CONSTRUCTION OF AN INDIVIDUAL TRAJECTORY

EDUCATION OF THE PERSON

The concept of “individual trajectory of personality education” appeared relatively recently, although the idea not only hovered fruitlessly in the pedagogical air, but was also used for a long time in teaching individual students and in individual cases according to individual programs.

The purpose of building individual educational trajectories in an institution of general secondary education is to master the existing range of social and environmental conditions for gifted students to maximize the full disclosure of the potential inherent in nature.

The traditional model of organization of the educational process ceases to meet the needs of the development of child and adolescent giftedness, since the reproductive development of educational material, to which it is oriented, leads to inhibition and degradation of both the creative and general abilities of students, respectively, and their giftedness.

Modern teachers are looking for a new algorithm of activity to create the necessary pedagogical conditions for the formation of a student's readiness to design an individual educational trajectory as a means of developing giftedness.

The construction of an individual educational trajectory is based on four most important processes: forecasting, designing, designing and evaluating the effectiveness of implementation.

The implementation of an individual educational trajectory is carried out in stages:

1. Creation of an intellectual educational space in an educational institution that satisfies the needs of students in the choice of sociocultural practices.

2. Activation of the cognitive and transformative activity of the student (motivation for individual educational activities).

3. Diagnosis of the level of development of the student's abilities and his individual interests, characteristics, professional inclinations and inclinations (diagnostic stage). Based on the results of the work, a Map of the individual psychological development of the child is drawn up.

4. Development of an individual educational route and technologies for its implementation.

5. Evaluation of the effectiveness of the implementation of the individual educational trajectory of a gifted student (the degree of formation of personal, subject and meta-subject competencies; the success of professional self-determination.).

Development of an individual educational route.

Individual educational route - this is a purposefully designed differentiated educational program that provides the student with the position of the subject of choice, development and implementation of the educational program when teachers provide pedagogical support for his self-determination and self-realization.

The basis of an individual educational route is the student's self-determination.

The individual educational route of the student is not only a modern effective form of assessment, but also helps to solve important pedagogical problems.

Methodology for constructing an individual educational route.

IOM helps a gifted child to reveal all his talents and decide on the choice of a future profession.

There is currently no universal recipe for creating an individual educational route (IEM).

The most effective promotion is in an individual educational route, which is built along the following vital lines:

personal growth line

line of knowledge (educational);

line of professional self-determination.

When designing an individual educational route, it is necessary to take into account:

1. The degree of assimilation by students of the previous material.

2.Individual pace, the speed of progress of students in learning.

3. The degree of formation of social and cognitive motives.

4. The degree of formation of the level of educational activity.

5. Individually-typological characteristics of students (temperament, character, features of the emotional-volitional sphere, etc.).

The structure of an individual educational route includes target, content, technological, organizational, pedagogical, and effective components.

A teacher who draws up an individual program for a student should rely primarily on the content of the basic program.

The main question of any educational program or route is how to structure the material? When starting to create an individual educational route, the teacher needs to determine what type of material is structured in his program.

Various structures of educational programs can be represented by simple geometric lines.

Linear - the principle of construction - from simple to complex.

Most traditional programs are built on the analogy of a straight line going up.(Fig.1). It is therefore very difficult to build a program focused on the development of giftedness, because gifted children often tend to divergent-type tasks (creative tasks). The peculiarity of these tasks is that they allow many correct answers. The solution of these problems within the framework of the program, the main requirements of which are systematic and consistent, is rather difficult.

Concentric - structuring the educational material according to the type of several concentric circles(Fig.2) .

The structure of such a program usually includes several smaller subprograms (they can be relatively autonomous). Having passed the first circle, the child masters the second, then the third. This type of structure can be used for elementary school students.

logarithmic spiral - the most productive type of structure, since the same type of activity is practiced in the classroom periodically, repeatedly, and the content gradually becomes more complex and expands due to enrichment with components of in-depth study of each action(Fig.3) . With this method of structuring the material, great opportunities open up for the research activities of students, which, precisely, is aimed at developing their giftedness.

Development of an individual educational route heldstep by step, taking into account the individual characteristics of the student.

stage - diagnostics of the level of formation of personal, subject and meta-subject competencies of gifted students;

goal-setting stage and definition of priority tasks;

Each student chooses the topics that he will have to master (in a symbolic, schematic, pictorial, thesis form) and builds his own individual image of the topic (the way he sees it as an ideal, in the future this ideal is completed).

Based on the results of the diagnosis and the student's choice of topic, the teacher, together with the student and his parents, determinesgoals and objectives of the route . You need to be prepared for the fact that in the process of learning and choosing the direction of future professional activity, the priorities of the child may change.

3 stage determination of the IOM implementation period;

On an individual basis, in agreement with the parents and the child himself, the duration of the route is determined in accordance with the goals and objectives set, the needs of the student himself. In a rural school, where there is no opportunity to attend institutions of additional education, it is necessary to clearly plan the possibility of additional classes without compromising the basic program.

This stage can be quite difficult, since the vast majority of students do not abandon the traditional form of education and IEM is carried out in parallel with obtaining basic education or classes in specialized groups.

Stage 4 – Programming of individual educational activities in relation to "their own" and common fundamental educational objects.

The student, with the help of a teacher and parents, acts as an organizer of his education: formulating a goal, selecting topics, intended final educational products and forms of their presentation, drawing up a work plan, selecting means and methods of activity, building a system for monitoring and evaluating activities. An individual training program is created for a certain period (lesson, topic, section, course).

Stage 5 – Implementation of individual and general educational programs .

Activities for the simultaneous implementation of individual educational programs for students and the general educational program. Implementation of the planned program in accordance with the main elements of the activity: goals - plan - activities - reflection - comparison of the products obtained with the goals - self-assessment. The role of the teacher is to direct, give an algorithm for the individual activity of the student, equip him with appropriate methods of activity, search for means of work, highlight the criteria for analyzing work, review, and evaluate the student's activity.

stage 6 – Integration with other specialists . The developer of the route, after analyzing the results of diagnostics and based on the content of the educational and thematic plan, decides whether it is necessary to involve other specialists in working with this irradiated person in order to achieve the goal.

Stage 7 - Demonstration of personal educational products students and group discussion. The teacher demonstrates ideal “products” on this topic: concepts, laws, theories, etc. Work is organized to identify problems in the environment, the elements of which were obtained by students in their own activities.Ways to demonstrate results: display of achievements, personal exhibition, presentation - portfolio of achievements, exam, test work, etc.

Stage 8 - Reflective-evaluative stage.

Identification of individual and general educational products of activity, fixing the types and methods of activity. The results of the activity are compared with the goals of the child's educational activity.

Each student evaluates their activities and the final product, the level of personal change. Personal merits are compared with fundamental achievements in this area, with the achievements of others. After self-assessment and assessment, conditions are created for correction and planning of further collective and individual activities.

The method of evaluation and self-assessment of success is chosen by the teacher together with the child. It is possible to evaluate success at each stage of the development of the route according to the giftedness map. The student can conduct self-assessment using diagnostic self-analysis questionnaires, during a conversation, when discussing the results. You can use the following sample questions:

What goals did I set for myself at the beginning of the school year? (what I wanted to achieve)

What actions did I plan to achieve my goal? (what should I do)

Have I been able to achieve what I set out to do? (what i did to achieve the goal)

What is the effectiveness of my actions? (What have you learned and what needs to be done)

The biggest challenge for students isdevelopment of their evaluative competence . It is necessary to ensure that students themselves become experts in their own project activities and comprehend the examination procedures as an important means of managing their individual educational route.

The subject of expertise should not be limited to the final product of their project activities. To kidin the process of self-examination necessaryevaluate all increments in the formation of competencies :

in obtaining and critical understanding of new knowledge;

in working with various sources of information;

in cooperation with partners; in organizing your work space and time; in the evaluation of the results obtained;

in understanding the meaning of the completed project as a significant event.

INDIVIDUAL EDUCATIONAL TRAJECTORY AS A NECESSARY CONDITION FOR THE PERSONAL PROFESSIONAL DEVELOPMENT OF STUDENTS

COLLEGE

Uvarova N.M., Maksimchenko T.V.

The article analyzes the possibilities of implementing individual trajectories of students in the educational process of the college. The principles of building individual educational trajectories are generalized.

The article analyzes the possibilities of realization of individual trajectories of college students in the educational process and summarizes the principles of the individual educational trajectories.

“The whole life of a person is a campaign for professional excellence” - these are the words of Academician V.P. Bespalko highlight the path of becoming a person in the profession. This requires a whole life and a constant movement towards mastery.

But everyone has their own path. It would seem that no one argues against this axiom. Moreover, the frequency of repetition of the combinations "educational trajectory", "educational route", "educational program" has increased, moreover, with the obligatory definition of "individual". And from that moment the difficulties begin. Individualization in education is proclaimed and declared tirelessly, especially in connection with the introduction of new Federal State Educational Standards and the assertion of the priority of students' independence in activities.

The paradox lies in the fact that for a long time the pedagogical community spoke about the need to individualize the educational process, and today, when the necessary conditions have developed (employers formulate requirements for the training of specialists and workers, based on the characteristics of their enterprises, students clearly indicate their educational needs, educational institutions received relative freedom in the development of the OBEP and the opportunity to conduct training according to individual educational programs), pedagogical practice was not ready for this step. And although many educational institutions introduce a new position - a tutor, which is considered as a panacea in solving the problem of individualization of the educational process, it is obvious to everyone that without a clear answer to the questions: what is the individual trajectory of a college student, on what principles is it built, what conditions are needed to create in the college for its implementation (at the level of student mastering certain disciplines, professional modules, the entire basic professional educational program), the introduction of this position will remain an ineffective (but fashionable) innovation.

In practical terms, it is possible to record an increase in questions about this, because the transition to the pedagogy of individualization is not sufficiently supported by the elaboration of the theory of the problem. The questions sound like this:

How to recognize the innate predetermination of the physical, physiological and intellectual characteristics of students for a certain professional activity?

How can you take into account the pace of mastering the educational material by each student?

Is targeted preparation for professional activity possible in the context of group heterogeneous learning?

How to train everyone in different ways at the same time?

Is it possible to talk about the technology of supporting individual educational trajectories if each of them is unique and cannot be algorithmized?

Need is known to advance science faster than a dozen universities. And these questions that practice asks testify to the actualization of the need to understand what an individual is.

dual educational trajectory and how to build it for college students. In this article, we will try to answer the following questions:

What is the purpose of individualization in the context of the personal and professional development of college students;

What conditions of a modern college support the processes of individualization of students;

What's new needs to show up in colleges soon to make individual student learning paths a reality and not a myth.

An immutable law of the development of each person is the awareness of oneself as a subject of activity, the author of one's own biography. This awareness does not always coincide with a certain age, sometimes it comes too early (“matured early” - they say about such people), and sometimes it drags on indefinitely. And then we are dealing with infantilism and irresponsibility. According to the periodization proposed in the psychological and pedagogical studies (E.A. Klimov, E.F. Zeer, T.V. Kudryavtseva, A.K. Markova, N.S. Pryanikov, etc.), the years of college education coincide with the period professional development of a person. If in general this process takes 15-20 years - from the emergence of professionally oriented interests to professional skills, then at the stage of professional training (in college) the main task is to acquire a new social role and master the basics of the profession. It is important to understand this so that our claims for the training of professionals within the walls of colleges are corrected by the truth of life.

And it is such that when entering the professional world, a college graduate faces a number of systemic difficulties. Firstly, young people have no work experience, no working reputation, and the employer has no idea about the quality of the workforce. Secondly, there is the problem of clearly insufficient qualifications of graduates, which makes them uncompetitive with the older generation: the time when education will replace experience has not yet come. Thirdly, through the development and implementation of new GEFs, modernized education has just begun to bridge the gap between dynamic technological changes in production and the level of training of students in colleges. Fourth, young people are mostly not included in professional social networks, which blocks their ability to gain access to jobs. This context requires strengthening the psychological and pedagogical support for the personal and professional development of students in college. And here the ideas of a modular-competency-based approach, student-centered learning and, most importantly, personalized education, are connected. natural, nature-like, "cut to individual standards". The purpose of individualization in college is to prepare each student for independent professional activity in accordance with his natural inclinations and inclinations. This idea can be implemented through the development of individual educational trajectories for each student.

It should be noted that the mass appeal of college teachers to student-centered learning (in the 90s - 2000) could not make the process of vocational training individualized. The general goals and principles of organizing secondary vocational education continue to make teachers hostages of the situation of mandatory bringing students to a certain level of knowledge, skills, and abilities, in the only possible way, and students - hostages of the mandatory passage of all stages of education laid down in educational programs. Individualization "violently sprouted" only in teaching methods, where teachers successfully began to implement the principles of an individual (differentiated) approach and find effective ways of teaching even for "unsuitable" children. Questions about identifying the individual characteristics and abilities of students, organizing special support for these abilities and organizing support for students in those types of activities in which they can realize themselves as much as possible or in which they are interested, the teachers did not raise.

Today the situation has changed: the teaching staff of colleges, formulating the strategic goals of their development, are guided by the formation of multifunctional, multidisciplinary, multilevel educational institutions and complexes that create an educational

diversity, to create an open educational environment that provides conditions for the maximum professional and personal development of students, the implementation of their individual educational trajectories.

The very concept of "individual educational trajectory" in domestic pedagogy is being actively discussed with the advent of the pedagogy of cooperation and student-centered education. We rely on a clear and capacious formulation of this phenomenon, which was given by A.V. Khutorskoy: "Individual educational trajectory is a personal way to realize the personal potential of each student in education." It follows from the definition that the path of a person in education is determined not only by the logic of subjects and areas of knowledge, but to a greater extent by the personal potential of the student, i.e. his gifts and abilities.

When “determining” the trajectory, the choice today may be:

The level of mastering the professional educational program;

The subject field, which includes both the variety of programs of disciplines and professional modules of the variable part, and the choice of additional education programs;

Methods and forms of teaching, forms of independent work of students;

Forms of control of learning outcomes;

The pace of learning;

The number and content of professional tests offered as part of the training (participation in competitions, olympiads, etc.);

Information resources reflecting the content of the BRI being mastered;

Place of internship;

Topics of research and design work;

Topics of the final qualifying work, etc.

It is possible that students of secondary vocational education will soon have the opportunity to choose a teacher who implements both their author's program and the usual work program of the discipline, professional module, interdisciplinary course; the ability to build your educational route using the resources of several educational institutions. To date, all these issues are actively discussed in scientific research carried out as part of the profile training of students in a general education school, distance education, and the organization of individual training in universities. Along with thinking about individual educational trajectories, there is a need to design individual educational programs.

We consider an individual educational program (IEP) as a document that formalizes an individual educational trajectory and reflects the result of a student's choice in the variety of available educational opportunities. Based on this understanding, the IEP must meet the following requirements:

Should be targeted and flexible;

Provide an opportunity for students to achieve the level of education they demand and necessary for the implementation of the social order;

Comply with GEF;

To promote the integration of educational and extracurricular activities of students (project, research, independent learning, creative);

To promote the integration of the content of vocational education;

Reflect technologies that meet the individual educational needs and characteristics of students;

Comply with the personnel, material and financial capabilities of the college and sanitary and hygienic requirements;

Ensure the maximum possible attraction of resources for the development of the student.

To give the student comprehensive information about the organization of the educational process.

An individual educational program performs normative, informational, motivational, organizational functions and the function of self-determination (Fig. 1).

Its correct development allows teachers to form study groups in accordance with the individual characteristics of students.

The design of an individual educational program is carried out on the basis of the interaction of the student and teachers and involves close cooperation and co-creation. However, the IOP cannot be formed once and for all. The needs of the students are changing, the external conditions of the organization of the educational process are also changing, new educational resources are appearing. The normative and methodological support of the IEP should provide for mechanisms for its correction and mechanisms for its maintenance. Today, one of the effective mechanisms for supporting the IEP is the development of tutor support programs. Such a program reflects three layers of tutor support: assistance aimed at developing the autonomy and independence of the subject of education; facilitation (facilitating the interaction of the student with all participants in the educational process); support in solving problems in professional development. The study of the etymology of the term "accompaniment" allows us to consider it in the context of tutoring as a social interaction, the functions of which are the development of the student in various educational, social, personal situations through special means (tutor technologies). Purposeful development of the personality accompanied by creating conditions for successful learning, professional and self-development is the leading idea of ​​tutor support for a college student.

Fig 1. Functions of an individual educational program

The analysis of the possibilities of organizing training in colleges according to individual educational programs made it possible to identify many problem points. As separate blocks, it is possible to formulate the difficulties of the heads of educational institutions, teachers, students, the difficulties of various types of educational institutions. The main problem of heads of educational institutions, which blocks the introduction of individual educational programs, is the financial support of educational institutions. As a rule, in educational institutions there are not enough funds even to organize the division of groups into subgroups and micro groups. In this connection

it is necessary to clarify and supplement the financial mechanisms for organizing training based on the IEP. Possible risks of the implementation of the IEP are also associated with insufficient legal support for the process of individualization of education, network interaction of educational institutions in the use of available resources for the implementation of the IEP of students.

Among teachers, a large number of difficulties are fixed in mastering the tutor position. Teaching staff must be specially trained to ensure that assistance to students in the design and implementation of the IEP is effective. A tutor should appear in colleges - as a specialist in supporting individual educational trajectories.

Among students, there is a small percentage of students who are ready to take responsibility in building individual educational routes. Today, our guys do not know how to take responsibility for themselves. This is most clearly manifested when they comment on their educational failures. Among the most typical reasons they single out are lack of luck, teacher bias (“bad luck on the exam”, “the teacher was too strict or in a bad mood”). The percentage of children who fix the insufficiency of their own efforts in preparing for credit procedures in colleges is traditionally small.

A common problematic point in the context of developing the openness of the educational space of SVE institutions is the desire of colleges to maximize the range of educational services provided by an educational institution, promptly responding to the special educational needs of each student. The worst embodiment of this idea could be a large list of ongoing variable and additional programs of dubious quality. At the same time, the college may become similar, according to the apt expression of M.P. Cheremnykh, "to the supermarket", in which students will randomly move between shelves with an abundance of goods. In order for a student to be able to make a choice, he must be able to navigate well in an open educational space or have an accompanying person who helps him build an optimal educational trajectory - a professional tutor.

These problems should already be recognized by the teaching staff of colleges today in order to build a systematic work on the transition to teaching based on the IEP, creating conditions for its effective use.

An analysis of scientific research shows that the leading conditions for the implementation of IEP in colleges should be:

Development and implementation in the educational process of the college of educational programs of various levels and directions, the creation of an excess environment of resources (educational programs);

Ensuring the continuity of the content of primary, secondary and higher vocational education, which allows the release of programs to be successfully implemented;

Development of mechanisms for interaction between the college and institutions of secondary vocational education, resource centers, universities, employers, social partners;

Implementation of models of psychological, pedagogical and tutor support for individual educational trajectories of students;

Information and technological development of the educational environment, development of multi-level information resources;

Development of a system for monitoring the student's personal progress.

Bibliographic list:

1. Bespalko V.P. Natural pedagogy: lectures on non-traditional pedagogy prof. - M.: People's education, 2008. - 512 p.

2. Erykova V.G. Formation of an individual educational trajectory for the preparation of bachelors of informatics: Dis. ... cand. ped. Sciences. - Moscow, 2008. - 204 C.

3. Revolution in tutoring: an applied study of excellence, policy issues and student achievement / Edward Gordon E, Ronald Morgan, Charles O'Malley, Judith Ponticell - Izhevsk: ERGO, 2010. - 332 p.

4. Chernyaeva E.P. Implementation of individual educational trajectories of university students in the process of using an electronic textbook: Dis. ... cand. ped. Sciences. - Vladikavkaz, 2005 - 178 C.

5. Elkina A.G. On the organization of an individually-oriented educational process// Vocational education.-2011.-№9.-p.21-22.

6. Khutorskoy A.V. Methodology of personality-oriented learning. How to teach everyone differently?: A teacher's guide. - M.: Publishing house VLADOS-PRESS, 2005. 383 S.

Key words: individualization, individual educational trajectory, individual educational program, tutor support of individual educational programs.

Keywords: individualization, individual educational trajectory, individual educational program, support of the tutor of individual educational programs.

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Individualization is the creation of conditions in education for students to build an individual educational path in the process of carrying out personally significant activities based on the individual choice of the student and his interest, which may be due to the presence of certain abilities in the student, or abilities begin to develop after a certain choice of the student. The student's individual educational trajectory is the process and result of the student's independent individual action in solving personally significant problems. Individual curriculum - the process of building individual educational activities (variable part) Individual educational program - the process of building an individual training program within the framework of the needs of the student (OU + additional education) Company Logo

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"An individual educational trajectory is a sequence of elements of the educational activities of each student on the implementation of its own educational purposes corresponding to its abilities, opportunities, motivation, interests carried out in the coordinating, organizing, advising teacher's activities in collaboration with parents." Professor N.N. Surtaeva (RSPU named after A.I. Herzen) Company Logo

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GEF. INDIVIDUAL EDUCATIONAL TRAJECTORY Federal Law “On Education in the Russian Federation”. Article 2. Basic concepts used in this Federal Law 23) individual curriculum - a curriculum that ensures the development of an educational program based on the individualization of its content, taking into account the characteristics and educational needs of a particular student; ... Article 28. Competence, rights, duties and responsibilities of an educational organization 3. The competence of an educational organization in the established field of activity includes: 10) monitoring the progress and intermediate certification of students, establishing their forms, frequency and procedure; 11) individual accounting of the results of mastering educational programs by students, as well as storage in archives of information about these results on paper and (or) electronic media; 13) conducting self-examination, ensuring the functioning of the internal system for assessing the quality of education; ... Article 34. Basic rights of students and measures of their social support and incentives Students are granted academic rights to: 3) study according to an individual curriculum, including accelerated education, within the educational program being mastered in the manner established by local regulations; company logo

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GEF. INDIVIDUAL EDUCATIONAL TRAJECTORY OF THE GEF OF BASIC GENERAL EDUCATION … II. REQUIREMENTS FOR THE RESULTS OF MASTERING THE MAIN EDUCATIONAL PROGRAM OF BASIC GENERAL EDUCATION 8. The standard establishes requirements for the results of mastering by students of the main educational program of basic general education: ... educational, cognitive and social practice, independence in planning and implementing educational activities and organizing educational cooperation with teachers and peers, building an individual educational trajectory; …. 9. The personal results of mastering the main educational program of basic general education should reflect: 2) the formation of a responsible attitude to learning, the readiness and ability of students for self-development and self-education based on motivation for learning and cognition, conscious choice and building a further individual trajectory of education based on orientation in the world of professions and professional preferences, taking into account sustainable cognitive interests. company logo

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The GEF is based on a system-activity approach, which implies a variety of IOT. Already in elementary school, individualization of each child should be carried out, regardless of his psycho-somatic abilities. Company Logo

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The learning profile is an individual educational trajectory of the student, built on the basis of his choice from the range of subjects proposed by the educational institution, subject to the study of compulsory subjects at least at a basic level. company logo

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Students are offered a choice of 3 levels of mastering the content of academic subjects: basic level (the content of the programs ensures the mastering of academic subjects at a basic level); advanced level (the content of the programs ensures the formation of subject knowledge, skills and abilities that are additional to the basic level in an amount less than it is provided for mastering at the profile level); advanced level (the content of the programs ensures the development of academic subjects in accordance with or in excess of the volume of content and the level of complexity provided for their development at the profile level). company logo

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Profile training should: provide a basic level of mastering the Federal State Educational Standards of general education; provide an opportunity to choose the content of education and the level of its development. company logo

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Children with disabilities; Having recommendations for home schooling for health reasons; Distance learning on an individual program. company logo

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IDENTIFICATION OF THE CURRENT STATE FOR THE PURPOSE OF BUILDING IOT INPUT DIAGNOSTICS Company Logo

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The idea of ​​providing individual educational trajectories to the student was enshrined in the first version of the Constitution of the Russian Federation. Subsequent partial changes to the Constitution confirmed this idea. It should be noted that the idea is not so much new for the school, it has been used for a long time when teaching individual students according to individual programs and in some cases (for example, for teaching people with health problems).

Two concepts are actively used in research: "individual educational trajectories" and "individual educational route". Under the trajectory in the classical sense is understood as "the line of motion of some body or point", and under the route - "the path to follow". These concepts can only be separated by the fact that the line of movement of the educational program (trajectory) acquires concretization in the path (route). In other words, an individual educational trajectory is a personal way of realizing the personal potential of each student in the educational process Khutorskoy AV Modern didactics. Peter, 2001.

The concept of "educational route" is more widely used in the system of additional education, and it is an important element that determines the success of the personality-developing environment of these institutions. Educational routes in the general educational space of additional education institutions vary in different ways, mainly due to the national-regional component.

An analysis of the psychological and pedagogical literature shows that the concept of "individual educational trajectory" has a broad meaning and is characterized by several directions for the implementation of the educational trajectory:

Activity (implemented through non-traditional pedagogical technologies);

Procedural (determining the organizational aspect, types of communication).

Individual educational trajectories can be interpreted as a certain sequence of elements of the educational activity of each student to achieve their own educational goals, corresponding to their abilities, capabilities, motivation, interests, carried out with the coordinating, organizing, consulting activities of the teacher in cooperation with parents.

An individual trajectory is a manifestation of the style of learning activity of each student, depending on his motivation, learning ability and carried out in cooperation with the teacher. They connect the concept of "individual educational trajectory" with the concept of "educational program", which allows students to master a certain level of education, note the ability of students to consciously choose an individual learning trajectory with the implementation of various options for developing education: student-centered, project-creative, modular learning, humanistic school . An individual educational trajectory as an educational program is considered from two sides:

As organizational and managerial knowledge that makes it possible to implement the principle of personal orientation of the educational process through the definition of conditions conducive to the achievement by students with different educational needs and opportunities of the established standard of education;

As an individual educational trajectory of the student, created taking into account his individual characteristics. The definition of an educational program as an individual educational trajectory is its leading characteristic and allows presenting an educational program as a kind of model of ways to achieve an educational standard, when the choice of the way to implement the standard depends on the individual characteristics of a particular student.

In a broad sense, the educational program includes the ideas of individualization (taking into account the individual characteristics of students in all forms and methods of education in the learning process) and differentiation (taking into account individual characteristics in a form that involves grouping students based on the identification of certain characteristics) of learning. With this approach, an individual educational trajectory is a purposeful simulated educational program that provides the position of the subject of choice, development, implementation of the educational standard when teachers provide pedagogical support for self-determination and self-realization of the student. Thus, it is focused on creating conditions for self-expression of the student's personality with the obligatory achievement of the set learning goals.

It can be said that an individual educational trajectory, an individual educational route is an integral part of a generalized educational route, which, like a multitude of individual ones, unites them in a concentrated form.

This approach allows us to consider the concept of "individual educational route" from two points of view:

As one of the many possible options for individual educational advancement of the individual;

As a result of the student's interaction with the educational environment, reflecting the general, specific generalized educational route.

What is common and specific in it is that, as a complex social phenomenon, it includes stages, periods and lines of advancement in obtaining an education.

The stages are in direct connection with the awareness, immersion and development of the educational environment; periods reflect students' understanding of the need for education; self-knowledge and assertion; acquisition and systematization of knowledge; self-awareness as a future specialist; orientation towards your future career. The most interesting is the progress in the educational route, which is built along the following vital lines: the line of personal growth, the line of knowledge and the line of professional self-determination.

A person advances in the educational route along a number of vital lines (growth line, knowledge line, professional self-determination line), so several routes can be distinguished Gayazov A.S. Education and education of a citizen in the modern world. M., Nauka, 2003:

• - an adaptive route (requires the use of education to prepare oneself for the current socio-economic and cultural situation);
• - a route of developing orientation (characterized by a wide development of opportunities, abilities and all the creative potential of a person);
• - a creative orientation route (includes not only the development of features and capabilities, but also their purposeful use for transformation, building oneself, one's own education, career, life).

As you can see, there is a very important element in the proposed distribution of routes: each route can be chosen as an independent one and brings the development of the personality to its logical conclusion, at the same time, a developing personality can go through all stages (from adaptation to any conditions, passing through developing activity integrating into the system of creative activity). In this regard, it is equally important to find out what contributes to the transformation of students into subjects of educational activity. As a rule, this is preceded by difficult work, after which, based on a meaningful search for their solution, discussion and testing, the student has his own answers to the following important questions:

• - what changes in personal, activity and cognitive characteristics can and should occur in his students and pupils?
• - what pedagogical goals can be set for this student and under what conditions (in what activity) can they be achieved?
• - how to organize these conditions and initiate the necessary activities?
• - How can these conditions be implemented in specific situations?

In this case, these processes are: the implementation of the subject and psychological and pedagogical knowledge necessary for pedagogical activity; development of pedagogical activity (its research, design, implementation); value self-determination (development of pedagogical credo) and determination of pedagogical goals.

In the educational space, in which the main thing is the movement of the individual from the position of the “I” of the person receiving education” to the “subject of education”, a number of principles operate.

The first principle is the need for such a design of the educational process, in which the position of the person receiving education would be clearly manifested, his individual educational trajectory would be indicated, taking into account his potential, weaknesses, features of his individual cognitive process.

The second principle reflects the need to correlate the capabilities of the socio-educational environment with the advanced capabilities of the student, which is expressed in the task of constantly "setting" the advanced style of organizing and managing the educational process, corresponding to modern ideas about the prospects for the development of education. Ignoring this principle can lead to the destruction of the integrity of the entire educational process, moreover, the “falling out” of this system or the individual, or the values ​​of education, or the acceptance of education itself as the greatest value of mankind.

The third principle lies in the need to bring the individual to the technology of the initiative formation of his educational trajectory (first) and (second) the initiative and rational formation of a permanent, comprehensive and continuous educational environment (classroom, home, work, travel, vacation, etc.), which includes various versions of text and graphic publications, video, audio, computer and network, radio and television sources of information, mainly of an educational nature.

When designing individual trajectories of educational activity, the assimilation of knowledge and methods of activity can occur at three levels:

• - at the level of conscious perception and memorization, which externally manifests itself in accurate and close to the original reproduction of educational material;
• - at the level of application of knowledge and methods of activity according to the model or in a similar situation;
• - at the level of creative application of knowledge and methods of activity.

The priority means of implementing the trajectory of individual creativity are those that ensure the growth of creative interaction and activate the creative self-realization of students in the course of the implementation of education: dialogue, game modeling, reflective analysis, search cognitive tasks, educational and creative activities of the teacher (teacher) and students (students) in joint solving of problems of a search nature, content-motivating assessment, personal attitude to creative activity, etc.

The peculiarity of the process under study is that the trajectory of creativity for each student is strictly individual, it is realized "according to a special, only inherent scenario." The indicated originality of development is determined by various circumstances of the formation of the personality of each student: natural prerequisites; properties of the nervous system, temperament, character; value orientations; the level of personality development, which is manifested in the features of self-awareness, self-esteem. Therefore, the trajectory of the student in the educational process is distinguished by an individual pace and character, a meaningful originality of manifestations of the properties of creative individuality.

Experience shows that when forming the trajectory of individual creativity, it is necessary to take into account the potential capabilities of the student, the features of his individual cognitive process. This requires correlating the capabilities of the socio-educational environment with the advanced capabilities of the student, which are in the advanced style of organizing and managing the educational process, corresponding to the ideas of the prospects for the development of education.

It is productive to look at the trajectory of individual creativity as a constructive form of activity in the aggregate of essential, procedural and personal components, which determines the emergence of new cultural values ​​or a product that is novel, original, unique. This suggests that the result of individual creativity can also be concluded in the development of the subject of creative activity. The degree of realization of the essential forces of a person in the process of creative activity becomes a criterion of creativity, i.e. creativity itself acts as a trajectory that is realized in activity.

In the educational process of the institution of general or vocational education, the world of generally accepted ideas, scientific concepts, patterns, and theories prevails as objects of knowledge. In curricula, manuals, in the direct practice of traditional education, the world of real objects is replaced by the study of the corresponding concepts and other knowledge products obtained not by students, but by specialists (scientists) or authors of educational material. The study by students of information about other people's knowledge leaves little room for them to create their own knowledge about the real world.

Based on this, we can say that in traditional education there is no building up of a personal world of knowledge by students, which prevents them not only from building individual educational trajectories, but also from creative self-realization in general.

This means that the task of the teacher in the implementation of an individual educational trajectory in learning is to provide an individual zone of creative development for each student. Based on individual qualities and abilities, the student builds an educational path, and the process of identifying, implementing and developing these abilities occurs in the course of educational movement along individual trajectories for each academic subject, and the path of mastering these subjects is determined not so much by the logic of these subjects, but by the totality of personal abilities every student.

Our studies have shown that a schoolchild or student will be able to advance along an individual educational trajectory in all educational areas if he is given the opportunity to:

• - determine the individual meaning of the study of academic subjects or disciplines;
• - set your own goals in the study of a particular topic or section, course and module;
• - choose the optimal forms and pace of training in accordance with preparedness;
• - apply those methods of teaching that are most consistent with his individual characteristics; - reflexively realize the results obtained (in the form of assessments, formed competencies);
• - to evaluate and adjust their activities in accordance with the characteristics of the general course of educational activities.

Preservation of the logic of the subject, its structure and substantive foundations, according to A.V. Khutorsky, can be achieved with the help of a fixed volume of fundamental educational objects and related problems, which, along with an individual learning trajectory, will ensure that students achieve a normative educational level.

However, for such training, it is necessary to create conditions that lead students to realize the need for self-movement, to independently set general educational, specific and related to the acquisition of a profession tasks and problems, to master methods for solving them, to design their own system of knowledge and methods of activity, that is, an individual educational trajectory.

It was said above that productive, creative educational activity is carried out by each schoolchild, student in accordance with his individual characteristics. A teacher, a teacher who wants to see and develop a unique personality in each student, schoolchild, faces a difficult pedagogical task of simultaneously teaching everyone in different ways. Therefore, the organization of training along an individual educational trajectory requires a special technology for the interaction of participants in the educational process. In modern didactics, the solution to this problem is proposed in two ways. The first method, which is most common in modern educational institutions, is the differentiation of training, according to which it is proposed to approach each student individually, differentiating the studied material according to the degree of complexity, focus or other parameters. The second method proceeds from the fact that each student builds his own path of education in relation to each of the educational areas he studies, i.e. the student is given the opportunity to create their own educational trajectory. Unfortunately, this method is practically not present in educational practice, since it requires the simultaneous development and implementation of different learning models, each of which is unique in its own way and correlated with the personal potential of each individual student. Thus, the task of productive learning is to provide an individual zone of creative development for each student.

The peculiarity of the educational process, focused on the design of individual ways to achieve the ultimate goals of education, is that in this process the main place belongs to the abilities, thanks to which the student creates new educational products. This work is based on the following ideas:

Any student is able to find, create and offer their own solution to any problem, including didactic, related to their own learning;

• - the student will be able to move along an individual trajectory in all educational areas if he is provided with the already noted opportunities: to determine the individual meaning of studying academic disciplines, set his own goals in studying a particular topic or section, choose the optimal forms and pace of learning, apply those methods teachings that are most consistent with his individual characteristics, reflexively realize the results obtained, evaluate and adjust his activities;
• - the student is put in a situation of searching for his own version of solving the educational problem, using his creative abilities.

Thus, it can be argued that the formation of individual trajectories is a process that is more creative, or at least requires a creative approach. Therefore, the laws of creative activity also operate in this space.

In recent years, especially in connection with the development of distance education, navigators of the educational process are recognized as effective, without which an individual trajectory of education is unthinkable. The navigator of the educational process is a kind of visual matrix of an individual educational space, in which, with the help of signs, symbols, abbreviations, the degree of the student's ascent to the result (the product of education) is noted. In other words, the matrix is ​​a detailed and visual map in which it is easy for the student to determine his location, tasks for the near future and the future.

The matrix of the individual trajectory of education allows you to determine the time and coordinates of the four-link component system of the educational process "I know (I can) - I study (I need to study) - I will study (I need to study) - I know new things (I have reached the next level)". As you can see, such an educational process is a spiral path of ascent to Knowledge (truth). The elements of the matrix are projections, names, addresses and directions of activity on the sheet plane. The activity of a student in mastering a subject, discipline, course, block, acquiring knowledge, skills, professions or professions is depicted by a vector that registers the content of education activities. Techniques remotely reminiscent of both navigators and the ancient Personal Comprehensive Plans in relation to the overall development of the child have been used in pedagogical practice for a long time; they are reborn in new forms. For example, the so-called "future plans", which have proven to be very effective.

Accordingly, this student needs to learn to identify individual steps towards knowledge, which can find additional fixation in the form of notes, diary entries, etc., which requires the student to have a high culture of planning and summing up. Our observations have shown that this seemingly routine activity is easily performed by modern students with the help of computer technology and does not cause any rejection on their part. Moreover, the formalization and, to some extent, the detailing of curricula and programs with the help of maps, drawings, tables, logical-semantic models, according to students, allows you to regulate and see the educational strategy and life perspective.

Thus, the navigator for the student becomes a kind of guide in the world of education. The paradoxical situation of modern education is that the emergence of new technologies is trying to resist the complication of education, the essence of which is the desire for some formalization of the content of education in the sense of splitting it according to the way information is perceived by a computer language. Apparently, this process can deepen further and become one of the main directions of the development of education, or become one of the accompanying directions of its development. In itself, the idea of ​​creating navigation elements in the complex and increasingly complex world of education is, of course, a positive phenomenon.

Let's try to summarize the reasoning.

First. The new situation in education is characterized by the increasing complexity of the process of modernization, globalization and the dominance of information technologies. According to most researchers, the modernization processes in the educational sphere are unfolding unevenly, in contradictory trends, clearly showing the multidimensionality fundamentally inherent in Russian society, expressed primarily in the nature and structure of culture.

Second. Education carries a certain internal contradiction, caused by methods of obtaining collective in terms of forms and consequences, individual in terms of results. Thus, a person in the process of receiving finds himself in a difficult situation of the need to determine his positions, his goals, his end points, to which he aspires. At the same time, she uses a number of methods available in the content and forms of organizing education and tries to find her own, personal priorities. The process is not easy, its complexity is caused, first of all, by the absence of a person or a small amount of experience in the activity of a person.

The specificity of the process is that it is practically difficult for a person to solve this problem in the new conditions of the development of Knowledge and civilization in general independently; a thoughtful and original organization is needed, purposeful management of this process is necessary.

Third. Another feature of the process arises, caused by the partial unpreparedness of a person to determine his original path of individual development.

The trajectory of the individual development of a person must comply with a number of well-known principles, among which one, the most important, quite often remains out of sight and leads to personal disasters, or at least to personal dissatisfaction. We are talking about the correct choice of individual trajectories of education, which causes special problems for young people. And this process should also be properly organized; the personality should receive a wide choice for its further development.

The relations that are manifested and formed in the educational sphere and its corresponding activities act as a determining factor in determining the behavior of an individual through a social environment in which the entire spectrum of human interactions is present. It is important to differentiate personal positions that are formed in this complex process. First, as a full-fledged participant in the relationships that arise in the process of education, a person experiences, first of all, the influence of his peers, other children who are younger or older, and then the influence of other representatives of the social environment (parents, older parents, friends, acquaintances, just adults). expressing approval or dissatisfaction with the results of educational work). The impact can be significant or neutral, direct or indirect. Being under the influence of surrounding people and relations that arise in the course of social activity, a person carries the properties of an object. Secondly, since a significant difference between relations in the field of education is the presence of feedback between the individual and the integral educational environment, the individual acts as a subject.

The formation of the subjective position of a personality in order to determine its individual perspective educational trajectories depends on a number of conditions. The subjective position of the individual requires the definition and clarification of goals (not just goals!) in the context of the corresponding activity. As an image of the intended result, the goal regulates all the activities of the subject. The situation of the reality of the expected (defined, planned) success is an incentive that causes the desire of students to choose higher goals, to determine ways to achieve goals selected from a large number of possible ones.

Naturally, all these problems of a very complex order must be taken into account by today's education, the result of which should be a high level of education of a new person entering life.

One of the tasks of the modern school is the development of personality and support for the individuality of the student. Individuality is a person characterized by his socially significant differences from other people; the originality of the psyche and personality of the individual, its uniqueness. Individuality can manifest itself in the traits of temperament, character, in the specifics of interests, qualities of perceptual processes and intellect, needs and abilities of the individual.

Individualization is used to achieve the set goals. Individualization is understood as the creation of a system of multi-level training of students that takes into account the individual characteristics of students and avoids leveling and provides everyone with the opportunity to maximize their potentials and abilities.

The form of individualization is an individual educational trajectory or an individual educational route.

An individual educational trajectory is a personal path of creative realization of the personal potential of each student in education, the meaning, significance, purpose and components of each successive stage of which are comprehended independently or in collaboration with the teacher.

An individual educational route is a time sequence for the implementation of a student's educational activities. An individual educational route is changing and depends on the dynamics of emerging educational needs and tasks. The educational route allows, other than the curriculum, to construct a temporal sequence, forms, and types of organization of interaction between teachers and students, a list of types of work.

An individual educational trajectory is a sequence of additional educational subjects (elective courses), free work, extracurricular activities, including additional education, built next to (in parallel) with a block of compulsory educational subjects, in which the development of educational information by students takes place in close contact with teachers.

The main characteristics of an individual educational trajectory:

Individual - does not mean only "one on one" with the teacher. It is important to find such educational material, organize such forms of interaction that will contribute to personal initiative, manifestation, and the formation of individuality.

Educational means contributing to the formation of knowledge, skills, understanding of the world and oneself in this world.

The trajectory is a trace from the movement, the accumulation of various educational, social and educational experiences.

In the most general form, there are three types of trajectories that reflect the leading orientation of the student:

The adaptive trajectory requires the use of education to prepare the student for the current socioeconomic and cultural situation;

The trajectory of a developing orientation is characterized by a wide development of opportunities, abilities and all the creative potential of a person receiving education;

The trajectory of a creative orientation includes not only the development of features and capabilities, but also their purposeful use for transformation, "building" oneself, one's own education, career, and life.

The main task of the teacher is to create a varied educational environment, offer the student a range of opportunities and help him make a choice.

The educational environment is most often characterized by two indicators: saturation (resource potential) and structuring (methods of organization).

When moving forward, the student can choose the content of knowledge, skills, the level of their development, the form of educational work, the pace of advancement.

The educational trajectory of the child is determined by previously acquired knowledge and skills, primarily in the classroom.

The main elements of creating a trajectory:

Landmarks - the definition of the intended end result of the activities of students and teachers as guidelines for the implementation of education. Formulation of goals.

The program is an innovative (creative) essence of individual educational activity, the main components of which are: meaning, goals, objectives, pace, forms and methods of teaching, personal content of education, a system for monitoring and evaluating results.

Educational environment - a natural or artificially created socio-cultural environment of a student, including various types of means and content of education that can ensure its productive activity.

Impulse - the launch of the mechanism of "self-promotion" of the student and teacher (motivation), associated with the comprehension of activities, self-knowledge, value orientations and self-government.

Reflective comprehension is the formation of an "individual educational history" as the sum of significant "internal increments" necessary for a continuous educational movement.

Portfolio - the sum of "educational products" of the student, the creation of which is possible through the identification and development of individual potentials and abilities.

Initially, options for individual promotion of students are described, including:

1. Compulsory student training sessions.

2. Elective classes (elective courses) focused on expanding, deepening knowledge, developing skills, acquiring practical experience.

3. Independent work.

4. Project activity.

5. Additional education.

6. Participation in extracurricular activities.

Based on the analysis of the available options, the student, together with the teacher and parents, forms an individual curriculum for a quarter, half a year, an academic year, including:

1. The purpose of education (takes into account the interests, opportunities, abilities of the child)

2. Compulsory component (study subjects)

3. Classes at the choice of the student (elective courses)

5. Participation in project activities

6. Participation in research activities

7. Participation in additional education associations

8. Participation in extracurricular activities

9. Report forms

10. The main elements of the individual educational activity of the student:

Determining the meaning of activity

Setting a personal goal

Formation of an activity plan

Implementation of the plan

Reflection, performance evaluation

Adjustment or reassessment of goals and, accordingly, the route of movement

Formulation of the concept of the educational program of the student:

The purpose of my education at school

The purpose of my education at this stage

What do I do because I'm interested (I choose)

What would I like to do (order)

What am I doing because it's necessary (doing the norm)

What problems do I see in achieving my goal:

What methods and forms of learning will I use to solve problems

In the formation and implementation of individual educational trajectories, the role of teachers is changing. The most relevant today is the tutor - a teacher who provides general guidance for independent extracurricular work of students; individual scientific supervisor; educator.

Technology of tutor support presupposes the presence of a tutor, the main activity of which is to organize the process of becoming a student's personality, ensuring the development of the "accompanied" content, means and methods of activity.

This technology involves the joint activities of the accompanying person (tutor) and the person being accompanied to solve the problem of practice and includes the following main stages:

1. Identification of the problem and understanding of its foundations.

2. Finding ways to solve this problem.

3. Development of a plan for solving the problem.

4. Providing primary care during the implementation of the plan.

If we are talking about supporting the activities of the coming period, then the stages are different:

1. Analysis of the present state of activity. Identification of achievements, problems and difficulties.

2. Designing activities for the next period.

3. Designing the necessary and sufficient education of the teacher for the implementation of this activity.

4. Design and implementation of activities to support the education and activities of the student.

Tutor support - this is a special type of support for human educational activity in situations of uncertainty of choice and transition through the stages of development, during which the student performs educational actions, and the tutor creates conditions for its implementation and comprehension (E.A. Sukhanova, A.G. Chernyavskaya).

Tutor support involves the provision of pedagogical support to students in the independent development and implementation of an individual educational program (strategy) by each student (Terov A.A.)

The multiplicity of choices of technologies and adequate models of the support system is based on the initial provisions of the targeting of "helping education". "Helping education" as an integral part of public education, objectively necessary to create conditions for the personal development of the student, is a specific professional activity of specialists in solving socio-psychological problems in pedagogical systems specially organized for this.

At the same time, the support process is based on organizational, pedagogical, technological and socio-pedagogical factors, and relations become a system-forming factor of the entire system of pedagogical support, serve as the basis for the integrity of models, stabilizing interactions within various components of the socio-cultural space.