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Normative documents regulating the content of general secondary education.
Educational plans- normative documents that guide the activities of the school.
In the practice of modern secondary school several types of curricula are used.
Basic Plan educational institutions is the main state regulatory document, which is an integral part state standard in this area of education. It is approved by the State Duma (for basic schools) or by the Ministry of General and vocational education RF (for complete secondary school). Being part of the state standard, the basic curriculum is state norm of general secondary education, which establishes requirements for the structure, content and level of education of students.
The basic curriculum covers the following range of standards:
– duration of training (in academic years) general and for each of its steps;
– weekly teaching load for core areas at each level of general secondary education, compulsory classes of students' choice and optional classes;
- the maximum mandatory weekly study load of a student, including the number of teaching hours allocated to compulsory elective classes;
- the total number of school hours funded by the state (maximum mandatory teaching load for schoolchildren, extracurricular activities, individual and extracurricular work, division of study groups into subgroups).
The core curriculum serves basis for the development of regional, model curricula and the source document for school funding.
Model Curriculum- is advisory in nature and is developed on the basis of a basic plan. Approved by the Ministry of General and Vocational Education of the Russian Federation. This type of curriculum is not always suitable for new students. educational institutions(gymnasiums, lyceums, higher vocational schools), which develop their own documents.
The curriculum of the secondary school is developed on the basis of the state basic and regional curricula. It reflects the characteristics of a particular school. There are two types of school curricula:
- the actual curriculum of the school, which is developed on the basis of the basic curriculum for a long period. It reflects the characteristics of a particular school;
- a working curriculum, developed taking into account current conditions and approved annually by the school council.
Educational areas and, on their basis, the acquisition of curricula of the corresponding levels of educational institutions allows us to distinguish two types of education: theoretical and practical.
In the structure of the curriculum, there are invariant part(core), ensuring the familiarization of students with general cultural and nationally significant values and the formation personal qualities student and variable part which ensures the individual character of the development of students.
The curricula highlight federal, national-regional and school components.
Based on the curriculum are compiled learning programs in all subjects.
Training program- This is a normative document that outlines the range of basic knowledge, skills and abilities to be mastered in each individual subject. It includes:
- a list of topics of the studied material;
- their distribution by years of study;
- the time allotted for the study of the entire course. There are several types curricula:
- standard programs;
– working school programs;
Model programs are approved by the Ministry of General and Vocational Education of the Russian Federation and are advisory in nature. They outline only the most generalized, basic range of general educational knowledge, skills, abilities and a system of leading scientific worldview ideas, as well as the most general recommendations methodical nature with a list of the necessary and sufficient means and teaching methods specific to a particular academic subject.
On the basis of typical work programs which, as a rule, reflect the national-regional component, local or school, take into account the possibilities of the methodological potential of teaching, as well as information, technical support and, of course, the level of preparedness of students.
Author's programs differ both in the logic of building the course, and in the depth of the questions and theories raised in them, and in the nature of their coverage by the author of the program. They are most often used in the teaching of special elective courses, compulsory electives and other academic subjects. Such programs, subject to reviews, are approved by the school council.
The curriculum is structurally composed of three main components:
– explanatory letter, which sets out the goals and objectives of studying the subject;
- guidelines on how to implement the program, concerning methods, organizational forms, teaching aids, as well as assessing the knowledge, skills and abilities acquired by students in the process of studying this academic subject.
Structurally, curricula are divided into linear, concentric, spiral and mixed.
At linear structure, individual parts of the material form a continuous sequence of closely interconnected links that are worked out during training, as a rule, once.
Concentric the structure implies a return to the knowledge being studied. The presentation of the same issue is gradually expanding, enriched with new information, connections and dependencies.
Recently, the so-called spiral way building school programs. characteristic feature The spiral structure of the presentation of the material is that students, without losing sight of the original problem, gradually build up and deepen the circle of knowledge related to it.
mixed combine linear and concentric patterns, allowing flexible distribution educational material.
Based on my lectures.
The documents regulating the content of education are the Federal State Educational Educational Standards, educational plans, curricula, educational literature.
Syllabus 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:
- the basic curriculum of the school (BUP) - the main regulatory document;
- standard 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;
- syllabus educational institution- the curriculum according to which a particular school operates, compiled on the basis of one of the standard plans in compliance with the standards of the BUP.
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 pedagogical council schools.
The study programs consist of the following main elements:
- an explanatory note that defines the main goals and objectives of the subject, its educational and developmental capabilities, as well as the main ideas underlying its construction;
- the content of education (a thematic plan indicating the hours allocated for each topic, as well as the content of the topics studied).
TO educational literature include textbooks, teaching aids and teaching aids. In the educational literature, the content of education is revealed in the most detail, and it also contains recommendations and didactic tools that ensure its assimilation.
Textbook- this is the main educational book on a specific discipline, which sets out a system of basic knowledge in accordance with the requirements of the state educational standard, taking into account the peculiarities age development children and the peculiarities of the method of teaching this subject at school. The content of the textbook should fully disclose the typical program, and its title should correspond to the title of the subject.
Tutorial- an educational book, which is an addition to the textbook. Unlike a textbook, a textbook may not cover the entire discipline, but only a part of it, include not only generally accepted knowledge and provisions, but also hypotheses that have not yet been confirmed, various opinions. Textbooks include reading books, collections of tasks and exercises, atlases, etc.
Teaching aid- educational publication on the methodology of teaching any discipline or part of it. This educational literature is addressed to teachers.
Normative documents regulating the content of education
Syllabus- a normative document that defines 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. On the basis of the state basic curriculum for a long period, a actual curriculum. It reflects the characteristics of a particular school (one of the standard curricula should be adopted 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:
‣‣‣ the 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 character of the development of schoolchildren and taking into account their personal characteristics, interests and inclinations.
In the curriculum of a general education institution, these two parts are represented by three main types 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 ʼʼeducational programʼʼ is official, fixed in the Law of the Russian Federation ʼʼOn Educationʼʼ.
Educational programs determine the content of education of a certain level and direction. IN Russian Federation educational programs are implemented, divided into general educational(Basic and optional) 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 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 professional education, and postgraduate professional education.
The mandatory minimum content of each basic general education program or the main vocational education 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, incl. in special (correctional) educational institutions for students, pupils with developmental disabilities, in educational institutions for orphans and children left without parental care (legal representatives).
Educational programs of special (correctional) educational institutions are developed on the basis of basic general educational 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. They are more commonly referred to as subject-specific curricula.
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 capabilities, 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, possible types of classes. The third component is some guidelines 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.
Hosted on ref.rf
The content of educational material on electronic storage media (video disks, video cassettes, computer programs).
Primary importance in the disclosure of the content of the material belongs to the textbook. Textbook - This is a book that sets out the basics 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, incl. and 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, 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.
The instrumental-practical component includes the characteristics of the basic 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 highlights, 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 basic 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.
Normative documents regulating the content of education - the concept and types. Classification and features of the category "Regulatory documents regulating the content of education" 2017, 2018.
The main state documents that determine the content of education at each of its levels and at each stage include educational standards, curricula and curricula.
Educational standards. One of current trends development of the content of education is its standardization, which is caused by the need to create a single educational space in the country, which will provide a single level of general education received by young people in different types of educational institutions. The state requires its citizen to achieve a certain standard of education and guarantees, in turn, the necessary level of educational services for this.
The standardization of education has long been carried out through the development of unified curricula and programs. However, the term "standard" in relation to education has become used relatively recently.
The word "standard" comes from the English standard, which means "norm", "sample", "measure". The educational standard is understood as a system of basic parameters accepted as the state norm of education, reflecting the social ideal and taking into account the possibilities real person and education systems to achieve this ideal.
The educational standard of education is the main regulatory document in the field of education. It concretizes such characteristics of education as the content, its level and form of presentation, specifies the methods and forms of measurement and interpretation of learning outcomes. The new standards define, in addition, the requirements for living conditions for learning.
Functions of educational standards:
1. The function of social regulation. The standard is a mechanism that prevents the destruction of the unity of education in the context of a variety of educational services. This makes it possible to achieve some guaranteed quality of training for school graduates within the country. This ensures the equivalence of education.
2. The function of the humanization of education is associated with the approval of its personality-developing essence with the help of standards. A clear definition of the minimum requirements for the general education of students opens up opportunities for differentiation of education, providing for the possibility of mastering the material at different levels. The right to limit the study of a difficult or unloved subject to minimum requirements frees the student from an unbearable total study load and allows him to realize his interests and inclinations.
3. Control function. The introduction of standards makes it possible to exclude spontaneity and voluntarism in the development of a system of criteria for the quality of education for schoolchildren, to increase the objectivity and information content of control, and to unify assessments. Obtaining reliable information about the real state of affairs in the school will create conditions for making reasonable management decisions at all levels of education.
4. The function of improving the quality of education. The standard fixes the minimum required volume of the content of education and sets the lower acceptable limit of the level of education.
The standard of education does not designate empirically given educational subjects, but basic educational areas, set of which is scientifically substantiated. Based on the totality of these areas, which constitute the invariant (basic) core of general secondary education, a wide variety of working curricula can be developed.
Educational plans. State educational standards are specified in curricula. The curriculum is a normative document that defines the subjects studied at school, the sequence of studying subjects by year of study and the number of hours allotted for studying each subject by class. In the structure of curricula, the social order that the education system fulfills is clearly expressed.
In the practice of general secondary education, several types of curricula are used: 1) basic; 2) typical; 3) worker, that is, the curriculum of a particular school.
The source document is the basic curriculum. Basic Curriculum secondary school is an integral part of the state standard of a given level of education. It is approved by the Ministry of Education of the Republic of Belarus and serves as the basis for the development of standard and working curricula. It is also the source document for school funding.
The basic curriculum of a secondary general education school, as part of the state standard, contains the following standards:
1) duration of study in academic years (general and for each level of general secondary education);
2) weekly teaching load for basic training courses at each level of general secondary education, compulsory classes at the choice of students, optional classes;
3) the maximum mandatory weekly study load for students, including non-mandatory elective classes;
4) the total workload of a teacher paid by the state, taking into account compulsory and optional classes, extracurricular activities.
Model curricula are developed for all types of general educational institutions on the basis of the basic curriculum and are approved by the Ministry of Education of the Republic of Belarus. Corrections are made annually, after which the standard curricula are published by the beginning of the academic year in such printed publications as the “Collection of narcotic documents of the Ministry of Education of the Republic of Belarus” and “Nastaўnitskaya gazeta”. Model curricula are advisory in nature.
Working school curriculum is developed in compliance with the standards of the basic curriculum and reflects the characteristics of a particular school. As a rule, one of the standard curricula is taken as the basis for the working curriculum of the school. The curriculum of the school must be approved by the pedagogical council and approved by the school principal by the beginning of the next academic year.
The typical curriculum, as well as the working curriculum of the school, includes:
1) schedule educational process, which determines the duration of academic quarters (trimesters), vacations, summer work practices, exams;
2) summary data on the time budget, which indicates the duration of academic quarters and practices in weeks;
3) a list of compulsory disciplines indicating the total number of hours for each year of study. This part of the curriculum is called basic or invariant(in Russia - federal) component and is designed to ensure the formation of a basic culture of students);
4) a list of optional disciplines and elective courses established by the school, indicating the total number of hours devoted to their study. This part of the curriculum is called variable, or school component; its purpose is to take into account the educational needs, interests and inclinations of students, to individualize the learning process in every possible way.
The ratio of basic and school components serves as an important indicator of the degree of democracy in the education system. The school component of the content of education reflects the specifics and orientation of a particular educational institution. For example, in Russia from September 1, 2008, up to 1/3 of the study time is devoted to classes of students' choice.
5) information about the annual summer labor practice of students;
6) information about state exams for the course of basic (9-year) and complete secondary (11-year) school.
Learning programs. The third important state document underlying the activities of the school is the curriculum.
Training program- a normative document that reveals the content of education in a particular subject. The program defines the structure of the arrangement of educational material (sequence of topics, questions), as well as the total dosage of time for their study 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.
General structure curriculum contains three main elements:
1) an explanatory note, which defines the main objectives of the subject, its educational and developmental opportunities, the leading scientific ideas underlying the construction of the subject;
2) the actual content of education: the thematic plan and the content of each topic. For each topic, as a rule, basic knowledge, skills and abilities, basic concepts and laws, interdisciplinary connections, nomenclature are highlighted (a list of basic names for students to master firmly, unlike other names that students get acquainted with, but memorizing them is not necessary), list of basic equipment;
3) some guidelines, which mainly define the norms for assessing knowledge, skills, and a list of methodological literature recommended for the teacher.
The curriculum fulfills three main features:
1) descriptive: the program is a means of describing the content of education at the level of a subject;
2) ideological and worldview: the knowledge included in the program is aimed at the formation of spirituality and scientific worldview among schoolchildren;
3) regulatory, or organizational and methodological: on the basis of the program, the teacher organizes his activities in preparation for classes, selects material, types of practical work, methods, means and forms of education. The programs also organize the educational work of students: they determine the nature of their activity in studying the subject at school, at home, in the process of assimilation of free information.
Curricula can be standard, working and copyright.
Model Curriculum is developed on the basis of the requirements of the state educational standard for a particular educational field. Its creation is the result of a large and painstaking work of a team of specialists in a particular science, teachers and psychologists. Standard curricula are approved by the Ministry of Education of the Republic of Belarus and are advisory in nature. On the basis of a typical program, each teacher develops a calendar-thematic planning for the subject for the academic year.
Working curriculum in the Republic of Belarus it is developed on the basis of a model only in vocational education institutions (vocational education institutions, secondary education institutions, universities); this document is not used in general secondary schools.
Author's curriculum, taking into account the requirements of the state standard, it may contain a different logic for constructing an academic subject, its own approaches to the consideration of certain theories, its own point of view regarding the phenomena and processes being studied. Such programs should have external reviews from scientists in the subject area, educators, psychologists, methodologists. If available, the programs are approved by the pedagogical council of the school. In the Republic of Belarus, author's curricula are used in teaching elective courses and electives.
Historically, there have been two ways of constructing curricula - concentric and linear. At concentric way of deploying the content of educational material the same sections of the program are studied at different levels of education or at different stages of studying the same discipline. This method is often justified by the fact that one or another section of the training course, which is of fundamental importance for the subsequent presentation, nevertheless, due to the age characteristics of the students, cannot be deeply assimilated at this level of education. 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.
At linear way of deploying the content of educational material there is no repeated return to the previously studied sections of the program. At the same time, the educational material is arranged systematically and sequentially, with a gradual complication, as if along one ascending line. Moreover, new knowledge is presented on the basis of 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.
The curriculum of the Belarusian school is built on a linear principle with elements of concentrism. It should be noted that in the new curricula the linear arrangement of the material is strengthened due to some reduction in concentricity.
A number of didacts (V. V. Kraevsky, I. Ya. Lerner) identify three main levels of formation of the content of education, which represent a certain hierarchy in its design: the level of general theoretical presentation, the level of the academic subject, the level of educational material.
Educational plans. 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, model and school curriculum.
The basic curriculum of a general education school is the main state normative document, which is an integral part of the state standard for this level 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 complete secondary school - by the Ministry of Education of the 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);
A working curriculum developed taking into account current conditions and approved by the school's pedagogical council annually.
The structure of the curriculum of a secondary general education school is determined by the same factors as the content of general education as a whole.
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 computer science, and in part - the world, art, technology, in which training courses of general cultural and national significance stand out.
The national-regional component provides for the educational needs and interests 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, a second language and partly other areas, in most of which there are training courses or sections that reflect the national identity of culture.
The 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 that students are introduced to general cultural and nationally significant values in order to form their basic culture. 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 that make up the basic core of general secondary education; compulsory classes at the choice of students; extracurricular activities (optional electives).
The secondary school curriculum contains such cross-cutting lines of education as fundamental and technological. They are reflected in the curriculum in different ways depending on the type of school and the level of education. The fundamental component, the basis of which is the general scientific and general cultural preparation of students, is most fully implemented in primary and secondary schools. Technological education at school is a pre-professional general labor training. At the senior level, initial vocational training of schoolchildren is possible within the framework of profile education. The intersection of fundamental and technological areas of the curriculum constitutes polytechnic education.
The school curriculum also includes theoretical and practical training. Their intersection leads to the need to introduce laboratory and practical classes, educational and industrial practices. However, most types of practical classes are not available in the basic school. Therefore, in the curriculum at the first two levels of secondary school, there is no explicit division of education into theoretical and practical. It may take place at upper secondary school in initial vocational training in the form of industrial practice schoolchildren.
The basic curriculum of a secondary general education school, as part of the state standard, covers the following range of standards:
Duration of training (in academic years) - total 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 workload of a teacher 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. At the same time, two levels are actually distinguished in the basic school: the first (transitional from primary) and the second. This is due to the fact that, from the point of view of the age characteristics of students, grades V and VI in many respects bear the features of elementary school. But from the point of view of the organization of the educational process, these classes already belong to the main school, in which the subject differentiation of training courses reaches its maximum value, the volume of elective classes increases, training is conducted by different teachers (subject teachers), the mandatory workload increases, etc.
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. This principle finds expression in the linear and cyclic structure of the courses representing the educational field.
The elementary school lays the foundations for the functional literacy of students, equips them with the basic skills of communication and educational work, introduces them to the principles of national and world culture, creating the basis for the subsequent development of the educational programs of the basic school.
Content primary education is focused on the initial formation of the main aspects of personality culture: cognitive, communicative, moral, aesthetic, labor, physical. At this age stage, these aspects of culture determine the structure of the curriculum. At the same time, within the framework of the formation of a cognitive culture, two independent courses are distinguished: the world around and mathematics. The selection of mathematics as an independent course is connected with its great role in cognition and communication.
The study of the native language is aimed at the formation of a communicative and aesthetic culture, literature and art - at the development of the moral and aesthetic principles of the individual. Labor and Physical Culture represented by the respective educational areas.
If desired, the school can start teaching students a second language already in grades I-IV. For schools with a non-Russian language of instruction, it is Russian as official language Russian Federation, for schools with the Russian language of instruction - National language of the republic where the school is located, for Russian schools located in the Russian-speaking region - foreign. To study these languages, you must use the hours allocated for compulsory elective classes and extracurricular classes.
In the basic school, after which students receive the right to choose a profession, they are given the opportunity to try their hand at different types activities and fields of knowledge.
At this stage, the differentiation of education develops, which does not affect the basic core of compulsory courses, which remains the same for schools throughout the country. The main school is not profile differentiated.
The basic curriculum of the basic school includes a functionally complete set of educational areas: native language and literature, second language, art, systems and structures (mathematics), systems of inanimate nature (physics and astronomy), matter (chemistry), earth (geography, ecology), self-managed systems (cybernetics, informatics), biological systems, man, society; labor, technique, technology; Physical Culture.
At the transitional stage of the basic school (grades V-VI), the "Nature" block can be represented by systematic courses or the integrated course "Natural Science", at the second stage (VII-IX grades) - by systematic courses in physics, chemistry, geography and biology. These courses, in terms of their status in the curriculum, are equivalent to such courses as mathematics, computer science, labor training, etc., representing separate educational areas.
The basic plan of the senior classes of the secondary school (X-XI grades) includes the same set of educational areas as the basic plan of the main school. However, the senior level (full general school) is built on the principle of profile differentiation. Compulsory elective classes reach their maximum volume.
Depending on the profile of the school, individual educational areas can be represented here by independent academic disciplines or integrated courses. Self-paced course time may be extended by hours devoted to compulsory classes of the student's choice. Within the framework of elective classes in the curriculum, those training courses, the compulsory study of which was completed in the basic school, may be resumed, or new ones may appear, related to the profile of the school and (or) providing initial vocational training for students.
For example, at the senior level, it is advisable to continue studying computer science by mastering new information technology. The course of informatics at this level can be significantly differentiated both in volume and in direction. For schoolchildren studying in humanitarian gymnasiums, this can be a course in computer editing and preparing manuscripts for printing (20-30 hours). For mathematical gymnasiums - a course in programming and computational mathematics (for 150 - 200 hours). Similarly, training can be differentiated in other areas.
The scientific and pedagogical validity of the curricula, the reflection in them of the basic laws of education opens up prospects for further improvement in the education and upbringing of schoolchildren.
The basic curriculum of general secondary education legislates the possibilities of more total reflection in him national characteristics and traditions of culture not only in the courses of history, geography, language, art, but also in the courses of biology, labor and physical training students.
So, the basic curriculum expands the range of opportunities for each student, allows the school to develop their individual interests and inclinations.
Learning programs. 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.
Since the subject of the joint activity of the teacher and the student in teaching are the results of scientific knowledge, the specific difficulty that pedagogy faces here is related to the answer to the question of what should go from the vast variety of scientific knowledge into the content of the educational subject.
The most common and accepted point of view is that the subjects of the general education school should be designed in accordance with the structure of scientific knowledge as a whole. This means that each fundamental scientific discipline must correspond to a subject. Consequently, the completeness and structural orderliness of the subject should be assessed, taking the structure of scientific knowledge as a standard. This approach is generally implemented in the practice of modern general secondary education.
According to another point of view, on the contrary, when determining the content of an academic subject, one should focus primarily on pedagogical considerations proper. At the same time, it is noted that it is not necessary to observe differences between scientific disciplines. This position is justified by the fact that the existing system of scientific disciplines is largely the result of historical development scientific knowledge and does not correspond to the laws of development of human cognitive abilities, and even more so to the structure of reality itself.
Another difficulty that one has to face in determining the content of an academic subject is related to the answer to the question of what and in what sequence should be studied within a separate academic discipline. The development of pedagogical theory and educational practice allows us to give the following answer to this question:
Highlighted as educational knowledge a certain content of a scientific discipline must be studied in the sequence of its historical emergence;
the sequence of presentation of educational knowledge should reproduce the logical structure of the current state of development of a scientific discipline;
the orderliness of the deployment of the content of educational knowledge should be a consequence of the patterns of development of the cognitive capabilities of the subject of learning.
So, at the level of a subject, designing the content of education involves working on its individual elements, defining their goals and functions in the holistic context of the standard. At the same level, an idea is formed and concretized about the main forms of implementation of the content of the subject in pedagogical process, consistently recorded in the relevant regulatory documents - curricula.
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 value 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.
The curriculum thus performs a number of basic functions. The first can be called descriptive, since the program is a means of describing the content of education at the level of the subject. The second is an ideological and ideological function. Its essence lies in the fact that the knowledge included in the program is aimed at shaping the spirituality and scientific outlook of schoolchildren. The curriculum performs this function in conjunction with programs in other subjects, which makes it possible to cover the content of education systematically, in its actual integrity, and to create a scientific picture of the world that is common in terms of worldview, to form a spiritual and value attitude to the phenomena of reality. The third function of the curriculum is regulatory, or organizational and methodological. It organizes the activities of the teacher in preparation for classes: the selection of material, types of practical work, methods and forms of teaching. The programs also organize the educational work of students: they determine the nature of their activity in studying the subject at school, at home, in the process of assimilation of free information.
Curricula can be standard, working and copyright.
Model curricula are developed on the basis of the requirements of the state educational standard for a particular educational field. Its creation is the result of a great and painstaking work of representatives various areas knowledge: specialists in a particular science, who determine the basic range of knowledge, skills and abilities; teachers and psychologists who form and distribute material by year of study in accordance with the age capabilities of children; methodologists who develop scientific and methodological support necessary for the effective assimilation of knowledge, skills and abilities.
The standard curriculum accumulates historical and pedagogical experience, reflects the requirements of the achievements of pedagogical and psychological sciences. With social, scientific and technological progress and the development of pedagogical science and practice, the need to revise curricula periodically arises.
Standard curricula are approved by the Ministry of 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 in contrast to the standard one, the national-regional component is described, the possibilities of methodological, informational, technical support of the educational process, the level of preparedness of students are taken into account.
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 point of view regarding the phenomena and processes being studied. Such programs should have external reviews from scientists in the subject area, educators, psychologists, methodologists. If available, the programs 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 method of deploying the content of educational material, the same sections of the program are studied at different levels of education or at different stages of studying the same discipline. This method is often justified by the fact that one or another section of the training course, which is of fundamental importance for the subsequent presentation, nevertheless, due to the age characteristics of the students, cannot be deeply assimilated at this level of education. 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 V and X classes.
With a linear method of deploying the content of educational material, there is no repeated return to the previously studied sections of the program. At the same time, the educational material is arranged systematically and sequentially, with a gradual complication, as if along one ascending line. Moreover, new knowledge is presented on the basis of 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. It should be noted that in the new curricula the linear arrangement of the material is strengthened due to some reduction in concentricity.
These two ways of deploying the content of education should not be mechanically separated and contrasted, since they complement each other, and the assessment of the curriculum in a particular discipline, built in a concentric or linear way, depends on its place in the curriculum.
In real teaching practice The order in which the content of education is developed is sometimes made dependent on the abilities and interests of the students themselves. This is possible, for example, when classes with a specific profile of subjects (physical and mathematical, biological, chemical, etc.) are created within the framework of a general education school. In other words, this happens if the individual inclinations and interests of students are taken into account, if an elective principle is introduced into education. For this, various curricula of compulsory and optional disciplines for specialized classes are approved.
The overall structure of the curriculum contains mainly three elements. The first is an explanatory note, which defines the main tasks of the subject, its educational and developmental capabilities, 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 one is some methodical instructions concerning mainly the assessment of knowledge, skills and abilities.
The specificity of each subject in terms of content, the nature of the application of knowledge in practice, and the types of activities determines the variability of program structures. Thus, the structure of the chemistry program for grade IX includes a topic, interdisciplinary connections, demonstrations, laboratory works, practical exercises, screen aids; in social science in grade X - topic, repetition, basic concepts, laws, interdisciplinary connections, basic concepts; on technology in the VIII grade - a topic, an approximate list of products, technical and technological information, interdisciplinary communications, practical work, demonstrations; in fine arts in the 3rd grade - practical work(compositional activity, color, shape, proportions, structures, space), perception ( aesthetic perception reality, perception of art), basic requirements for knowledge and skills of students, demonstrations, interdisciplinary connections.
In the system of general secondary education great importance is given to the formation of general educational skills and abilities. This necessitated the creation of a special program in which, in dynamics, with consistent development and complication for each class, 4 groups of skills and abilities are considered:
Educational and organizational skills and abilities require the student to master the ways of performing each component learning activities(learning task, learning activities, self-control and self-assessment), as well as ways of independent transition from one component or stage of educational work to another; ways of external organization of their educational work (workplace culture, rational order of classes, daily routine, etc.); ways to transfer knowledge to your classmates or younger students;
Educational and intellectual skills and abilities include ways to perform mental activity, posing and solving problems, as well as techniques logical thinking(based on formal and dialectical logic);
Educational and information skills consist in mastering the methods and techniques of self-acquisition of knowledge, new, additional information, its storage;
Educational and communicative skills and abilities consist in mastering the student's ways of building oral and writing depending on the goals and conditions of communication with another person (teacher, peer) in the course of educational work.
Mastering these skills and abilities allows students to effectively master the educational material in all subjects and creates conditions for their self-education in the present and continuing education in future.
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 Education of the Russian Federation for all schools in the country.
D. D. Zuev studied the problem of the school textbook. He singled out and comprehensively described its functions:
Information function - providing schoolchildren with the necessary and sufficient information that forms their worldview, giving food for spiritual development and practical development of the world;
transformational function is that the material in the textbook, being transformed taking into account the age characteristics of students and didactic requirements, becomes accessible to them, but does not exclude the problem and the possibility of its creative development;
the systematizing function implements the requirement of a mandatory systematic and consistent presentation of the material in the logic of the subject;
the function of consolidating the material and exercising self-control by children is manifested in the fact that the textbook provides an opportunity for re-study, verification by the student himself of the correctness of the concepts, ideas, images that have developed in him, the accuracy of the learned rules, laws, conclusions;
integrating function lies in the fact that the textbook helps the child to grow to the knowledge presented in it Additional information from related sciences;
the coordinating function contributes to the involvement in the process of working on the material of other teaching aids (maps, illustrations, transparencies, nature);
the developmental and educational function consists in the spiritual and valuable influence of the content of the textbook on students, the formation in the process of working on it of such qualities as diligence, mental activity, and the ability to be creative;
the teaching function of the textbook is manifested in the fact that working with it develops such skills as note-taking, generalization, highlighting the main thing, logical memorization necessary for self-education.
1 See: Zuev D.D. School textbook. - M., 1983.
The structure of the textbook includes text and extra-text 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. 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 independent educational activities of students in mastering the educational material. In other words, he teaches to learn. In this regard, it is subject to requirements relating not only to 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 specific, equipped with basic factual information. It should be 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 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 kinds of teaching aids: anthologies 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.).
§ 6. Prospects for the development of the content of general education. Model for building a 12-year general education school
1 See: The concept of the structure and content of general secondary education (at 12-year school). - M., 2001.
School as the most important social institution reflects the state and trends of development of society and influences it. In turn, changes in the system of social relations actively influence education, require it to be mobile and adequately respond to the challenges of the new historical stage. The education system must be brought into line with the needs of Russia's development at the turn of the century and in the next two or three decades of the 21st century.
The success of transformations in Russia is largely associated with ensuring the transition from an industrial to a post-industrial information society.
In the emerging contours of the future society, education and intellect are increasingly classified as national wealth, and the spiritual health of a person, the versatility of his development, the breadth and flexibility of professional training, the desire for creativity and the ability to solve non-standard tasks become the most important factor in the progress of the country.
Under these conditions, the renewal of the general education school becomes necessary to achieve a new quality of general secondary education.
Determinants of transition to 12-year general education.
Preserving the health of children. Over the past 15 years, the workload in basic schools has increased markedly, and its increase, along with other factors, has a negative impact on the health of schoolchildren.
The decrease in the number of teaching hours in some disciplines, while maintaining the same volume of educational material, led to an increase in homework and, accordingly, to overwork of children.
The congestion of the curricula of educational institutions does not allow teachers to vary training, take into account individual characteristics students.
The transition to a mandatory 10-year basic and 12-year full secondary school creates conditions for reducing the daily teaching load through the rational use of the time reserves that have appeared, the reduction of educational material, and the use of health-saving technologies.
Improving the quality of general education. According to data from international comparative studies, in last years The Russian school is losing its positions in the level of students' preparation in a number of subjects.
There are no opportunities for generalization in the final grade of the secondary (complete) school of previously acquired knowledge about nature, society, man, which does not provide a new quality of education.
It requires the development of the content of the national-regional component of general education, its relationship with the federal and school components.
The transition to a new structure and content of general secondary education is aimed at solving these problems.
Achieving a new quality of education should become a means of socialization of students, the basis of their successful activities. In the conditions of science-intensive and high-tech industries, the requirements for scientific, technological and humanitarian training of young people are significantly increased. The importance of general education is growing as the basis for the development of cognitive abilities, general educational skills and abilities, without which all other stages of lifelong education are ineffective. Improving the quality of mass school education contributes to the development domestic traditions in working with gifted children.
The updated structure of general secondary education makes it possible to more fully take into account the interests, needs and opportunities of the participants in the educational process, rationally redistribute educational material according to the levels of education, eliminate existing disproportions in the components of the content of education, and create conditions for the individualization of education.
Competitiveness of domestic education. According to the Declaration of the Council of Europe (1992), the prevailing international practice is 12 years of schooling.
In most developed countries, general secondary education is provided for 12-14 years. Twelve-year general education has been introduced in all countries of Central and Eastern Europe, including the Baltic countries, as well as in Moldova, Ukraine, Belarus, and Uzbekistan. In our country, programs similar in content to the main academic subjects students should master in 10-11 years.
The introduction in Russia of the generally accepted in the world community duration of study in high school will prevent an increase in the technological gap with economically developed countries, provide competitive training for graduates and provide them with additional opportunities to choose an individual educational program.
Influence of demographic and socio-economic factors. According to forecasts, in 2011 schools will not have 21 million students, as now, but only 13 million, which can lead to serious socio-economic consequences, primarily in the field of education. The transition to a 12-year school will soften Negative consequences demographic decline. At the same time, a reduction in the number of schoolchildren will make it possible to avoid additional financial costs for ensuring this transition.
In the new socio-economic conditions, the problems of employment of school graduates and their social adaptation have become more acute. A ten-year period of compulsory education will make it possible to eliminate situations where a significant proportion of 15-year-olds find themselves "on the street", forming a "reserve" for involvement in criminal activities. social status a 16-year-old graduate (compared to a 15-year-old) contributes to a reasonable choice of professional activity, a higher degree of readiness for independent living. With a 12-year education, students graduate from school at 18-19 years old and will have all the constitutional rights of Russian citizens.
Continuity of levels of education. The transition to 12-year education creates the prerequisites for solving the problem of the continuity of education levels.
An increase in the period of study in a basic school contributes to an increase in the level of general education and socialization of those entering primary and secondary vocational education institutions.
profile, in-depth study a number of disciplines in the upper grades of secondary school allows to ensure sufficient preparation of graduates for continuing education. At the same time, profile training in the senior classes should not replace primary vocational education. In 2009, the number of secondary school graduates will be approximately 1.3 million, and today the number of places for entering vocational education institutions (primary, secondary and higher) is 1.7 million. This makes it possible to introduce admission to most higher education institutions at new principles of entrance examinations (for example, centralized testing, etc.), which contribute to the realization of equal rights to education, social justice.
The structure of the 12-year general education school. At the core organizational structure The 12-year school is based on the periodization of personality development, the main content of which is the typology of the leading activities characteristic of different age periods.
In the preschool period, the child masters speech and communication skills, playful and productive activities, during which he forms pre-conceptual forms of thinking and creative imagination; intellectual and artistic abilities are laid and developed. By the end preschool age a cognitive interest is formed in the study of the surrounding world and the "image of oneself", as well as the foundations volitional regulation initiative, independence. Taking into account the psychological and age characteristics of preschoolers, it is unacceptable to transfer to preschool institutions the content and forms of organization of training and education that are characteristic of general educational institutions.
Stage I - primary general education (compulsory), grades I-IV. The initial age of students is at least 6 years old as of September 1 (duration of training is 4 years). During this period, intensive mental development takes place, the formation of methods of educational activity, the ability to independently acquire knowledge and their application in solving cognitive problems, and the communicative skills of children develop.
In grades I-IV, the formation of personality takes place elementary school student, identification and holistic development of his abilities, the formation of skills, motives and desire to learn. Students learn to read, write, count, master the elements of creative self-realization, the culture of speech and behavior, the basics of personal hygiene and healthy lifestyle life.
Stage II - basic general education (compulsory), V-X classes. The duration of training is 6 years. During adolescence, intense social development personality, the formation of moral standards. A teenager can set personally significant goals for himself, he has professional intentions, which are expressed in the primary orientation in various fields professional activity.
The image of I is formed, which is the basis for self-determination. The basic school provides conditions for the development of knowledge about nature, society, man, develops skills and abilities in various types of subject-practical, cognitive and spiritual activities.
The increase in the age of graduates of the second stage provides more high level their socialization, corresponds to the age limit of the expansion of civil rights and the onset of legal responsibility. At this age, on the basis of developed forms of educational activity, the mechanisms of self-organization of the individual and common ways theoretical thinking, the methods of scientific knowledge are mastered, professional and cognitive intentions arise, and primary orientation in various fields of activity is carried out.
A ten-year basic school assumes a relatively complete education, which is the basis for continuing education in a complete secondary general education or vocational school, creates conditions for preparing students for choosing a profile and method of further education, their social self-determination and self-education. Taking into account the individual abilities and inclinations of students, educational institutions can provide specialized training.
At the age of 16, students are more conscious about the choice of the profile of education in secondary school, further professional education.
Stage III - secondary (complete) general education (public), XI-XII classes. The duration of training is 2 years. On the basis of mastering the system of knowledge about nature, society and man, schoolchildren aged 16 to 18 years old can form a holistic worldview position, design their future, ways to achieve their goals. At this age, there is a desire for self-realization in public life, the ability to realistically assess their educational and professional opportunities and outline ways for further education and professional self-determination.
At the senior level, education is based on profile differentiation, including through individual educational programs. Profile education can be implemented in the following forms: specialized educational institutions, classes, groups and other forms. At the same time, non-professional general education classes may be preserved.
The definition of training profiles (science, humanitarian, artistic and aesthetic, etc.) is carried out on the basis of the cognitive interests and abilities of students, as well as taking into account the capabilities of the teaching staff of the educational institution, the structure of the regional educational system, traditions and features of the socio-cultural environment.
The profile nature of the senior level is implemented on the basis of the state educational standard of secondary (complete) general education through the formation of individual educational programs.
Thus, the pedagogical functions of the secondary (complete) 12-year school differ from existing model completeness, variability, level and profile differentiation, regionalization, individualization and practice-oriented orientation.
Questions and tasks
1. What is the essence of the content of education?
2. What is the historical nature of the content of education?
3. What are the factors that determine the content of education?
4. Describe the principles for selecting the content of general education.
5. What are the criteria for selecting the foundations of the sciences studied in the modern Russian school.
6. Give an analysis of the state educational standard of general secondary education.
7. Name the types of curricula and analyze the basic curriculum of a secondary school.
8. What is the ratio of science and academic subject?
9. What is the curriculum? What are its functions?
10. What are the types of training programs and how to build them?
11. What are the requirements for textbooks?
Literature for independent work
Law of the Russian Federation "On Education". - M., 1996.
Zuev D. D. School textbook. - M., 1983.
The concept of the content of general secondary education: Recommendations for the formation of a new content. - M., 1993.
The concept of the structure and content of general secondary education (at the 12-year school). - M., 2001.
Lednev V. S. The content of education. - M., 1989.
Skatkin MN, Kraevsky VV The content of general secondary education: Problems and prospects. - M., 1981.
The structure of the content of continuing education and the curricula of the general education school: Provisional State educational standard/ Ed. V.S. Ledneva. - M., 1993.
Shiyanov E. N., Kotova I. B. Development of personality in learning. - M., 1999.
CHAPTER 14
FORMS AND METHODS OF TRAINING
