social experience gained by mankind. An educated person is a person knowing, developed and educated. What should be the content of education? What should schoolchildren teach? What to develop and educate? The history of school and pedagogy shows that in solving these issues, many mistakes admitted adversely affecting the quality of education, upbringing and development. Thus, most modern schools direct their efforts to grant students to simultaneously study as many objects as possible, and this increases the amount of information, it causes overloading of students and does not contribute to their overall development. Many of the new types of schools, focusing on a particular university, introduce the content of the formation of a propaedeutic nature, reflecting the specifics of the university, but at the same time not in the interests of the part of students. Often, due to the deepening study of various subjects, it is assumed to prepare a "encyclopedist researcher", "wide-studified natural engineer", "Humanitaria-iboramy". Therefore, the content of education is lagging behind contemporary state Science, it turns out to be overloaded, then distorts the nature of the formation of a schoolboy. All this requires the thorough development of the scientific and pedagogical foundations of the content of education.

In accordance with the Law of the Russian Federation "On Education" in our country is introduced educational standards (initial, medium, high school). The standard of education is a federal regulatory document, which is mandatory determining:

Minimum content of basic educational programs;

Maximum scope of study trained;

Requirements for the training level of graduates of the school.

The presence of well-defined standards allows each teacher, a student and parent to assess the level of child education, regardless of which type of school he studied. Education Standard is designed to provide students with equal opportunities for education, stimulate the achievement of each of them higher results. As a state norm of education, the standard reflects public objects and takes into account the needs of a citizen in education.

Based on the State Standard and in accordance with its requirements is being developed syllabus(in high school - for each specialty), in which a list of academic disciplines is defined, their distribution over the years of study, weekly and annual (semester) the amount of time drawn to each academic subject, the form of control, in the university is a test or exam.

^ Training program each discipline is drawn up on the basis of the curriculum and includes: an explanatory note in which goals are determined, the main directions of work at the rate, the most common learning methods; Thematic plan with the distribution of hours of dothem, etc. There are 3 ways to build curricula: linear, concentric, spiral-shaped.

1) The essence of a linear method for building curricula is that the individual parts (servings) of the educational material form a continuous sequence of links related to among themselves (lined up one line), each part is studied, as a rule, only once. At the same time, the new content is built on the basis of the already known and closely with it. The advantage of this method of arrangement of the educational material is its economy in time, since duplication is eliminated. The disadvantage of the linear method is that in different steps, students are not always able to assimilate complex phenomena.

2) The concentric method of building curricula allows several times to study the same material with a gradual complication, expansion of the content of education at the expense of new components, deeper consideration of relations and dependencies. This method of building programs slows down the pace of learning, requires high grade time. In teaching pedagogy, the concentric type of programs is most often dominated: and in the middle, and in the higher educational institutions Students teach the same educational material, but with varying degrees of complexity.

3) With a spiral method for constructing a program, the location of the educational material combines the sequence and cyclicality of its study. A characteristic feature of this method is that students are not released from the field of view the original problem and at the same time gradually expand and deepen the circle associated with her knowledge. Unlike a concentric method, in which students return to the original problem after some time, maybe in a few years, the spiral method does not imply such long interruptions. In contrast to the linear structure with spiral construction, individual topics are studied repeatedly. The development of curricular programs of a spiral type is currently becoming increasingly relevant, which is due to the inclusion, for example, pedagogy, into educational programs of different levels (middle, higher, postgraduate).
^ Question 17. Forms of education in school and modern trends of their development

Form of learning organization- Specially organized teacher's activities and students flowing on the established procedure and in a certain mode. Two main forms of learning organization are allocated.

1) ^ Individual group learning system. Acceptance of schools with such a form of training was carried out at any time of the year; We were engaged individually with new students.

2) ^ Classroom system. This system assumes the constant composition of the group, students of one age and accepted for the teaching simultaneously.

Currently, in secondary schools, a class-grade form of training is used. Lesson - This is a form of organizing training with a group of students of one age, a permanent composition, a solid schedule and one for all learning program. Cool grainSystem There are about three centuries. During this time, it was thoroughly analyzed. The following positive ways can be noted:

1) learning economy;

2) the interaction of students and help each other;

3) a clear structure of the lesson;

4) the dominant role of the teacher, who competently manages the learning process;

5) in the process of individually collective communication between the teacher and students, the latter are mastered the skills, knowledge and develop the ability to communicate with other people, with each other;

6) The process of improving the teacher's pedagogical skill is carried out, two-way development occurs: a student who acquires new knowledge and teacher.

In a class-paper system, there are a number of shortcomings:

1) the teacher is forced to take into account the individual abilities of individual students, which slows down the pace of learning the whole class;

2) A unified training program is designed for all and each and does not always take into account the individual abilities of students, which creates difficulties for underdeveloped students and does not encourage particularly gifted.

Lesson - The main form of organizing training in school. It is characterized by:

1) the constant composition of students;

2) stable temporary classes (each lesson lasts 45 minutes);

3) in advance of the schedule.

The main types of lessons are:

In school, along with lessons, other organizational forms are functioning: optional, a circle, laboratory workshop, independent homely rabid. There are also certain forms of control: oral and written exams, control or independent work, testing, testing, interview.

In the last decade, there was a wide application of the lessons of problem and educational training. various forms Organizations of group, collective and individual work. It is those forms that develop cognitive activity, initiative, creativity. For example, business games lessons, lessons using various academic disciplines, heuristic lessons and problem learning other. The development of the form of the lesson is caused by the desire to ensure the training and development of the lagging, poor, as well as gifted children.
^ Question 18. Typology of lessons, their structure and its improvement in the context of modern school

Basic types of lesson are:

1) Mixed lessons, or combined;

2) Lessons Saying a new material;

3) lessons for fixing the material studied;

4) the lessons of repetition, systematization and generalization of the material studied;

5) Lessons of checking and evaluating knowledge, skills and skills.

^ Combined lesson - type of lesson characterized by a combination (combination) of various purposes and types of academic work when conducting it. The structure of the combined lesson, the following components are distinguished:

Organization of the beginning of the lesson;

Checking homework, setting the purpose of the lesson;

Preparation of students for the perception of new educational material;

Study of a new material, including an explanation;

Fixing the material studied at a given lesson and previously passed associated with the new;

Generalization and systematization of knowledge and skills, the connection of new with previously obtained and formed;

Summing up the results and results of the lesson;

Task at home.

^ Lesson Saying a new material , It is the type of lesson that allows children to master the material with the help of a teacher. In the structure of the lesson, the presentation of the new material is distinguished by the following components:

Primary injection of the material taking into account the patterns of the process of knowledge;

Instructions on the fact that students must remember;

Memorization motivation and long-term storage in memory;

Message or actualization of memorization techniques;

Primary consolidation under the guidance of a teacher by direct repetition, partial conclusions;

Monitoring the results of primary memorization;

Regular systematizing repetition through short, and then longer periods of time in combination with various reproducing requirements;

Internal repetition and continuous use of knowledge gained and skills to acquire new;

Frequent inclusion of support material for memorization and application.

The main goal lesson fixing the studied material It is consolidated, understanding the studied. The structure of the material consolidation of the studied material is distinguished by the following components:

Message of students to the goal of the coming work;

Reproduction of knowledge learning, skills and skills that will be required to fulfill the proposed knowledge;

Execution of students from various tasks, tasks, exercises;

Verification of work performed;

Discussion of mistakes admitted and their correction;

Task at home.

Basic targets lesson of repetition, systematization and generalization of the material studied are: preventing forgetting learned material, deepening information about the previously studied, clarification of acquired ideas; Generalization and systematization of knowledge, the formation of students from the transition from private to wider generalizations. In the structure of the reference lesson, systematization and generalization of the material studied, the following components are distinguished:

Organization of the beginning of the lesson;

Formulation of educational, educational, developing tasks;

Checking homework aimed at repeating basic concepts, conclusions, skills. In the previous lesson, knowing about the upcoming repetition, it is necessary to choose the appropriate homework;

Summing up the repetition, checking the results of academic work in the lesson;

Task at home.

the main goal lesson checking and evaluating knowledge, skills and skills - Check the quality and strength of knowledge, the level of comprehension and generalization of the material, the skill of students to apply knowledge in practice. The structure of the lesson of checking and evaluating knowledge, skills and skills select the following components:

Organization of the beginning of the lesson. Here you need to create a calm, business environment. Children should not be afraid of inspection and test work or overly worry, as the teacher checks the readiness of children to further study the material;

Setting the tasks of the lesson. The teacher reports to students, what material it will check or control. Requests children to remember the relevant rules and enjoyed them in work. Reminds that students will definitely checked work;

The presentation of the content of control or verification work (tasks, examples, dictation, essay or answers to questions, etc.). Tasks in terms of volume or the degree of difficulty must comply with the program and be accomplished for each student;

Summing up the lesson. Teacher chooses good work students, analyzes mistakes in other works and organizes work on errors;

The definition of typical errors and gaps in knowledge and skills, as well as ways to eliminate them and improving knowledge and skills.

Pedagogical science and school practice send their efforts to search for ways to improve the lesson. The main directions are as follows.

1. ^ Strengthening the focus of teacher and students in the lesson . One of the important tasks of the teacher is to mobilize students to perform their tasks, achieving goals directly in the lesson. To do this, it is necessary to plan each lesson so that it provides for the shortest paths to the goal, and primarily the structure, methodology and means of learning in strict accordance with the goal.

2. ^ Implementation of the organizational clarity of each lesson from the first to last minute . Pre-on the change prepare the necessary visual manuals, technical means, student supplies, reference and additional literature, decompose everything necessary for each workplace.

3. ^ Enhancing the cognitive independence and creative activity of students . The lesson uses methods and techniques for problem learning and creating problem situations as a means of increasing the cognitive activity of students, this contributes to improving the quality of knowledge and developing the necessary skills and skills. Also envisaged independent work of students with educational literature, dictionaries, directories and encyclopedias, tables, charts, graphs, cards.

4. ^ Optimization of the educational process . It is necessary to choose the optimal variants of the combination of various methods, techniques, learning tools leading the shortest way to achieving the lesson goals.

5. ^ Intensification of the educational process in class . The more educational and educational actions and operations are executed by students for the lesson, the higher the intensity of academic work. The degree of intensity of academic labor depends on the productivity of the use of each minute of the lesson, the skill of the teacher, the training of students, the organization of the class team, the presence of the necessary equipment and the rational placement, the correct alternation of labor and recreation, etc.

6. ^ Implementation of interdisciplinary and domestic connections . When switching to a new material, tasks and questions are set to reproduce and subsequent correction, supporting for the assimilation of the new material of knowledge and practical skills and skills. These knowledge is obtained by students in the learning process or on the basis of personal observations, when studying this subject. But playback supporting knowledge Must be accompanied by improving them: the addition of incomplete, deepening surface, the expansion of narrow, correcting erroneous knowledge. Domestic and interprecotement are carried out in order to achieve generalization and systematization of a wide range of knowledge.
^ Question 19. Patterns and principles of learning. Traditional didactic principles of "developing" learning

Patterns in pedagogy- This is the expression of the action of laws in concrete conditions. Their feature is that the patterns in pedagogy are probabilistic statistical character, that is, it is impossible to provide for all situations and accurately determine the manifestation of laws in the learning process. Patterns are manifested and allocated mainly by experimentally. Highlight two types of legislation of training.

1. The external laws of the learning process characterize the dependence of learning from social processes and conditions.

2. Internal laws of the learning process establish links between its components: between goals, content, means, methods, forms. There are a lot of such patterns in pedagogy. Here is some of them:

1) The training activities of the teacher mainly be brought up. This pattern identifies the relationship between learning and education;

2) There is a relationship between the interaction of the teacher and the student and the results of training. Following this pattern, the learning process cannot be held if there is no holistic team of students and teachers if their unity is missing;

3) the strength of the learning material depends on the systematic direct and delayed repetition of the studied, on its inclusion in the new material;

4) In the process of learning, in addition to didactic laws, psychological, physiological, gnoseological laws and patterns operate.

^ Principles of learning process - Basic requirements for the organization of education, which are guided by the teacher. Several fundamental principles of learning are allocated:

1) ^ The principle of developing and educating learning aims to achieve the goal of comprehensive personal development. For this you need:

1) pay attention to the identity of the student;

2) Teach the student to think causally.

2) ^ The principle of conscious activity exercised subject to the following rules:

1) understanding the goals and objectives of the upcoming work;

2) Support for students' interests;

3) Education of the activity of students;

4) the use of problem learning;

5) development of independence in students.

3) ^ Principle of clarity - Training is carried out on specific samples perceived by students with the help of visual, motor and tactical sensations. In this case, it is necessary:

1) use visual items;

2) to make shared textbooks;

3) use technical training tools.

4) ^ The principle of systematic and sequence . The following requirements are compliant:

1) the training material must be broken into parts, blocks;

2) it is necessary to use structural and logical plans, schemes, tables;

3) there must be a logical system system;

4) It is necessary to apply generalizing lessons to systematize knowledge.

5) ^ Principle of scientific relationship passed when using the following rules:

1) training should occur on the basis of advanced pedagogical experience;

2) training should be aimed at forming a dialectical approach to the subjects studied;

3) the use of scientific terms;

4) it is necessary to inform students about the latest scientific achievements;

5) it is necessary to encourage research work.

6) ^ Principle of accessibility based on accounting age and individual features Students in the learning process. To implement it, you must follow the following rules:

1) organization of training with the gradual increase in the difficulty of educational material;

2) accounting of age-related characteristics of students;

3) availability, use analogy.

7) ^ Principle of strength based on the following rules:

1) systematic repetition of educational material;

2) the release of students from secondary material;

3) the use of logic in learning;

4) Application of various norms and knowledge control methods.

8) ^ The principle of the relationship of theory and practice . For the implementation of this principle follows:

1) practice to prove the need for scientific knowledge;

2) inform students about scientific discoveries;

3) to introduce a scientific organization of labor into the educational process;

4) teach students to apply knowledge in practice.

9) ^ Principle of completion of the learning process Based on achieving the maximum mastering of the material. For a successful result, it is necessary:

1) after studying a major topic or section to check the learning material learning to students;

2) use such learning methods that allow you to achieve the desired results in a short period of time.

^ Developing learning - Direction in theory and practice of education, focused on the development of physical, cognitive and moral abilities of students by using their potential opportunities. In the late 1950s. L. V. Zankov developed a didactic system for developing education based on interrelated principles:

1) training on high level difficulties;

2) the leading role of theoretical knowledge;

3) a high pace of study of the material;

4) awareness of schoolchildren of the teaching process;

5) systematic work on the development of all students.

These principles were specified in programs and ways to train junior schoolchildren grammar and spelling of Russian, reading, mathematics, history, nature, drawing, music. The developing effect of the system L. V. Zankova indicated that the traditional primary education cultivating the fundamentals of empirical consciousness in children, makes it not completely completely and fully.
^ Question 20. Essence and content of teaching methods in modern didactics

Slible methodsoccupy a leading place in the system of learning methods. There were periods when they were almost the only way to transfer knowledge. Progressive teachers (Ya.A. Komensesky, K.D. Ushinsky, etc.) opposed the absolutization of their importance, they proved the need to addition them with visual and practical methods. Currently, these methods are often called obsolete, "inactive."

The verbal methods allow us to transfer more information in the shortest possible time, with the help of the word teacher can cause bright paintings of the past, present and future humanity in the minds of children. The word activates the imagination, memory, sense of students. The verbal methods are divided into the following types: story, explanation, conversation, discussion, lecture, work with a book.

Story. The method of the story involves an oral narrative statement of the content of educational material. This method is applied at all stages. school learning. Only the nature of the story changes, its volume, duration.

For the purposes there are several types of stories: story-join, stories-presentation, story-conclusion. purpose story-joining - Preparation of students for the perception of new educational material. This type of story is characterized by relative brevity, brightness, emotionality of the presentation, allowing to cause interest in the new topic, to initiate the need for its active learning. During such a story, the tasks of the student's activities are reported in an accessible form.

During study-presentation Lecturer reveals content new topicThe presentation on a specific logically developing plan, in a clear sequence, with the calculation of the main, substantial, with the use of illustrations and convincing examples.

Conclusion story Usually held at the end of the lesson. The teacher in it summarizes the main thoughts, draws conclusions and generalizations, gives tasks for further independent work on this topic.

To the story, as a method of presenting new knowledge, a number of pedagogical requirements are usually imposed:

The story must contain only reliable and scientifically proven facts;

Include sufficient number bright and convincing examples, facts proving the correctness of the proposed provisions;

Have a clear logic of presentation;

Be emotional;

Make a simple and affordable language.

Explanation. Under the explanation it is necessary to understand the verbal interpretation of patterns, the essential properties of the object being studied, individual concepts, phenomena. The explanation is most often resorted by studying theoretical material of various sciences, solving chemical, physical, mathematical tasks, theorems. The use of the explanation method requires:

Accurate and clear formulation of the task, the essence of the problem, the question;

Consistent disclosure of causal relationships, arguments and evidence;

The use of comparison, comparison, analogies;

Attracting bright examples;

Impeccable logic of presentation.

Conversation- The dialogic method of study, in which the teacher, by setting a carefully thought-out system of issues, brings students to understanding a new material or checks the assimilation of them already studied. The conversation refers to the oldest methods of didactic work. A broad distribution has a heuristic conversation (from the word "Eureka" - I find, opening). In the course heuristic conversation The teacher, relying on knowledge and practical experience in students, brings them to understanding and mastering new knowledge, formulating rules and conclusions.

For new knowledge messages are used reporting conversations. If the conversation precedes the study of a new material, it is called introductory or introductory. The purpose of such a conversation is to cause students a state of readiness for the knowledge of the new. Conversations Apply after studying a new material.

During the conversation, questions may be addressed to one student (individual conversation) or students of the whole class (front conversation). One of the varieties of conversation is interview. It can be carried out both with the class as a whole and with individual groups of students.

The success of conversations largely depends on the correctness of the formulation of issues. Questions are asked by the teacher to the whole class so that all students are preparing for the answer. Questions must be brief, clear, formulated so that the student's thought would be awesome. You should not put double, prompt questions or pushing to guess the answer. You should not formulate alternative issues requiring unambiguous answers of the type "Yes" or "No".

Discussion. The discussion as a learning method is based on the exchange of views on a certain problem, and these views reflect their own opinions of the participants or rely on other persons. This method is expedient

use in the case when students have a significant degree of maturity and independence of thinking, can argue, prove and justify their point of view. Well-held discussion has a big

training and educational value: teaches a deeper understanding of the problem, the ability to protect their position, reckon with the opinions of others.

Lecture. Lecture is a monological method of presentation of volumetric material. Used, as a rule, in high school and occupies the whole or almost entire lesson. The school lecture can be used when repetition of the material passed. Such lectures are called overview. They are conducted to summarize and systematize the material studied. The application of lectures as a method of learning in the context of modern school can significantly enhance the cognitive activity of students, involve them in independent search for additional scientific information to solve problematic educational and informative tasks, the fulfillment of thematic tasks.

^ Working with a textbook and book - The most important method of learning. In primary classes, work with a book is carried out mainly in the lessons under the guidance of the teacher. In the future, schoolchildren learning more and more work with a book on their own. There are a number of techniques of independent work with printed sources. The main ones are:

Outlines - a summary, a brief record of the content read. The output is conducted from the first (from itself) or from a third party.

Drawing up a text plan. To compile the plan, it is necessary after reading the text to split it into parts and entitle each part.

Theses - a summary of the main thoughts of read.

Citation - literal exposure from text. We offer output (author, work name, place of publication, publishing, year of publication, page). There are some other techniques for work with printed sources.

These are the brief characteristics of the main types of verbal learning methods. The second group on this classification is visual learning methods.

^ Visual Methods - such methods in which the learning material is learned is in a significant

dependencies of visual benefits and technical means used in the learning process. Visual methods are used in relationship with verbal and practical training methods. Visual learning methods can be divided into two large groups: method of illustration and demonstration method.

^ Method illustration Ensures showing the disciples of illustrative aids: posters, tables, paintings, cards, sketches on the board, etc. Demonstration method Usually associated with the demonstration of instruments, experiments, technical installations, movies, diamers, etc.

^ Practical methods Based on the practical activities of students. These methods form practical skills and skills. Practical methods include exercises, laboratory and practical work.

Exercises. Under the exercises understand the repeated (multiple) implementation of mental or practical action in order to master it or improving its quality. Exercises are applied when learning all items. Exercises in nature are divided into oral, written, graphic and teaching and labor. When performing each of them, students make mental and practical work. If, when performing actions, a student about himself or loud, commented on comments on the upcoming operations, such exercises are called

Igum. George (Shestun)

The orientation of the modern content of education to the labor market

To date, it is obvious that the entire education system gradually acquires a professional orientation.

The secondary school ceases to be a general educational school. The study of the basics of a wide range of sciences is replaced by obtaining information from various areas of knowledge and life spheres, the creation of specialized schools and profile classes is practiced, education orienses young people on career growth, replaced the growth of personal. A similar picture can be observed in the highest school. The question of the narrower specialization of university graduates is considered, less attention is paid to general educational training. The purpose of training is the possibility of including a specialist in the economy of the modern civilized world, which determines the orientation on Western liberal values \u200b\u200band contributes to the preservation of the rationalistic and materialistic worldview.

The vocational education system is also experiencing not the best of its years. Significantly reduced general educational training, and the preparation of highly skilled workers is practically replaced by the training of specialists for the service sector.

These processes are explained by the orientation. modern system Education to the labor market. The future of man began to tie with his ability to find their place in the world of professions - professions of prestigious, necessary society.

The current state of the Russian society is such that many unique professions and specialties have ceased to be in demand in the labor market, and therefore ceased to be necessary for the modern economy and a huge number of educated, professionally trained people. For many of our compatriots, this situation turned out to be unexpected, and sometimes tragic.

The orientation of the labor market displaces the understanding of the uniqueness of the human personality, its high purpose, the presence of talents and abilities. Modern education becomes impersonal. The goal and meaning of human life are renovated to the usefulness of a person in a particular economic and political system, which naturally leads to specific pedagogical purposes, among which social adaptation and professionalization are defining. In such an education system, there is practically no place for general education, or university, preparation and spiritual and moral education. The first is replaced by obtaining the necessary initial literacy and various levels of competence, the second - communicative trainings and communication technologies.

Early specialization orienses children to participate in making money, which means that it implies the inclusion of child labor in the modern economy. Traditionally, in Russia, children attracted children to economic home work in order to transfer them to life experience, to obtain them necessary professional and economic skills and to help the family. A modern way to incorporate children in the scope of economic relations is more similar to the exploitation of child labor on low-paying unqualified work. Often emerging excitement of money making money distracts children from further professional and educational growth, involves them in the scope of criminal business. The illusion of independent life leads them to a separation from the family, which is the cause of many modern chambers and misfortunes for both parents and children themselves.

The greatest damage to modern education reforms was caused by education. The uncertainty of landmarks, and the labor market is changed and not always predicted, led to uncontrollable variability and the atheistic orientation of the content of education. The consequence of this is the gradual breakdown of the unified educational space of Russia - one of the foundations of the unity of the people and the integrity of the state. Atheistic orientation is natural, if the entire human life is reduced only to earthly life and adapting to it. Such a point of view, habitual for the so-called "modern civilized world" with its liberal values, is unconventional for our society. Unfortunately, some leaders of the education system, having an atheistic worldview, impose it to its entire modern society.

The orientation of the child, a young man, and therefore, and the whole family on early professionalization deprives a person first of all freedom for professional definition.

The general education school, providing the study of the basics of sciences in the humanitarian and natural science, makes it possible to freely determine their graduates, as they are equally prepared for admission to both humanitarian and technical educational institutions. On the contrary, early specialization practically deprives young people to change the profile of their education in case of an error in the election of the professional direction, which creates a lot of problems in their continued life.

Higher School, carrying out professional educationIt should provide general educational training sufficient for self-education and self-development in a selected professional field.

The system of medium-sized vocational education, giving professional skills, must produce a skillful specialist, or craftsman who can master the necessary adjacent specialties.

Professional training, providing a person with the opportunity to honestly earn money on the maintenance of himself and his family, does not protect him from inner anxiety arising from the absence of awareness of the purpose and meaning of life. Professional training is only part of the education system. The objectives of the whole formation system are much more significant and include the opening of the image of God in man, awareness of the human goal and the meaning of life, its destination in this world and responsibility for their lives.

From this point of view, the human life cannot be considered only as earthly, it should be considered as a god of this eternal life. The usefulness of human life is determined not only by the labor market: it is mainly determined by the fact that God called for each of the non-existence into being, which means that every person has its purpose in this world. In person's life there is its own logic, therefore, a certain logic should underlie the content of education. It is possible to understand this logic, only if you return a living person into the education system and realize, in which world a person came, with which he will face in this life and where to go further.

Spiritual foundation of education

We will not invent special models and by analogy with the three-stability of a person adopted in Orthodoxy (Spirit - Body) Consider the three spheres of human being: spiritual, social and material, or natural.

In the first half of the XIX century S.I. Hessen gave his interpretation of the association of the hierarchical structure of the personality and education, denoting four plans of being: biological, social, spiritual and cultural and fertile, which correspond to four levels of human education: as a psychophysical organism, as a public individual, as a personality included in the cultural tradition, and As a member of the Kingdom of Spirit (7). Last he defined as the kingdom of God. Considering the education system, we will limit ourselves to the first three plans of being.

Knowing the world, from a spiritual point of view, a person should answer the two most important questions. The first question concerns the origin of the world in which we live, the second - the origin of a person. From answers to these questions, it depends, from what point of view we will see the human community, and therefore the social sphere and the world of nature.

The content of modern education includes the study of the social sphere and the world of nature. At the same time, visually coming over the spiritual sphere, the content included allegedly scientific theory on the origin of a person from the animal world through evolution and various materialistic theories of the world's origin. Thus, the Orthodox viewing point of view on the origin of the world and man and replaced by materialistic and atheistic and replaced by the origin of peace and person and replaced by materialistic and atheistic. It is this content that is called secular and regards some modern specialists and leaders of the education system, government officials.

It should be said about one false parcel. Atheistic point of view and its associated secular education are justified by the multiconde confession of Russia. We are trying to imagine that thus removes tensions in educational institutions where the Orthodox, Muslims and Jews are studying together. In fact, it is quite obvious that the atheistic point of view equals the religious feelings of representatives of all major denominations, as Christians, Muslims and Jews are equally revered Old TestamentSo, the views on the origin of peace and man they mostly coincide and differ sharply from the atheistic. Insulting the religious feelings of believers in modern legislation is a criminal offense.

In accordance with the atheistic approach and the social world is studied outside the Russian tradition and history, since they are based on Orthodox. The study of the tradition and history of Russia is replaced mainly by studying the latest history and modern civilization. At the same time it is understood that the past of our fatherland does not fit into the framework of world civilization, and we still have to go into it. The world of nature, to which we are trying to instill a consumer approach to which we are trying to instill.

The atheistic worldview is hierarchically higher in the life of a person not spiritual, eternal values, but the values \u200b\u200bof the lower order, rendering the goal of life to the hedonism, that is, the reception of pleasure, or to utilitarianism, which is manifested in the concepts of benefit or good.

Introduction

Currently, there is an intensive change in state regulation mechanisms. social Life population. First of all, this concerns the scope of education, since this area is one of the most important for all subjects of state regulation.

History of the question

To understand the reasons for the emergence of the problem of state regulation in education, it is necessary to turn to the history of the emergence and development of the modern field of education. IN pre-revolutionary Russia The scope of education was developed extremely weak. At 1897, 211 people possessed elementary literacy out of 1,000 people, which is about 20% of the population. After the revolution, the struggle for literacy of the population was carried out in reinforced pace. Already by 1933, a whole education system was formed in the USSR, which could provide the entire population of the country with relevant educational institutions. It is in the period from the 20s to the 30thXX The centuries were implemented by such fundamental rights of citizens as universal right to education.

In general, in the USSR, the scope of education was one of the most priority aspects of social life, which highlighted significant management and financial resources. The result of the development of the education system in the Soviet period was the formation of four major education steps: pre-school, school, secondary special, higher.

The financing of the education system in the Soviet period, as well as other sectors of the national economy, was estimated with the approval of the relevant plans for the development of the system. The advantage of this approach to educational policy was that the system has developed steadily, having sufficient funding, and enriched with software and methodological content. It is important to understand that the field of education in the Soviet period was not raised on the rails of profit from each stage of education. Any institution has received funds in accordance with its methodological requirements and a staffing schedule.

Education reform 2000-xx

In the post-Soviet period of Russia, a developed education system with significant development potential was obtained. All major research institutions, as well as most schools, technical schools, institutions and universities remained in the territory of the Russian Federation. However, in the initial period of the 90s, it became obvious that the financing of the system could no longer be carried out in the same volumes as before. Although the system of education financing remained estimated, however, the volume of financial injections decreased by almost 40%, which was a disaster for the further development of the system. As a result, at the initial stage of the development of Russia, there was a massive outflow of personnel from the education sector and a reduction in the number of educational institutions.

The current stage of education can be considered since the 2000s, when a financial and economic situation has stabilized in the country. Teachers were paid all debts and began to attract young professionals to work in educational institutions. Nevertheless, it seems to be an externally prosperous economic situation exposed internal contradictions of the system. Since the financing of educational institutions occurred, as before, on the estimate, and the system remained quite extensive (both in economic and physical senses), and the population, on the contrary, was reduced, the question arose that there were areas in which the existence of the school "Unjustified." That is, the number of children's population in some areas is so low that schools cannot be fully equipped. It is during this period that there is a need to reform the system.

The basis of the education reform of the education system is taken by the American model of the education system, the essence of which is to replace estimated financing financing. The meaning of the per capita financing is to pay institutions based on its filling. The rationale for this approach looks very logical, because there are really big schools, and there are small schools, respectively, financing this institution needs differently. Also, the reform was assumed to introduce a qualitatively new certification system through a unified system of control. In schools there was a replacement of traditional exams for a single certification system (a single state exam (EGE), state final certification (GIA)). Also, the reform has been subjected to specific meaningful parties to the educational process at all levels of the education system. Federal State Educational Standards (GEF) were introduced in order to update the meaningful side of education. It is the FGOS that indicate the limits of the educational program in which it is necessary to master everyone, and options for additional study of individual items, which are entered by the decision of the administrations of the institution and the parental public. At the end of the reform, a complete change in the form of economic institutions is supposed. Since the estimated funding is replaced by the peripheral, it automatically disappears the need to comply with the standard schedule. Education institutions themselves are funded, based on the filling and status of subordination of the institution. Educational institutions are two main - federal and local (urban and municipal). The federals are subordinate to the federal government bodies (Ministry of Education and Science of the Russian Federation), local management authorities (urban committees, departments and other municipal structures).

Imagine in the table those changes that are entered by education reform:

	In the USSR education system	In the education system of the Russian Federation
Regulatory financing	Estimated	Per capita
Personnel provision of institutions	Regular schedule	Free, based on the curriculum of the institution
Form of management	Budget	Autonomous Institutions (AU), State Budgetary Institutions (GBU)
	Programs approved by the Ministry of Education of the USSR and the Ministry of Higher and Secondary Special Education of the USSR	Federal state educational standards, on the basis of which each institution is developed by their programs and curricula, not contrary to GEF
Certification (in schools)	Exams in the institution	EGE, GIA

Thus, we see that the main purpose of the reform is the introduction of strict conformity between the focal profit of the institution and the amount of financing. Also, all the introduction is accompanied by an increase in the autonomy of organizations from the state, with the relevant right of government agencies for the introduction of paid services and forms of management (up to the full autonomy of the institution from the state), and improving control by the introduction of GIA and the introduction in GIA schools, and the exam.

Problems of reforming the education system in the metropolitan region

Above, we reviewed the basic introduction of the reform of the period of 2004-2011. Now it is necessary to proceed to the problem of the implementation of reform in practice in the metropolitan region.

The metropolitan education system is distinguished against the background of other regions, first of all, the number of educational institutions. In the capital, the largest number of educational institutions. Here are all forms of modern educational institutions. However, it is metropolitan education that is currently experiencing reform.

In practice, the introduction of per capita financing led in the metropolitan region to the consolidation of educational institutions, the formation of educational holdings, an increase in the contingent of students.

For the sake of saving tools, it is quite often in the metropolitan region there is a decrease in the number of teachers.

The introduction of GEF in practice did not change the training programs, since the relevant programs were not prepared, and those programs that were prepared were not qualitatively different from the content of old programs.

The change in the form of certification of graduates of the school led to the collapse of the receiving commissions in universities, since graduates who surrendered the exam could enter the university where there is enough passing point. In turn, many universities in the conditions of per capita financing are interested in adopting, as possible, more school graduates were credited with the minimum threshold of points the maximum possible number of graduates.

Changes in the form of economic institutions led to the emergence of paid educational services, which are often reduced to additional types of education (circles) or tutoring on the subject. Since the introduction of paid educational services is burdensome for the population, they do not use popularity.

Thus, we see that all the innovations of the education reform, one way or another, cannot contribute to the modernization of the education system. Many specialists talk about an unprecedented decline in education in schools and universities due to fatal underfunding schools or overcrowding.

The quality of education, as the same not the undisputed EGE shows, does not increase. And the procedure itself, the EE reveals the most vicious parties to education, such as berth, corruption, low quality of teaching. And preparation for the exam is independent process, often not having anything in common with the development of the secondary program.

So what happened?

The main question is what happened? Why do I need a reform, which sinks literally at every stage, starting from the stage of introducing the USE, ending with the introduction of new forms of management educational institutions?!

Here you need to pay attention to the essence of management. Education system soviet period It was characterized by the fact that the system of education was controlled by the meaningful parties of the educational process. Since the estimated financing of the management entities was conducted, the financial party did not stand so acutely. Salary of personnel were regulated by uniform wage standards (a single tariff net) and were in themselves stable. The education control system was less formal, which implied a number of its well-known shortcomings and advantages. Thus, the management of the education system was expressed in the content side of the educational process, which was formed in the higher instances. Improving the education system lay in the plane of modernization of specific curricula and curricula.

Now, during the development of market relations, the old system cannot be viable, since priorities have changed from the substantive part of the educational field to the financial side of the issue. The management of the education system has passed from changing the content of programs, curricula, etc. To finance individual institutions, which, of course, led to a banal funding tools for the education system and formal changes such as the introduction of GIA and EGE.

Thus, the main reason for the failure of the reform of education is that with the old soviet system Education introduced financial management tools, which enters a direct system contradiction with the concept of the education system itself.

The exit from the current crisis seems very foggy. First of all, it is especially negative about the development of the education system, a change in the management of the content of education to the financial support of the educational process is affected. This system error does not lie in the sphere of education only, this is a common social trend. In reforming the education system, the most acute contradictions of the change of state regulation from the Soviet to the present, market was reflected.

Thus, we see that modern approaches to the state regulation of the education system are not suitable for the old system, which, in turn, means about the need to change the approach and departure from the management of education through a financial flow, or a complete change of the education system and, respectively, all social life.

Bibliography

HELL. Nesterova. State regulation of the economy: lectures /

Kaliningr. un-t. - Kaliningrad, 1997.

State regulation market economy . Ed. Kushlin V.I. 2nd ed., Pererab. and add. - M.: Rags, 2005