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Best pedagogical practices at school. Modern educational practices in Russia




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The article presents the results of an expert-analytical study of the processes and mechanisms of interaction between the subjects of educational activities in the implementation of educational programs in a network form. The analysis of existing domestic and foreign approaches to the practices of implementing network forms of educational programs has been carried out. The classification of network forms of implementation of educational programs is presented. The Russian and foreign experience of using network forms for the implementation of educational programs in network forms of education at federal innovation sites, in territorial innovation clusters, and advanced training systems is considered. The study showed that one of the conditions for the effective implementation of the network form of the implementation of the educational process is the formation and consideration of the motives of all participants involved in network learning - management, administration, methodological work, author's work, teaching, etc. These motives are formed and revealed in various forms of interaction between participants in the network educational process, which were classified into five groups, from the group in which universities of equals cooperate with equal benefits to the group in which universities are satisfied with the dissemination of experience without much benefit for themselves. The most important characteristic of network education is the ability to work in collaboration - that is, such participation in joint work, when its goals and objectives become the conscious goals and objectives of the persons participating in the work to the same extent.

NETWORK FORMAT OF EDUCATION: THE BEST DOMESTIC AND FOREIGN PRACTICE

Shestak V.R. 1 Vesna E.V. 1 Platonov V. N. 2

1 National Research Nuclear University MEPhI

2 Higher University of Science and Technologies

Abstract:

The analysisof the educational network subjects interaction are given.Using domestic and foreign network forms of educational programs is reviewed. Classification of well-known network forms of realization of educational programs is presented. 5 different groups offered. Group A is on the top as a peer-to-peer version. The Russian and foreign experience of application of network forms of realization of educational programs in network forms of education on federal innovative platforms, in territorial innovative clusters, professional development systems is considered. The conducted research showed that one of the conditions of effective network form of realization of educational process is formation and the accounting of motives of all participants involved in network training – managements, administrations, methodical work, teaching, etc. These motives are formed and come to light in different forms of interaction between participants in the network educational process who were classified by five groups from group in which cooperation of higher education institutions, which are equal with equal benefit up to the group in which higher education institutions are satisfied with an experience dissemination without special benefit for themselves. The most important characteristic of network education is the ability to work in collaboration – that is, such participation in collaboration when its purposes and a task in the same degree become the conscious purposes and tasks of persons participating in work.

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Bibliographic link

Shestak V.P., Vesna E.B., Platonov V.N. NETWORK EDUCATION: BEST DOMESTIC AND FOREIGN PRACTICES // Scientific Review. Pedagogical Sciences. - 2014. - No. 1. - P. 72-72;
URL: http://science-pedagogy.ru/ru/article/view?id=76 (date of access: 12/17/2019). We bring to your attention the journals published by the publishing house "Academy of Natural History"

The achievements of the Russian educational system, the best domestic innovations in the field of education will be presented to the international community as part of the Global Education Leaders` Partnership (GELP) educational summit, which will be held for the first time in Moscow from November 1 to November 3, 2017.

The summit is dedicated to the topic "Education for a complex world: why, what and how to teach in the 21st century", which was proposed by the Russian side and approved by foreign colleagues. The forum will become a platform for discussing educational standards, searching for ideas, projects and forming a global agenda for the development of a new school education system.

“Today we in Russia are discussing what new models of mass school education can be that are adequate to the challenges of the modern world. During these 3 days, we will have the opportunity to discuss successful world and Russian practices with people who shape educational policy and determine the vectors for the development of school education. The summit is a unique platform for dialogue between Russian educators and our international colleagues who have experience in solving similar problems, for example, in Finland, Singapore, South Korea, Canada and other countries,” said Svetlana Chupsheva, General Director of the Agency for Strategic Initiatives, on the eve of forum.

In her opinion, it is necessary that promising projects for the development of Russian education use the best world practices in terms of the content of educational programs, new learning formats, digitalization and personalization tools, training of new teaching and administrative personnel, and infrastructure development.

The program of the summit includes plenary sessions, round tables, group discussions, and consultations. The participants will discuss in what direction the content of curricula will develop, what new methods of assessing the content of education should be used, how to change teaching methods and forms of organization of the educational process. The subject of discussions will be the directions of state support for new forms of education, the role of public institutions and associations in the development of education - private investors, social entrepreneurs, parental communities. We will also talk about what skills and competencies will be needed for today's students, what is important for teachers to know and be able to do.

At the end of the summit, a plenary session will be held, which will be attended by representatives of federal and regional authorities, as well as non-profit associations related to the development of education, science and the social sphere. The participants of the plenary session will discuss strategies for shaping school education in the 21st century.

The results of the joint work of experts and government representatives will be embodied in a roadmap for the development of promising practices in the Russian educational system.

The development of the Russian part of the summit agenda was carried out by the GELP group, which included key experts in innovative school education: FIRO (A. Asmolov), (I. Frumin, P. Sergomanov), Sberbank Charitable Foundation "Investment in the Future" (Yu. Chechet), Moscow State Pedagogical University (I. Remorenko), Rybakov Fund (N. Kiyasov), Global Education Futures (P. Luksha) and others.

The group identified three main agenda items:

  • the formation and development of a "complex person": definition of a package of competencies that will help prepare the next generation for the future super-complex (technological and information) society;
  • development of educational ecosystems: creation of new educational environments in which a "complex person" can be formed;
  • "new" stakeholders: identification and development of key players (both existing and completely new) who can shape the educational environments of the future.

The founders of GELP - T.Mackay and V.Hannon rated the agenda as "revolutionary" and "perhaps the most interesting since the founding of the network."

Along with Russian experts, foreign experts from many countries will speak at the summit: Argentina, Brazil, Finland, Ireland, Spain, Canada, South Korea, India, New Zealand and others, including GELP co-founders:

  • Anthony McKay, one of the key participants in educational reforms in the ASEAN region (Australia)
  • Valerie Hannon, Head of Education Reform Programs in a number of countries in Europe, USA, Australia and Africa (UK)
  • Kai-Ming Chen, Professor Emeritus of Educational Sciences at the University of Hong Kong, who has promoted educational reforms in more than 10 countries (China)
  • Sandra Miligan, who created the MEP distance learning course, thanks to which more than 30,000 teachers have already improved their qualifications (Australia)
  • Michael Stevenson, Senior Advisor, Organization for Economic Co-operation and Development (UK).

The co-organizers of the summit are the Charitable Foundation of Sberbank "Contribution to the Future", "Rybakov Fund", the Institute for the Development of Education of the National Research University "Higher School of Economics". Support is provided by the Agency for Strategic Initiatives (ASI) and the Global Education Futures (GEF) association created in Russia.

Reference

Global Education Leaders` Partnership (GELP) is an international alliance of educational leaders from Finland, South Korea, Australia, Brazil, Costa Rica, South Africa, USA, Canada, Spain, Great Britain, China, India, New Zealand, established in 2009 . GELP also cooperates with industry associations in Russia, France, USA, Qatar, Canada and other countries. It has 13 representative offices in 9 states on 6 continents and annually holds 12 international training events in different countries. The work of GELP is aimed at the global transformation of the educational system so that every student can develop and live a full life in the complex world of the 21st century.

Global Education Future (GEF) is an international platform founded in Russia in 2007, operates in a project mode and brings together global education leaders, innovators, startup founders, investors, heads of educational institutions and administrators at the national and supranational levels to discuss and transform traditional educational systems to educational ecosystems.

Text: Elena Budilina | ASI website editor

Let's start our analysis by fixing a number of peculiar myths of "innovation" or simply misunderstandings. The first misunderstanding is that innovation and innovation (innovation) are one and the same; the second is that innovation and production, the creation of innovations (innovations) are also one and the same, then this is TRIZ (the theory of rationalization and inventions). The third misunderstanding is related to linguistic naturalism: since innovation is a verbal noun, it must be monosubjective.

In fact, innovation (in-new) appears in Latin somewhere in the middle of the 17th century and means the entry of a new into a certain sphere, implantation into it and the generation of a whole series of changes in this sphere. So, innovation is, on the one hand, a process of innovation, implementation, implementation, and on the other hand, it is an activity to grow innovation into a certain social practice, and not at all an object.

Innovative activity in its most complete development involves a system of interrelated types of work, the totality of which ensures the emergence of real innovations. Namely:

● research activities aimed at obtaining new knowledge about how something can be (“discovery”), and about how something can be done (“invention”);

● project activities aimed at developing special, instrumental and technological knowledge about how, on the basis of scientific knowledge, under given conditions, it is necessary to act in order to get what can or should be (“innovative project”);

● educational activities aimed at the professional development of subjects of a certain practice, at the formation of each person's personal knowledge (experience) about what and how they should do in order for an innovative project to be embodied in practice (“implementation”).

What is "innovative education" today? - This is an education that is capable of self-development and that creates conditions for the full development of all its participants; hence the main thesis; innovative education is developing and developing education.

What is "innovative educational technology"? It is a complex of three interrelated components:

  1. Modern content, which is transmitted to students, involves not so much the development of subject knowledge, but the development competencies, adequate to modern business practice. This content should be well structured and presented in the form of multimedia educational materials that are transmitted using modern means of communication.
  2. Modern teaching methods are active methods of developing competencies based on the interaction of students and their involvement in the learning process, and not just on passive perception of the material.
  3. A modern learning infrastructure that includes information, technological, organizational and communication components that allow you to effectively use the benefits of distance learning.

At the moment, a variety of pedagogical innovations are used in school education. It depends, first of all, on the traditions and status of the institution. Nevertheless, the following most characteristic innovative technologies can be distinguished.

1. Information and communication technologies (ICT) in subject education The introduction of ICT into the content of the educational process implies the integration of various subject areas with informatics, which leads to the informatization of students' consciousness and their understanding of informatization processes in modern society (in its professional aspect). It is essential to realize the emerging trend in the process of informatization of the school: from the development by schoolchildren of initial information about computer science to the use of computer software in the study of general subjects, and then to the saturation of the structure and content of education with elements of computer science, the implementation of a radical restructuring of the entire educational process based on the use of information technologies. As a result, new information technologies appear in the school methodological system, and school graduates are prepared to master new information technologies in their future work. This direction is implemented through the inclusion in the curriculum of new subjects aimed at studying informatics and ICT. Application experience has shown: a) the information environment of an open school, which includes various forms of distance education, significantly increases the motivation of students to study subject disciplines, especially with the use of project method; b) informatization of education is attractive for the student in that the psychological stress of school communication is removed by moving from the subjective relationship "teacher-student" to the most objective relationship "student-computer-teacher", the effectiveness of student work increases, the share of creative work increases, the opportunity in obtaining additional education in a subject within the walls of the school, and in the future, a purposeful choice of a university, a prestigious job is realized;

c) the informatization of teaching is attractive to the teacher in that it allows to increase the productivity of his work, increases the general information culture of the teacher.

At present, it is possible to speak quite definitely about several types of design.

First of all, this psychological and pedagogical design developing educational processes within a certain age interval, creating the conditions for a person to become a true subject of his own life and activity: in particular, learning - as the development of general methods of activity; formation - as the development of perfect forms of culture; education - as the development of the norms of the hostel in different types of community of people.

Next is socio-pedagogical design educational institutions and developing educational environments adequate to certain types of educational processes; and most importantly - adequate to the traditions, way of life and development prospects of a particular region of Russia.

And finally, actually pedagogical design- as the construction of developing educational practice, educational programs and technologies, methods and means of pedagogical activity.

It is here that the special task of design and research activities arises to ensure the transition from traditional education (traditional schools, traditional management systems, traditional education and upbringing) to innovative education that implements the general principle of human development.

So, in developmental psychology, it is necessary to design age standards (as a certain set of individual abilities of a child in a specific age interval) and development criteria at different stages of ontogenesis.

In development pedagogy, this is the design of developing educational programs that are adequate to age norms, translated into the language of educational technologies, i.e. through WHAT? And How? this development will take place.

In educational practice, this is the design of child-adult communities in their cultural and activity specificity, that is, the design of such an educational space where this development can be carried out.

In other words, the design of a system of developing and developing education is possible if simultaneously carried out: a psychological study of age-normative models of personality development, pedagogical design of educational programs and technologies for implementing these models, co-organization of all participants in the educational process, design of conditions for achieving new educational goals and means of solving problems development.

There are probably already hundreds of examples of project work that is being carried out in modern domestic education. Let's name just a few types of such work:

● at the level of an individual teacher - this is the design of educational programs, including educational, educational, pedagogical subprograms;

● at the level of the head of the educational structure - this is the design of the type of education provided by the system of specific educational programs;

● at the level of management in education - this is the design of programs for the development of educational structures of various types, the set of which is adequate to the available contingent of children, pupils, students;

● at the level of policy in education - this is the design of the educational system as a socio-cultural infrastructure of a particular region or country as a whole.

2. Personally-oriented technologies in teaching the subject

Person-Centered Technologies put the personality of the child at the center of the entire school educational system, providing comfortable, conflict-free and safe conditions for its development, the realization of its natural potentials. The personality of the child in this technology is not only the subject, but also the subject priority; she is goal educational system, and not a means to some abstract end. It manifests itself in the development by students of individual educational programs in accordance with their capabilities and needs.

3. Information - analytical support of the educational process and management

the quality of schoolchildren's education

The use of such innovative technology as the information-analytical method of managing the quality of education allows you to objectively, impartially track the development over time of each child individually, class, parallel, school as a whole. With some modification, it can become an indispensable tool in the preparation of class-generalizing control, studying the state of teaching any subject of the curriculum, studying the system of work of a single teacher.

4 . Monitoring of intellectual development

Analysis and diagnostics of the quality of education of each student by testing and plotting progress dynamics.

5 . Educational technologies as the leading mechanism for the formation of a modern student

It is an essential factor in today's learning environment. It is implemented in the form of involving students in additional forms of personality development: participation in cultural events on national traditions, theater, centers for children's creativity, etc.

6. Didactic technologies as a condition for the development of the educational process of educational institutions

Here, both already known and proven techniques, as well as new ones, can be implemented. These are independent work with the help of a textbook, a game, design and defense of projects, learning with the help of audiovisual technical means, the "consultant" system, group, differentiated teaching methods - the "small group" system, etc. Usually, various combinations of these techniques are used in practice. .

7. Psychological and pedagogical support for the introduction of innovative technologies

in the educational process of the school

A scientific and pedagogical substantiation of the use of certain innovations is supposed. Their analysis at methodological councils, seminars, consultations with leading experts in this field.

Thus, the experience of the modern Russian school has the widest arsenal of application of pedagogical innovations in the learning process. The effectiveness of their application depends on the established traditions in a general education institution, the ability of the teaching staff to perceive these innovations, and the material and technical base of the institution.

New educational standards are introduced new direction of appraisal activity - Evaluation of personal achievements. It has to do with the implementation humanistic paradigm education and person-centered approach to learning. It becomes important for society to objectify the personal achievements of each subject of the educational process: student, teacher, family. The introduction of the assessment of personal achievements ensures the development of the following personality components: motivation for self-development, the formation of positive guidelines in the structure of the self-concept, the development of self-esteem, volitional regulation, and responsibility.

Therefore, in the standards, the final grade of the student includes and accumulated assessment characterizing the dynamics of individual educational achievements throughout the years of schooling.

The optimal way to organize a cumulative assessment system is portfolio . This is the way fixing, accumulating and evaluating work, a student's results, indicating his efforts, progress and achievements in various areas over a certain period of time. In other words, it is a form of fixation of self-expression and self-realization. The portfolio provides a transfer of "pedagogical emphasis" from assessment to self-assessment, from what a person does not know and cannot do to what he knows and can do. A significant characteristic of the portfolio is its integrativity, including quantitative and qualitative assessments, involving the cooperation of the student, teachers and parents in the course of its creation, and the continuity of the assessment replenishment.

Technology portfolio implements the following functions in the educational process:

● diagnostic (changes and growth (dynamics) of indicators for a certain period of time are recorded);

● goal setting (supports educational goals formulated by the standard);

● motivational (encourages students, teachers and parents to interact and achieve positive results);

● developing (ensures the continuity of the process of development, training and education from class to class);

should still be added:

● training (creates conditions for the formation of the foundations of qualimetric competence);

● corrective (stimulates development within the limits conventionally set by the standard and society).

For the student portfolio is the organizer of his educational activities, for the teacher - a means of feedback and a tool for evaluation activities.

Several portfolio types . The following are the most popular:

● portfolio of achievements

● portfolio - report

● portfolio - self-assessment

● portfolio - planning my work

(any of them has all the characteristics, but when planning it is recommended to choose one leading one)

Choice Portfolio type depends on the purpose of its creation.

Distinctive feature portfolio is its student-centered nature:

● the student, together with the teacher, determines or refines the purpose of creating a portfolio;

● student collects material;

● results assessment is based on self-assessment and mutual assessment

An important characteristic portfolio technology is its reflexivity. Reflection is the main mechanism and method of self-certification and self-report. Reflection- the process of cognition based on self-observation of one's inner world. / Ananiev B.G. Man as an object of knowledge. - L. - 1969./ "a psychological mirror of oneself".

In addition to general educational skills to collect and analyze information, structure and present it, the portfolio allows you to reach the development of intellectual skills of a higher order - metacognitive skills.

Student gotta learn :

● select and evaluate information

● define exactly the goals he would like to achieve

● plan your activities

● give evaluation and self-assessment

● track your own mistakes and fix them

In this context, we consider the portfolio as one of the methods most relevant to the tasks of the technology for the development of critical thinking. It is he who combines the capabilities of the most important strategy of technology for the development of critical thinking and the modern method of assessment and makes it possible to diagnose the formation of the main goals - the ability to self-educate.

The best way to get acquainted with portfolio technology is its practical implementation.

A fundamental distinction must be made between the concepts "innovation" and "innovation". The basis for such a distinction should be the specific forms, content and scale of transformational activity. So, if the activity is short-term, does not have a holistic and systemic character, sets as its task the renewal (change) of only individual elements of a certain system, then we are dealing with an innovation. If an activity is carried out on the basis of a certain conceptual approach, and its consequence is the development of a given system or its fundamental transformation, we are dealing with innovation. It is possible to introduce a number of more specific criteria for distinguishing between these two concepts.

Additional differences in the conceptual apparatus of innovation activity can be realized if we build a diagram of the full cycle of the emergence and implementation of any innovation in a particular social practice:

● source of innovation (science, politics, production, economics, etc.);

● innovative proposal (innovation, invention, discovery, rationalization);

● activity (technology) for the implementation of innovation (training, implementation, translation);

● innovation process (forms and methods of rooting innovation in practice);

● new type or new form of social practice.

We present just one example deploying a full cycle of innovative transformations- from the history of national education:

● source of innovation - the level of development of pedagogical and developmental psychology in the USSR in the 50s;

● innovative proposal - the scientific team of Elkonin-Davydov proves the possibility of forming the foundations of theoretical thinking in younger students;

● technology of implementation - fundamentally new curricula in the main subjects in primary school are being developed;

● innovation process - the opening of laboratories and experimental schools in different regions of the country to form educational activities in primary school age;

● a new form of practice - the "system of developmental education" as a new type of educational practice.

In conclusion, let us ask ourselves - does Russian education have prospects for transition to the mode of innovative development and self-development? And if so, under what conditions is this possible? Let us note three types of such conditions in three spheres of providing innovative education.

In science, these prospects are associated with more ambitious than today, the bases for the implementation of the main directions of design and research activities; First of all, these are the humanitarian and anthropological foundations for the formation and development of a person in the space of education. Only in this case meaningful methodology for designing and researching innovative education is possible; a general theory of the development of individual subjectivity and child-adult communities in educational processes; technology for the implementation and examination of multi-scale innovative educational projects.

In the system of vocational education and professional development:

● this is a consistent introduction to the content of the education culture of designing innovative educational practices;

● this is the formation of psychological literacy, more broadly - the psychological culture of pedagogical work;

● it is mastering the norms and culture of managing the development of education, the activities of professional teaching staff.

In the field of educational policy:

● this is a responsible state and public support for scientific projects and programs related to the design of innovative developing and developing education in Russia.

Classification of innovative technology PORTFOLIO

1. In relation to the structural elements of educational systems

● in control, in the evaluation of results

2. In relation to the personal formation of subjects of education

● in the development of certain abilities of students and teachers,

● in the development of their knowledge, skills, ways of working, competencies

3. By area of ​​pedagogical application

● in the educational process

4. By types of interaction between participants in the pedagogical process

● in collective learning (personally oriented)

In individual, frontal, group form

● in family education

5. By functionality

● innovations-products (pedagogical tools, projects, technologies, etc.)

6. By methods of implementation

● systematic

7. By the scale of distribution

● internationally

● at school

● at the federal level

8. Highlighting the sign of scale (volume) of innovation

● systemic, covering the entire school or the entire university as an educational system

9. By socio-pedagogical significance

● in educational institutions of any type

10. On the basis of innovative potential

● combinatorial

● innovations

11. In relation to his predecessor

● substitute

● opening

Innovative potential of an educational institution

is determined in the analysis of an educational institution according to the following positions:

  1. The focus of innovation on changing the educational needs addressed to the educational institution, social order

● Aimed at changing the goals, content, organization technology, approaches to assessing the educational results of students

● Integration of teaching, learning and assessment; combining quantitative and qualitative assessment of the student's abilities through the analysis of various products of educational and cognitive activity

● Solving important pedagogical tasks:

Create an emotionally comfortable educational environment

Maintain high learning motivation of students

Encourage their activity and independence

Expand opportunities for learning and self-learning

To develop the skills of reflective and evaluative activity of students

To form the ability to learn - set goals, plan and organize your own learning activities

Develop communication skills and abilities

Inform students and their parents about the various options for choosing an educational route

  1. Orientation of innovation to solving the problems of an educational institution

● Changing the way of learning, searching for new forms of organizing the learning process, changing the requirements for performance, and in general - for the quality of education

● Form of continuous assessment in the process of continuing education

● Teacher's portfolio - as an alternative form of assessing his professionalism and performance during the examination for compliance with the declared qualification category

● Active involvement of parents in the process of learning and learning of the child (more adequate assessment of both the strengths and weaknesses of their child and more active cooperation with the school)

  1. Resource opportunities of an educational institution

● Systematic work to improve the qualifications of teachers

● Experience in creating an electronic portfolio

● Network computer equipment of classrooms (3 computer classes, personal computers in the classrooms of subject teachers, administrative network)

● Methodological support of the course

Work folder

Official portfolio forms (supplement to the 9th grade certificate)

Diagnostic materials

Tables and diagrams for maintaining the "Working Folder"

Reminders and instructions for students

Examples of activities with students

  1. The relationship of innovation with the achievements and competitive advantages of an educational institution for the period preceding the current innovation cycle of development

● A promising form of presenting the individual orientation of the educational achievements of a particular student, meeting the tasks of pre-profile training and, in the future, profile training

● Optimization of mechanisms for the formation of 10 profile classes

  1. assessment of the innovative environment in an educational institution, the innovative potential of the team, potential points of growth

● The educational institution has long been looking for ways of authentic (individualized) assessment, focused not only on the assessment process, but also on self-assessment

(used in practice-oriented education and provides for the assessment of the formation of skills and abilities of students in the conditions of placing them in a situation as close as possible to real life)

● Many methodological findings have been accumulated, pedagogical technologies have already been developed to get rid of intrusive labels such as “weak C” or “strong good”

  1. initial forecast of the perception of possible innovations in the community of an educational institution, possible resistance to change

● Implementation requires new organizational and cognitive skills both from the teacher and the student

● Teaching time problem: Takes more time to implement than the traditional grading system

● A real assessment of the possibilities and readiness of students, teachers, parents in providing materials to fix the dynamics of their individual progress

Shifting pedagogical focus from assessment to self-assessment

Students have poorly developed achievement motivation, there are difficulties in goal-setting, independent planning and organization of their own educational activities, the ability to systematize and analyze their own collected material and experience

Unpreparedness of parents to realize the importance and significance of a portfolio as a document confirming the level of knowledge of students and to make the right choice of a further education profile

For all positions, the article provides an analysis of a specific educational institution (Gymnasium No. 116 of the Primorsky District of St. Petersburg)

Bibliography:

  1. Amonashvili Sh.A. Educational and educational functions of assessing the teaching of schoolchildren. M.: Enlightenment. – 1984
  2. Voynilenko N.V. Improving control and evaluation processes as a factor in managing the quality of primary general education. // World of science, culture, education. - No. 4 (23) - 2010. - p.148-150
  3. Zagashev I.O., Zair-Bek S.I. Critical thinking. Development technology. St. Petersburg: Alliance "Delta". - 2003
  4. Zair-Bek S.I., Mushtavinskaya I.V. The development of critical thinking in the classroom. M.: Enlightenment. - 2010
  5. Kolyutkin Yu.N., Mushtavinskaya I.V. Educational technologies and pedagogical reflection. SPb.: SPb GUPM. – 2002, 2003
  6. Kotova S.A., Prokopenya G.V. Portfolio system for a new elementary school. // Public education. - No. 5. - 2010. - p.185-191
  7. Mettus E.V. Live assessment: Program "Portfolio at school" M.: Globus, 2009. - 272p.
  8. Mushtavinskaya I.V. Technology for the development of critical thinking in the classroom and in the system of teacher training. St. Petersburg: KARO. – 2008
  9. Federal state educational standards for primary and basic general education of the 2nd generation. Concept / Russian Academy of Education; ed. A.M. Kondakova, A.A. Kuznetsova. - 2nd ed. – M.: Enlightenment. – 2009

"Best practice in domestic education"

Currently, pedagogical science is constantly searching for the most effective ways to educate people of different ages, for which it refers to the experience of the best educational practices.

What is practice? Practice is an artificially organized activity, formed on the basis of theoretical and mental support. Activity without this provision cannot be reproduced and cannot be fixed in culture as an experience.

According to A. M. Solomatin, pedagogical practice is not limited only to the processes of training, education and development of the student. It is much broader and also includes activities to create the necessary conditions for interaction with students (pupils).

There are many criteria for best educational practices:

    Compliance with the criteria of social development

    High performance and efficiency of pedagogical activity

    Optimal expenditure of forces and resources of teachers and children to achieve positive results

    Stability of results

    The presence of elements of novelty

    Relevance and prospects

    Representativeness

    Compliance with modern achievements of pedagogy and methodology, scientific validity

In my opinion, the aspect of the environment in which the process of education and upbringing is carried out is also important.

Below I will give an example of the following domestic educational practices, the experience of which deserves not only study, but also dissemination.

Peer education - the system of E.E. Shuleshko.

" It seems to us that the most important dividing line between different approaches to education lies in what kind of behavior they incline children to: to conformity with respect to the rules set by adults - or to self-manifestation of their abilities in a circle of peers.
Consolidation of readiness to adapt is the first habit of a person to be a dependent, not a person. And it is difficult for a dependent to respect himself and appreciate others.
The studies of Yevgeny Shuleshko and his associates began with the question of how to make sure that there were no losers. How to break the prejudice about the impossibility of free development of written language by every child? To do this, Shuleshko sought out, linked with each other, twisted half-forgotten scientific traditions, finds of practitioners, theatrical techniques, countless games into new cycles ... Solutions were found. To date, the lives of tens of thousands of children have shown that written language can be mastered as naturally and successfully by all children as oral language - and any classes in elementary school can become classes without losers.
The main concern of teachers, the main (and almost the only) goal proclaimed by the "Shuleshkin method" is the friendly relations of children, their tendency to act together, the desire and ability to cooperate, and the consolidation of a friendly business style of communication.
" What is form for you is content for us; what is content for you, form for us ", - this is how the assessments of Shuleshko's followers and traditional Methodists are amusingly demarcated on the move.
Exactlythe nature of the relationship of children Shuleshko declares the content of pedagogical work. And the program topics, the skills being worked out, even the methods of intellectual or emotional development - by those forms and means, with the help of or about which pedagogical situations are built, the true - interpersonal - content unfolds.

"Renewal and self-education" is the most common name for the program created by Yevgeny Shuleshko, his associates and followers.
Everyone is used to the fact that schools and kindergartens need to form something, teach something, at best, develop something. The task of preserving and preserving that original and immediate that arose in childhood is rarely taken seriously.
If, however, such a task is recognized as a priority, then the image of the desired changes also changes. Then this image is a rapid evolution, a relentlessly and imperceptibly renewing tradition, where changes are not like technical improvements, but natural ones - how quickly spring comes.

for example: Moscow, where for many years they have been successfully working under the program "Renewal and self-education" by Shuleshko.

Student-centered education (A.A. Pligin, V.V. Serikov, E.V. Bondarevskaya, I.S. Yakimanskaya)


In student-centered education, the student is the main protagonist of the entire educational process. Student-centered education implies a focus on the training, education and development of all students, taking into account their individual characteristics:


    age, physiological, psychological, intellectual;


    educational needs, orientation to a different level of complexity of the program material available to the student;


    allocation of groups of children according to knowledge, abilities;


    distribution of children into homogeneous groups: academic performance, abilities, professional orientation;


    treating each child as unique.


A special psychological and pedagogical task is the education of gifted children. We are talking about diagnostics, both general () and special - musical, sensorimotor, literary, etc.

Personally-oriented education significantly increases the role and volume of psychodiagnostic research for the optimal solution of educational and upbringing tasks.

In the concept of education by E. V. Bondarevskaya, personality-oriented education in preschool and early childhood is the process of "feeding" and ensuring the health of the child, developing his natural abilities: intelligence, moral and aesthetic feelings, needs for activity, mastering the initial experience of communicating with people , nature, art.


VV Serikov develops the essential foundations of personality-oriented education. In his model, the student is the subject of life, therefore, V. V. Serikov proposes to build training on the basis of his life experience (not only the experience of cognition, but also communication, productive activity, creativity, etc.). In his opinion, it is important to ensure, first of all, personal growth by developing the ability for strategic activity, creativity, criticality, sense-creation, a system of needs and motives, the ability to self-determination, self-development, a positive "I-concept" and more.

In the concept of I. S. Yakimanskaya, the goal of personality-oriented education is to create the necessary conditions (social, pedagogical) for the disclosure and subsequent purposeful development of the child’s individual personality traits, their “cultivation”, their transformation into socially significant forms of behavior that are adequate to the social and cultural norms developed by society .

GBOU Academic Gymnasium No. 56 (St. Petersburg)

Gymnasium No. 56 has existed for 25 years and, being one of the most popular schools in St. Petersburg, from year to year shows a high level of schoolchildren's education. The total number of students is about 2500 children. In 2013, she entered the top 25 schools in Russia according to the following criteria - according to the results of passing the Unified State Examination and the results of participation in subject Olympiads.

A distinctive feature of the Gymnasium is that it is a mass school (that is, the school does not select more gifted and capable children) and that students of different ages study in different buildings, but feel like part of a single school team. This is facilitated by the system of school traditions and holidays, in which the whole school participates. Junior and middle school students have the opportunity to use the premises and equipment of the senior school (media library, concert hall).

The school actively interacts with advanced centers of pedagogical science, such as the Russian State Pedagogical University. A. I. Herzen, studies the best pedagogical experience and introduces achievements into work practice. Numerous projects (Weekend Portfolio, Passionate Reading, High School Tournament) testify to this.

The school curriculum is as flexible as possible and is built in such a way as to overcome the contradiction between the personal needs of students and general requirements. Starting from grade 8, students are offered several educational routes: socio-economic, physical and mathematical, humanitarian, natural science. Since the school works according to a unified teaching and learning curriculum and unified programs, students do not have problems when moving from class to class. In grade 10, the number of specializations increases, while taking into account the wishes of children and parents.

In addition, the school boldly and actively cooperates with progressive centers of additional education, such as the Center for Biological Education, and transfers part of the training to these institutions.

A feature of the Gymnasium is a widely developed school network of free additional education, which gives children the opportunity to try themselves in completely different directions and find their own way.

In addition, the school responds in a timely manner to the demands of society, making appropriate adjustments to curricula and programs. Thus, in order to prepare students of grades 9 and 11 for state exams, the School of Test Culture operates at the Gymnasium, and the Educational Minimum project is being implemented at all stages of education. The school website contributes to the creation of “openness”, informing children and parents about all school events, schedules, excursions, homework, and regularly provides a report on the activities of the Gymnasium.

The school has built a powerful system of psychological and pedagogical support for students, a system of assistance in career guidance and solving difficult or conflict situations.

Special attention in the Gymnasium is paid to the professionalism of teachers - a whole system of scientific and methodological support has been built, a system of short-term advanced training courses, a system of attending open lessons, a system of participation in professional competitions, etc. It is important to note that the preparation of programs, curricula, training is carried out during the holidays, and the workload is evenly distributed among all members of the team, which contributes to more efficient work of teachers.

The formation of a comfortable learning environment is also an achievement of the Gymnasium. Computerization of classrooms is 100%, the school has recreation and relaxation areas for both children and adults, the menu in the school canteen consists of at least 20 different dishes.

In general, Academic Gymnasium No. 56 implements in practice the most important provision of the concept of the Russian education modernization program and the priority of the national project "Education" - ensuring the availability of quality education, i.e. providing the largest number of consumers with quality training and education.

Sowe can say that there is a huge number of domestic educational practices, both widely known and not. All of the above practices are worthy of further study.

Used Books:

    Gubar I.B. "Person-centered approach as a modern educational paradigm.http://nenuda.ru

    Official website of Gymnasium No. 56 (first 25 years)

    EMC "Modern problems of science and education". - St. Petersburg, 2013.

    Shuleshko E.E. Understanding Literacy. - St. Petersburg, 2011.

At present, the practice of formal and non-formal adult education has developed in Russia in several forms:

  • 1) formal education:
    • - general secondary education in evening (shift) secondary schools;
    • - vocational education in evening and daytime vocational schools with evening departments;
    • - secondary specialized education in secondary specialized educational institutions (correspondence, part-time form);
    • - higher education in higher educational institutions;
    • - postgraduate training (training) for specialists with higher and secondary specialized education in institutes, retraining and advanced training courses.
  • 2) non-formal education: courses at public universities, centers and institutions of continuous (additional) education, in the lecture halls of the Knowledge society, universities of the “third age”, etc.

Non-formal education institutions offer a wide range of educational services.

Education in institutions of both formal and non-formal education can be carried out on a budgetary or contractual basis. Paid education prevails in the forms of non-formal education.

Currently, the activities of non-profit organizations are being activated, the main goals of which are educational activities, civil law education, environmental education, etc.

Table 3

Distinguishing features of formal and non-formal adult education

signs

Formal adult education

Non-formal adult education

Institutional educational structures

State and non-state educational organizations licensed to conduct educational activities with adults

(Academies for advanced training,

Institutes for advanced training,

Education Development Institutes,

Information and methodological centers at the departments of education, etc.)

Innovative educational companies,

Scientific and educational complexes,

Centers for independent qualification and certification,

public organizations,

Institutions of additional education for children
  • - Obtaining a profession
  • - Improving experience
  • - Development of professional competencies
  • - Increment of the educational potential of the subject
  • - Social adaptation
  • - Personal development

Subjects - organizers of training

Teaching staff

Various specialists, pedagogical workers

Legal and regulatory framework governing activities
  • - "Education Model 2020"
  • - Federal Law "On Education in the Russian Federation"
  • -Professional standard of the teacher
  • - Educational programs
  • - Local acts of OS
  • - Reflected in the Education Model 2020
  • - Local acts of an educational and non-educational organization (the legal framework is imperfect)

Timeframes for training

Training in a set period of time

Deadlines are not standardized, flexible schedule, no time limits

Mandatory training

Is mandatory

Done on a voluntary basis

Nature of results

Obtaining a state document

Increment of educational potential, satisfaction of professional interests and personal needs

Based on the studied sources (dissertation research, monographs, collections of conferences), an analysis of the organization of modern educational practice in Russia was carried out. For the analysis, statistical information of institutions of formal and non-formal education was used, as well as the results of surveys of adult students.

  • 1. Characteristics of adult learners in the system of continuing education
  • 1) Gender - the vast majority of students are women, although the gender composition may differ depending on the specifics of the course being taught.
  • 2) Age of students:
    • - up to 30 years - more than 60%,
    • - from 30 to 40 years old and from 40 to 50 years old - in approximately the same ratio, about 13%,
    • - over 50 years old - about 15%.
  • 3) Basic education of students:
    • - secondary complete education - in 26%,
    • - secondary vocational education - 36%,
    • - higher - 30%,
    • - average general - 8%.
  • 2. Motives for learning (in descending order):
    • - raising the general cultural educational level;
    • - increasing the level of professionalism, qualifications;
    • - acquisition of new applied skills;
    • - filling in the gaps in the knowledge gained in the completed educational institution;
    • - Satisfaction of communication needs in the interaction in the team.
  • 3. Preferred forms of education (in descending order):
    • - specialized courses under the guidance of an expert;
    • - faculties, advanced training courses in higher educational institutions;
    • - distance learning;
    • - lectures - discussions.
  • 4. Degree of satisfaction with educational services:
    • - about 30% of students are quite satisfied with the quality and conditions of education;
    • - more than 40% of adult learners note the limited range of educational services and insufficient advertising of organizations providing adult education services;
    • - 54% of adults indicate the inability of teachers to respond flexibly to the specific educational needs of the contingent in the group.

Thus, we assume that in modern conditions lifelong education is a necessity for various social categories of adults, however, the educational services provided do not fully meet all expectations, they lag behind the trends of social development in content and forms.