New modern practices in education. Modern innovations in education
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. 21 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"
Innovations in the field of education - everything related to the introduction of advanced pedagogical experience into practice. The educational process, which occupies a leading place in modern science, is aimed at transferring knowledge, skills, abilities to students, at the formation of personality, citizenship. Changes are dictated by time, a change in attitude to training, education, development.
The Importance of Innovation in Education
Innovative technologies in education allow you to regulate learning, direct it in the right direction. People have always been frightened by everything unknown and new, they have a negative attitude to any changes. Stereotypes that exist in the mass consciousness, affecting the habitual way of life, lead to painful phenomena, hinder the renewal of all types of education. The reason for the reluctance of people to accept innovations in modern education lies in the blocking of vital needs for comfort, security, self-affirmation. Not everyone is ready for the fact that they will have to re-study the theory, take exams, change their minds, spend personal time and money on this. Once the update process starts, it can only be stopped using special techniques.
Innovation Implementation Methods
The most common ways to test the effectiveness of reforms launched in education are:
- Method of concretizing documents. In order to evaluate innovations in the education system, the possibility of a large-scale introduction of innovations in the educational process is suppressed. A separate school, university, DU is selected, and an experiment is conducted on their basis.
- Piecewise injection method. It implies the introduction of a separate new innovative element.
- "Eternal experiment" involves the evaluation of the results obtained over a long period of time.
Parallel implementation implies the coexistence of the old and new educational process, analysis of the effectiveness of such a synthesis.
Problems of introducing innovations
Innovative technologies in education are "slowed down" for various reasons.
- Creativity barrier. Teachers who are accustomed to working according to old programs do not want to change anything, learn, or develop. They are hostile to all innovations in the educational system.
- Conformism. Due to opportunism, unwillingness to develop, fear of looking like a black sheep in the eyes of others, seeming ridiculous, teachers refuse to make unusual pedagogical decisions.
- Personal anxiety. Due to lack of self-confidence, abilities, strengths, low self-esteem, fear of expressing their opinions openly, many teachers resist any changes in the educational institution to the last opportunity.
- Rigidity of thinking. Teachers of the old school consider their opinion the only, final, not subject to revision. They do not seek to acquire new knowledge, skills, they have a negative attitude towards new trends in modern educational institutions.
How to Embrace Innovation
Innovative behavior does not imply adaptation, it implies the formation of one's own individuality, self-development. The teacher must understand that innovative education is a way of educating a harmonious personality. “Ready-made templates” are not suitable for him, it is important to constantly improve your own intellectual level. A teacher who has got rid of "complexes", psychological barriers, is ready to become a full-fledged participant in innovative transformations.
Learning Technology
It is a guide for the implementation of the goals set by the educational institution. This is a systemic category that is focused on the didactic use of scientific knowledge, the organization of the educational process using empirical innovations of teachers, and increasing the motivation of schoolchildren and students. Depending on the type of educational institution, different approaches to education are used.
Innovations in universities
Innovation in higher education implies a system consisting of several components:
- learning objectives;
- content of education;
- motivation and means of teaching;
- process participants (students, teachers);
- performance results.
The technology implies two components related to each other:
- Organization of the activity of the trainee (student).
- Control of the educational process.
When analyzing learning technologies, it is important to highlight the use of modern electronic means (ICT). Traditional education involves overloading academic disciplines with redundant information. With innovative education, the management of the educational process is organized in such a way that the teacher plays the role of a tutor (mentor). In addition to the classic option, a student can choose distance learning, saving time and money. The position of students regarding the option of learning is changing, they are increasingly choosing non-traditional types of learning. The priority task of innovative education is the development of analytical thinking, self-development, self-improvement. To assess the effectiveness of innovation at the highest level, the following blocks are taken into account: educational and methodological, organizational and technical. Experts are involved in the work - specialists who can evaluate innovative programs.
Among the factors hindering the introduction of innovations in the educational process, the leading positions are occupied by:
- insufficient equipment of educational institutions with computers and electronic means (in some universities there is no stable Internet, there are not enough electronic manuals, methodological recommendations for performing practical and laboratory work);
- insufficient qualification in the field of ICT of the teaching staff;
- inattention of the leadership of the educational institution to the use of innovative technologies in the educational process.
To solve such problems, retraining of teachers, seminars, video conferences, webinars, the creation of multimedia classrooms, educational work among students on the use of modern computer technologies should be carried out. The best option for introducing innovations into the system of higher education is distance learning through the use of global and local world networks. In the Russian Federation, this method of learning is in its "embryonic" state, in European countries it has long been used everywhere. For many residents of villages and villages remote from large cities, this is the only way to get a diploma of a special secondary or higher education. In addition to taking entrance exams remotely, you can communicate with teachers, listen to lectures, and participate in seminars via Skype.
Innovations in education, examples of which we have given, not only “bring science to the masses”, but also reduce the material costs of education, which is quite relevant given the global economic crisis.
Innovations in preschool education
Innovations in preschool education are based on the modernization of old educational standards, the introduction of the second generation of the Federal State Educational Standards. A modern teacher tries to constantly educate himself, develop, look for options for the education and development of children. The teacher must have an active civic position, instill love for the motherland in his wards. There are several reasons why innovation has become essential for early childhood education. First of all, they help to fully satisfy the needs of parents. Without innovation, it is difficult for preschool institutions to compete with other similar institutions.
To determine the leader among kindergartens, a special competition of innovations in education has been developed. The holder of the high title "The Best Kindergarten" receives a well-deserved award - a huge competition for a preschool institution, respect and love of parents and kids. In addition to the introduction of new educational programs, innovations can also be in other areas: work with parents, personnel, and management. With their correct application, the preschool institution functions without failures, ensures the development of a harmonious personality of kids. Among the technologies representing innovations in education, examples include the following:
- project activity;
- student-centered learning;
- health-saving technologies;
- research activities;
- information and communication training;
- game technique.
Features of health-saving technologies
They are aimed at shaping preschool children's ideas about a healthy lifestyle, strengthening the physical condition of babies. Given the significant deterioration of the environmental situation, the introduction of this innovative technology in preschool education is relevant. The implementation of the methodology depends on the goals set by the preschool institution.
- The main task is to preserve the physical health of children. These are health monitoring, nutrition analysis, the formation of a health-saving environment in the educational institution.
- Improving the health status of preschoolers through the introduction of respiratory, orthopedic, finger gymnastics, stretching, hardening, hatha yoga.
In addition to working with ordinary children, the development of children with developmental disabilities is also provided by modern innovations in education. Examples of projects for special children: "Accessible Environment", "Inclusive Education". Increasingly, in the classroom with kids, educators use color, fairy tale, art therapy, ensuring the full development of children.
Project activity
According to the new educational standards, both educators and teachers are required to participate in project activities together with pupils. For preschool institutions, such activities are carried out together with the teacher. Its purpose is to solve a certain problem, to find an answer to the questions posed at the initial stage of work. There is a division of projects into several types:
- individual, frontal, group, pair (depending on the number of participants);
- gaming, creative, informational, research (according to the method of conducting);
- long-term, short-term (by duration);
- with the inclusion of cultural values, society, family, nature (depending on the subject).
In the course of project work, the guys educate themselves, gain teamwork skills.
Research activities
When analyzing innovation in education, examples can be found in research. With their help, the child learns to identify the relevance of the problem, determine ways to solve it, choose methods for the experiment, conduct experiments, draw logical conclusions, and determine the prospects for further research in this area. Among the main methods and techniques needed for research: experiments, conversations, modeling situations, didactic games. At present, for novice researchers, with the support of scientists, leading higher educational institutions of the Russian Federation hold competitions and conferences: "First steps into science", "I am a researcher". Kids get their first experience of public defense of completed experiments, conducting a scientific discussion.
ICT
Such innovations in vocational education in the age of scientific progress have become especially relevant and in demand. The computer has become commonplace in preschools, schools, colleges. A variety of exciting programs help to form children's interest in mathematics and reading, develop logic and memory, introduce them into the world of "magic and transformations." Those animated pictures that flash on the monitor intrigue the baby, concentrate his attention. Modern computer programs allow the teacher, together with the children, to simulate different life situations, to look for ways to solve them. Given the individual abilities of the child, you can adjust the program for a particular baby, monitor his personal growth. Among the problems associated with the use of ICT technologies, the leading position is occupied by the excessive use of computers in the classroom.
Methodology of personality-oriented development
This innovative technology involves the creation of conditions for the formation of the individuality of a preschooler. To implement this approach, they create corners for classes and games, sensory rooms. There are special programs that preschool institutions work on: "Rainbow", "Childhood", "From Childhood to Adolescence".
Game techniques in remote control
They are the real foundation of modern preschool education. Taking into account the GEF, the personality of the baby comes to the fore. During the game, kids get acquainted with various life situations. There are many functions performed by games: educational, cognitive, developing. Innovative game exercises are considered:
- games that help preschoolers highlight certain features of objects, compare them with each other;
- generalization of objects according to familiar features;
- exercises during which kids learn to distinguish reality from fiction
Inclusive education
Thanks to the innovations introduced in the educational process in recent years, children with serious health problems have received a chance for full-fledged education. The Ministry of Education of the Russian Federation has developed and tested a national project, which indicates all the nuances of inclusive education. The state took care of equipping not only the children, but also their mentors with modern computer equipment. With the help of Skype, the teacher conducts remote lessons, checks homework. This type of training is important from a psychological point of view. The kid understands that he is needed not only by parents, but also by teachers. Children with problems with the musculoskeletal, speech apparatus, who cannot attend regular educational institutions, study with tutors according to individual programs.
Conclusion
Pedagogical innovations introduced in educational institutions of modern Russia help to implement the social order: to instill in schoolchildren and students a sense of patriotism, civic responsibility, love for the native land, respect for folk traditions. Information and communication technologies have become commonplace in kindergartens, schools, academies, and universities. Among the latest innovations affecting educational institutions: conducting a unified state exam online, sending examination papers by pre-scanning. Of course, Russian education still has many unresolved problems, which innovations will help to eliminate.
Educational practices in the direction "Educational space of the teenage school in the logic of growing up" in the context of the existing experience of MKOU Gymnasium 91, Zheleznogorsk Director Tatyana Vladimirovna Golovkina Deputy director Larisa Anatolyevna Malinova
The strengths of the educational environment of the teenage school (see the Business Card of the Gymnasium) - The high quality of education (the results of final assessments) - is born as a result of the interaction of 1 (class) and 2 (extracurricular) components of the educational process. - Use as a response to a children's initiative, request *: 1. Social practices. 2. Research method and research practices. 3. Method of projects 4. Club spaces. *: 1,3,4 - used as the basis for organizing the 2nd half of the day (extracurricular) Adult - organizer of practices, projects and spaces - teacher and educator (separate staff unit), specialist (choreographer, chess player, etc.) 2 - "through" practice used as a method in the lesson, form and method in the 2nd half of the day
Speaking of concepts, the main positions were considered on the basis of a review of educational practices presented by the head of the laboratory for managing educational institutions of the Institute of Education Management of the Russian Academy of Education, Candidate of Pedagogical Sciences, Associate Professor A.M. Moiseev. A set of practices: cognitive, emotional and value, self-determination, personal self-realization, subjective, valeological, creative, educational. Supplemented with the concept of "social practices", relevant today. See about this: Program-targeted management of the development of education: experience, problems, prospects: A manual for heads of educational institutions and territorial educational systems / Ed. A.M. Moiseev. M.: Ped. about-in Russia, with.
Cognitive practice - cognitive-informational Learning outcome = mastering ZUNov \ competencies, the formation of methods of mental and practical activity. The goal is to train a skilled and mobile person, able to fit into the realities of market socio-economic processes relatively painlessly.
Social practice is introduced with the aim of: creating conditions for the conscious choice of individual educational trajectories of students; creating conditions for the formation of unique acts of action in students, such as "responsibility", "decision", "choice", "understanding"; creation of conditions for acquiring the skill of social competence, great openness to the realities of the world, mental and moral education.
Objects of social practice Participation in volunteer movements of various kinds (“Help go to study”, “Hurry to do good”, “Help our smaller brothers”, “Gift to a warrior”, “Victory Banner”, “Salute of Victory!”; employment in socially useful work for the improvement and landscaping of the microdistrict, the territory of the Gymnasium (TOS); within the framework of the patronage, jointly with social workers, the implementation of all possible assistance to socially unprotected segments of the population (the elderly, the disabled and veterans in institutions of social protection of the population and at home, large families, low-income families); participation in activities for the maintenance and functioning of cultural and sports institutions; participation in the patronage of pupils of preschool educational institutions, junior schoolchildren, assistance in organizing their leisure and employment outside of school hours (the club "Crossroads"); practical work in children's and youth public associations and organizations on the implementation of their programs and initiatives that have social significant value (center "Social management").
Cycle of events Quest game "Chance" (grades 8-11) Portfolio or diary of students' personal achievements (grades 1-11) Essay competition "My professional career" (grades 5-11) Role-playing game "I choose my future!" (Grades 3-11) Projects of high school students implemented with schoolchildren of primary and teenage age: 1. "Open microphone" (grades 1-11) 2. "Social management" center (grades 1-11) 3. Intellectual game for students in grades 1-11 "Erudites of the Planet". 4. School newspaper "Vivat, Gymnasium!" (grades 1-11) 5. The project “Shadow of my profession!” (grades 8-11)
"MODEL of working hours" introduced students to the following specialties: manager, psychologist, journalist, director of cultural events, director - head of the theater for young spectators, artist investigator, head of the criminal investigation department, criminalist, architect, engineer-physicist, engineer-chemist, doctor.
The practice of personal self-realization The results of education = how fully each student realized the inclinations inherent in him, abilities, how fully he satisfied his interests and needs. Tracked through the Portfolio of high school students, updated at the pedagogical councils
Research method (research practice) The nature of student work involves the study of literature, photographic documents, archival materials, conducting conversations, interviews, and questioning. The “finished product” is a printed educational and research work and / or a message designed as a multimedia resource. The results of the research are presented at lessons, extra-curricular activities, defended at scientific and practical conferences of various levels.
Work in research groups: organization (at the initial stage) Students are divided into mini-groups of 2-4 people. Formulate questions to be answered in the course of the study. Determined with the form of presentation of the results. Students are encouraged to create either a multimedia or print product, but the use of ICT is a prerequisite. Research groups gather to develop a common work plan: the deadlines for completing the work are planned, methods for collecting, processing and formalizing the results of the study are discussed. The teacher acts as a consultant, helps to correct the work if necessary.
Work in research groups: reflection (at the final stage) After the implementation of the project, a general reflection is organized. Both oral and written reflection is used. Oral reflection is possible in the form of a round table, where the following questions are discussed: 1. What goals did we set in this study? (What was the fundamental question that started our work?) 2. Were these goals achieved? (Answer to the fundamental question found?) 3. How did we achieve the goal? 4. What means were used to achieve the goal? 5. What actions were taken to achieve the goal? Have we done everything we could? 6. Why were the goals not achieved? For written reflection, each participant is invited to individually answer questions that will help analyze the work of a particular group. Subsequently, it is possible to discuss the results of written reflection within the group.
From the experience of the Department of History and Social Studies Cognitive practice in the lessons of history and social studies Objectives: Formation of information competence of students (the ability to perceive information coming from various sources, the ability to take notes, the ability to annotate, the ability to collect information on a given problem, etc.) Formation critical thinking (the ability to distinguish between factual information and value judgments, the ability to distinguish between facts and assumptions, the ability to detect factual and logical errors in reasoning, etc.) To achieve these goals in the lessons of history and social science, various work options are offered. For example: 1. study of information (facts, concepts, definitions, laws, dates, etc.). You can study on your own, then check with the class, or with the help of a lecture; 2. Preparation of abstracts, messages; 3. solution of social science problems; 4. work with a map, handouts; 4. essay writing; 5. news column Study of general educational skills 1) Perception and processing of information given in writing; Drawing up a plan for a written text; Representation of links between concepts in the form of a graph-scheme; Highlighting initial judgments and logical conclusions in the text; Verification of the truth of the original judgments; Detection in the text of unreasonable judgments and erroneous or missing conclusions; Detection of value judgments in the text; Written and oral presentation of a written text; Drawing up abstracts of the studied written text; Writing a summary of the studied text; Preparation of an essay on a given topic; 2) Perception and processing of information given orally; Note taking of oral speech; Commenting on an oral presentation; Statement of clarifying and additional questions to the oral presentation; Participation in the discussion; 3) Search skills: Search for information in dictionaries and reference books; Search for information in the media; Search for information on the Internet. Teaching tools: visual aids, teaching, modeling and control programs, information sources on paper and electronic media (textbooks, anthologies, reference books, books, articles, illustrations, audio recordings, the Internet, etc.), etc.
Social practices Social practices in history and social studies lessons are situations in which the student gets social experience. Such situations arise as a result of: Formal (business) communication and joint activities of children with representatives of different professions Independent search at school or in the outside world: jobs or internships for those who need help and care (orphanages, boarding schools, nursing homes, low-income people, animals) places in need of improvement (courtyards, unrepaired non-residential buildings, shop windows, parks, etc.), etc. The forms of organizing practical actions are: 1. - excursion 2 - interview 3. - meeting with a competent representative 4. - questioning 5. - press conference 6. - observation 7. - sociological research 8. - round table 9. - participation in the Activities For example: the Political Circle project is currently being implemented, thanks to which students, meeting with representatives of the local administration, discuss topical issues (corruption, terrorism, etc.). Practical activities in the lessons in the field of protecting the rights and interests of young people, business games, etc. From the experience of the Department of History and Social Studies
Practice of self-realization 1. Self-realization of students in subjects is carried out in the process of preparing for the CPT, participation in competitions, olympiads, quizzes, school events. In the process of preparing for the lesson (presentation, production of visual material, projects, etc.) From the experience of the Department of History and Social Studies
Addition (questions) to the original task: To reveal the mechanism for using the research method as a leading practice in organizing the educational space 2 halves of the day at the Gymnasium: How are children's "trials" initiated? How are the results “packed” and “presented”? How is the mass character (the interest of not one, but many) in this activity preserved? How are the 1st and 2nd half of the day connected (perhaps in the context of research practice)? What exactly and how does it work at 1 noon? What organizational forms are used in different subject blocks (physics and mathematics, natural sciences, humanities)?
How are children's "trials" initiated? The main place where the “test” of a teenager is found is most often the 1st half of the day, a lesson. Forms and options for initiating a "trial": 1. Teacher's "provocation": posing a problematic issue that cannot be resolved during the lesson (problem learning method). The search for an answer provokes an individual \ group test. 2. Teenager's initiative (subjective): the guys in an independent search discover a question that they want to solve (i.e. the student himself identifies the zone of his ignorance, often finds it even before introducing the subject into the circle of his study) - and present it to the teacher in the lesson. This is where the motivation to study a new subject or part of its content is born. 3. Adolescent initiative (interdisciplinary): an idea appears, some experience that the student wants to demonstrate. For example, a student of T. made a report on geology, and brought it with a request to help him create a computer science website on this basis (he could not do it completely himself, but he really wanted to tell everyone about his achievements). 4. Teenager's initiative (subject, classroom, extracurricular): please organize a personal exhibition. * the originality of the gymnasium educational process (continuous) formed a) a situation when the children got acquainted with the research method already in elementary school, got an idea about different types of presentation of experience (therefore, their presentation of the first test, even in a new format, a new subject, often takes place in cultural forms) - through competitions for young researchers "Eidos", research competitions and conferences for younger students and other forms. b) confidence that any experience that will be presented in the gymnasium community will create a situation of confirming the value of such a “test”, its availability for general consideration and the birth of responses.
How are the results of teenagers' "tests" packaged? "Packaging" is born from the essence of the issue: 1. Initiated by a teenager (he chooses the form himself - presentation, etc.) 2. Coordinated (if necessary - the teenager seeks advice) with the teacher 3. Offered to be chosen by the teacher Research becomes the main form
As a handout, in the form of an oral message, a poster presentation, a booklet, a website, a presentation, an exhibition, etc. - in the classroom - at gymnasium (Lomonosov) readings - as a defense of network projects on a school website - at scientific and practical conferences of various levels - as Design element of the Gymnasium How and where are the results of teenagers' "tests" "presented"?
How is the mass nature of this activity maintained? Beginning to be interested from 70% of the class, bring to the level of the result of 30% of the teenage class on average - today's practice of the Gymnasium. Conditions for maintaining a high percentage of "research samples" due to: Research practice is fundamental in the lesson. The system of work is the use of not only the second half of the day, but also the lesson time. Popularization in the classroom, publications in the school newspaper, on the website, presentations of success on the radio. Development of samples in different subject areas. Access to interdisciplinary projects
How to connect 2 and 1 half a day? Through Children's departments (associations of young researchers, olympiads, creative children interested in a specific subject or scientific direction), while they lack external attributes (there are emblems, but there is nothing that a teenager can stand out among his peers externally) - network projects - Lomonosov Readings - poster presentations (with audience awards) Features of the internal environment. Motivation for an external result. Confidence in recognition.
Due to what resources does the research method work at 2 noon? Mainly due to the personal time of the teacher, points in the portfolio and more - lecture hours - circles, correspondence school - pre-profile training - project groups Lack of normative study of the issue (hours of research practices)
"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 |
|
|
|
||
|
Subjects - organizers of training |
Teaching staff |
Various specialists, pedagogical workers |
|
|
Legal and regulatory framework governing activities |
|
|
|
|
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.
