In accordance with the letter of the Ministry of Education and Science of the Russian Federation dated April 19, 2011 No. 03-255 "On the introduction of federal state educational standards," the transition to the federal state educational standard (hereinafter - GEF) of general education is carried out in stages: in grade 5 - from 2012/13 account. , in the 10th grade - from 2013/14 academic year. G.
If an educational organization (hereinafter - OO) has not switched to the Federal State Educational Standard, then the curriculum is developed on the basis of the Federal Basic Curriculum and exemplary curricula for educational institutions implementing general education programs, approved. order of the Ministry of Education of the Russian Federation of March 9, 2004 No. 1312 (hereinafter - Order No. 1312), as well as regional curricula. In accordance with Order No. 1312, an in-depth study of individual academic subjects is provided through the implementation of specialized training in grades 10–11.
The principles of building a federal basic curriculum for grades 10–11 are based on the idea of a two-level (basic and profile) federal component of the state educational standard for general education. Choosing various combinations of basic and specialized subjects and taking into account the standards of study time established by the current sanitary and epidemiological rules and regulations, each PA has the right to form its own curriculum. Order No. 1312 approved exemplary curricula for some profiles, which determine the number of weekly hours allotted for training in specialized subjects.
If the NGO implements educational programs in accordance with the Federal State Educational Standard, then in accordance with Part 7 of Art. 12 of the Federal Law of December 29, 2012 No. 273-FZ "On Education in the Russian Federation" (hereinafter - the Federal Law "On Education in the Russian Federation"), clause 9 of the Procedure for organizing and implementing educational activities in basic general education programs (hereinafter - BEP), approved By order of the Ministry of Education and Science of Russia dated August 30, 2013 No. 1015, organizations that carry out educational activities on state-accredited educational programs develop educational programs in accordance with the Federal State Educational Standard and taking into account the relevant exemplary BEP.
At the same time, the Federal State Educational Standard does not regulate the number of hours in a subject. Only mandatory subject areas, minimum and maximum hours of the curriculum are defined. Therefore, the OO has the right to distribute the number of hours for compulsory subjects independently. Based:
clause 19.3 of the Federal State Educational Standard of the IEO, approved. Order of the Ministry of Education and Science of Russia dated 06.10.2009 No. 373 "On Approval and Enactment of the Federal State Educational Standard of Primary General Education";
clause 18.3.1 GEF LLC, approved. Order of the Ministry of Education and Science of the Russian Federation of December 17, 2010 No. 1897 "On Approval of the Federal State Educational Standard for Basic General Education";
clause 18.3.1 of the Federal State Educational Standard S (P) OO, approved. Order of the Ministry of Education and Science of Russia dated May 17, 2012 No. 413 "On Approval of the Federal State Educational Standard of Secondary (Complete) General Education".
The curriculum of a particular OO as a section of the OOP is developed on the basis of the basic curriculum included in the structure of the exemplary OOP. The approval of the PEP and the curriculum is carried out in accordance with the charter of the PLO.
As you know, profile education has been introduced in schools this academic year. In this regard, educators have a lot of questions, to answer which we asked the director of the Republican Institute for Advanced Training of Management and Scientific and Pedagogical Personnel of the Education System B. A. Almukhambetov.
Questions are asked by the editor of the magazine "Colleagues" Lyudmila Manannikova, a teacher at the Gymnasium. Abaya s. Uzynagash of Almaty region: Z. M. Abeuova, G. M. Surtaeva, K. B. Omarova, E. T. Vildanova and readers of the magazine.
- How will profile differentiation be carried out in schools?
It can be done with two ways. In the first case, adjustments will be made to the curricula forseparate classes in ordinary in mass general educationschools. In the second, the structures of existing schools will change, new models will be creatededucational institutions.
- And why did they make all this fuss with specialized training? After all, we already have gymnasiums, lyceums, classes with in-depth study of subjects?
Today, these educational institutions have many problems. Is absentlegal and regulatory framework for the transition to a specialized education. Not criteria for assessing knowledge (especially in connection with the introduction of the UNT). Weak educational and methodological support. Lack of teachers trained to teach specialized subjects and much more.
- But will professional schools and colleges wither away when the new education system is introduced?
In no case! On the contrary, it assumes closer interaction between the school (especially its senior level) andinstitutions of primary, secondary and highervocational education. Planneddevelopment of options for interaction between educational institutions: “school-school, school-UPK, school-PU, school-PL, school-college, school-technical school, school-university.
- How beneficial is specialized training for students themselves? Previously, the “average” student received a secondary education and after graduation went where he liked: to a vocational school, to a university ... But now the child is sitting in a humanitarian class (it just so happened), and the teachers fill his head with iambs and choreas, which he doesn’t Not needed.
I think that the situation when a child sits in a humanitarian class, because "it happened" - the costs of the transition period. In fact, profile education works primarily for the student. Today, the student, on the contrary, has a choice. He chooses where to go - in "physics" or in "lyrics", and this system of education successfully combinesinterests of the individual and society. Leaving school, the student will no longer rush through life like a blind kitten, he will firmly know what to do, it will be less painful to adapt to adult life.
At what age should a child decide what to be?
This must be done as early as possible I , II levels of education.Almost all levelsthe main school should carry out pre-profile training of students. Its main task is to form a value in schoolchildren.attitude to work, identify their interests, inclinations and abilities, form practical experience, prepare children for choosing a training profile in high school.
How will schools define their profile?
Not out of the blue. Here it is desirable to test with taking into account psychological and pedagogical diagnostics, listen to the wishes of the parents of children, studylabor market needs.
- And what about students who are doing equally well in all subjects and so fardo not want to specialize in something specific?
For them will be saveduniversal schools - schools for children with secondary abilities, the level of knowledge of which is equally equal. Those who don't want to dochoice, but wish to maintain their knowledge at a fairly high leveleven level.
- But will we have the distribution of children in profile classes by the boss-coercive method? And who will be responsible for violation of the rules?
Acquisition of specialized classes should be carried out onon an objective, fair and transparent basis for society. Whereinthe observance of the law on free and accessible secondary general education remains unconditional.
In order to get into the selected profile class, the studentwill need to compete. During the competition willthe results of the final assessment and the student's portfolio are taken into account:individual educational achievements, diplomas of olympiads, competitions,certificates, etc.
Founders are responsible for the implementation of this right of citizens.educational institutions - local authorities and departmentseducation. They prepare for the free choice of studentseducational map of the region. It must be in the interests of the school, andalso to prepare graduates not for the “exchange”, but for the “labor market”.
- New programs and textbooks both in the Russian language and in physics and mathematics are quite complex. They were a surprise for both students and teachers. Let's even say more: for the first time, many teachers took the programs in their hands before September 1. But it was necessary to gather teachers in advance, send them to the appropriate courses. At the August conferences, teachers received little methodological assistance. How to be a teacher who is not ready for profile education, encounters it for the first time in his life? What should a teacher know and be able to do in order to work boldly in classes with profile education? Who is eligible for this program?
- Of course, specialized training can take place only withavailability of highly qualified personnel. First of all, the teacher must take retraining courses and receive the appropriate certificate. This training should be carried out on a planned basis.
Having learned, Teachers must be clear about:
Ø changing the content of education in specialized classes;
Ø change in learning technology;
Ø regulatory and legal support of profile education;
Ø criteria for evaluating profile training, the methodology of psychological pedagogical diagnostics;
Ø final certification in the system of specialized education - UNT;
Ø full educational and methodological support and work with the meanseducation (for example, audiovisual), as well as withspecialized technical equipment.
A special role in teacher education belongs pedagogical universities, colleges andsystem of advanced training of teaching staff. In addition, the teacher must, in addition to a set of programs and textbooks, have books for students and teachers, special kit education, which includes audiovisual andinformation means.
- In the structure of the basic and senior levels of the school, there are twocomponent of the content of education: basic (invariant) and school (variable). What is the difference between them?
The invariant part introduces students togeneral cultural and nationally significant values, forms in studentspersonal qualities. The variable part is the individual nature of developmentschoolchildren. It takes into account their personal characteristics, interests and inclinations.
- What is the difference between elective and selective systems of differentiation?
The elective system provides for a free set of educationalsubjects to study on the basis of a number of compulsory subjects(invariant core of education). Here is a flexible composition modelclass, electives, extracurricular activities and hobby groupsinterests and so on. The elective system is carried out according to a rigida model that is built not only according to the interests and inclinations of students, but alsotakes into account the projected profession (profile classes, PTSh, PTL, colleges).
The selective system of differentiation provides for the separation of studentsat the senior level. Pafter the end of the unified general education steps they choose one or the otherareas of study. Here, the projected profession is especially taken into account.(profile classes for in-depth study of one or anothersubject, PTSh, PTL, colleges).
What is the difference between in-depth profile training and advanced training?
Advanced profile training is an in-depththe study of familiar school subjects and their correspondingelective courses.Extended specialized training - the study of disciplines (includingelective), completely going beyond the usualschool subjects.In turn, profile training can be divided into three types.
customized type ensures the implementation of students personal educational trajectory, not necessarily leading himfor post-secondary or additional education. Here setstudied profile and elective courses can be random,determined solely by the inclinations of the students. At the implementation of this type of profile training does not require the developmentprofessional training programs and teacher certificationeducational institutions. Individual student curricula are developed at the school level and do not requireapproval at a higher level.
socializing type aimed at improving the communication and adaptive capabilities of students(learning language, culture, morality, law, etc.) or preparing them directly for work (knowledge of the labor market,technology, economics and entrepreneurship, farming),vocational training for work in institutions of the sphereservice or in agriculture, or special trainingto receive primary or secondary vocationaleducation. Socializing profile programs are being developedat the regional level, at the same levelcertification of teachers and educational institutions.
Pedagogical (academic) type is aimed at implementing continuity in the "school-university" link. Hecloses the gap between the final level of preparation of studentson subjects at school and requirements for the initial level of knowledgefor successful university education.
- And what specific profiles can there be? Natural-mathematical and humanitarian or are there any other?
There are many profiles - for every taste. natural and mathematical (physics, chemistry, mathematics), biological and ecological,historical and geographical,humanitarian (culturology, philosophy, sociology, pedagogy, psychology), economic and legal,linguocultural,information technology,engineering and technology,agrotechnological, medical and art .
There are also possiblepre-university profiles: technological (agro-technologicaland information technology),natural sciences (physics, chemistry, mathematics), biologyecological, linguistic and cultural, economic and legal,medical, pedagogical, historical and political science,cultural, sports, military.
- Who developsprograms of pre-university profiles? What do they include?
Programs are developed by school education workers togetherwith scientists, teachers, representatives of universities.
In them includes the initial requirements for students in grades 9 (10) forentry into the profile (pre-profile training); contentspecialized training in 10-11(11-12) classes and end results -to complete the profile training and enter the university.
And with certification of teachers and educational institutions, implementing pre-university profiles, carry outauthorized universities and regional governmentseducation under the control of the Ministryeducation and science.
- So, for a student who goes to study the natural-mathematical cycle, Pushkin and Abai are no longer needed, and the “humanist” can forget about the Pythagorean theorem?
No, each of the curricula will include subjectstwo blocks: general education (non-core) andmajor subjects. In general, I want to warn that whenchanges to the structure and content activities of schools, it is necessary to exercise the utmost caution. In primary and secondary schools, for example, more attention should be paid togeneral scientific and general cultural training of students. After all, when moving tothe role of general education is increasing in the system of lifelong education. The student must developcognitive abilities, independence, acquire general educationalskills and abilities - without this, all subsequent stages of continuouseducation is ineffective.
But at the senior level, you can already use variable programsand textbooks, new training courses. Very important p in the construction of curricula for specialized training, put at the forefront topical school problems: take care of the health of students, normalize the educationalload, improve the quality of education.
- They say in Russiawhen building basic trainingplans are guided by compliance with the "Hygienic requirements forlearning conditions for schoolchildren?
Yes, and according to these sanitaryhygienic standards, the maximum amount of teaching load according toclasses are the following:Grade 1 - 4 hours, Grades 2-6 - 5 hours, Grades 7-11(12) - 6 hours. At the same time 1-6 classes can be oriented to 5-day, and middle and senior link 7-11 (12) classes - for a 6-day academic week.
In the content of specialized education, the basic (invariant, general education) component makes up 65% of the teaching load,profile component (special courses studied by choice atadvanced level 25%), and the elective component - 10%.
Consequently, 35% of the teaching load is supposed to be devoted to specialized training. In this case, the weekly load is 22 hours for base component, 14 hours for the profile component, including for elective courses. Consultations and individual work withby schoolchildren within the profile can be carried out at the expense of studentcomponent of the curriculum - 2 hours per week.
- We liked the new textbooks on Russian literature for grades 10 with the Kazakh language of instruction. Previously, children only superficially got acquainted with great Russian poets, now they study in detail the work of Pushkin, Lermontov, and other classics. Stories are given about their lives, excerpts from prose works of poetry. What is the difference between the textbooks for specialized education and the textbooks that existed before?
The content of textbooks for profile education includesobligatory core and variable part. In the variable part, it is possiblemodular principle of presenting the content of education. Everyonea separate module includes content corresponding to the profile type. I would like to emphasize that ineducational and methodicalensuring that serious attention should be paid to the development of programs andtextbooks for elective courses. First of all, it is necessarydevelop (possibly improve) advanced training programs studying subjects.
- Lately, a lot has been said about the fact that in our schools the heads of children are stuffed with knowledge, but they are not taught to acquire this knowledge. Will there be any changes here?
Oh sure. It is necessary to teach children not only to acquire knowledge andgeneral learning skills, but also to teach them variousways of activity. They should be able to developtheir intellectual abilities, especially when mastering morecomplex (compared to the educational standard) content.
Must be able to use the Interneteducational videos, electronic texts. Here it is very important to hold as many creative competitions as possible, heuristic tests, to set ratings for the success of specialized training, to organize excursions to enterprises and specialized exhibitions, to arrange workshops at educational and workplaces in enterprises in the profile.
- Profile training needs an appropriate materialtechnical base: new technical means, devices, installations. Where can I get all this?
It is a very sensitive issue for schools at this time. Here one could recommend using (as it is now practiced in lyceums at universities)material and technical base of other educational institutions (colleges,universities, interschool Code of Criminal Procedure and so on). Of course, the Internet is also necessary, as I said, and both students and teachers must be prepared to work with it.
Now it makes no sense to analyze why this happened, what considerations guided the authors of the order. It is important what happened, but at the same time, the term "profile training" itself did not disappear - it almost simultaneously "surfaced" in the new law on education (FZ-273). Article 2.25 defines the term "orientation of education", which is characterized as "the orientation of the educational program to specific areas of knowledge and (or) types of activities, which determines its subject and thematic content, the prevailing types of educational activities of the student and the requirements for the results of mastering the educational program." The “profile” of education is defined by law as a synonym for “orientation”. In other words, now “profile” is a characteristic of educational activity, and “deep level” is a characteristic of results. Let's stop there and think for a minute.
Do our profile courses meet the requirements of deepening, that is, do they lead to the results necessary (!!!) from the point of view of the Federal State Educational Standard? Obviously not, because our specialized courses (focusing on the content of 2004), of course, do not provide for mastering research skills (which are in the Federal State Educational Standard). Obviously, even if individual teachers in individual schools set these goals and achieve them, this is not yet part of mass practice. And he cannot enter, because it is not checked either with the help of the KIMs of the Unified State Examination, or with the help of the participation of students in subject Olympiads.
To clarify my point, I suggest looking at a few quotes. The requirements for an in-depth level of studying physics involve “possession of the ability to put forward hypotheses based on knowledge of fundamental physical laws and laws, test them by experimental means, formulating the purpose of the study, the ability to describe and explain independently conducted experiments, analyze the results of the obtained measurement information, determine the reliability of the result obtained” . In the same wording, these provisions are contained in the requirements for the level of mastering chemistry and biology at an advanced level. The ability to independently put forward hypotheses and test them experimentally is, of course, the skill of conducting research.
When studying history at an in-depth level, it is necessary "to master the methods of working with historical sources, their complex contextual and comparative analysis and criticism, and the experience of primary historical research." When studying the subject “Russian Language and Literature” at an advanced level, it is expected that “the formation of the skills of linguistic analysis of texts of different functional-style and genre affiliation ... the formation of the skills to conduct a linguistic experiment and use its results in the process of practical speech activity”, as well as “possession of the initial skills of literary research of a historical-literary and theoretical-literary nature.
When studying the subject “Mathematics: Algebra and the Beginnings of Mathematical Analysis. Geometry” at an advanced level is expected to “possess the ability to create probabilistic models according to the condition of the problem and calculate the probability of occurrence of events, including using combinatorics formulas and basic theorems of probability theory; availability of ideas about the probability distributions of random variables; the ability to investigate random variables by their distribution. Even as a result of studying a foreign language at an in-depth level, “knowledge of a foreign language is provided as one of the means of forming teaching and research skills”.
Of course, I do not want to say that this is the end of the differences between the basic and advanced level of requirements for substantive results. There are significant differences in the knowledge component. But I take it upon myself to assert that the key differences in the level of formation of universal learning activities between “basic” and “deepening” (as, by the way, between the standards of 2004 and 2012) are determined precisely by this.
In fact, this is a serious pedagogical and managerial task. Today, only a few dozen Moscow schools are actually organizing research activities for high school students. Experience shows that it takes at least 3-5 years before the full launch of this activity. In other words, if we want to organize the transition to the new FSES of secondary education from 2018-2020, then we need to start this work everywhere now. The closer the X-hour of the transition to the new GEF in grades 10-11, the more obvious that there is almost no time left. Under these conditions, it is advisable to reconsider the question of when and how to switch to the new GEF for high school.
The regular version of the transition to the new standards assumes that they will come into force as those first-graders who began to be taught on the basis of the new primary school standards reach the appropriate level of education. In other words, if the first grade in 2009 switched to training according to the new standards, then in 2013 they should switch to the new GEF of the main school, and to the high school standard in 2018. Educational organizations that switched to the new standards " nachalki" in 2011, will move on to training in the new Federal State Educational Standards for full education in 2020. Not later ... But before?
At the same time, the ministry assumes the possibility of transitioning to new GEFs as soon as educational organizations are ready. Naturally, the question arises: is it necessary to do this or, perhaps, it is more correct to wait until life itself arranges everything. Of course, other things being equal, the most sensible strategy in education is not to rush. The risk of harm through ill-conceived innovations is always very high.
But there are several considerations, guided by which the teachers of gymnasium No. 1505 came to the conclusion that after the introduction of the Federal State Educational Standard of the elementary school, the so-called regular regime should be violated and the introduction of the Federal State Educational Standard of secondary education (grades 10-11) should be carried out.
First, there is the problem of the content of education in the transition to new standards. As you know, the new GEF are sustained in a single paradigm of the activity approach, which has long been implemented in domestic education. In primary school, this is the well-known system of D. Elkonin and V. Davydov, which has been tested in thousands of institutions in the country. For decades they have been implementing, and very successfully, the system of L.V. Zankov. All this, in one form or another, was included in the teaching materials for primary school and created a good foundation for the successful implementation of the Federal State Educational Standard for primary education. Pedagogical teams are not required to invent everything from scratch. There are models that have been worked out for decades, which, of course, need to be adapted to new conditions, calibrated for a specific school. But if you want a real implementation of new standards, and not an imitation of the process, then it is approximately clear what needs to be done.
Unfortunately, there are no such developed systems and models for the basic school, therefore, as the modernization will rise from the level of primary education to the level of secondary education, the majority of schools will face and face serious difficulties.
It should be remembered that it is during this period that adolescence falls with all the challenges that it brings to the organization of the educational process. So far, educators have not found equally unified and coordinated responses to these challenges. Much is said and written about the “teenage school, the “school of projects”, the “school of trial and error”. All this is absolutely correct, but the fact remains that there is not yet a single or at least several systems with their own textbooks and methodological developments, similar to the systems of Elkonin - Davydov or Zankov, built in the spirit of an activity approach, for this level of education.
In high school, the situation is somewhat different - at this stage, teachers have coordinated strategies for solving educational problems. First of all, we are talking about the need to implement specialized education, there are models of gymnasium and lyceum education that are fully consistent with the spirit of the new Federal State Educational Standards with an emphasis on an activity approach, the implementation of personal and meta-subject results, and the organization of design and research activities.
Secondly, in our educational tradition there is an idea that the main and high schools in most cases are a single line of continuous education. In this situation, teachers focus primarily on the results of the state final certification in the 11th grade (USE-GIA). It is no coincidence that the experiment on the introduction of a unified national exam (USE) began first in high school, and then "descended" to the 9th grade (GIA-OGE).
In the context of the new Federal State Educational Standards, this is even more complicated by the specifics of the new standards. As you know, the organization approves the main educational program on its own, respectively, and work programs in subjects too. However, the level of variability in education is much higher in high school. In the basic school, the ratio of the invariant and variable parts is 70% and 30%, and in the senior school it is 40% and 60%. At the same time, we are talking about different variability - I would venture to suggest that in the main school, 30% of the variant part is determined primarily by the educational organization (school with in-depth study of individual subjects, gymnasium, lyceum ...). In high school, a key factor will be the student's choice of an individual educational trajectory. Until teachers have determined the content of the high school work programs, it is difficult for them to accurately determine the content of the main work programs. It may turn out that some topics, sections or courses will not be studied at all in high school. So, from a practical point of view, they should be transferred to the level of basic education? Or is it necessary to determine the “meta-subject core” (universal learning activities and competencies), which was formed during the study of these topics, sections and courses, and try to form them in those courses that are chosen? Or is it necessary to completely abandon the study of these topics, leaving them in the status of "elective courses"? Who will determine this anyway?
Let me remind you that the main educational program is approved by the educational organization itself. Of course, there will be exemplary programs, but ultimately the responsibility remains with the teaching staff and administration. As part of the transition to the new Federal State Educational Standard, a large number of programs and textbooks for the level of basic education have appeared and will continue to appear. But in order to become a reality of mass pedagogical practice, teachers have to try it all “with their hands” for two or three years.
Thirdly, it is most difficult for teachers to hear the social order of parents in the basic school. Compared with the activity of parents in the "primary school" and the interest in the results of education in grades 10-11, parents of teenagers are more relaxed about what happens at school with their children. A certain role is played by the confusion of the parents themselves in the face of the challenges of adolescence.
All these considerations together (in fact, there are, of course, fourth and fifth) make us fear that, having risen from the "primary school" to the secondary school, the process of introducing new GEFs may stall. There is a danger that, moving along the regular route, only when the schools get to the high school and work there for 2-3-5 years according to the new standard, they will understand what, in fact, should have been done five to seven years ago in the main school. As a result, the real modernization of the basic school will begin only in 10 years ...
Therefore, in some cases, it is advisable to start introducing new GEFs in high school earlier or simultaneously with the main one. Of course, this cannot be done throughout the country: in many schools there is no experience in implementing the activity or competency-based approaches either in the primary school or in the senior school. But in some schools there is such experience, and for them the recommended procedure for the transition to the Federal State Educational Standard may be changed. Moreover, their experience will be used by colleagues in order to make the regular version more efficient. Based on this option, it will be possible to avoid mistakes, inaccurate moves.
In other words, when transitioning, it makes sense to combine two strategies. Most schools will go with the introduction of GEF "from the bottom up": from primary to secondary, and then to senior. Some schools will implement another option - from the "primary" to the senior, and then or at the same time - to the main one. Guided precisely by this logic, the pedagogical staff of the gymnasium began the transition to teaching based on the new Federal State Educational Standard of secondary education in September 2013. The implementation of this innovative scenario (elementary school - high school - basic school) is accompanied by difficulties and requires new solutions.
The fact is that a holistic implementation of secondary education standards is impossible today. In fact, we are entering a five-year transitional period. The standards provide for the creation of new KIMs for the Unified State Examination, which will be two-level and will allow diagnosing new results. Until they are created, there is no real opportunity to completely restructure the content of education in high school either on the basis of an activity approach or on the basis of a competency-based approach. In addition, there is no nationwide system for diagnosing meta-subject results and it is not clear what requirements will be imposed on an individual project and how the results of this type of work will be diagnosed. Finally, there is no educational and methodological support for the process.
However, there is no reason to expect that all this will appear by itself and, most importantly, immediately of the required quality. In order for these KIMs to really make it possible to diagnose the results provided for by the Federal State Educational Standard, their long-term practical testing is necessary. And if not a single high school GEF is being implemented, then where to conduct this testing? There is a vicious circle. The way out of this situation, of course, should be a phased transition to the new GEF. It is necessary to single out those "zones" of the educational process in which the introduction of the requirements of the second generation standards will not put teachers and graduates preparing for the USE in a difficult position. Such areas of introduction can be in the field of educational content: non-core subjects; individual project; topics and modules within core subjects that are not taken out to the exam; system of subject practices.
In the field of organizing the educational process, the individual curriculum (individual educational trajectory) of a high school student has become such a zone of innovation. This set us the task of adapting specialized gymnasium programs to the requirements of an advanced level. The key difference from the point of view of the formation of universal educational activities between the profile programs of 2004 and the requirements for an in-depth level of study of subjects according to the new Federal State Educational Standard lies in the role and place of students' research activities.
As you know, the standard of secondary education provides for two options for organizing an individual project - an educational study and an educational project. Under the conditions of reorganization, when different educational programs are implemented in one large educational complex (general education, in-depth study of individual subjects, gymnasium), we agreed that educational research is a necessary condition for the gymnasium program, and the educational project is for general education. In any variant, when summing up, we diagnose the formation of skills in teaching and research activities, critical thinking; ability to innovative, analytical, creative activity; the formation of skills in project activities, as well as independence in the application of acquired knowledge and methods of action in solving various problems.
The difference is only in accents - high school students studying in the gymnasium program are oriented towards the search (creation?) of new knowledge when doing this work. We call this text a thesis work, while the leaders of the research work (tutors) explain that in science a negative result is also a result. When working on an educational project, high school students are focused on presenting a specific product, which, of course, can exist in different forms.
This difference, of course, is not absolute. Our task is not to raise smart boys and girls who are waiting for the state and society to appreciate their talents. On the contrary, they should be able not only to formulate new knowledge (make a discovery), but also to find ways and means of its application, to do this, understand the social order, form (or participate in the formation of) teams of like-minded people, find the necessary resources, competently build a work plan. On the other hand, when organizing a project, we always focus on conducting at least a micro-research as its element. Thus, the differences are precisely in the accents.
The organization of research activities at the level of secondary education requires serious preparatory work. You should start with staffing, because you can only teach what you know yourself. In order to manage the research activities of high school students, one must possess the skills of independent research. In fact, this means that only teachers who have defended a master's or candidate's dissertation are ready for this.
It is also important to find a proper place in the curriculum for the work on a study study or a study project. Our experience has shown that with a volume of specialized courses of 300-500 hours for two years of study (depending on the subject), research activities cannot be less than another 100 hours (including a theoretical course, consultations, organization and conduct of experiments) for two years. In other words, it makes up 15-25% of the study time (including extracurricular work).
An important aspect of the work is the system for evaluating the results of schoolchildren's research. From our point of view, this process should be as transparent as possible and accompanied by external expertise. To ensure this, we ask all gymnasium students to publish their diploma (including drafts and intermediate versions) on the gymnasium website so that any reader (classmate, parents, teachers) can evaluate both the degree of independence of work and its pace. In addition, the public defense of a diploma or project involves peer review and oral defense. Recently, we have also organized external expertise, when all theses are sent to various federal or regional competitions, research conferences (“Youth. Science. Culture”, “Step into the Future”, Vernadsky Readings, “Vyshgorod”). This makes it possible to compare the grades obtained by high school students when defending their diplomas at the gymnasium with the results of the examination of uninterested specialists. It turns out that in 70% of cases the estimates coincide, in 20% we underestimate them, and in 10% we overestimate them.
I would think about what goals and objectives the parents of high school students set for themselves when they send them to our school. This spring we conducted a survey, and the results were very instructive. Contrary to our expectations, “learning in comfortable conditions” and “preparation for the Unified State Examination” did not yield to such indicators as “development of individual creative abilities”, “ability to overcome difficulties” and “formation of a sense of social solidarity” in the system of priorities. Moreover, this was especially noticeable precisely in the senior classes, when, it seems, parents are as pragmatic as possible. Perhaps they consider the high results of the Unified State Examination in the gymnasium (75-80% of graduates get 220 and above points) to be the norm (and rightly so), maybe they intuitively feel that something else is important at this age.
15-16 years old is “akme”, “the heyday of school life”, and we must make sure that the high school student really gets experience in these years of activity imbued with independent search. At least that is what is expected of us.
Leonid NAUMOV, director of gymnasium No. 1505
The educational organization plans to receive the status of "gymnasium". What actions need to be taken?
What is the procedure for organizing in-depth study of subjects?
Answer
Answered by Anna Ivleva legal expert
Rationale
When organizing an in-depth study of subjects, it is necessary to make changes to the curriculum and in those subjects for which in-depth training is supposed.
In institutions with in-depth study of individual subjects, lyceums and gymnasiums, training is carried out only in the first shift (. SanPiN 2.4.2.2821-10).
The procedure for selecting subjects for in-depth study or the profile of education that the educational organization will implement, the features of the formation and the percentage of classes with in-depth study of the subject (professional education) and ordinary classes are not mandatory for inclusion in the Charter. However, at the request of the PA, and with the consent of the Founder, these provisions may be included in the Charter.
In some cases, in OO with in-depth study of subjects, students are accepted on the basis of individual selection.
<…>According to Federal Law No. 273-FZ, the organization of individual selection for admission or transfer to state and municipal educational organizations to receive basic general and secondary general education with in-depth study of individual academic subjects or for specialized education is allowed in cases and in the manner prescribed by the legislation of the constituent entity of the Russian Federation. Thus, if the region makes an appropriate decision, it is possible to organize individual selection to educational organizations on legal grounds (if we are talking about organizing in-depth study of subjects or specialized training programs).<…>
<…>For the implementation of profile training and pre-profile training, the administration of the educational organization develops a local regulatory document - which regulates the procedure for the implementation of educational activities in the educational program of secondary general education while differentiating the content, taking into account the educational needs and interests of students, providing in-depth study of individual academic subjects, subject areas of the corresponding educational programs (professional education).
Attention: specialized training is the organization of educational activities in educational programs of secondary general education, based on the differentiation of content, taking into account the educational needs and interests of students, providing in-depth study of individual subjects, subject areas of the corresponding educational program of an educational organization
It is also necessary to prepare a number of other documents:
1. Programs of core subjects that meet the requirements of the federal state educational standard of secondary (complete) general education, approved. by order of the Ministry of Education and Science of Russia dated May 17, 2012 and the federal component of state educational standards for primary general, basic general and secondary (complete) general education, approved. by order of the Ministry of Education of Russia dated 05.03. 2004 , subject profile.
Attention: the orientation (profile) of education is the orientation of the educational program to specific areas of knowledge and (or) types of activities, which determines its subject and thematic content, the prevailing types of educational activities of the student and the requirements for the results of mastering the educational program of the educational organization.
2. Programs of basic subjects (the complexity of developing programs for basic programs is not only to reduce the amount of subject material, but also to take into account the specifics of students. If the basic subject is taught for a homogeneous profile class (group), then the peculiarity of the profile should be taken into account. When determining the content of a basic subject in a universal class or in a model of organizing the educational process based on individual curricula, the educational goals and objectives of the course should be clearly formulated, since they can vary over a wide range).
3. Programs of elective courses.
4. Programs of research and project activities of students.
5. Programs of elective courses within the framework of pre-profile training (the tasks of profile and pre-profile orientation of students can and should be solved when teaching basic subjects. This does not require significant correction of the program. It is enough to highlight topics in the program, the study of which can introduce students to professions related to with this subject, with possible trajectories of continuing education in this subject area).
Educational and methodological support includes textbooks, didactic materials, control and measuring materials (hereinafter referred to as CMM), including a methodological package of CMM used for conducting in an educational organization, etc.
Also, the administration of an educational organization, on the basis of the Federal Law of December 29, 2012 No. 273-FZ "On Education in the Russian Federation", which establishes the right of the student and his parents (legal representatives) to participate in the management of the educational organization, can use questionnaires on the formation of educational plan:
- .<…>
<…>If an educational organization (hereinafter - OO) has not switched to the Federal State Educational Standard, then the curriculum is developed on the basis of the Federal Basic Curriculum and exemplary curricula for educational institutions implementing general education programs, approved. by order of the Ministry of Education of the Russian Federation of March 9, 2004 (hereinafter - Order No. 1312), as well as regional curricula. In accordance with Order No. 1312, the organization of in-depth study of subjects is ensured through the implementation of specialized training in grades 10-11.<…>
<…>If the PA implements educational programs in accordance with the Federal State Educational Standard, then in accordance with part 7 of the Federal Law of December 29, 2012 No. 273-FZ "On Education in the Russian Federation" (hereinafter - the Federal Law "On Education in the Russian Federation"), the Procedure for Organization and implementation of educational activities in the main general educational programs (hereinafter - PEP), approved. By order of the Ministry of Education and Science of Russia dated August 30, 2013 No. 1015, organizations that carry out educational activities on state-accredited educational programs develop educational programs in accordance with the Federal State Educational Standard and taking into account the relevant exemplary BEP.
"Dean" №5, 2002
1. General Provisions
1.1. This Regulation has been developed in accordance with the Law of the Russian Federation "On Education", the Civil Code of the Russian Federation, adopted by the State Duma on October 21, 1994, and the Standard Regulations on a General Educational Institution, approved by Decree of the Government of the Russian Federation of August 31, 1994 No. 1008.
1.2. Classes with in-depth study of subjects are focused on the education and upbringing of a highly moral intellectual personality and ensure the continuity of secondary and higher education. Classes with in-depth study of subjects provide advanced training in specialized disciplines, carry out early profiling, provide conditions for the development and constant growth of creative potential, and contribute to mastering the skills of independent and scientific work.
1.3. Classes with in-depth study of subjects are opened by order of the Department of Education in accordance with the status of the Education Center.
1.4. Classes with in-depth study of subjects are opened in the presence of highly qualified teaching staff, the necessary scientific, methodological, educational and material conditions and the corresponding social demand.
1.5. Classes with in-depth study of subjects are organized at the III stage of secondary general education as part of the senior (10-11th) classes.
1.6. The center, which has classes with in-depth study of subjects, is responsible to students, parents, the pedagogical community and educational authorities for the implementation of the constitutional rights of the individual to education, the compliance of the selected forms of education with the age-related psychophysical characteristics of children, high-quality education and upbringing that meets the requirements for lyceum education .
2.1. Education in classes with in-depth study of subjects is carried out in accordance with the educational program, reflecting the educational strategy of a certain direction.
The educational program provides:
- provision of general universal education established by the state standard for general education schools;
- mastering by students the content of education at an advanced level in individual subjects and the study of additional courses in specialized disciplines;
- maximum use of humanitarian disciplines for the formation of the spiritual sphere of the individual;
- formation and development of skills for independent work and research activities;
- preparation of graduates for a conscious choice of profession, independent creative learning at the university.
2.3. The educational process in classes with in-depth study of subjects has a personal and humane orientation, contains a wide range of flexible forms of education and upbringing, combining non-traditional approaches to different types of educational activities.
2.4. Students are provided with ample opportunities for the implementation of creative requests by various means of leisure, developmental activities.
2.5. The number of students in a class should not exceed 25 people. Classes are divided into two subgroups during the lessons of computer science and a foreign language.
3. The procedure for admission and graduation of students from classes with in-depth study of subjects
3.1. In classes with in-depth study of subjects, students are accepted, regardless of their place of residence, who have passed the competitive selection. To organize admission at the Education Center, a selection committee is formed, which establishes the terms and procedure for admission. The conditions of the competition should ensure the enrollment of the most capable and prepared for the development of education at an advanced level of students.
3.2. When enrolling in classes, attention is drawn to the state of health of the child and the absence of medical contraindications for intensive intellectual work on advanced program material.
3.3. Upon admission to classes with in-depth study of subjects, students, their parents (persons replacing them) must be familiar with all the documents regulating the educational process at the Education Center.
3.4. Issues of enrollment and expulsion of students are resolved jointly with the commission and the pedagogical council of the Education Center in accordance with the procedure established by the Charter; decisions are made by order of the director.
3.5. An additional enrollment of students is made subject to availability before the start of the academic year based on the results of the competition.
3.6. Graduates of classes are issued a certificate of secondary general education indicating the subjects of in-depth study of profile disciplines.
3.7. Students who do not do well in core subjects can be certified under the program of a general education school, and they are given the opportunity to move to the appropriate class of a general education school and receive a certificate of secondary education.
3.8. The right to enroll graduates in a university without entrance exams based on the results of final exams is regulated by the Model Regulations on an educational institution of higher professional education (higher educational institution) of the Russian Federation and is determined by an additional agreement between the Education Center and the university.
4. Classroom management with in-depth study of individual subjects
4.1. The activities of classes with in-depth study of individual subjects opened at the Education Center are organized in accordance with the Charter and internal regulations.
4.2. The teaching staff to work in these classes is formed from highly qualified teachers. University professors are involved in teaching profile disciplines.
4.3. The salaries of teachers working in classes with in-depth study of certain subjects are set at the rate of 18 hours per week and increase by 15%.
4.4. To organize research work, analyze the activities of the teaching staff and determine the main directions for the development of the institution, the rate of the deputy director for scientific work and the rates of heads of departments are introduced in the amount determined by the Charter of the Education Center.
5. Legal status and financial security
5.1. Financing of the Education Center is carried out in the manner prescribed by the Law of the Russian Federation "On Education", the Model Regulations on a General Educational Institution.
5.2. The main sources of financing are budget appropriations. An education center that has classes with in-depth study of individual subjects has the right to attract, in the manner prescribed by the legislation of the Russian Federation, additional financial resources by providing paid additional educational and other services provided for by the Charter, as well as through voluntary donations and earmarked contributions from legal entities and individuals.
5.3. It is allowed to use targeted contributions made by the parents of students for the provision of additional educational services in terms of in-depth study of disciplines that go beyond the basic component, or new courses and subjects. The procedure and amount of payment are established by agreement with parents when enrolling students.
5.4. Financing is determined after the issuance of an order by the Department of Education.
6. International activities
6.1. The center of education, which has classes with in-depth study of subjects, has the right to carry out international activities in the prescribed manner.
7. Reorganization, elimination of classes with in-depth study of subjects
7.1. Reorganization and liquidation of classes with in-depth study of subjects are carried out in accordance with the Civil Code of the Russian Federation and the Law "On Education".
7.2. Closing classes is possible upon termination of the relevant agreement with the university, as well as by decision of the founder.
