Love for the native land, for the native culture, for the native village or city,

to native speech begins with small things - with love for one's family, for one's home, for one's school.

Gradually expanding, this love for the native turns into love for one's country -

to its history, its past and present, and then to all mankind, to human culture.

D. S. Likhachev

Modern socio-economic conditions that are declaring themselves in our country speak of a change in the need for the quality of preparation of children in school. An increasingly urgent task is the formation of a creative personality. The implementation of the transition to federal state educational standards at all levels of education has intensified interest in the use of modern technologies by all participants in the educational process, which contribute to the formation of universal educational activities. The cultural and educational space of the school as a set of values ​​and examples of successful solution of life tasks serves as a source of development of the student's personality.

In addition, the development of the Russian Federation at the present stage is characterized by increased public attention to culture. In the Concept of the long-term socio-economic development of the Russian Federation until 2020, approved by the Decree of the Government of the Russian Federation of November 17, 2008 N 1662-r, culture is assigned a leading role in the formation of human capital.

Therefore, the communication of schools with cultural institutions, the development and implementation of new ways of interaction becomes especially relevant.

This issue is in several planes, in our opinion, which should be combined into a single model, system.

1. Museum pedagogy is a scientific discipline at the intersection of museology, pedagogy and psychology, the subject of which is the cultural and educational aspects of museum communication.

2. Local history is the study by the population of geographical, historical, cultural, natural, socio-economic and other factors that characterize the complex formation and development of any particular territory of the country (village, city, district, region, etc.).

Thus, local history and museum pedagogy are elements of applied cultural studies, which, in turn, helps to educate a deeply moral person who knows and understands the history, cultural characteristics of his country, language, mentality of the people, who is able to preserve heritage and resources and transfer knowledge to future generations.

In accordance with the existing regulatory and legal documentation and the need to combine efforts in the field of educating the younger generation, there are a number of methodological contradictions that show the unwillingness to fully implement the partnership.

School teachers and museum staff cannot always work in a single team, as they belong to different ministries. This leads to inconsistency in the work plans for organizing the upbringing and educational activities of museums and schools. In addition, contradictions arise between the planning of the educational process and the absence or insufficiency of the educational and methodological base, educational resources for organizing joint activities and a single information space.

Thanks to the developed form of interaction between the school and the museum through the practice of humanitarian and natural science education, conditions have been created for the development of subjects of activity, which will allow uniting efforts to achieve cultural and educational goals.

A system has been created for the work of the joint educational space of the museum and the school (Fig. No. 1,), which is built on the basis of the principles of democratization, differentiation, humanization, as well as system-activity, personality-oriented and local history approaches.

The organizational and functional structure is represented by the target, content, organizational and activity, need and result components. This allows the elements of this model to work optimally, balanced and interconnected. Procedural and activity relations within the framework of interaction imply effective work at each stage, monitoring the quality of educational services.

As a result, the main idea of ​​interaction is to bring together interested social partners to develop and test innovations related to the formation of social and cultural competencies among students. As well as the upbringing of a zealous owner, a patriot and a citizen of Russia, who takes care of his home, city, region, country.

The social partners of the project have been identified:

– Museum “Zaeltsovka” – a branch of MKUK “Museums of Novosibirsk”, a cooperation agreement was signed (No. 1 of 09/01/2017);

– Universities of Novosibirsk: FGBO VPO NSPU, Institute of Systematics and Ecology of Animals SB RAS;

- Protected Area "Dendrological Park".

The conditions for assistance in the implementation of cognitive, cultural and educational activities and in solving statutory tasks aimed at the patriotic, cultural and moral education of students in the Zaeltsovsky district were stipulated.

The main consumers of the results of the project were identified: social partners (schools, museums, libraries, organizations of additional education, parents), who, by combining educational resources, will solve the tasks.

Parents and representatives of the local community were surveyed for their interest in joint projects of the school and other participants in educational relations.

As a result of joint activities, programs between participants in educational relations were compared for use in the process of work. The museum staff has vast experience in conducting museum and pedagogical classes in all areas reflected in the program of educational work of the school. In this regard, the program of educational work of the school was supplemented by a set of new activities aimed at educating students in the spirit of respect for cultural and historical heritage.

In order to form the abilities for research activities and the creative potential of students in accordance with the program of work, the project leaders organized meetings with representatives of science.

The joint work of the Zaeltsovka Museum, the Institute of Systematics and Ecology of Animals of the Siberian Branch of the Russian Academy of Sciences, teachers of MBOU Secondary School No. 77 gave students the opportunity to seriously engage in environmental work. In 2017-2018, on the basis of the museum, a course of lectures on the topic “Fundamentals of Ecology for Students” is conducted by Viktor Vyacheslavovich Glupov, Director of the Institute of Animal Systematics and Ecology of the Siberian Branch of the Russian Academy of Sciences, Doctor of Biological Sciences, professor, writer. V. V. Glupov also presents author's photographs of animals from different parts of the world, shares his travel experience. Of particular interest to the students was the book by Viktor Ch. Stasevich (pseudonym V.V., Glupov) “Cypress Rain”, where each story contains a system of ecological relationships.

Currently, the Public Council under the Ministry of Culture of the Novosibirsk Region, together with the regional public organization "Born in Siberia", MBOU secondary school No. 77 and the museum "Zaeltsovka", a branch of the MKUK "Museum of Novosibirsk", in commemoration of the year of ecology and the upcoming 125th anniversary of the city of Novosibirsk, a project is being developed under the working title "Novosibirsk trails". The goal of the project is to update, popularize and broadcast the historical and natural heritage of the city of Novosibirsk.

Work is underway on the project "Specially protected natural areas of my region", "Flora and fauna of my region". The place of study is the PA "Dendrological Park".

The result of student projects will be presentations, videos, articles about specially protected natural areas, which will not only glorify the nature of their native land, but also carry out educational work among peers and adults. Taking into account the historical features of the Siberian region, the museum and the school are planning a series of programs dedicated to the 125th anniversary of the city.

School teachers and museum staff organized joint classes in local history for students. Thus, the integration takes place:

as part of the lesson activities of such subjects as geography, biology, history, astronomy, literature;

within the framework of extracurricular activities, joint events of a spiritual-patriotic, environmental direction are held;

within the framework of project activities, students are included in district, city and regional projects, which arouses interest and motivates them for further work.

The issue of the possibility of combining the efforts of the museum of the microdistrict "Rodnichok", which is located on the territory of MBOU secondary school No. 77, and the museum "Zaeltsovka" in order to create a single educational space is being considered. With the help of school teachers (from personal collections) collections will be presented in the school and city museums:

– rocks and minerals of Russia and the Novosibirsk region;

- stamps, postcards for various holidays for viewing by all visitors.

Such an opportunity to exchange museum exhibition materials (school museum, city museum, individual collections) will arouse interest among all project participants. In addition, this material can be combined into the exposition "The world of hobbies of the inhabitants of Novosibirsk", which will be dedicated to the 125th anniversary of the city. Preparations for the anniversary celebrations will enable school students to prepare project work on this topic and act as guides at the site of the microdistrict museum and the Zaeltsovka museum.

Since projects must satisfy not only the needs and interests of the project team members, but also be in demand in the external environment, project managers of MBOU secondary school No. 77, the Zaeltsovka Museum organize the process of public presentation of completed projects through project competitions, fairs, exhibitions, festivals. In addition, projects are broadcast through the information infrastructure of the school, the media: TV, radio, Internet space, website, social networks. As a result, students' project activities are subject to internal and external evaluation, which is part of the school's monitoring system.

Using all the previously mentioned elements of work in the system, we will be able to form an active student team that is successful in learning and creative activities. We are convinced that the educational and educational system is created not only by the school, but by the joint efforts of all participants in the process: teachers, children, parents, partners.

“It depends on how we educate the youth, will Russia be able to save and multiply itself. Can it be modern, promising, effectively developing, but at the same time do not lose yourself as a nation, do not lose your identity in a very difficult modern environment”.

V. V. Putin

Bibliography

1. Altynikova, N. V. Ecological culture as a component of the professional competence of a teacher / N. V. Altynikova // Improving the quality of education: methodology, theory, practice [text]: Proceedings of the All-Russian Scientific and Practical Conference. - Novosibirsk: NIPKiPRO Publishing House, 2003. S. 42-45.

2. Efremova M. E. Student-centered learning in geography lessons // newspaper interactive education, issue No. 75, publishing house MKUDPO City Center for Informatization "Egida".

3. Efremova M. E. Education of ecological culture through the organization of a socially significant project "School of ECOZNAEK" // Modern educational technologies in the world educational space: collection of materials of the XII International scientific and practical conference / Ed. ed. S. S. Chernova. - Novosibirsk: Publishing house CRNS, 2017. - 168 p. ISBN 978-5-00068-800-7.

4. Solovieva, M. F. Museum pedagogy as a new branch of pedagogical science. Museum Pedagogy (Text): Proc. allowance – reader / ed. M. F. Solovieva. - Kirov: Publishing House of VyatGGU, 2005. - 146 p.

Solovieva, M. F. Pedagogization of society by means of the museum and museum pedagogy // Education in the Kirov region. Scientific and Methodological Journal 2007. - No. 4. - P. 50–54.

5. Solovieva, M. F. Museums as centers of innovation and sustainable development of the system of continuous education // Education through life. Continuing Education for Sustainable Development: Proceedings of International Cooperation Vol. 6 / Lehning. state un-t im. A. S. Pushkin and [and others]; [comp.: N. A. Lobanov]; under scientific ed. ON THE. Lobanova and V.N. Skvortsova. - St. Petersburg: Alter Ego, 2008. - P. 427-430.

6. Sotnikova S.I. Nature and museum in the culture of the era. Historical digression // Bulletin of the Russian State University for the Humanities. Series "Culturology", No. 10/07 - M: RGGU, 2007. - p. 253-266.

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Various forms of work with visitors can be reduced to a few basic ones. It is they who serve as material for the constant updating of work with the audience. Among these we include the following:

1. excursion,
2. lecture,
3. consultation,
4. scientific readings (conferences, sessions, meetings),
5. club (circle, studio),
6. competition (olympiad, quiz),
7. meeting with an interesting person,
8. concert (literary evening, theatrical performance, film show),
9. museum holiday,
10. historical game.

Each of these forms can be described using a number of stable characteristics, some of which we will consider basic, affecting their essence, and some additional.

The main ones include the following alternative characteristics:

• traditional, new
• dynamic - static
• group - individual,
• satisfying the need for knowledge/recreation,
• suggesting passive / active behavior of the audience.

Additional characteristics of the forms of cultural and educational activities of the museum include:

• intended for a homogeneous/diverse audience,
• in-museum - out-of-museum,
• commercial - non-commercial,
• one-time - cyclic,
• simple - complex.

Excursion

The excursion is an example of one of those traditional forms, from which the formation of the cultural and educational activities of the museum began. One of its main features is dynamism, and in this sense, the tour falls into a very small number of forms that require the visitor to move. This is an example of a group form, since individual excursions are relatively rare. True, a new version of excursion services has appeared in museums - an autoguide. Having received headphones, the visitor has the opportunity to listen to an individual tour, but this tour is outside of eye-to-eye communication, outside of a collective experience, and therefore is somehow inferior. The excursion basically satisfies the audience's need for knowledge and assumes, despite the need to use the methods of activating the excursionists, the passive behavior of the audience.

Lecture

The lecture is one of the traditional and, moreover, the earliest forms in terms of time. The first museum lectures, satisfying the need for knowledge, became a noticeable fact of social life and were usually held with a large crowd of people, since they were often read by "luminaries of science." Over time, museum lectures have lost their significance as a form that has such a wide public resonance; museum employees began to read them, but as a result, they won in terms of their museum value. The use of museum objects as attributes (even if they are only "invisibly" present) has become an important requirement for lectures. Lectures still occupy a strong place in the repertoire of museums, many of which have permanent lecture halls.

Consultation

Another basic form, also quite traditional for a museum, is consultation, which is practically the only one that has an individual character (whether we are talking about consultations related to the exposition or carried out in scientific departments). This form has never had a significant distribution, but it is especially promising now, due to the trend of an increase in visitors visiting the exposition without a guide.

Scientific readings

Scientific readings (conferences, sessions, meetings) are also among the classical, traditional forms that arose during the formation of the cultural and educational activities of the museum. They are a means of "publication" and discussion by a group of competent persons of the results of research conducted by museum staff, a way to establish and develop contacts with the scientific community. Such scientific meetings not only satisfy the cognitive interests of the public, but also greatly enhance the prestige of the museum as a research institution.

Club, studio, circle

Opportunities for identifying and developing the creative abilities of the individual provide such forms of cultural and educational activities as circles, studios, clubs. The circle is usually a small group of children or teenagers, united by interests and working under the guidance of a museum employee. In history circles, children study historical events, biographies of prominent people; in artistic and technical circles - they make models, are engaged in drawing, modeling, arts and crafts; museology circles prepare to become guides and researchers.

In the work of the circles, educational elements are combined with creative ones: participants make sketches of museum objects, illustrate historical events, create the necessary props for theatrical performances, etc. Almost all circles instill the skills of museum work.

A wealth of experience in working with high school students in the field of museology and historical source studies has been accumulated by the State Historical Museum. Over the course of one or two years, schoolchildren not only comprehend the theoretical foundations of museum work, but also acquire practical skills in various types of museum work. For example, they learn to attribute museum objects, attend classes on paper and cardboard restoration, perform creative tasks based on exposition material, prepare excursions, and choose a topic, develop a route, select exhibits and adapt the tour for a certain category of visitors.

Contests, olympiads, quizzes

Contests, olympiads, quizzes related to the theme of the museum are also forms that are a means of identifying the activity of the audience, uniting experts and introducing people to the work of the museum. These competitions are organized in such a way as to bring visitors as close as possible to the museum collections: as a rule, tasks require knowledge not only of facts, but of expositions and exhibits on display.

Meeting with an interesting person

The forms that are more focused on meeting the needs of people in recreation include a meeting with an interesting person. The actualization of this form falls on the 1960s and 1970s, when the processes of liberating the museum from the shackles of ideologization and politicization began, and at the same time there was an increase in its attendance. People were attracted not only by the collections, but also by the possibility of communication, a personal meeting with a remarkable person - a participant in the event, an expert on the topic, a collector.

Concert, literary evening, theatrical performance, film screening

The satisfaction of the need for recreation also corresponds to such forms as a concert, a literary evening, a theatrical performance, and a film screening. Like most basic forms, they, above all concerts and literary evenings, have always been part of the life of the museum. However, these forms acquire a truly museum significance when the idea of ​​synthesis of the objective environment and art is embodied with their help. An example of this is the "December Evenings" in the State Museum of Fine Arts. A. S. Pushkin, which began to be held in 1981 on the initiative of Svyatoslav Richter and supported by the director of the museum I. A. Antonova. The interest of the public and the museums themselves in them testifies to the recognition of the importance of non-objective forms of existence of cultural heritage, which include the spiritual experience of a person, and the sounding word, and music, and the movie.

Museum holiday

The introduction of the holiday into the sphere of museum activity is usually attributed to the 1980s, which allows us to consider it a new form. However, she had predecessors. It's extremely common back in the 1950s. rituals: admission to the pioneers and Komsomol, presentation of passports, initiation into workers and students, which took place in the halls of the museum and were accompanied by a solemn removal of relics. And yet, only the actions of the 1980s and subsequent years are associated with the term "holiday", which fixed something in common that was inherent in all these actions. Commonality and novelty lie in the informal atmosphere of festivity (which distinguishes this form from previous ceremonies), in the effect of personal involvement, complicity in what is happening due to theatricalization, play, direct communication with the "characters" of the holiday, the use of special paraphernalia.

The effect of a museum festival depends on how much you manage to activate the audience, involve the audience in the action, destroy the boundaries between the "auditorium" and the "stage". Organically, this happens during children's holidays, especially those that complete classes in circles or studios. They are preceded by joint preparatory work, a long wait for the holiday, no less exciting than he himself.

historical game

A historical game can by no means be called an excursion (or an activity) using a game technique. Its peculiarity lies in the fact that it is built on the role-playing behavior of the participants, provides an opportunity to dive into the past, gaining experience of direct contact with historical realities. This makes the historical game unlike any other form, which serves as the basis for singling it out as an independent one. It is as promising as it is difficult to perform, because it requires a number of conditions and components: a special space, special attributes (including costumes), a well-trained leader with acting skills, and finally, the desire and ability of the audience to join the game, to accept it. conditions.

Simple and complex forms of cultural and educational activities

Since most of the basic forms, with the exception of the holiday and the historical game, belong to the category of simple ones, their combinations and combinations make it possible to create complex forms.

These, for example, include an extremely common form, called " thematic event". This is, as a rule, a one-time action that is dedicated to a specific topic, event, person and may include a tour and a meeting with an interesting person, a lecture and a concert. The concept of “program” is also being actively introduced into the museum terminology, in which the synthesis technology receives its most vivid embodiment.

Very promising, for example, programs called " Exhibition Events Calendar". They are carried out throughout the entire time when the exhibition is open, encouraging people to come to the museum repeatedly and for various reasons.

In the context of the discussion of the “museum and school” problem, it is worth noting that such a form as museum lesson, the first mention of which dates back to 1934.

The modern education reform has contributed to the transformation of the traditional form of the lesson: discussion lessons, test lessons, and research lessons have appeared in the school. The museum also went through the synthesis of educational models. In working with children, museum lessons began to be used, which were called lessons-games, excursions-quizzes, excursions-research and involving in-depth study of the material, setting educational tasks, checking the level of assimilation of knowledge. To conduct such classes in some museums, special museum classes are created.

New synthetic forms are also used in work with an adult audience. One of these forms is creative workshops which involve the participation of artists, craftsmen, museum specialists, who combine their efforts to familiarize the widest sections of the population with the values ​​of culture. Workshops include popular science lectures, internships, plein airs, environmental and restoration camps for high school students, students and everyone.

Museum internet class, internet cafe- this is another example of the synthesis of new information technologies and museum education. Visitors can get additional information about the museum exposition here, get acquainted with museum pages on the Internet, computer programs, and master museum game computer systems. The arsenal of Internet classes includes virtual museums that allow you to get acquainted with the collections of museums in other countries and cities.

Museum Festival as a synthesis of the methods of profile and museum science has also recently appeared in the list of forms of cultural and educational activities of the museum. As a rule, this is “a solemn action in a museum with a wide range of participants, accompanied by a display and review of various types of art or works performed by members of studios, circles, ensembles, other creative groups and organizations.”