Normative documents regulating the content of school education. Law on Higher and Postgraduate Education

It is customary to distinguish three main levels of formation of the content of education, which represent a certain hierarchy in its design: the level of general theoretical representation, the level subject, the level of educational material.

Syllabus. At the level of general theoretical representation, the state standard for the content of general secondary education is reflected in the school curriculum. In the practice of general secondary education, several types of curricula are used: basic, standard and syllabus schools.

Basic Curriculum secondary school is the main state normative document, which is an integral part state standard in this area of education. It serves as the basis for the development of model and working curricula and the source document for school funding.

The basic curriculum as part of the standard of education for the basic school is approved by the State Duma, and for the full high school- Ministry of General and vocational education Russian Federation.

The curriculum of a general education secondary school is drawn up in compliance with the standards of the basic curriculum. There are two types of school curricula:

the actual curriculum of the school, developed on the basis of the state basic curriculum for a long period and reflecting the characteristics of a particular school (one of the standard curricula can be adopted as the school's curriculum);

working curriculum, developed taking into account current conditions and approved pedagogical council schools annually.

The structure of the curriculum of a secondary school is determined by the same factors as the content general education generally. First of all, in the curricula, as well as in the state standard of general secondary education, federal, national-regional and school components are distinguished.

The federal component ensures unity school education in the country and includes in full such educational areas as "Mathematics" and "Informatics", and partially such areas as " The world”, “Art”, which highlight training courses of general cultural and national significance.

The national-regional component provides for the needs and interests in the field of education of the peoples of our country represented by the subjects of the Federation and includes in full such educational areas as " Native language and Literature”, “Second Language”, and partially other areas, in most of which there are training courses or sections that reflect the national identity of culture.

Interests of a particular educational institution taking into account the federal and national-regional components are reflected in the school component of the curriculum.

The structure of the school curriculum is largely due to the need to reflect the invariant and variable parts in it. The invariant part (core) of the curriculum ensures familiarization with general cultural and nationally significant values, the formation of their basic culture for the purpose. The variable part, which takes into account the personal characteristics, interests and inclinations of students, allows you to individualize the learning process.

These complementary and relatively autonomous parts of the curriculum are not completely independent. As a result of their intersection in the curriculum of any general education institution, three main types of training sessions are distinguished: compulsory classes, which constitute the basic core of general secondary education; compulsory classes at the choice of students; extracurricular activities (optional electives).

The basic curriculum of a secondary general education school, as part of the state standard, covers the following range of standards:

duration of study (in academic years) general and for each of its steps;

weekly teaching load for basic training courses at each level of general secondary education, compulsory classes at the choice of students, optional classes;

the maximum mandatory weekly study load for students, including the number of study hours devoted to compulsory elective classes;

the total burden paid by the state, taking into account the maximum teaching load, extracurricular activities, extracurricular activities, division (partial) of study groups into subgroups.

Traditionally, the secondary general education school in our country and in many other countries is built on a three-stage basis: primary, basic and complete.

Each of the levels of the secondary general education school, solving common problems, has its own specific functions associated with the age characteristics of students. They are reflected primarily in the set of basic training courses and in the ratio of the basic core and classes of students' choice.

The basis of the basic curriculum of a secondary general education school is the implementation of the principle of continuity between its levels, when the studied courses receive their development and enrichment at subsequent levels.

Academic subject and curriculum. The content of education, presented at the level of theoretical understanding in curricula, gets its concretization in academic subjects or training courses (disciplines).

An academic subject is a system of scientific knowledge, practical skills and abilities that allow students to learn, with a certain depth and in accordance with their age-related cognitive capabilities, the basic starting points of science or aspects of culture, labor, production.

The curriculum is a normative document that reveals the content of knowledge, skills and abilities in the subject, the logic of studying the main worldview ideas, indicating the sequence of topics, questions and the total dosage of time for their study. It determines the general scientific and spiritual-holistic orientation of teaching the subject, assessments of theories, events, facts. The program determines the structure of the arrangement of educational material by year of study and within each school class. The completeness of assimilation of program knowledge, skills and abilities by students is one of the criteria for the success and effectiveness of the learning process.

Curricula can be standard, working and copyright. Model curricula are developed on the basis of the requirements of the state educational standard regarding a particular area of education. They are approved by the Ministry of General and Vocational Education of the Russian Federation and are advisory in nature. Based on the standard program, working curricula are developed and approved by the pedagogical council of the school. They can be developed directly based on the requirements of the state standard for educational areas. IN work program unlike the typical one, the national-regional component is described, the possibilities of methodological, informational, technical support are taken into account educational process, the level of preparedness of students.

Author's curricula, taking into account the requirements of the state standard, may contain a different logic for constructing an academic subject, their own approaches to the consideration of certain theories, their own points of view regarding the phenomena and processes being studied. If there is a review from scientists in this subject area, teachers, psychologists, methodologists, they are approved by the pedagogical council of the school. Author's curricula are most widely used in teaching courses of students' choice (compulsory and optional).

Historically, two methods have developed in the construction of curricula: concentric and linear. With a concentric way of deploying the content of educational material, the same sections of the program are studied at different levels of education, but in different volumes and depths, depending on the age of the students. The disadvantage of the concentric method is the slowdown in the pace of schooling due to the repeated return to the same material. For example, the section of physics "Work and energy" is studied in grades VI and VIII; section of biology "Cell" - in grades V and X.

With a linear way of deploying content educational material is arranged systematically and sequentially, with gradual complication, as if along one ascending line, and the new is presented on the basis of what is already known and in close connection with it. This method provides significant time savings and is mainly used in the development of curricula in middle and high school.

These two ways of deploying the content of education complement each other.

The overall structure of the curriculum contains mainly three elements. First - explanatory letter, which defines the main tasks of the subject, its educational opportunities, the leading scientific ideas underlying the construction of the subject. The second is the actual content of education: the thematic plan, the content of topics, the tasks of studying them, basic concepts, skills, and possible types of classes. The third is some methodical instructions concerning mainly the assessment of knowledge, skills and abilities.

Educational literature. The design of the content of education at the level of educational material is carried out in educational literature, which includes textbooks and teaching aids. They reflect the specific content of the curricula.

Among all types of educational literature, a special place is occupied by a school textbook, which in its content and structure necessarily corresponds to the curriculum in the subject. Textbooks created on the basis of standard curricula are recommended by the Ministry of General and Vocational Education of the Russian Federation for all schools in the country.

The structure of the textbook includes the text as the main component and non-textual, auxiliary components. All texts are divided into description texts, narrative texts, reasoning texts. The extra-textual components include: the apparatus for organizing assimilation (questions and tasks, memos or instructional materials, tables and font selections, captions for illustrative material and exercises); actual illustrative material; orientation apparatus, including preface, notes, appendices, table of contents, indexes.

The educational text (as opposed to the text of the handbook) serves primarily the purpose of explaining the content, and not just informing about it. In addition, the educational text should have a certain emotional impact on the student, arouse interest in the subject of study. That is why, especially at the early stages of learning, the textbook language should use semantic metaphors, language stereotypes, etc., which is unacceptable in a strictly standardized scientific language.

Textbooks contain an exposition of the fundamentals of the sciences and at the same time organize an independent learning activities students to master the educational material. In other words, they teach to learn. In this regard, requirements are made to the textbook, not only concerning the construction of educational texts. These requirements are didactic, psychological, aesthetic, hygienic. The textbook should contain material high degree generalizations and at the same time be specific, equipped with basic factual material. It should contain a presentation of true science and at the same time be accessible to students, take into account the peculiarities of their interests, perception, thinking, memory, develop cognitive and practical interest, the need for knowledge and practical activities.

The textbook reflects in unity the logic of science, the logic of the curriculum and the logic of personality development. A good textbook is informative, encyclopedic, lapidary, connects educational material with additional and related literature, encourages self-education and creativity.

The formulation of the main provisions, conclusions should be distinguished by the utmost clarity and precision. Of particular importance is not only accessibility, but also the problematic presentation, the ability of the textbook to arouse the cognitive interest of students and make them think.

The textbook should be moderately colorful, provided with the necessary illustrations in the form of pictures, maps, diagrams, diagrams, photographs.

As already noted, the content of education at the level of educational material, along with textbooks, is revealed in various forms. teaching aids: reading books on literature and history, collections of problems in mathematics, physics, chemistry; atlases on geography, biology; collections of exercises in languages, etc. Textbooks expand some aspects of the textbook and aim to solve specific learning problems (information, training, testing, etc.).

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Syllabus - a normative document that determines the composition of educational subjects; order(subsequence)their study by years of study; weekly and annual number of teaching hours devoted to the study of each subject; structure and duration of the academic year.

In the practice of a modern general education school, several types of curricula are used: basic curriculum, standard federal and regional curricula and the actual curriculum of the school.

Basic Curriculum- this is the main state regulatory document, which is an integral part of State educational standard. The basic curriculum for a basic school is approved by the State Duma, and for a complete secondary school - by the Ministry of Education of the Russian Federation.

The core curriculum defines:

● total duration of study (in academic years) and for each level;

● the maximum amount of teaching load of students, the composition of educational areas and subjects;

● school time allocated for the development of the content of education by grade, educational area and academic subjects;

● weekly teaching load for basic courses at each level of general secondary education, for compulsory classes of students' choice and for elective classes.

The core curriculum serves as the basis for developing model federal and regional curricula and the source document for financing the educational institution.

Regional Curriculum is developed by regional educational authorities on the basis of the federal basic curriculum. It carries a regulatory burden at the regional level, is the basis for the development of the curriculum of an educational institution.

School curriculum is compiled in compliance with the standards of the basic curriculum. There are two types of such plans: actual curriculum And working curriculum. Based on the state basic curriculum for a long period, a actual curriculum. It reflects the characteristics of a particular school (one of the standard curricula can be taken as it). Taking into account the current conditions, it is being developed working curriculum. It is approved annually the school's pedagogical council.

The structure of the curriculum includes:

● the invariant part ensuring the familiarization of students with general cultural and nationally significant values, the formation personal qualities corresponding to social ideals;

● variable part, ensuring the individual character of the development of schoolchildren and taking into account their personal characteristics, interests and inclinations.

In the curriculum of general education educational institution these two parts are represented by three main types of training sessions: compulsory classes, constituting the basic core of general secondary education; compulsory classes at the choice of students; extracurricular activities.

As an example, let us cite the basic curriculum of general educational institutions of the Russian Federation.

Basic curriculum of general educational institutions of the Russian Federation

The means of implementing educational standards in practice are educational programs, which are also called curricula. The term "educational program" is official, fixed in the Law of the Russian Federation " About education ».

Educational programs determine the content of education certain level and direction. In the Russian Federation, educational programs are being implemented, divided into general educational(main and additional) and professional(main and additional).

General education programs aimed at solving the problems of forming a general culture of the individual, adapting the individual to life in society, creating the basis for a conscious choice and development of professional educational programs.

General education programs include preschool education, primary general education, basic general education, secondary (complete) general education.

Professional educational programs are aimed at solving the problems of consistent improvement of professional and general educational levels, training of specialists of appropriate qualifications.

Professional programs include programs of initial vocational education, secondary vocational education, higher professional education, and postgraduate professional education.

The mandatory minimum content of each basic general education program or the main professional education program (for a specific profession, specialty) is established by the relevant state educational standard, he also determines the normative terms for their development in state and municipal educational institutions.

General educational programs are implemented in preschool educational institutions, educational institutions of primary general, basic general, secondary general education, including special (correctional) educational institutions for students, pupils with developmental disabilities, educational institutions for orphans and children left behind. without the care of parents (legal representatives).

Educational programs of special (correctional) educational institutions are developed on the basis of basic general education programs, taking into account the peculiarities of psychophysical development and the capabilities of students.

The educational programs of preschool, primary general, basic general and secondary general education are successive, i.e. each subsequent program is based on the previous one.

Let's take a closer look at what general education programs are implemented in schools. More often they are called curricula of a certain subject.

Training program - this is a normative document outlining the range of basic knowledge, skills and abilities that must be mastered in each individual subject.

Study programs can be standard, working And copyright.

Typical curricula are developed on the basis of the State educational standard for a particular discipline. They are advisory in nature.

workers curricula are created on the basis of standard, approved the school's pedagogical council. They reflect the requirements of the educational standard and the capabilities of a particular educational institution.

Copyright curricula take into account the requirements of the educational standard, but may have a different logic of presentation of educational material, author's views on the phenomena and processes being studied. They are discussed (defended) at the school teachers' council or meetings of district methodological associations. After that, the programs are approved for use in the educational process. Author's programs are most often developed for elective courses, electives.

The study programs are structurally composed of three main components. The first component is explanatory note, which defines target areas studying this particular subject in the system academic disciplines general education school, the main tasks of the subject, its educational opportunities, the leading scientific ideas underlying the construction of the subject. The second component is the actual content of education: thematic plan, list of sections and topics for the course, basic concepts, skills, possible types of classes. The third component is some guidelines on ways to implement the program.

Historically, there have been two structural ways of presenting educational material in programs: concentric And linear. Recently gaining popularity spiral way presentation. There is also mixed the structure of the presentation of educational material.

Linear way The presentation consists in the fact that the material of each subsequent stage of education is a logical continuation of what was studied in previous years.

At concentric way presentation, the material of this stage of education in a more complicated form is studied at subsequent stages. Concentrism is due to the need to take into account age features students.

characteristic feature spiral way presentation of the material is that the circle of knowledge on the original problem is constantly expanding and deepening. Unlike the concentric structure, in which the original problem is sometimes returned even after several years, there are no such breaks in the spiral structure.

There is also mixed way presentation of the material, which is a combination of the above approaches.

The specific content of the educational material is disclosed in textbooks and teaching aids various types: anthologies, reference books, task books, books for additional reading, workshops, collections of texts, dictionaries, maps, atlases, textbooks for students and teachers, educational and methodical complexes, workbooks, etc. The content of educational material on electronic storage devices(videodiscs, videocassettes, computer programs).

Primary importance in the disclosure of the content of the material belongs to the textbook. Textbook - This is a book that lays out the foundations of scientific knowledge in a particular academic subject.

The textbook performs two main functions: it is a source educational information, revealing in an accessible form for students the content provided for by the educational standard; speaks learning tool, with the help of which the organization of the educational process is carried out, including the self-education of students.

The structure of the textbook includes text(as the main component) and non-textual(auxiliary) Components.

The texts are divided into descriptive texts, narrative texts, reasoning texts. Also allocate main, additional and explanatory texts.

Main text, in turn, is divided into two components: epistemological and instrumental-practical. The epistemological component includes: basic terms; key concepts and their definitions; basic facts, phenomena, processes, events; experiences; description of laws, theories, leading ideas; conclusions, etc.

The instrumental-practical component includes the characteristics of the main methods of cognition, the rules for applying knowledge, methods of mastering and independent search for knowledge; description of tasks, experiments, exercises, experiments; reviews, sections, systematizing and integrating educational material.

Additional text includes documents; textbook material; appeal to readers; biographical, ethnological, statistical information; reference materials outside the scope of the program.

Explanatory text includes subject introductions to the textbook, sections, chapters; notes, explanations; dictionaries; determinants; explanations for maps, diagrams, diagrams; pointers.

In addition to the educational text, the textbooks contain the so-called out-of-text components. The extra-text components are apparatus for organizing the assimilation of material; illustrative material; orientation device.

The apparatus for organizing the assimilation of the material includes: questions, tasks, memos, instructional materials, tables, font selections, captions for illustrative material, exercises.

Illustrative material includes subject and plot materials, documents, technical maps, diagrams, diagrams, plans, drawings, instructions, methods, graphs, reference books, illustrations.

The orientation apparatus includes a preface, a table of contents, notes, appendices, indexes, signal symbols.

The addition to the textbook are study guides, that deepen and expand its content.

There are certain requirements for educational literature, especially textbooks. The textbook should reflect the logic of science, the logic of the curriculum and the logic of the subject in unity. It should contain highly scientific material and at the same time be accessible to students, take into account the peculiarities of their interests, perception, thinking, memory. The formulation of the main provisions, conclusions should be distinguished by the utmost clarity and precision. The language of presentation of the material should be figurative, fascinating with elements of a problematic presentation. A good textbook is informative, encyclopedic, encourages self-education and creativity.

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Topic: Normative documents regulating the content of education

Literature 1. Slastyonin V. A., Isaev I. F., Shiyanov E. N. Pedagogy: textbook. - M .: "Academy", 2011. 2. Pedagogy: textbook / ed. L. P. Krivshenko. - M.: "Prospect", 2009. 3. Zuev D.D. School textbook M., 1983 4. Lednev V.S. The content of education: essence, structure, prospects - M., 1989 5. Federal Law of the Russian Federation of December 29, 2012

Plan: 1.Structure and functions of the general education standard 2.Curricula. Basic curriculum 3. Curricula 4. Textbook and its didactic characteristics

When did education standards come into being?

Why was there a need for such a document as the standard of education? changes in the field of education maintaining the unity of the educational space Russia's entry into the system of world culture

The standard of education is a system of basic parameters taken as state norm education, reflecting the social ideal and taking into account the possibilities real person and the education system to achieve this ideal (V.S. Lednev).

The standard of education determines: the minimum content of the main educational programs; the maximum amount of teaching load of students; requirements for the level of training of graduates of an educational institution

Components of the educational standard 1. Federal component - ensures the unity of the pedagogical space in Russia. 2. National-regional component - defines the standards that fall within the competence of the regions. 3. School component - reflects the specifics and focus of a particular educational institution.

The functions of the state standard 1. The function of social regulation - prevents the destruction of the unity of education 2. The function of humanization of education - allows everyone to study at the highest possible level 3. The management function - is associated with the system for monitoring and evaluating the quality of learning outcomes, unifies grades 4. The function of improving the quality of education - fixes the minimum required volume of the content of education and sets the lower acceptable limit of the level of education.

Curricula The state standard is reflected in the curriculum of the school. Types of curricula: basic curriculum; exemplary curricula working curricula

The basic curriculum is the main state normative document, which is an integral part of this level of education and the source document for financing an educational institution. It is approved by the educational authorities of the constituent entities of the Russian Federation and is advisory in nature.

Exemplary curricula - are developed on the basis of the federal basic curriculum, approved by the educational authorities of the constituent entities of the Russian Federation and are advisory in nature.

Working curricula - are drawn up in compliance with the standards of the basic and taking into account the recommendations of the exemplary curricula. There are 2 types of working curricula: - the curriculum of the school, developed on the basis of the basic curriculum for a long period - the working curriculum, developed taking into account current conditions and approved annually.

The structure of the curriculum of the school is an invariant part that ensures the familiarization of students with general cultural and nationally significant values, the formation of personal qualities that correspond to social ideals; a variable part that ensures the individual nature of the development of schoolchildren and takes into account their personal characteristics, interests and inclinations.

The curriculum contains the lines of education: - fundamental (general scientific and general cultural training of students) - technological education (pre-professional general labor training)

The school curriculum also includes: theoretical practical training For example: The structure of the chemistry program for grade IX includes a topic, laboratory works, practical exercises, screen aids.

The basic curriculum covers the following range of standards: duration of study (in academic years) and for each level; weekly teaching load for basic training courses at each level of general secondary education, compulsory classes at the choice of students, optional classes; the maximum mandatory weekly study load for students, including the number of study hours devoted to compulsory elective classes; the total workload of a teacher paid by the state, taking into account the maximum teaching load, extracurricular activities, extracurricular activities, division of study groups into subgroups.

The structure of the curriculum 1. Explanatory note, which defines the target areas of study of a particular academic subject, its objectives, educational opportunities, leading scientific ideas. 2. The content of education: a thematic plan, a list of sections and topics for the course, basic concepts, skills and abilities, possible types of classes. 3. Guidelines on ways to implement the program.

Types of curricula 1. Typical curricula are developed on the basis of the requirements of the state educational standard, approved by the Ministry of General and Vocational Education of the Russian Federation and are advisory in nature. 2. Working curricula - contain a description of the national-regional component, take into account the possibilities of methodological, informational, technical support of the educational process, the level of preparedness of students. 3. Author's curricula contain a different logic of constructing an academic subject, their own approaches to the consideration of certain theories, their own points of view regarding the phenomena and processes being studied.

Methods for deploying the content of educational material 1. The concentric method is that the same sections of the program are studied at different levels of education, but in different volumes and depths, depending on the age of the students. Disadvantages: a section of the curriculum cannot be learned deeply enough, slowing down the pace of schooling due to repeated return to the same material. Dignity: expansion of the content of education through new components, a more detailed and in-depth consideration of relationships and dependencies. 2. the linear method arranges the educational material systematically and consistently, with gradual complication, as if along one ascending line, and the new is presented on the basis of what is already known and in close connection with it. Advantages: educational material is arranged systematically and sequentially, with gradual complication, time saving. The disadvantage of the linear method is that at different levels of education, students are not always able to master certain complex phenomena.

The textbook is the most important means of organizing the educational process in self-study. Textbooks were written by well-known teachers and educators - Ya.A. Comenius, M.V. Lomonosov, K.D. Ushinsky, L.N. Tolstoy.

A textbook is a book that systematically outlines the basics of knowledge in a particular area at the level modern achievements science and culture » V.V. Davydov “A textbook is any material medium (book, film, computer development, etc.) that includes the content of education in a particular field of knowledge.” V.P. Bespalko “A textbook is a book or other information carrier that contains systematic educational material necessary for organizing education in a specific training course". A.V. Khutorskoy

The structure of the textbook Text Extra-textual components a) Basic - epistemological Facts, terms, concepts, formulas, laws, formulations, rules, conclusions , experiences; reviews, tests b) Additional Introduction, preface, address, documents, references, statistical data, reader b) Illustrations Photos, drawings, portraits, charts, diagrams, tables, graphs c) Explanatory Notes, footnotes, explanations, indexes, dictionaries c) Orientation apparatus Table of contents, introduction, bibliography, indexes, markers, references

Types of textbooks Textbook Traditional (paper) Activity (personal-oriented) Electronic Textbooks can be the following: 6. Mass media (radio, television, newspapers, magazines) 7. Electronic encyclopedias, educational sites.

The functions of the textbook (according to D.D. Zuev) are informational - it provides the necessary information, is focused on the requirements for educational standards; transformational - processes scientific knowledge to be assimilated; systematizing - implements the requirement of a mandatory systematic and consistent presentation of the material in the logic of the subject; consolidation and implementation of self-control - realizes the possibility of re-study, verification by the student himself of the correctness of his concepts; integrating - adds to the stated knowledge Additional information from related sciences; coordinating - contributes to the involvement in the process of working on the material of other teaching aids (maps, illustrations, transparencies, natures); educational and developmental - consists in the spiritual and valuable influence of its content on students;

Didactic functions of the textbook (according to I.P. Podlasom) 1. motivational creates incentives that encourage them to study this subject, form interest and a positive attitude towards work; 2. information expands the scope of knowledge by all available ways of presenting information; 3. control and corrective involves the possibility of verification, self-assessment and correction of the course and learning outcomes.

Questions for self-control: 1. What is the standard of education? 2. What are the functions of the state standard of general education? 3. Conduct an analysis of the state educational standard of general education by its levels. 4. Analyze the basic curriculum of a comprehensive school. 5.What is the curriculum? What are its functions?

Syllabus- a normative document that determines the composition of educational subjects; the order (sequence) of their study by year of study; weekly and annual number of teaching hours devoted to the study of [each subject; structure and duration of the academic year.

School curriculum is compiled in compliance with the standards of the basic curriculum. There are two types of such plans: actual curriculum And working curriculum. Based on the state basic curriculum for a long period, a actual curriculum. It reflects the characteristics of a particular school (one of the standard curricula can be accepted as it). Taking into account the current conditions, it is being developed working curriculum. It is annually approved by the school's pedagogical council.

The structure of the curriculum includes:

- invariant part, ensuring the familiarization of students with general cultural and nationally significant values, the formation of personal qualities that correspond to social ideals;

- variable part, ensuring the individual nature of the development of schoolchildren and taking into account their personal characteristics, interests and inclinations.

In the curriculum of a general educational institution, these two parts are represented by three main types of training sessions: compulsory classes, constituting the basic core of general secondary education; compulsory classes at the choice of students; extracurricular activities.

The means of implementing educational standards in practice are educational programs, which are also called educational programs. The term "educational program" is official, fixed in the Law of the Russian Federation "On Education".

Educational programs determine the content of education of a certain level and direction. In the Russian Federation, educational programs are being implemented, divided into general educational(Basic and optional) and professional(basic and additional).

General educational programs include programs of preschool education, primary general education, basic general education, secondary (complete) general education.

Professional educational programs are aimed at solving the problems of consistent improvement of professional and general educational levels, training of specialists of appropriate qualifications.

Professional programs include programs of initial vocational education, secondary vocational education, higher vocational education, postgraduate vocational education.

The mandatory minimum content of each basic general education program or the main professional educational program (for a specific profession, specialty) is established by the relevant state educational standard, which also determines the normative terms for their development in state and municipal educational institutions.

General educational programs are implemented in preschool educational institutions, educational institutions of primary general, basic general, secondary general education, including in special (correctional) educational institutions for students, pupils with developmental disabilities, in educational institutions for children -orphans and children left without parental care (legal representatives).

The educational programs of preschool, primary general, basic general and secondary general education are successive, i.e. each subsequent program is based on the previous one.

Let us consider in more detail what are the general education programs implemented in schools. More often they are called curricula of a certain subject.

Training program— this is a normative document outlining the range of basic knowledge, skills and abilities that must be mastered in each individual subject.

The study programs are structurally composed of three main components. The first component is explanatory note, which defines the target directions for studying this particular academic subject in the system of academic disciplines of a general education school, the main tasks of the academic subject, its educational opportunities, and the leading scientific ideas underlying the construction of the academic subject. The second component is the actual content of education: thematic plan, a list of sections and topics for the course, basic concepts, skills and skills, possible types of classes. The third component is some methodical instructions on ways to implement the program.

The specific content of the educational material is disclosed V textbooks and teaching aids various types: anthologies, reference books, task books, books for additional reading, workshops, collections of texts, dictionaries, maps, atlases, textbooks for students and teachers, educational and methodological complexes, workbooks, etc. The content of educational material on electronic storage media (video disks, video cassettes, computer programs).

Of primary importance in disclosing the content of the material belongs to the textbook. Textbook is a book that lays out the foundations of scientific knowledge in a specific academic subject.

The textbook performs two main functions: it is a source of educational information that reveals the content provided for by the educational standard in an accessible form for students; acts as a means of learning, with the help of which the organization of the educational process is carried out, including the self-education of students.

The structure of the textbook includes text(as the main component) and non-textual(auxiliary) Components.

The texts are divided into description texts, narrative texts, reasoning texts. Also allocate main, additional and explanatory texts.

Main text, in turn, it is divided into two components: theoretical-cognitive and instrumental-practical. The epistemological component includes: basic terms; key concepts and their definitions; basic facts, phenomena, processes, events; experiences; description of laws, theories, leading ideas; conclusions, etc.

Additional text includes documents; textbook material; appeal to readers; biographical, ethnological, statistical information; reference materials outside the scope of the program.

Explanatory text includes subject introductions to the textbook, sections, chapters; notes, explanations; dictionaries; determinants; explanations for maps, diagrams, diagrams; pointers.

The apparatus for organizing the assimilation of the material includes: questions, tasks, memos, instructional materials, tables, font selections, captions for illustrative material, exercises.

Illustrative material includes subject and plot materials, documents, technical maps, diagrams, diagrams, plans, drawings, instructions, methods, graphs, reference books, illustrations.

The orientation apparatus includes a preface, a table of contents, notes, appendices, indexes, signal symbols.

The addition to the textbook are study guides, that deepen and expand its content.

There are certain requirements for educational literature, especially textbooks. The textbook should reflect the logic of science, the logic of the curriculum and the logic of the subject in unity. It should contain highly scientific material and at the same time be accessible to students, take into account the peculiarities of their interests, perception, thinking, memory. The formulation of the main provisions, conclusions should be distinguished by the utmost clarity and clarity. The language of the presentation of the material should be figurative, fascinating, with elements of a problematic presentation. A good textbook is informative, encyclopedic, encourages self-education and creativity.

Documents regulating the content of education.

Education methods.

Education methods- these are ways of influencing the consciousness, will, feelings, behavior of pupils in order to develop in them the qualities set for the purpose of education.
Education methods- ways to solve educational tasks and implementation of educational interaction.

Consciousness Formation Methods: story, explanation, lecture, example, suggestion.

Methods of organizing activities and forming the experience of behavior: exercise, accustoming, pedagogical requirement, assignment.

Incentive methods: reward, punishment, competition.

From the methods of education, it is necessary to distinguish the means of education.
Means of education- these are: specific events or forms of educational work (conversations, meetings, evenings, etc.); student activities ( training sessions, subject circles, competitions, olympiads, etc.); as well as objects (pictures, books, films, etc.) that are used in the process of implementing a particular method.
For example, the method of persuasion is implemented with the help of educational means: explanatory conversation, meeting, dispute, etc.

27. Models of self-realization of students: theories of K. Rogers and A. Maslow.

Humanistic psychology(represented by Rogers and Maslow) is a direction in Western (mainly American) psychology, recognizing as its main subject the personality as a unique integral system, which is not something given in advance, but an “open possibility” of self-actualization inherent only to man. In humanistic psychology, the main subjects of analysis are: the highest values, self-actualization of the individual, creativity, love, freedom, responsibility, autonomy, mental health, interpersonal communication.

Humanistic Pedagogy- a direction in pedagogy that focuses on free choice and taking into account individual personal interests and capabilities of subjects pedagogical process in training, upbringing and education.

The main idea of Rogers - "I-concept" - a system of ideas of the individual about himself, a conscious, reflective part of the personality. These self-images are more or less conscious and relatively stable.

The formation of an adequate "I"-concept, as well as self-consciousness in general, is an important condition for the education of a conscious member of society

The documents regulating the content of education are the Federal State Educational Educational Standards, curricula, curricula, educational literature. The curriculum fixes the recommended composition of subjects and the distribution of study time between them. It has the form of a table, in which, for each subject, the number of lessons per week for each year of study is indicated. There are three main types of curricula:

1. The basic school curriculum (BCP) is the main regulatory document;

2. Model curricula - variants of the BUP approved by the Ministry of Education or the regional education department (for the national-regional component) and recommended as a planning basis for schools;

3. Curriculum of an educational institution - the curriculum according to which a particular school works, compiled on the basis of one of the standard plans in compliance with the standards of the BUP.

Training (educational) program- a normative document that defines the range of basic knowledge, skills and abilities to be mastered in a given academic subject, as well as the sequence of studying topics and the time allotted for their study. Curricula are divided into standard and working. Model programs are approved by the Ministry of Education and are advisory in nature. Workers are those for which the school actually works. Work programs are developed on the basis of standard programs and educational standard; they are approved by the pedagogical council of the school. The study programs consist of the following main elements: explanatory note, which defines the main goals and objectives of the subject, its educational and developmental opportunities, as well as the main ideas underlying its construction; content of education(a thematic plan indicating the hours allocated for each topic, as well as the content of the topics studied). Besides, in educational program some guidance is usually given on the implementation of the curriculum.

Under laws of education one should understand stable, repetitive and significant connections in the educational process, the implementation of which allows achieving effective results in the development and formation of the personality.

1. Unity of goals, content and methods of education.

2. Inseparable unity of education and upbringing.

3. The upbringing of the personality occurs only in the process of its inclusion in the activity.

4. Education is the stimulation of the activity of the formed personality in organized activities.

5. In the process of education, it is necessary to show humanity and respect for the individual, combined with high demands.

6. In the process of education, it is necessary to open up prospects for students to grow, to help them achieve the joy of success.

7. In the process of education, it is necessary to identify the positive qualities of students and rely on them.

8. In education, it is necessary to take into account age and individual characteristics students.

9. Education should be carried out in a team and through a team.

10. In the process of education, it is necessary to achieve unity and coordination of the pedagogical efforts of teachers, families and public organizations.

11. In the process of education, it is necessary to encourage the child to carry out self-education.

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