Currently, the requirements for the structure of basic educational programs in the Russian Federation are changing. This is due to the entry of our country into the European system of education. This process is characterized by major changes in the organization of the educational process.
The relevance of introducing new standards
The structure of the basic educational program of the Federal State Educational Standard has been changed taking into account the requirements that society places on a modern way of obtaining knowledge. The educational paradigm has been changed, a new content, approaches, methods, and the attitude of the teacher to his professional activity have been introduced. All these innovations are caused by the social order - education in the younger generation of civic activity and social responsibility.
The basic educational program has changed significantly. The structure and content of academic disciplines are enriched by innovative discoveries. The emphasis is on the individualization of development and education, the construction of individual motion paths for each child.
Features of change
The structure of the main educational program involves the transition from traditional methods (written and oral speech) to computer technology. As the main component of the pedagogical process within the framework of the GEF, a personality-oriented approach to the younger generation is determined.
The main requirement for the structure of the educational program is the allocation of an explanatory note, setting goals, objectives, including thematic planning, indicating requirements for the level of training of the graduate.
Special attention in the framework of new educational standards is given to the spiritual education of children, the formation of morality and civic engagement in students.
The requirements of the Federal State Educational Standard for the structure of the educational program help teachers draw up thematic planning for academic disciplines and determine the features of educational work with classrooms.
Currently, the principle of variability is used in domestic pedagogy. It enables the teams of educational organizations to choose and model the educational process according to any model.
The structure of the main educational program involves the use of the achievements of modern didactics, the consideration of the individual characteristics of each child, the justification of the chosen pedagogical methods and forms.
The acquisition of knowledge
The requirements for the structure of basic educational programs correspond to the law of the Russian Federation “On education”. Only with the correct program design does the school educate and train the younger generation in the interests of the state and society. This process is accompanied by a statement of the achievement by students of the educational qualifications established by the state.
By education is meant confirmation or achievement of a specific level, which is indicated for each academic discipline by the requirements of the Federal State Educational Standard.
The school should instill in children a positive interest in self-education and self-education. To achieve this goal, the structure and content of the educational program have been changed.
The challenge of modern society
The main requirement for the structure of the educational program is to form an active person who respects the culture and traditions of his people, as well as the views and customs of the population of other countries. This led to the identification of three foundations of the modern process of training and education:
- learn to learn;
- teach to live;
- learn to work.
Analyzing the causal relationships that exist in domestic education, it is necessary to take into account such a factor as the level of the teacher. The introduction of a teacher’s professional standard is a way of motivating self-development for teachers.
Student identity
Since pedagogy is an area of ​​human activity, it involves the presence of subjects and objects. The role of the object is assigned to the child, to which the teacher transfers his experience and knowledge. It is necessary to consider, thinking through the content of the subject, that work is carried out with individuals who have certain social and hereditary elements.
Each child has a certain level of thinking, memory, imagination, perception, sensations, which should be taken into account in pedagogical activity.
The structure of educational standards and programs is reviewed by the school team. At the same time, the characteristics of children should be taken into account, talented and gifted schoolchildren, as well as children with health problems, and student motivation evaluated.
The administration attracts speech therapists, psychologists, and medical staff. Only with this approach to the problem can we count on effective results.
The condition and quality of teaching, the success of the educational institution program are influenced by the teacher-student relationship. That is why, among the requirements that are indicated in the Federal State Educational Standard, special attention is paid to establishing a friendly atmosphere in communication between teachers and children.
The structure of the educational program includes the forms of activity that the teacher will apply in work: group, individual, collective.
The work of the school team is aimed at the formation of strong skills, abilities, knowledge, which contributes to the effective development of the basic standard.
Requirements
The structure of the basic educational program of GEF assumes the existence of areas that consist of two levels. Namely:
- the content of education provided to the student without fail;
- requirements for the level of training of graduates of a particular institution.
The structure of the educational program, in addition to the basic minimum level, involves level differentiation.
Features of the concept
What is an educational program? The structure, content, requirements for it are determined by the requirements of GEF. A similar program is a document in which the purpose of pedagogical activity, curriculum and thematic plans, methods and methods of their implementation are indicated and argued.
The structure of the educational program involves the indication of criteria for evaluating the results in a particular educational institution. The described document is a normative text that characterizes the goals, specifics of education, curriculum, programs, pedagogical technologies and methods of practical work, expected results.
The structure of the general education educational program contains information on the organization of an individual route for each child, passing through which he goes to a higher level of education, in accordance with the Federal State Educational Standard.
This document is a set of leisure, educational, other programs that meet the needs of the child, aimed at his self-development, self-realization.
The structure of the educational program contains a section in which events are noted that contribute to the harmonious development of the individual, the social adaptation of students.
The program of each academic discipline included in the school curriculum is aimed at implementing the principle of personal orientation of educational activities. For this, certain conditions are created that help students with different abilities and needs to achieve the educational minimum specified in the Federal State Educational Standard.
Training courses
The structure of the educational program depends on its orientation, on the age of the children.
In the institution, the content of the process of training and education is divided into disciplines, courses, which have separate thematic plans and programs.
The structure of a professional educational program is also compiled taking into account the requirements of the Federal State Educational Standard, contains an explanatory note, goals and objectives, a thematic plan, requirements for the level of schoolchildren’s training.
The described program is a regulatory and administrative document, which, together with the Charter, is the basis for certification, licensing, the introduction of additional (paid) services in accordance with the requests of parents and children.
Categories of educational programs
What characterizes the structure of the educational program of basic general education? Currently, the following categories of programs are distinguished in domestic pedagogy:
- exemplary species that are developed on the basis of GEF;
- additional and basic programs of a certain level of focus.
Additional programs with different focuses are implemented:
- in vocational education institutions;
- in the system of continuing education;
- as part of individual educational work.
The structure of the educational program of preschool education should also comply with the second generation standards, which are developed specifically for the system of preschool public institutions.
The content of the work of educational organizations is determined by teachers on the basis of sample programs and curricula recommended by state structures, and copyright programs approved by the methodological association or the school’s pedagogical council.
All teachers have the right to develop an authoring program. Teachers can also use in their professional activities exemplary educational programs of various levels and focus, development of new projects based on them, which take into account the individual abilities and capabilities of students, requests of parents (legal representatives).
For example, it can be a subject curriculum, an integrated extracurricular course, an elective.
How is the main educational program of preschool education drawn up ? Its structure is determined by the requirements of GEF DOO. Currently, modified programs have gained distribution, in which the basic parameters of the subject are saved, but the methods, tools, implementation forms, tasks, goals are adjusted.
Disadvantages of the Soviet educational system
The problem of Soviet preschool and school education was the mechanical memorization by children of certain information that did not have practical application.
The cultural methods of activity and thinking that were developed by past generations and enshrined in knowledge to solve practical problems were not known to children. The teacher brought to the automatism skills and abilities that the child could use in a standard situation. No attention was paid to the development of a non-standard solution to the problem, as a result, school graduates could not adapt in society.
Nowadays, with the personal approach, on the basis of which federal standards are created, the teacher performs the function of a mentor, developing his own educational trajectory for each child.
Attention is transferred from the results of the activity to the process itself. The educational program, which is prepared taking into account the requirements of the second generation standards, contributes to the formation of cognitive motivation. Children who are involved in the educational process get the opportunity to realize their creative abilities, acquire universal learning skills, gain experience in value and emotional relationships.
Program example
We offer a fragment of the program of an additional course in chemistry (eighth grade of the school) that meets the new state standards.
The program involves holding 34 hours per year (hour per week). The number of tests - 2, practical and laboratory experiments - 5 hours.
Explanatory note.
The subject “Chemistry” is one of the basic disciplines of basic general education. The role of this subject is determined by the value of chemical science as the basis of science education.
An additional study of this subject in a primary school is aimed at achieving the following goals:
- mastering important knowledge about the main terms and laws of chemistry, as well as chemical symbols;
- mastering the skills of conducting chemical experiments, carrying out calculations according to equations;
- the formation of cognitive interest and the improvement of intellectual abilities in the process of practical activity;
- orientation of children to the practical use of skills;
- education of ideas about the materiality of the world;
- the use of knowledge and skills in everyday life to solve everyday problems.
The basis of the work program for the chemistry course is the Federal component of the standard of general education, as well as a chemistry textbook (Grade 8, O. S. Gabrielyan).
The course is compiled on the basis of the mandatory minimum content of chemical education for a primary school (2 hours a week), as well as in accordance with the curriculum of a general educational institution (2 hours a week). The course content takes into account the individual characteristics of students.
Practical work is not only a means of consolidating skills and abilities, but also a way of monitoring the quality of their formation by the teacher.
The program of this course is built according to a concentric concept, subject relations with the physics course of class 7, which considers the structure of the atom, are taken into account.
Leading ideas for this course:
- material unity of living substances, their genetic relationship;
- causal relationships between the structure, composition, properties and use of substances;
- recognizability of substances and patterns of chemical processes.
Children will learn that a particular chemical compound is a link in a continuous chain of interactions of substances. It participates in the cycle of elements and in chemical evolution. The teacher acquaints students with the cognizability and objectivity of the laws of nature, the ability to find environmentally friendly options for the production of products and materials.
Special attention is paid to the formation of design and research skills of eighth-graders. Considering that such an activity is mandatory according to the requirements of new educational standards, after the completion of the course, the guys present finished projects (studies) of a chemical, environmental, and medical focus as final work.
The main content of the elective chemistry course (Grade 8) contains information about the chemical element, its forms of existence: atoms, isotopes, and ions. Separately, the program considers simple substances, the most important salts, oxides, acids. Students of the course will learn the features of the course of chemical interactions, their classification.
As a result of studying the course, the student must:
- name chemical elements by symbols;
- determine substances by chemical formulas;
- know the properties of the main classes of inorganic compounds;
- own information about the signs and conditions of chemical interactions;
- determine the qualitative and quantitative composition of the compound;
- identify the substance belongs to the class of compounds;
- secrete simple, complex substances;
- identify types of interactions;
- use theoretical skills to solve design problems.
The guys describe the properties of different classes according to plan. The knowledge and skills that were acquired as part of the course, they apply for the safe use of materials and substances in everyday life. For example, children prepare solutions with a given concentration of a substance, and solve the calculation problem for this.
Conclusion
New standards, which are introduced into the domestic education system, contribute to the emergence and improvement of personal qualities of children. The child, being an active participant in educational activity, masters the ability to set certain goals and objectives, to select the possibilities for their solution. Each child in the learning process gets the opportunity to develop logical thinking, creative imagination, to form certain skills of behavior in society.
In order for a child to gain knowledge and skills, he must accumulate a certain amount of information in his memory, master the actions, and be able to use them in everyday life.
The valuable content of abilities, skills, knowledge presupposes the formation of the abilities and needs of students for self-determination, self-understanding, reflection. « », . . , . . . « » .
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