This article discusses the specifics of the organization of the educational process at the university from the standpoint of active subjective interaction of participants that determine the goals and objectives of forming the competence of bachelors of pedagogical education through mastering the content of basic educational programs. The characteristics of a holistic educational process are substantiated: organized interpersonal interaction, inclusion of personal potentials, optimal educational environment, determined by the creation of didactic and providing conditions for students' readiness to be active. The problem areas of uncertainty are identified in the context of the development of modern theory and practice of higher education. Author's approaches and solutions to the problem of pedagogical support for the success of mastering the competencies of bachelors of pedagogical education are proposed.
competence
competence
subjectivity
interaction
pedagogical support
holistic educational process
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The competence-based approach initiates the search for new patterns of the educational process, revealing the specifics of its organization from the standpoint of active subjective interaction of participants, during which the content of undergraduate educational programs is mastered, considered as the acquisition of a personal meaning of activity, the individual's awareness of the value of education, the development of communication skills and the ability to apply knowledge. in solving educational practice-oriented tasks in an atmosphere of trust, mutual assistance and responsibility for the result.
Changes in the content of higher education are due to the formation of competence and the transition from the practice of traditional education to the practice of mastering competencies by means of the technology of pedagogical support for the process, by organizing interpersonal and group interaction of participants in order to achieve a specific result - the experience of professional activity and the harmonious social development of the individual in a holistic educational process.
Characteristics of a holistic educational process
Competences can be considered as general normative attitudes towards the result. The development of competencies makes it possible to judge the success of the implementation of the main educational program, but nothing more. The goal of bachelor's education is competence. The formation of competence is provided by means, methods and methods (forms) of constructive interaction between the participants in the educational process - teachers and students. The setting of personally significant goals, the specification of educational tasks make it possible to realize educational potentials based on the potential of the educational environment, the subjective personal qualities of students and the pedagogical skills of teachers.
The methodological basis for the development of professional and pedagogical education is the professional educational space, defined as a form of the relationship of the individual with the world of professions and ways of obtaining professional education. In the educational space of the university, as a rule, optimal conditions are created and provided for the interaction of the subjects of the process, however, the set goals and expected results are not always realized. The success of the formation of students' competence, the fulfillment of the goals and objectives of training and education are determined by the choice of methods, means, the quality of the organization of activities and the technologies for mastering general cultural and professional competencies.
The formation of a new educational paradigm necessitates updating the content and technology of education, creating a new educational environment, fundamentally different evaluative means of learning outcomes and, of course, training teachers who are able to implement these innovations. The competence-based approach focuses our attention on the educational aspects of activity, emphasizes the interconnectedness of learning outcomes with the personal qualities of pupils.
Training and education as phenomena of a holistic educational process confirm this pattern, but on the condition of productive interpersonal interaction between the teacher and students in the educational space of the university. The use of educational resources (potentials) of the environment and the inclusion of personal potentials of students complement the integrity of the process, increase the importance of pedagogical support at all its stages of design, planning and implementation of goals, determine the success of the implementation of educational tasks, taking into account didactic and supporting conditions, as well as the individual capabilities of the students themselves.
V.V. Serikov rightly notes that if the teacher is subjectively detached and his “brainchild” is not the author’s self-expression, self-realization, integrity is destroyed at the subjective level, where it is born, it is projected: “... education loses integrity when the subject is alienated from the process, when what he creates is not his own being.
Providing conditions for the success of the implementation of the goals and objectives of a holistic educational process, it is proposed to consider it as an emotionally positive readiness for joint creativity at the appropriate levels of subject-subject interaction (collective, group, individual), as well as based on the nature and degree of communicative predisposition of participants in relation to each other (interest, attention, understanding, acceptance, activity, responsibility). The content-event content of the educational activities of the educational team and the mutually directed educational relations of the participants in the process can also be logical grounds for active and interactive subjective interaction.
The integrity of the educational process is ensured by didactic conditions, which we consider in the technological context of the implementation of the requirements for pedagogical support:
§ setting goals, defining didactic tasks and means of obtaining results;
§ optimal combination of traditional and innovative approaches and methods;
§ variability in the use of various forms of conducting classes;
§ application of practice-oriented diagnostic methods, organization of control, assessment of educational and educational achievements of students, including the assessment of subjective levels-indicators of the upbringing of students;
§ approximation of the characteristics of the result to the quality indicators.
Competence-based approach in higher education, according to M.V. Krulecht, has a special organization of the educational process. This refers to "... the importance of psychological and pedagogical support for the formation of the subject position of students, which is a system-forming condition that ensures competence" . The term “accompaniment” means “to walk alongside a person (subject) moving forward, overcoming difficulties in the process of self-realization, achieving vital goals”: “... this is a joint movement (interaction) based on the subject’s prediction of the prospects for behavior and self-manifestation in a development situation aimed at creating conditions and providing the most appropriate assistance and support” . Psychological and pedagogical support is focused on taking into account the uniqueness, individuality, originality and non-linearity of the student's development as an active participant in the educational process. The study of the patterns of a holistic educational process in terms of its compliance with the criteria and indicators of success / quality of competence formation is hampered by the uncertainty of the development of modern theory and practice of higher pedagogical education, in particular regarding:
§ the lack of development of the theoretical foundations of the competence-based approach in relation to the goals, objectives and content of the educational activities of subjects;
§ the lack of practice-oriented mechanisms for replacing, transforming and adapting knowledge, skills and abilities, represented in the content of education by descriptors and determinants of the competence format;
§ unspecified grounds for choosing criteria and indicators for evaluating educational competencies, components and components of a person's professional competence;
§ uncertainty of the requirements of the Federal State Educational Standards (FSES) for the results of educational and training activities at the university.
Obviously, the problem of uncertainty in the choice of grounds for the formation of competence should be considered comprehensively, through the interconnectedness of the factors we have identified, each of which can be attributed to the corresponding direction of pedagogical support for educational activities at a university: prognostic, motivational, communicative-activity, technological.
Object-subject relationship. Characteristic of the subjectivity of the object.
Communicative and activity aspect of competence formation
The functional role positions of the subjects and the nature of the relations of the participants in the process determine the success of the development of competencies, as well as the results of the formation of the competence of bachelors in the educational process of the university.
According to V.V. Serikov, the product of a holistic pedagogical process is not just a person, but an individuality, i.e. a person who creatively assimilated culture, discovered and revealed his potential, mastered not only his own social essence, but also a specific individual way of existence. We are talking about the ability to adapt, the manifestation of skills and orientation skills in the surrounding educational space of the university, meaning the experience of mobilizing internal forces - self-affirmation and personal development in situations related to overcoming difficulties, solving educational problems and life plan problems.
By definition L.V. Mardakhaeva, a situation (from the French situation) is a system of conditions external to the subject that encourage and mediate his activity, a set of circumstances and conditions against which an event is actualized. The pedagogical situation can also be considered as a set of factors that determine the use of the potentials of the educational environment in the process of forming the competence of students through the organization of pedagogical support aimed at changing the individual and collective consciousness, educating the student's personality traits that are in demand and uniting the educational team.
The objects of the target task of pedagogical support of competence are personally significant value orientations for achieving educational results, developing communication skills, etc. Change in the student's consciousness as a natural result of education, according to V.V. Stolin, manifests itself through a change in consciousness and is determined by the assessment of quality indicators - “feeling”, “attitude”. The actualization of the requirements for personal potential makes it possible to place the emphasis on pedagogical support at the stages of the formation of "professional self-awareness" of bachelors in the direction of training 050100 - "Pedagogical education", from the initial level of perception of the surrounding reality through gradations of changes in self-esteem to the creative nature of activity and the manifestation of responsibility relations:
§ the desire and need to arouse interest in oneself, to feel complicity, care and support from the outside (well-being);
§ awareness of personal success in performing actions, determined by the conditions of educational and professional activities, in comparison with oneself with another / others (self-organization);
§ self-image as a phenomenon, determined by the level of educational achievements and the integrative nature of the manifested abilities (self-assessment);
§ feeling the needs of further professional development and personal development (self-actualization).
We note the originality of the communicative-activity aspect of the formation of competence among students of a pedagogical university, which is determined by the signs of humanization of the relations of future teachers, such as attention, interest, understanding, acceptance, responsibility, activity, etc. At the same time, the activity characteristics of participants in the educational process can be correlated with the levels of manifestation activities: passive, normative, suprasituational, individually creative.
Pedagogical support in the educational process: methods and technology
A holistic educational process in a pedagogical university is distinguished by: a high level of organization of the versatile and harmonious development of the activity and personal qualities/characteristics of students; specific goals of education and training, an adequate choice of means to achieve them - is characterized by the compliance of assessment / diagnostic procedures with the developed indicators of the level correlation of criteria and indicators of the formation of the result / quality. In a holistic educational process, the basis for the choice of components (goals, objectives, means, methods, technologies, diagnostic meters, etc.) is the semantic context of correspondence: requests - expectations; process support - the requirements for it; the results of activities - the efforts made, etc.
According to V.V. Serikova: "... the educational process is holistic if its subjects - teachers and educators - realize in it their integral and essential qualities - subjectivity, creativity, the ability to self-realization" . Pedagogical support of a holistic educational process is characterized by the given orientation guidelines, the equivalence of the subjective interaction of teachers and pupils, and the observance of specified didactic conditions.
The main areas of pedagogical support at the university are:
§ planning the educational process and predicting the result of education;
§ compliance of the didactic conditions for the formation of competence with the given requirements of the Federal State Educational Standards to the results of the education of bachelors;
§ organization of subject-subject relations in the educational process;
§ diagnostics of the quality of the process of formation of competence and indicators of the development of competencies;
§ analysis of the situation, processing of results, decision-making, etc.
Pedagogical support of the goals and objectives of the educational activities of subjects includes: the emotional state of students, monitoring of pedagogical situations and compliance with the requirements of the technological process. The emotional mood is provided by the methods/means of pedagogical support and support for the creativity of students, the construction of relationships at the level of individuals, in group "commonwealths" and the educational team as a whole.
For this, monitoring of pedagogical situations is organized, which is carried out by observing and fixing the manifestation of signs of reciprocity in interpersonal relations: attention, interest, understanding, acceptance, responsibility, activity; lack of reciprocity - indifference, irresponsibility, indifference, etc. One should take into account the activity characteristics of subjectivity, which manifest themselves as: passive, normative, supra-situational, individually creative. In the transition from mass group forms of pedagogical interaction to the targeted orientation of pedagogical support for specific subjects of education and upbringing, it is necessary to ensure the conditions for providing individual pedagogical assistance.
Of particular importance in the pedagogical support of the process is the technological aspect. E.Z. Feer and E.E. Symanyuk argue that for the formation of not just ZUNs, but precisely competencies, competencies and metaqualities, the traditional subject approach is far from always suitable. It should be agreed that indeed, Knowledge Skills Skills as characteristics of activity in the system of higher education do not allow assessing the quality of interpersonal relationships directly or judging the qualities of a person, since there are no practice-oriented mechanisms for replacing, transforming, adapting ZUNs with descriptors / determinants of the competence format and technological conditions. compliance with the activity of pedagogical support of diagnostics, control, evaluation of the quality of the result.
The high efficiency of the application of professionally oriented technology for the formation of military special competence (VSK) of cadets of the Ulyanovsk Higher Military Communications University named after G.K. Ordzhonikidze, including practice-oriented mechanisms for the replacement, transformation and adaptation of knowledge, skills and abilities, was confirmed by the fulfillment of didactic conditions. Pedagogical support for the formation of the personal component of VSK took into account: cognitive activity, professional self-awareness, creativity, etc. The components of the activity component of VSK were special knowledge, skills, and experience of professional activity.
The problem of the discrepancy between the traditional set of assessment tools and the methodology for assessing the educational achievements of students in the higher education system is, in our opinion, the cornerstone of a stumbling block, i.e. a key moment in the formation of a competency-based approach at this stage of the development of education in our country. The solution to the problem will be determined, in our opinion, by a new didactic concept and the provisions of the "Theory of Educational Potential" that are being developed, which make a certain contribution to the modern pedagogical theory and practice of education.
The study was carried out with the financial support of the Russian Humanitarian Foundation and the Ulyanovsk Region within the framework of the scientific project No. 15-16-73003/15
Reviewers:Ilmushkin G.M., Doctor of Pedagogical Sciences, Professor, Head. Department of Higher Mathematics DITI NRNU MEPhI, Dimitrovgrad;
Bulynin A.M., Doctor of Pedagogical Sciences, Professor of the Department of Pedagogics of Vocational Education and Social Activities, Ulyanovsk State University, Ulyanovsk.
Bibliographic link
Nabiev V.Sh. PEDAGOGICAL SUPPORT FOR THE SUCCESS OF DEVELOPING COMPETENCES IN THE EDUCATIONAL PROCESS OF THE UNIVERSITY // Modern problems of science and education. - 2015. - No. 5.;URL: http://science-education.ru/ru/article/view?id=22712 (date of access: 09/18/2019). We bring to your attention the journals published by the publishing house "Academy of Natural History"
Information note on the psychological and pedagogical support for the implementation of the main general educational program of the MBDOU
The main goal of the system of psychological and pedagogical support of the pedagogical process in MBDOU is the creation of conditions aimed at the full psychophysical development of children and ensuring their emotional well-being. For the successful activity of a teacher-psychologist in a preschool institution, it is necessary to create conditions for the implementation of psychological and pedagogical activities. The conditions for the implementation of psychological and pedagogical activities include: material and technical support for this area of work, information and methodological support. Logistical support includes: an office of a teacher-psychologist, corners of psychological unloading in groups. The effectiveness of the functioning of the psychological office of the kindergarten "Petushok" is based on the requirements for the methodological and organizational support of the office of a teacher-psychologist, and is also supported by the necessary technical equipment and equipment. Taking into account the tasks of the work of a child psychologist, the premises geographically include several zones, each of which has a specific purpose and appropriate equipment.
- The waiting area . Equipped with a rack for the location of literature, memos, information stands.
- Advisory zone: mupholstered furniture, coffee table, memos, literature, sheets - questionnaires, questionnaires, folders - shifters.
- Work zone: desk, chairs, computer, cabinets for teaching materials, didactic games and toys.
- Zone of direct educational activity: children's with table and chairs, easel, didactic games for the development of cognitive processes, a card file of emotions, material for the development of fine motor skills.
- Psychotherapeutic area:shelving for storage of visual materials and sets of toys.
- Zones of relaxation unloadingare available for every age group and are equipped with mats, pouffes, pillows, “dry rain” made of satin ribbons, sensory bags with different fillings (cereals, sand), material for the development of tactile sensations, reflective boards, various lights with sound effects, sets of bells, a tape recorder , audio library.
aim psychological and pedagogical activity is to ensure the mental health of children and promote their full development. The teacher-psychologist in his work decides the following tasks: taking into account in their activities with children the possibility of development of each age; development of individual characteristics of the child; creation of a climate favorable for the development of the child in kindergarten; providing timely psychological assistance to both children and their parents, teachers; preparing children for schooling.
Forms of work psychological and pedagogical support: diagnostic activity, direct educational activity of a teacher-psychologist, advisory work, psychoprophylactic, educational, organizational. adaptation activity.
1. Diagnostic activity. The Psychological, Medical and Pedagogical Council of the MBDOU takes part in the diagnostic activity, which allows us to consider the personality of the child, taking into account all its parameters. As a result of an integrated approach of all kindergarten specialists, the following tasks are solved: Identification and early diagnosis of deviations in the development of children; Identification of children in need of additional assistance from specialists; Formation of recommendations for parents and teachers on organizing assistance to children by methods and methods available to the teaching staff to ensure an individual approach in the process of correctional and developmental support; Tracking the dynamics of development and effectiveness of individualized correctional and developmental programs; Organization of interaction between the teaching staff of an educational institution and specialists. Diagnostics is carried out twice a year (September and April). As a result of the diagnosis, children with developmental disorders are identified.
2. Directly educational activity is based on long-term planning, which includes: Elements of psycho-gymnastics for children of the younger group; A cycle of game techniques and exercises for the development of emotions “Let's live together” and elements of the program “I am surprised, angry, afraid, boast and rejoice” for children of the older age group; The use of games and training exercises aimed at successful adaptation to learning at school. The direct educational activity of a teacher - psychologist in MBDOU also involves the use of such forms of work as: The use of elements of play therapy; The use of art-therapeutic elements (drawing, modeling, appliqué); Use of didactic fairy tales and stories. One of the current trends is gender-role education. To do this, a block of events is held, which includes: conversations “our relationship”, “who am I”; games "Who is stronger", "defenders of girls"; reading specially selected literature and productive activities, theatrical activities. In my work I adhere to the principle of an individual approach to each child, taking into account his inner world, personal qualities and position in the children's team, which helps the child to adapt and socialize in public life.
3. Consultative work includes: questioning of parents; seminars - workshops for teachers; thematic presentations at parent meetings, individual consultations for specialists and parents, conferences, seminars, question and answer evenings, business games with the participation of a psychologist, teachers, parents.
4. Educational work. The education of parents and teachers occupies an important place in the system of psychological support of the educational process. Since it is of a warning nature, i.e. prophylactic. The kindergarten teacher-psychologist provides parents and teachers with timely information about the current state of the child, possible problems that may arise in the future.
5. Particular attention in the psychological and pedagogical support is given to the psychoprophylaxis of violations of the child's psycho-emotional sphere. In this direction, successive work is carried out with the music director, physical education instructor, and speech therapist teacher. With the teaching staff, the pedagogue-psychologist conducts trainings on the use of "relaxation pauses", "psycho-muscular warm-ups". The teacher-psychologist organizes observations during the day - how the activities of children are regulated, in order to identify adverse factors.
6. Organizational and methodological work involves: participation in RMS, replenishment of benefits, registration of psychological documentation, study of new literature.
7. An integral part of the work of a teacher-psychologist at MBDOU is the psychological support of children during the period of adaptation. For this purpose, the regulation on the adaptation period has been approved, which includes: the general regulation, the organization of the activities of a teacher-psychologist during the adaptation period, the organization of the activities of educators during the adaptation period, and the duties of parents. For each newly arrived child, an adaptation card is created, where the emotional state of the child, social contacts, sleep and appetite are recorded. The dynamics of development and the effectiveness of the use of the chosen methods and forms of work is reflected in the individual card of the child.
Theoretical information
Psychology is an amazing science. At the same time, it is both young and one of the most ancient sciences. Already the philosophers of antiquity reflected on the problems that are relevant for modern psychology. Questions of the correlation of soul and body, perception, memory and thinking; questions of education and upbringing, emotions and motivation of human behavior and many others have been raised by scientists since the emergence of the first philosophical schools of Ancient Greece in the 6th-7th centuries BC. But the ancient thinkers were not psychologists in the modern sense. The symbolic date of the birth of the science of psychology is considered to be 1879, the year of the opening by Wilhelm Wundt in Germany, in the city of Leipzig, of the first experimental psychological laboratory. Until that time, psychology remained a speculative science. And only W. Wundt took the liberty of uniting psychology and experiment. For W. Wundt, psychology was the science of consciousness. In 1881, on the basis of the laboratory, the Institute of Experimental Psychology (which still exists) was opened, which became not only a scientific center, but also an international center for the training of psychologists. In Russia, the first psychophysiological laboratory of experimental psychology was opened by V.M. Bekhterev in 1885 at the clinic of Kazan University.
The demand for pedagogical support of social work with youth is due to the peculiarities of the position of this category in society. This problem has always attracted the attention of practitioners and theorists, however, as a scientific phenomenon, it began to be considered more closely only in recent decades.
Many experts agree that the pedagogical support of social work with youth is a system of measures, a set of activities, resources and conditions, a type of activity. Provision in social work manifests itself simultaneously: as a complex of emergency assistance; as a specific activity in the sphere of human relations; as a process of restoring one's own potential; as a specific means of intensifying and increasing the efficiency of a particular type of human activity, communication (V.S. Torokhtiy).
Revealing the essence of pedagogical support, many authors proceed from a number of ideas developed by modern science that are at the interdisciplinary level, generated by the interpenetration and complementarity of various branches of human knowledge. First of all, these are separate provisions of the concept of educational systems (scientific school of L.I. Novikova), according to which youth centers can be considered as a self-organizing socio-pedagogical system.
Another basis for the process of social and pedagogical support is the consideration of education as a purposeful management of the process of personality development (H.J. Liimets).
In modern scientific literature, the understanding of management as a special kind of activity aimed at ensuring the functioning and development of the system has been established. The main feature of social management is that the subject and object in it is a person. The essence and purpose of this process can be represented by:
Firstly, as maintenance, preservation for a certain period of time of the parameters (characteristics, values, results) that are characteristic of the managed object;
Secondly, as an improvement, development, improvement of the parameters of an object, system, as a result of which they move into a new, desired state;
Thirdly, as deterioration or reduction "to zero" of the parameters of the system, that is, its reorganization or disorganization, liquidation. Accordingly, we can talk about the management of the functioning (or conservation strategy) and the management of development (development strategy) of the system.
The traditional idea of management is revealed in such characteristics as the purposeful influence of the subject on the object of management, the influence of the management system on the managed one in order to transfer the latter to a qualitatively new state, the introduction of elements of the scientific organization of labor. Today in management there is a transition from the "philosophy of influence" to the "philosophy of interaction", cooperation, reflexive management. In this context, management theory attracts with its personal orientation. In turn, in science there is an understanding of management as the management of various kinds of resources.
Pedagogical support is considered as the management of the functioning and development of a systemic set of resources involved in the implementation of the process of social work with youth. A resource here refers to the means that can be used to achieve the goal. Conventionally, they can be divided into four groups.
To personal resources include social status, social roles, personal position, life experience, motivational needs sphere, individual properties of a young person and their level of development. To institutional Resources include the content and technologies of a certain level of education, the structure of an educational or social institution and the organization of the support process in it, the availability of specialists whose functional duties include the implementation of the supporting process. To the group subcultural community resources include a specific set of value orientations, norms of behavior, interaction and relationships of its carriers, as well as a status structure; a set of preferred sources of information; certain hobbies, tastes and ways of free time; folklore, specific signs and symbols inherent in the community. The following group of resources is referred to as resources social environment, referring to them not so much the presence of material objects, other educational, social institutions, industrial enterprises, cultural institutions, public organizations and political movements, administrative bodies, as the interaction with them of participants in the process of pedagogical support of social work.
Pedagogical provision of social work with youth is connected with the resolution of two groups of contradictions. Some are connected with the organization of social work with this category of the population. Others directly affect the personality of a young person.
The first group combines contradictions concerning the choice of effective forms, methods, technologies for organizing social work with youth.
Relevant is the contradiction between the need to introduce into the activities of institutions implementing the state youth policy, new social technologies created specifically to work with such a specific socio-demographic group as young people and the lack of specialists with not just sufficient, but a constantly increasing level of professionalism, and who have individual experience of involvement in innovative forms of work as participants in programs and projects.
An analysis of existing experience shows that the traditional forms of work with young people are: courses and ongoing seminars, workshops, round tables, methodological associations, scientific and practical conferences. Innovative forms of work include: a competition of professional skills among youth workers, a competition for the best social youth institution, creative problem laboratories, various forms of cooperation between teams of institutions, internships, organizational and activity games, certification. But, unfortunately, these forms are not exhaustive, and the organization of a special system for advanced training of specialists working with youth is required.
For the effective organization of social work with youth, it is important to resolve the contradiction associated with the need to improve the skills of youth workers and the existing traditional forms and methods of retraining, which for the most part are focused mainly only on the transfer of knowledge and the formation of private skills, which does not always meet the modern needs of youth. The staff of the state youth policy is currently formed at the expense of employees of youth affairs bodies; employees of local governments; employees of institutions and organizations working with youth; employees of non-state sector institutions providing social services to youth; activists of youth public associations; teachers and consultants of educational institutions implementing programs of secondary, higher and additional professional education in the field of state youth policy. This does not allow ensuring the qualitative implementation of the state youth policy and requires better training of specialists in working with youth.
In addition, the following other shortcomings can be identified in the existing system of advanced training:
insufficient public funding;
lack of development of the target component of advanced training, criteria for evaluating the effectiveness of this process, orientation towards gross indicators;
imperfection of the tools for analyzing the effectiveness of the professional development process;
weakly expressed substantive aspect of continuity in the field of personnel training at different levels of the system;
episodic professional development of specialists;
unification of the content and forms of advanced training;
insufficient staffing of the advanced training system in relation to the selection of personnel, their training, placement, professional development;
underdevelopment of a system to stimulate the improvement of a specialist in the youth sphere of their own professional qualifications;
Decreased motivation for the participation of youth workers in professional development activities.
At the same time, as a positive point, it should be noted that in all subjects of the Russian Federation there are youth affairs bodies, the number of employees of which reaches more than 2,000 people. More than 2,000 youth social service institutions, 1,750 youth and adolescent clubs (centers), more than 2,000 young family clubs (centers), more than 7,000 centers for recreation, health improvement and employment of children and youth operate under the youth affairs bodies of the constituent entities of the Russian Federation. Thus, about 100 thousand people work in the infrastructure of the state youth policy, who need more effective professional retraining.
At the same time, today there is a shortage of qualified personnel in the youth industry. In this case, by qualified personnel we mean persons with a higher education in the humanities (for example, we include persons with a higher pedagogical education in this category).
This implies the need to develop a system of advanced training, which includes the training of managers, specialists of youth affairs authorities, employees of regional and municipal youth institutions, leaders of public associations, and volunteers. At the moment, it is advisable to use such forms of work as lectures (orienting, instructive, systematizing, problematic); project seminars; moderation. These forms of advanced training actively contribute to the development of professional self-awareness of specialists working with youth, increasing demands on themselves, they are closely related to the university stage of obtaining qualifications and with its further improvement.
The second group of contradictions associated with the organization of pedagogical support for social work with youth relates directly to the personality of a young person.
For example, the contradiction between the requirements for the personality of a young person due to the new social status, in connection with his transition to a new age stage, his responsibility for himself and his actions and the unpreparedness of yesterday's adolescents to implement them, is quite clearly manifested. Its resolution should involve all the resources of the individual and the social environment, a number of institutional opportunities (the method of organizing the educational process in the youth center and the availability of teachers who carry it out) and subcultural resources of the community (a set of value orientations, norms of behavior, status structure, preferred ways of organizing free time, folklore, signs and symbols). The interconnection, interdependence and mutual actualization of these opportunities is carried out through the training of the asset, which is organized by many committees on youth affairs.
The next is the contradiction between the needs of the personality of a young person in self-realization, self-affirmation, protection, acceptance and change in the life situation, entry into a new community with a peculiar structure, values and opportunities. In resolving this contradiction, personal resources are involved (needs due to age characteristics, position occupied by a person, life experience, individual properties and their level of development), social environment resources and a number of community subcultural resources (a set of preferred sources of information and ways of spending leisure time, status structure , a set of value orientations and norms of behavior). The functional purpose of these resources is realized in the following forms: an annual gathering of youth activists, project seminars, a curatorship system, scientific and pedagogical teams and associations that are organized at youth centers.
Today, there is a sharp contradiction between the high requirements for skills and self-organization of a young person, in connection with his entry into adulthood and the current level of their development. In resolving this contradiction, all personal and institutional resources are used, as well as the possibilities of the subculture of the community (preferred sources of information, folklore): the annual gathering of youth activists, problematic lectures organized by teachers of higher educational institutions.
The next is the contradiction between the age-related needs for personal and professional self-determination, the search for ways to implement it and the lack of knowledge about oneself, one's capabilities and the capabilities of the environment for the implementation of these processes. Overcoming such a contradiction is possible thanks to personal resources, subcultural resources of the community, as well as a number of institutional (a way of organizing educational work in a youth center, the presence of teachers who carry it out, the technology of educational and social work with youth), resources of the social environment. This contradiction can be resolved through the use of the annual collection of youth activists, problematic lectures, scientific and pedagogical teams and associations that are organized at youth centers.
There is also a contradiction between the accumulated experience of interaction with youth workers, which a young person has, the image of the future life and scientific knowledge about these areas of social life, broadcast by youth centers. This contradiction can be overcome thanks to personal and institutional resources and a number of community subcultural resources (a set of preferred sources of information, a set of value orientations, norms of behavior and interaction, certain hobbies, tastes, specific signs and symbols) and resources of the social environment. The potential of problematic lectures of the psychological and pedagogical cycle, which are organized in youth centers by members of scientific and pedagogical teams and associations that are organized at youth centers, make it possible to realize the functional purpose of these resources.
The analysis of the experience of various youth centers, the traditions of education in them, the existing technologies for working with various categories of youth, and the features of personality formation in the system of youth centers can help determine the content of the pedagogical support of social work with youth. Thus, it is possible to formulate the elements of pedagogical support for social work with youth.
Programming the activities of the youth center, which implies the existence of regional projects, programs for the organization of education in the conditions of youth institutions. These documents are developed in accordance with the purpose of activity and directions of work of each specific youth center. Programs and projects that are implemented in youth centers go through two stages: development and examination. It is advisable to develop them based on the needs and demands of the region and the characteristics of the economic, personnel and administrative state of each specific youth center. One of the effective forms of program development is a project seminar. Its use contributes to the resolution of a number of contradictions in the existing practice of social work with youth. This is a specially organized form of interaction between participants in the learning process, focused on in-depth consideration of the problems of the existing practice of social work with youth and involving the design of their activities in order to solve existing problems. This form provides for the use of various methods of cognition and activity, the integration of knowledge and skills from various fields of science, an independent search for seminar participants, the creation of situations of individual problematization during the course, and so on. The main task of the seminar is to put forward new ideas and bring them to the stage of projects. In the future, their authors can independently find funding and translate their ideas into reality, in addition, financial support from various government agencies and funds is possible.
A project is an activity management tool, the most concrete and feasible form for a youth centre. It usually includes the following steps:
- introduction (analysis, clarification of relevance, novelty in comparison with analogues, indication of the scope, functional purpose, identification of a specific, local and solved problem);
– setting goals for activities and specific, measurable and achievable goals;
– managerial and personnel aspect (who can implement the project);
– characteristics and method of evaluation of the planned results;
– logistics.
At the examination stage, the pros and cons of the proposed material and the possibility of implementing the project in a particular region are identified. The council includes representatives of municipal youth policy bodies, highly qualified specialists in the field of work with youth. According to the results of expert evaluation, a particular project receives funding and is implemented in the activities of the youth center.
As an example in this regard, we can consider the activities of the State Institution "Regional Center for Support of Youth Initiatives" in Kostroma, the main area of activity of which lies in the field of identifying, developing, supporting youth activity and initiative. The purpose of the Center is to implement the priority areas of state and regional youth policy, including: creating conditions for supporting and developing youth initiatives, creativity, preventing antisocial manifestations in the youth environment, creating mechanisms to support young families and students. The Center consists of 7 departments: administrative, financial, economic and 4 departments that implement the programs of the Center: Department of Social Programs; Talented Youth Support Department; Young Family Support Department; Department of social health prevention. The activities of the Regional Center highlight the main areas of work focused on supporting the initiatives of young people in a particular area of development of youth and children's public associations, youth consultative and advisory structures, student self-government bodies. Within each area, technologies are used that are combined into a single system of work with youth in each of the areas.
The institution builds its activities in accordance with the implementation of the following programs:
1. "Support for students of the Kostroma region";
2. Talented youth support program "Success is in your hands";
3. "Build Russia for the young";
4. "Prevention of asocial phenomena among the youth";
5. "Support for a young family";
6. Regional program "State support of children's and youth public associations";
7. Regional program "Children of the Kostroma region" direction of prevention of homelessness and juvenile delinquency;
8. Regional program "Comprehensive measures to combat drug abuse and illicit trafficking."
Information and methodological support for specialists working with youth- this is a system of pedagogical actions associated with the neutralization of predictable difficulties at the stage of preparation for work, the provision of operational assistance in the implementation of joint activities. The most frequent obstacle in the work of a youth worker is the lack of knowledge necessary for the education of young people: about the individual and age characteristics of a young person's personality; about the difficulties that arise in the organization of the social experience of young people, the content of personal problems, ways to solve them, about the methods and techniques of providing individual pedagogical assistance to a teenager; about the technology of creating software for the activities of the youth center; about forms and methods of optimizing interpersonal relationships. The existence of a system of special training and retraining of specialists for working with youth contributes to overcoming these obstacles: organization of problematic seminars for youth workers; refresher courses; regular certification of heads and specialists of specialized institutions of youth policy bodies; moderation, which is a form of advising and guiding the activities of a group of adults in the process of professional development, limited in place and time and allowing the use of internal reserves (potentials) of each participant and, accordingly, the group to increase the efficiency of the process of developing ways to solve problems.
Currently, in the Russian Federation, more than 100 educational institutions train personnel for work with youth (first of all, these are universities that implement the state standard of higher professional education in the specialty "Organization of work with youth"). The object of their activity are: state and municipal employees; employees of institutions and organizations, social services for youth; employees of non-state sector institutions; activists of youth public associations. Training, retraining and advanced training of specialists working with youth is carried out within the framework of a number of specialties and areas of training (“Management”, “Social work”, “State and municipal administration”, “Jurisprudence”, “Management and economics at enterprises”, “ Personnel Management"). However, the curricula of these specialties, as a rule, do not provide for specializations in youth issues and the implementation of state youth policy. At the same time, in almost all universities where personnel are trained to work with youth, the necessary teaching staff has been formed, scientific research is being carried out, candidate and doctoral dissertations on youth issues are being defended.
At the same time, the analysis of practical experience indicates that there is still a shortage of specialized psychologists, sociologists, social educators, social workers, specialists in medical and social problems of youth, lawyers and specialists in the rights of children and youth. A significant part of the staff of youth structures lacks the necessary professional qualifications and practical experience. There is a discrepancy between the quantitative composition of employees of bodies for youth affairs, the volume and nature of the tasks they solve, the scale and pace of social change.
Thus, the personnel resource of youth policy is insufficient for further improvement of the youth policy mechanism.
Synchronization of educational influences on personality at different levels of interaction: the first level - within the youth association; the second level is between youth associations; third level - between youth centers; the fourth level is within the region. Synchronization of educational influences on the personality is carried out through cooperation, organization of joint activities; inter-age interaction, through collective creative affairs and social projects; by harmonizing relations with the community, others, and oneself. Effective synchronization of educational influences presupposes the existence of a single goal of personality education, a common understanding of the essence of this process at different levels. At the same time, the means, ways, forms, technologies of educational influences can be different, depending on a number of circumstances (the capabilities of the center, the level of training of specialists, the characteristics of financing, the political, economic, ideological situation of the region, and so on). The Federal Agency for Youth Affairs, with the support of the Ministry of Sports, Tourism and Youth Policy of the Russian Federation, annually holds the All-Russian Youth Educational Forum "Seliger".
In terms of content, the Forum represents a wide range of educational events, programs in the field of entrepreneurship, career guidance, creativity and innovation. "Seliger" is focused on a healthy lifestyle and contributes to the development of the creative, scientific and professional potential of young people, their active involvement in the implementation of socio-economic transformations in the country, instilling a sense of patriotism and civic responsibility among young people. Over 20,000 best youth representatives from more than 50 regions of the Russian Federation annually gather at the Forum within the framework of 7 thematic sessions. They develop social youth programs, publish youth newspapers, hold round tables and conferences on topical issues of youth. In fact, this is a “direct access” of young people to investments, grants, funds of the largest private companies and state corporations, and government programs.
Pedagogical supportyouth in the process of joint and individual activities. Accompaniment is understood as providing a young person with a set of funds aimed at his successful development in a particular type of activity. The specialist directs the movement, helps the individual to overcome difficulties, but the choice of goals and means to achieve them remains with the young person, taking into account his individual, age and psychological characteristics, existing social experience. Accompaniment is realized in the interaction of specialists in the youth sphere, the implementation of complex activities to develop socially significant qualities of a young person's personality, the formation of culture in the process of communication, stimulating the reflectivity of consciousness, critical thinking, and focus on creativity. The worker of the youth sphere in the course of pedagogical support solves the following tasks: organization of youth initiatives; development of communicative relations; providing emotional comfort within the group; stimulation of the working creative state; formation of a proper attitude to work, work, strong-willed personal qualities; creation of conditions for adequate experiencing of experience, development of one's own life principles, attitudes, professional intentions; formation of an external culture of behavior (politeness, attentiveness, culture of speech, etc.); cognitive help. Pedagogical support for young people includes the following stages: individual and group diagnostics in the increment of individual and social experience by young people, monitoring the effectiveness of the use of variable programs built on an activity basis and carried out with the personalization of pedagogical interaction, and others.
The subject of diagnostics carried out by teachers is: emotional and psychological comfort in a youth association; level of communicative relations; the degree of activity of participants in the ongoing process; attitude to information coming from youth workers; the degree of expansion of knowledge in the system of socio-cultural relations.
Thus, the organization of pedagogical support for social work with youth is a process carried out during the passage of the following stages:
Diagnosis of the potential and current opportunities of a particular youth institution; opportunities of the region in pedagogical provision of social work with youth;
Determination of institutional resources (youth association, institution, region) and environmental resources characteristic of the object under study;
Determination of the optimal set of resources necessary for effective pedagogical support of social work with youth (at the same time, it must be borne in mind that resources should be used to overcome existing contradictions, both at the level of a young person’s personality and with the organization of social work with youth);
Special training of youth workers for effective pedagogical support of social work with youth;
Activation of personal and institutional resources through the creation of special developed and tested regional projects, programs for organizing education in youth institutions;
Obtaining feedback, monitoring the results, which is carried out, as a rule, within the framework of various competitions of youth centers, competitions of professional skills for youth workers.
MS of the school (Deputy for water resources management Panacheva I.E) Director
No. 1 dated 10.09.2007 _______________ O.A. Kulikova
EDUCATIONAL PROGRAM
Basic primary, basic general and secondary (complete) education
2007- 2012
Educational program
MOU Uysko - Chebarkulskaya sosh
The structure of the educational program.
1. PREAMBLE
2. SECTION I. Information sheet.
3. II SECTION. Curriculum and its methodological support.
4. SECTION III. Social order and priority directions.
5. IV SECTION. Innovative activities of the school.
6. SECTION V. Action plan for the implementation of the educational program.
7. VI SECTION. Monitoring the completeness and quality of the implementation of the educational program.
8. VI SECTION. Program management
PREAMBLE
This program defines the main directions and backbone principles of functioning and development for the period up to 2012 MOU Uysko-Chebarkulskaya sosh as a developing educational system. At the same time, the school becomes a developing educational institution in the process of implementing holistic educational programs that comprehensively affect the change in the philosophical foundations of the school, fundamentally changing the nature of pedagogical relations, the content and forms of organizing life and work of both the teacher and the student.
In accordance with the law "On Education" (Article 14, paragraph 5, Article 15, paragraph 1), the educational program of the Uysko-Chebarkul sosh MOU should be understood as a regulatory document that determines the content of education of the corresponding level and focus and characterizes the specifics of the content of education and features of the educational process and management of the MOU Uysko-Chebarkulskaya sosh.
The educational program is a local act that was developed by the Deputy Director for OWRM, adopted by the Pedagogical Council and implemented at the school on the basis of state educational standards and in accordance with the OBUP.
The educational program is an intra-school educational standard, determined both by the federal educational policy and the logic of the development of the regional and municipal education system, and by the educational needs of students and their parents, taking into account the features and capabilities of the school.
The educational program is adjusted and updated annually in accordance with changes in education.
Based on the fact that the educational program is an intra-school standard for the content of education, and its purpose is determined:
Firstly, this educational program helps to ensure the realization of the right of parents to information about educational services and to choose educational services and guarantees the quality of the services received.
Secondly, for the teaching staff, this educational program determines the priorities in the content of education and contributes to the integration of the activities of school teachers, reveals the continuity of education.
Thirdly, for municipal and state educational authorities, this educational program is the basis for determining the quality of the implementation of state educational standards by the school.
Target: Determination of the general strategy for the development and functioning of the educational system in the school, determination of the role and place of the school in the educational sphere of the district, bringing the education system in the school to a state adequate to the needs of society and the individual.
Tasks:
Ensuring the quality of education based on updating the content of education, developing means of supporting and accompanying the advancement of students;
training of teaching staff capable of using modern pedagogical technologies in the educational process;
· Creation and implementation of modern educational and methodological complexes, teaching aids into the educational process.
Strategic priorities of the educational process. Global processes in public life required significant changes in all its institutions, including schools. And although the goal of the school as a state institution remains quality education, the meaning and content of this concept have changed significantly. In modern society, the main goal of education is high-quality basic training, mastering the methods of self-acquisition of knowledge, ensuring the ability to change profession throughout life. The content of education is a didactically adapted social experience of solving cognitive, ideological, moral, political and other problems.
School development strategy- this strategy, called in the literature the strategy of modular changes, involves the implementation of several complex innovations, which, however, are not interconnected, although the actions of many performers can be coordinated within the module. This strategy takes place, for example, when some new pedagogical system (Vinogradova, etc.) is mastered in elementary school, the teaching of subjects in the natural science cycle is reconstructed in the middle level (but without connection with what is being done in elementary school), and at the senior level, the expansion of any subjects is also introduced without regard to changes in the previous levels.
The purpose of the organization of the educational process is the creation of conditions for the formation of students' experience of independent solution of cognitive, communicative, organizational, moral and other problems that make up the content of education.
Evaluation of educational results is based on the analysis of the levels of education achieved by students at a certain stage of education.
Raising the level of education, which would correspond to modern social expectations in the field of education, should be:
1. In expanding the range of problems that school graduates are prepared to solve:
In preparation for solving problems in various fields of activity (labor,
socio-political, cultural and leisure, educational, family and household, etc.);
In preparation for solving various types of problems (communicative, informational, organizational, etc.);
2. In increasing the complexity of the problems that school graduates are prepared to solve, including those caused by the novelty of problems.
3. In expanding the possibilities of choosing effective ways to solve problems.
The strategy of changes in the education system was legally reflected in the Law "On Education". The concretization of new ideas in the field of education was carried out in other legal acts:
Law "On the state educational standard",
Law “On additional guarantees for the social protection of orphans”,
Model Regulations "On State Educational Institutions",
Order of the Ministry of Education of Russia "On the approval of the federal basic curriculum and exemplary curricula for general educational institutions of the Russian Federation implementing general education programs",
Concepts of profile and pre-profile education,
· National projects in the field of education.
The new regulatory framework provided the school with the opportunity to pursue its educational policy, taking into account the specifics of a particular institution, to determine priorities and an activity strategy.
On the other hand, students and their parents, along with teachers, having become subjects of education, received the right to choose an educational institution, the form of education, as well as the selection of its content and technologies.
These changes made it possible to transfer the educational institution to the development mode, which ensures the competitiveness of the school, protects the right of every student to modern quality education and development.
Educational program is a set of curricula corresponding to the curriculum; a set of programs of extracurricular activities, interconnected with curricula.
OP priority is the organization of activities that contribute to the self-realization of both the personality of students at each level of education, and the personality of the teacher in the process of their joint activities.
Achieving the goal of the educational program requires the creation of the necessary conditions for the development of educational institutions, namely:
· staffing;
· motivational support;
· scientific and methodological support;
· logistics support;
· regulatory and legal support;
financial support.
The implementation of the priority idea of the EP is seen by the teaching staff of the school
through achievement strategic goals:
solving the problems of content, including creative education (filling the school component with specific content);
· modeling a balanced distribution of efforts of teachers in the work on the formation of a self-determined personality;
Search for a rational balance of forms of implementation of the educational process at school (including elements of distance learning technologies).
The fulfillment of these goals, as a strategy for the development of the school, requires the solution of the following tasks:
at the student level:
determine and specify the requirements for the educational achievements of students in accordance with the State Educational Standards;
· to implement a differentiated individual approach to learning at all levels of the school;
create conditions for the formation of self-determination skills;
at the teacher level:
filling the content of educational-methodical and educational-didactic complexes (school component), conditions for the formation of students' self-determination skills and conducting the educational process in a creative mode;
search for a rational balance of various forms of organization of the educational process (including elements of distance learning technologies);
at the management level:
create an optimal curriculum that works to implement the priority idea;
· to explore trends in the change of social and vocational-educational (motivational) priorities of teachers, students and their parents;
· monitor the educational process;
· maintain a system of optimal material and technical (including informational) support of the educational process at school;
· to implement reflexive measures to understand the roles of the participants in the educational process (motivational aspect).
The achievement of these tasks by the teaching staff of the school involves complex changes in educational practice and educational results:
ensuring the implementation of technology for the development of a creative personality and the conduct of the educational process in a creative mode:
updating the content of education in accordance with the new State Educational Standards;
· Creation of an educational and didactic complex in all educational areas, including a school component;
In learning technology:
· development of new information technologies of education in primary and secondary schools, distance learning;
· mastering the technologies of pre-profile and profile education in the primary and secondary schools.
In the organization of the educational process:
development of local acts of the school, providing a regulatory framework
the educational process;
· Implementation of pre-profile training programs.
In scientific and methodological support:
Formation of a system of methodological work of the school;
Improving the level of professional competence of school teachers;
· implementation of scientific-methodical and experimental work of the team.
In the control system:
formation of an extensive management system of a new organizational
structures;
Improving the efficiency of the system of intra-school educational
monitoring the results of the activities of participants in the educational process;
creation of a system for assessing the educational achievements of students.
In motivational support:
understanding by the participants of the educational process of their roles (motivational aspect);
In educational work:
creation of favorable conditions for the formation of a graduate capable of carrying out creative creative activity;
creation of conditions for the formation of student self-determination skills.
In logistics:
· Creation of a system of optimal material and technical (including informational) support of the educational process at school.
The transition of an educational institution to the development mode is, therefore, an urgent need of the time and determines the school's definition of a priority development idea, a strategic goal and a system of tasks for its implementation for the period 2007-2010 (if there are unresolved tasks, it can be extended until 2012).
I SECTION. Information sheet.
Organizational and pedagogical support and characteristics of the educational process.
a) The management structure of the OS.
An analysis of the current situation in the field of education leads to the need to find effective ways to transform the management of the development of the education system towards democratization, to involve the public in this process.
Involvement of teachers, students, parents in management helps to achieve the best results with the least “losses”.
Joint activity provides for general planning, meetings, distribution of "spheres of influence" in the educational process, joint preparation for events.
BASIC EDUCATION implies a certain socially necessary and obligatory for all level of education, personal development, which subsequently allows each person to take advantage of any educational opportunities provided by society. Basic education should also provide the opportunity for self-employment immediately upon completion.
It provides:
Mastering educational competencies defined by federal and regional education standards;
Mastering a number of subjects at an expanded and in-depth level;
Assimilation of universal methods of cognition, mastery of the means of mental activity, which make it possible to engage in active creativity;
Formation of a holistic vision of the world, humanistic relations.
PRE-PROFILE TRAINING and profile training is a means of differentiation and individualization of education, which allows, due to changes in the structure, content and organization of the educational process, to take into account the interests, inclinations and abilities of students more fully, to create conditions for the education of high school students in accordance with their professional interests and intentions regarding continuing education. At the same time, the possibilities of building an individual educational trajectory for students are significantly expanded.
It allows:
Create conditions for differentiating the content of teaching high school students,
building individual educational programs;
Provide in-depth study of individual academic subjects;
Establish equal access to full-fledged education for different categories
students, expand the possibilities of their socialization;
Ensure continuity between general and vocational education.
Increase interest in acquiring knowledge;
Development of skills of self-education, conscious self-determination;
Formation of an individual educational trajectory.
ADDITIONAL EDUCATION is a means of social protection, it helps to create starting opportunities in the labor market and vocational education. Its specificity is determined by the needs and creative potential of a particular teaching staff.
It promotes:
Increasing erudition, expanding horizons;
Optimal disclosure of the creative potential of students;
Professional self-determination;
Formation of a healthy lifestyle, general physical development;
The development of spiritual culture and morality of the individual, familiarization with universal
values.
c) Updating the content of education.
Updating the content of education takes place during the development of new organizational forms of education, educational technologies, the formation of educational, methodological and didactic complexes. The formation of educational, methodological and didactic complexes ensured the creation of a bank of psychological and pedagogical findings that allow developing the creative abilities of students. Updating the content of education and the content of training is aimed at the implementation of interdisciplinary connections, the integration of subjects of the general education cycle.
Updating the content of education requires new forms and methods of educational activities. In general, the new in the teaching methodology can be formulated as follows:
Introduction of new pedagogical technologies;
Development of methodological support for new programs;
Development of individual educational programs for students;
Changing the system and methods of assessing students.
In the learning process, the following elements of pedagogical technologies are used to form and develop the abilities of students, which are a necessary condition for their further professional activities: developmental education; problem learning; collective learning system (CSE); research methods in teaching; project teaching methods; technology of modular and block-modular education; lecture-seminar-test system of education; technologies for using gaming methods in teaching: role-playing, business and other types of educational games; training in cooperation (team, group work); information and communication technologies; health-saving technologies; system of innovative assessment "portfolio", etc.
The lesson form of the organization of educational activities is aimed at achieving a general level of education. It is represented by all types of training sessions: a lesson, a lecture, a study tour, etc.
An extracurricular form of organizing educational activities serves to expand knowledge in subjects and increase the level of intellectual activity. It is represented by the following types of educational activities: olympiads, electives, elective courses, individual consultations, oral journals, subject weeks, etc.
School adapts new forms of final assessment of students
d) Training programs. Methodological support of educational activities.
In the process of educational activities, the MOU Uysko-Chebarkulskaya sosh, as a developing educational system, implements the educational program of primary general education “School of the 21st century” at the junior level of education, project manager N.F. Vinogradova ; on the levels of basic education - for grades 5-9, educational programs of basic general education are implemented that meet state requirements, an educational program of pre-profile training that meets regulatory requirements; at the senior level - an educational program of secondary (complete) general education for universal classes that meets state requirements.
d) School hours.
Five-day school week. The school works in two shifts, the beginning of classes - 8.30, the end of classes: in elementary school - 16.00; in basic school - 15.10; in secondary school - 15.10.
The duration of the lesson in all classes, except for the first - 45 minutes, in the first class - 35 minutes.
The work of circles and sections is carried out according to a special schedule, classes begin after the end of the lessons.
