State and alternative education systems. Alternative forms of schooling

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INTRODUCTION

CONCLUSION

INTRODUCTION

As long as there is a school in the world, and in it - bells, lessons, schedules, homework, tests and exams - children will not study. Only when children are left alone will they start to really learn something. The school regime, which seems to be disciplining children and accustoming them to work, is in fact only a punitive-compulsory system that does not allow the child to breathe freely, live and develop. What stimulus is used in the school? Didn't learn your homework - sit down, "two". This is the so-called negative reinforcement. If the student did not obey the will of the teacher, he is punished. Such a system reinforces a kind of conditioned reflex in the child - to study in order not to get a "deuce". That is why many people stop reading and learning new things as soon as they leave the walls of official educational institutions. Today, in search of ways to develop the education system in science and practice, many options for solving various problems are offered. Some options represent technologies based on the modernization of the existing traditional system, others are called alternative.

Alternative technologies are fundamentally different from traditional learning systems. They are divided into different stages - according to the goals, content, forms, methods, relationships or positions of the participants in the pedagogical process.

The Message of the President of the Republic of Kazakhstan Nursultan Abishevich Nazarbayev to the people of Kazakhstan states that the existing education system does not meet the modern requirements of a radically changed social system, a person's personality cannot adapt to real information revolutions.

State obligatory education standards based on the subject approach do not give the student a clearly expressed positive motivation for choosing a life path, interests and prospects. Only 30% of high school students consciously choose a professional activity that matches their abilities. 70% of future graduates have low self-esteem and are not prepared for independent living. Therefore, the study of alternative education systems is a hot topic today.

The object of study of this course work are alternative education systems.

The subject of the research is the development of alternative education systems in the modern world.

Purpose: To analyze the application of alternative education systems in the modern world.

1. Present the content, forms and methods of organizing the learning process in alternative schools and determine the prospects for adapting the ideas of alternative education in the national school.

2. To reveal the essence, conceptual provisions and values of alternative education in foreign pedagogy.

3. Reveal the genesis and stages of development of the global alternative pedagogical movement.

4. To study the experience of the Republic of Kazakhstan in the field of alternative education.

CHAPTER I

1.1 History of the development of alternative education systems

Such great teachers, educators, scientists as Maria Montessori, Charlotte Mason, Alexander Neil, Isaac Pitman, Mikhail Petrovich Shchetinin and others worked on the problem of alternative education.

To date, there are many different methods and systems of education, one of them is the pedagogy of Maria Montessori, and it is quite effective. It is a combination of freedom and discipline, serious work and play. This system is called the independent development of the child in a didactically prepared environment. Montessori pedagogy is over 100 years old. For many years it was banned in our country, while in other countries it was widely used. The essence of the technique is to give the child the opportunity to develop independently. Children develop the senses of sight, hearing, smell and fine motor skills. And what is most important in this technique is that children do only what they like. The main principle of the system: "Help me do it myself."

There is also a pedagogy called the Jena Plan - this is an alternative learning option that got its name from the University of Jena in Germany, where many years ago, in 1924, a school experiment was set up, after which the teacher Peter Petersen voiced his ideas at the International Congress in Locarno in 1924. Over time, after achieving remarkable results, Jena's Plan became widely used; it is based on the following pedagogical principles: work in groups - most of the time children spend in different age groups according to the family model; the main activity is that which distinguishes the human being; conversations, games, work, celebrations (celebrations on the occasion of the beginning and end of the week, birthdays, arrival or departure of a student or group, religious or national holidays, other important events from personal life, as well as from the life of a school or society; classroom, the group space and all other spaces are educational spaces, participation in governance, developing a sense of order and responsibility for common areas, participation of children in experimental classrooms and activities, in equipping the classroom, in setting rules, etc. Jena's Alternative Pedagogical Method is still at the stage of formation and introduction into the official education system.

The founder of the movement for "home education" can be safely considered - Charlotte Mason. She worked in England in the second half of the 19th and early 20th centuries. Charlotte believed that education was more than just training, passing exams, and going to college. She argued that the most important thing in education is the atmosphere, discipline and life itself. All this, in turn, helped the children understand who they are, what they want from life and how they can find themselves in the world of people and in the Universe created by God. The most famous of Mason's methods is the use of "living books", which are written, as a rule, by one person who is passionate about this subject - instead of dry ones, which are built on bare facts.

The idea of free education was picked up and developed by Alexander Neal, who created the Summerhill School in Great Britain in 1921. From the very beginning, this school has become that rare place where children could be themselves, make their own choices and live as equal members of society. Its philosophy is based on the freedom of the individual. But this is precisely freedom, not permissiveness. kazakhstan pedagogy alternative education

The main objectives of the school can be described as follows:

give children the freedom to grow emotionally;

give children power over their own lives;

give children time to develop naturally;

make childhood happier, remove fear of adults and remove coercion on their part.

Summerhill is not only an educational institution, it is a model for building your own life.

In 1840, Isaac Pitman began teaching shorthand to students in the United Kingdom by mail, thus establishing the first distance learning course. Some scholars argue that the sacred messages of St. Paul sent to the temples illustrate some of the key points of distance education. The opportunity to receive higher education at a distance appeared in 1836, when the University of London was founded in the United Kingdom. Students enrolled in accredited institutions were allowed to take examinations administered by the University. Since 1858, these examinations have been open to candidates from all over the world, regardless of where and how they received their education.

The school of Mikhail Petrovich Shchetinin was created as an experiment in the system of secondary education. The essence of the experiment was to create a school agro-industrial complex, while studying in the first half of the day was combined with the work of schoolchildren in the second half of the day. In addition, M.P. Shchetinin introduced unexpected pedagogical innovations: reducing the time of lessons, canceling grades, homework, etc. In 1988, the school was given the status of a state general educational institution of a boarding school type, which is a separate complex of residential and educational buildings. A certain contingent of students lives on the territory of the school permanently or from time to time, if possible, leaving home. Classes at the school are held throughout the year.

The Archimedes School was established on July 3, 1988 by order of the Ministry of Education No. 64-VS and initially had a peculiar name - "Experimental School for Teenagers in Need of Special Educational Conditions." With this name in the USSR there were special schools for children with criminal behavior. In the future, the name of the school changed several times, and with the light hand of journalists, it became known as the "School of Archimedes" or "Archimedes".

Initially, the school was for those teenagers who are usually called "difficult". We have always consciously avoided this term - it is not clear what lies behind it. Let's say it easier. Those who remained outside the regular school for various reasons were taken there. They were orphans, including half-orphans.

The study was really elite and of a very high level. The professionalism of teachers and a reasonable daily routine allowed ordinary children to eliminate gaps in knowledge in the shortest possible time, level the level, catch up with the rest, and so on.

The fundamental subjects of mathematics, physics, chemistry, biology were of such a high level that some universities in Alma-Ata entered into an agreement with the school to equate final exams with entrance exams.

Thus, the school artificially but effectively wrested children from the negative influence of societies that had long been established for them and opened the way to a new movement in life, to education, to new values, to other relationships.

"School-Park" is an alternative to traditional education. The practical approbation of the educational system of this school was started in the 90s by the daughter of Miloslav Aleksandrovich Balaban - O. M. Leontiev. The educational system "School-Park" is based on the model of knowledge-organ, in which the development of knowledge occurs in the course of a complex interaction of the individual with the cultural, informational and subject environment. Schoolchildren participate in various joint projects, which develops their ability to cooperate, assess the situation sensibly and achieve results. "Park School" is the only democratic school in Ukraine. Assembly and rules are the central foundation of the school, children learn to protect their rights and are disciplined. The school has the opportunity to study half a day - before lunch, or not every day - for those children who are already studying externally, but who either need additional communication with their peers, or additional knowledge that cannot be obtained at home.

1.2 Reasons for the emergence of alternative education in Kazakhstan and abroad

The accelerated socio-economic development of Kazakhstan at the beginning of the 21st century caused an urgent need for professionals with a high level of technical, managerial and leadership competencies, therefore, in 2008, at the initiative of the First President of the Republic of Kazakhstan, the Leader of the Nation, Nursultan Nazarbayev, a project was launched to create Intellectual Schools. These schools were named "Nazarbayev Intellectual Schools" and are widely popular today.

Alternative education appeared due to several reasons. The first reason is the growing degradation of the school. Some parents begin to look for a way out of this situation, and, as a reaction to this request, a niche of alternative education appears. Another reason for the appearance of this type of education is that the tasks of education are generally changing. Previously, our society, the old education system, were built according to industrial patterns and brought up mainly people who can work according to the instructions on the assembly line. But when the phase of industrial society turned out to be almost over, and the dynamics of social processes began to grow ahead, it became clear that life is so diverse, fast, dynamic that people were now required to make their own decisions, be able to independently analyze information flows, be able to collect scattered information, generally have different types of thinking in order to work with this information, turn this information into knowledge and skills.

1.3 Significance, goals and objectives of alternative education

The system of alternative education is a direction in pedagogical theory and practice, focused on providing, in specially organized, different from generally accepted and traditional pedagogical conditions, genuine inner freedom and self-realization of the individual, satisfaction of his needs and interests, disclosure and development of natural inclinations in the process of mastering the world around him. .

In the 1960s and 1970s alternative pedagogical systems and humanistic forms of teaching/learning have attracted particular attention. It was a reaction against the limitations of traditional education, which is focused on the intellectual aspects of learning and on the acquisition of basic knowledge and skills. Alternative approaches have usually emphasized the emotional side of the learning/learning process and paid attention to, for example, the feelings, values, interests, beliefs and life experiences of the students. But the main goal of alternative approaches is the integration of the cognitive and emotional spheres, despite the fact that many of them, often referred to as "humanistic education", were focused on the learning process. Education is seen here not as a vigilant “cultivation of the intellect”, but as assistance to a particular student in the development of a full and holistic personality.

Tasks of the system of alternative education:

1. Education of children using health-saving technologies and methods of developmental education.

2. Harmonious development of the unique personal qualities of the child.

3. Education of responsibility for oneself.

4. Natural social adaptation.

Alternative educational institutions, supplementing and expanding the framework of the state education system, provide great opportunities for choosing a model of education and upbringing.

CHAPTER II. GENESIS AND STAGES OF DEVELOPMENT OF THE SYSTEM OF ALTERNATIVE EDUCATION IN KAZAKHSTAN AND IN COUNTRIES OF THE FAR AND NEAR ABROAD

In order to reveal the essence, conceptual provisions and value of alternative education in foreign pedagogy, one should study the educational philosophy and practical experience of various foreign schools. Consider the genesis and stages of development of the world alternative pedagogical movement. And focus on such schools as: French, German, Russian, Chinese, American and Indian schools of alternative education, where the ideas of this education system are most pronounced and have proven their viability.

2.1 Features of the French system of alternative education

At the end of the 20th century, an unknown French teacher Celestine Frenet laid the foundations of an education system that later became known as Frenet's pedagogy. Today, in more than 40 countries around the world, tens of thousands of primary school children are taught to read, write and cope with life situations using Frenet's pedagogy.

This pedagogy is based on a number of clearly formulated principles: a child-centered school, motivated school work, personal activity, freedom of speech and communication, cooperation, learning through experimental search, the global nature of educational activities.

In Frenet's pedagogy, the student is actively learning, he is no longer a simple vessel into which knowledge is poured. Based on a critical analysis of the teachings that consider the learning process as a game, Frenet avoids the shortcomings of these theories by creating and substantiating the idea of "work-play", opposed to the idea of "play-work", thereby emphasizing the role of work not only in teaching, as it has always been but also in the learning process. Emphasizes the energetic rejection of imposed free chores, typical of the traditional school. In Frenet's pedagogy, freedom does not mean the freedom to do nothing, it is the freedom to choose various activities. Individual work means that each student does what he believes is most necessary for him at the moment. Frenet proceeds from the position that any child can become the best at a certain moment of his existence.

The typology of the education system promoted by Frenet is learning aimed at solving certain problems by groups of children under the guidance of pedagogical staff. Small group work is considered the main teaching method. Groups are formed at the choice of children and are valid for 3-4 weeks. The non-intervention of the teacher will allow the child for the first time to realize his value as a member of the group and the value of those with whom he cooperates. In this case, the teacher's role is limited to organizing the materials needed for teaching, providing and maintaining a climate of trust, and building trust in the opinions of others. In most cases, the teacher is only an attentive observer who directs and coordinates the actions of students.

2.2 Features of the German system of alternative education

In 1919, the famous anthroposophist Rudolf Steiner was invited to help open a school for the children of workers at the Waldorf-Astoria factory in Stuttgart. It was based on anthroposophical ideas, in particular, the importance of a holistic interaction of bodily, mental and spiritual factors for human development. Education in such a school is built in accordance with the principle: "first artistic, and then intellectual." By the way, the Waldorfs consider pedagogy itself not a science, but rather an art - the art of education. Students go through the subjects in the so-called epochs, when for 3-4 weeks every day at the first lessons they study the same discipline. The permanent class teacher-universal is the main character of the Waldorf school, this is an important principle that distinguishes it from other systems. It is the class teacher who is responsible for organizing the entire educational process of his class. Moreover, he not only develops and conducts basic general education subjects, but also organizes interaction with parents and other teachers of the school. By 1990, there were about 500 Waldorf schools in the world and twice as many kindergartens. In the course of research, we found out that in Kazakhstan over the past decades, the Waldorf movement has also found its supporters.

Today in Europe, programs for the development of education common to several states are being developed, which are grounded on mutual contacts between universities from different countries and create a kind of educational space for communication between teachers, exchange of experience, exchange of students, interns.

2.3 Features of the Russian system of alternative education

External study is not a new phenomenon for Russia, if you remember, even Vladimir Ulyanov took exams as an external student. But in recent years, as the dissatisfaction of parents with the mass school grows, he has found a new breath. In conjunction with the possibility of individual lessons with a tutor, external studies are a very real way to get an education, taking into account the individual needs of the student. The limitations here are clear: you need to have the strength to pass exams in all subjects of the school curriculum at one time and, of course, it is important to have financial opportunities to pay for individual lessons if necessary.

The main advantage of an external student is a self-selected pace of learning, which allows you to pass exams earlier than usual, without wasting time on “sitting out” school lessons. And the individual selection of tutors can improve the quality of education. True, in this case, the responsibility for interest in learning, the depth of knowledge and passing exams lies entirely with the parents and the student himself. The school here performs only the function of a filter - it takes exams and issues an appropriate document. This type of alternative education can be a real salvation for children who are seriously involved in sports or painting, with frequent family moves due to the peculiarities of their parents' professional activities, etc. .

2.4 Features of the Chinese system of alternative education

China was one of the first countries to use radio and television in higher education. In the early 1960s, shortly after the development of television in China, the first Regional Television Universities (RTVUs) were formed in the Chinese capital, Beijing, and other major cities to meet the demands of adult education. The new types of universities were well received and showed great potential immediately after their formation.

In 1992 the number of enrolled in radio and television universities amounted to 146 thousand people, students - 300 thousand 400 people and 120 thousand graduates. By the mid-1990s, the PRC had formed the world's largest distance education system within the national territory, the main element of which was radio and television broadcasts. More than 2,000 teachers and directors of primary and secondary schools have been given the opportunity to continue their education and retraining while remaining in their posts. Thanks to this form of education, 2,310 thousand people graduated and received a 3-year education.

2.5 Features of the American system of alternative education

Even 20 years ago, the American system of secondary education was very simple. Parents and children were offered a "choice of two" - to study for free in a public school or for money - in a private one. Everything has changed since the early 1990s. In the United States, the charter school law was passed, which marked the beginning of a successful experiment in the American education system.

The American propensity to spread effective management to more and more new areas of activity sometimes leads to important innovations. In particular, relatively recently, in 1992, they came up with "charter schools" ("charter", English - contract, agreement). These schools are funded by public funds, often with private capital, but the students and their parents do not bear any financial burden. Unlike public schools with large student populations, charter schools tend to be small, with only 200-400 students. This allows you to maintain good discipline and order. They are attended by the most ordinary schoolchildren, many from colored and immigrant families. Teachers of such schools choose how to teach, but are required to have the appropriate education and accreditation. The school is headed by the Board of Directors, which consists of teachers and parents, activists and volunteers. There is no mandatory program for charter schools. Their goal is precisely to give complete freedom to pedagogical experiment. They are not required to comply with such requirements as a minimum of hours allotted for the study of a discipline, a minimum number of academic hours per day, the length of the academic year, etc. However, the knowledge that students receive in school must meet the standard adopted by law in the state.

2.6 Features of the Indian system of alternative education

In India, many alternative experiments in education are based on the teachings of Gandhi, Tagore, J. Krishnamurti, Aurobindo, as well as on the method of a network of folk teachers. These approaches have much in common with other areas of alternative education in the West, such as the Waldorf movement. All of them emphasize that education should have its roots in society, revive spirituality and establish harmony between the inner world of the individual and the outer world of the community.

Supporters of Krishnamurti, through several non-profit organizations, maintain independent schools named after him in India, England and the USA. These educational institutions are tripled as Jiddu Krishnamurti saw them, schools in which there is no pressure, encouragement, punishment, comparison of children with each other, competition. Particular attention will be paid to the creativity and communication of children with nature. And the translation and distribution of thousands of his speeches, public discourses, recordings in various formats - in print, in the form of audio and video recordings, in online resources in many languages, continues.

2.7 Alternative education systems in the Republic of Kazakhstan

Alternative schools are attracting more and more attention from Kazakh parents. Alternative educational institutions include some gymnasiums and lyceums that have chosen their profile and model of education.

Among a total of 20,000 primary school students in private schools, approximately 2,500 are enrolled in Steiner institutions and approximately 3,500 in Montessori institutions. Do not forget also about the Frenet method, which is used by teachers in public schools.

2.8 Operating educational institutions with alternative methods in the Republic of Kazakhstan

To get a more holistic picture of alternative education in Kazakhstan, we studied private schools operating in the Republic with various alternative methods.

School "Blue sail - Blue sail" instills in children a love for the land, for traditions, for people, for the country. A unique combination of the classical traditions of Kazakhstani education and the best examples of world educational practice with innovative modern approaches; individual educational programs for each student, personal growth of pupils; an optimally built system of additional education, distance learning - all this has a beneficial effect on the educational process. Schoolchildren not only receive knowledge, but also education, views on life, the future, friendship, love for people, country, planet are formed.

The author's school of Zhania Aubakirova. Children are at school from 9.00 to 18.00. In the first half of the day, classes are held in the general education cycle. In the afternoon - visiting extracurricular activities, music, preparation for lessons. At this time, the teacher monitors homework, ensures attendance at extracurricular, music lessons and other events. Three meals a day (breakfast, lunch, afternoon snack). The school additionally teaches such disciplines as: "World Art Culture" and "Developing Psychology". There are sports sections: "Judo", "Table Tennis", "Basketball", "Football". There are 6 studios: "Chess", "Folk Dances", "Art Studio", "Choral Studio", "Vocal Studio", "Modern Dances".

The first "Business School" for children and adolescents in Kazakhstan is based on a modern approach to teaching economic disciplines; teaching your children the basics of financial literacy and entrepreneurship; the maximum use of practical forms of training (role-playing and business games, solving cases, creating presentations); permanent master-classes teaching to think and earn; development of leadership skills in your child; practical teamwork skills; developing the skills of a successful businessman.

The international school-lyceum "Dostar" is one of the modern non-state schools in the city of Almaty, the southern capital of the Republic of Kazakhstan, founded in May 2000. Combining the classical traditions of education and modern educational technologies, the school-lyceum "Dostar" provides a high level and quality of education. A wide range of electives, circles and sections contribute to the disclosure of the talents of each child. Education, aimed at the formation of readiness for independent knowledge, becomes the key to the successful development of society. In order for a school graduate to be in demand by society under any conditions, he is not just taught, but moreover, taught to learn.

There are also five well-known schools in Kazakhstan with an international education system and international certification: Almaty International School (AIS), Haileybury, Kazakhstan International School (KIS), Miras School and Almaty International School (MSHA).

Almaty International School operates in Astana, Almaty, Aktau and Atyrau. The school was founded in Kazakhstan in 1993, is part of the Quality schools international network (36 schools in 25 countries) and offers an American program with English as the language of instruction.

Since 2008, Haileybury in Almaty and since 2011, Haileybury in Astana have been British schools in Kazakhstan aimed at children of various nationalities. Children are taught in English, and all teachers are highly qualified teachers, native English speakers. It is based on the model of the well-known private independent school in England "Haileybury Almaty", which for over 150 years has been one of the leading independent closed educational institutions in the UK.

Haileybury alumni include such famous personalities as Clement Uttley, leader of the Labor Party and Prime Minister of Great Britain in 1945-1951, as well as poet and writer Rudyard Kipling.

The curriculum of the international school "Heileybury Almaty" is based on British standards of education, but adapted to the education system in Kazakhstan.

Kazakhstan International School (KIS) was founded in our country in 1999, is a non-profit organization and a member of the Council of International Schools, uniting over 500 schools and 400 colleges in more than 100 countries around the world. Here, children study from kindergarten to 13 years old.

The Miras School and the International School of Almaty (ISA) operate within the structure of the Nursultan Nazarbayev Education Foundation, were established in 1999 and 2000 and work according to integrated programs: the state standard of secondary general education of Kazakhstan is supplemented by the International Baccalaureate Program. Education of students in Miras is conducted from 3 to 18 years old in three languages: Russian, English, Kazakh, MSA has a traditional 11-grade education.

The Miras School annually organizes the training of students in summer language schools around the world. The International School of Almaty (ISA) provides more than 25 electives, including pop vocals, language courses, sports leagues, school theater and debates. Kazakh, Russian, English and French. Chinese, Arabic, Spanish, Turkish - are studied by choice.

Archimedes School - a private educational institution of the Republic of Kazakhstan, was opened in the organizational and legal form of a Limited Liability Partnership in 2006 on the basis of the Republican Experimental School for High School Students, which has existed since 1988. The goal is to implement the Law of the Republic of Kazakhstan "On Education", the introduction of progressive methods, forms and techniques in the education and upbringing of children, the formation of a spiritually rich personality of the child, the provision of services for additional education, the organization of leisure and recreation for children.

Nazarbayev Intellectual Schools, NIS - (kaz. Nazarbayev Ziyatkerlik mektepteri) - a network of state intellectual schools in Kazakhstan designed to educate gifted children in the scientific, economic and political fields. Schools operate full-time six days a week. They provide three meals a day, supervision of a pediatrician. The Integrated Educational Program of the Intellectual Schools is a framework document that provides for the integration of the best national and international experience. For this purpose, the best practicing teachers of the Intellectual Schools and consultants of the International Examination Council of Cambridge were involved in the development of the educational program.

In the educational program, training and education are indivisible. The program is aimed at educating a citizen of the Republic of Kazakhstan: a person with high mental potential, able to think critically and creatively, strong in spirit, able to apply his knowledge for the benefit of the progress of society.

Nazarbayev University (kaz. Nazarbayev University) is a higher educational institution in Astana, opened on the initiative of the President of Kazakhstan N.A. Nazarbayev. The university is intended to become a national brand of higher education in Kazakhstan, combining the advantages of the national education system and the best world scientific and educational practice. This is the first university in Kazakhstan that operates in accordance with international academic standards and is guided by the principles of autonomy and academic freedom.

Alternative education in Kazakhstan, as in any other country - of course, not in its extreme manifestations - testifies to the development of the field of education, the introduction of innovations in education, the diversity that allows a person to become multifaceted and comprehensive. The level of education is the starting point of economic and scientific and technological progress, the key to the successful development of our state and society. The lag in the field of education directly affects the country's competitiveness, national prospects and national security.

CONCLUSION

Based on this analysis, it is concluded that in alternative schools, from the very beginning of their work, prerequisites are created for overcoming the attitude to knowledge, skills and abilities only as the goals of education; here they are, first of all, means that ensure the full development of the individual and its inclusion in socially valuable activities, one of which, in particular, is independent planning of one's own education, which determined the individual form of education as the main one, which implies two of its main aspects:

1. taking into account the individual characteristics of children with the subsequent adaptation of the educational process to the individual characteristics of each child;

2. providing each child with individual pedagogical assistance in order to develop his own psychological resources.

At the same time, it was revealed that it is the second aspect that is more preferred, since it is based on a subjective approach to understanding the nature of the individual, which means in fact the recognition of the child's right to individual choice in his educational life.

A comparative analysis of the heritage of progressive foreign and domestic researchers of alternative education allowed us to conclude that:

· an alternative school can be defined today as a promising model for organizing the educational process;

· education in alternative schools is fundamentally different from traditional school education, since children learn on the basis of individual programs, based on their own interests, experience and responsible choice;

· the productivity of the organization of alternative education is ensured, first of all, by the interaction of the students themselves and teachers on the basis of democratic norms of self-government and self-organization;

Education in alternative schools necessarily involves independent educational activities of each student;

The distinctive features of graduates of alternative schools are: productive adaptation in various life situations, the desire to independently resolve any problems, the ability to work individually and skillfully manage their time.

The study made it possible to identify certain arguments in favor of the development of alternative schools in our country, in particular, such as:

· advancing the need for individualization of education;

the opportunity for people with disabilities to fully satisfy their educational needs;

bright, emotionally rich life of the school and its atmosphere;

the community of students, their unification through a variety of (labor, art, sports) activities, as well as the establishment of a spirit of joy, optimism and brotherhood;

· the personal nature of education, the programs of which, moreover, fully take into account the linguistic and cultural diversity of the local region;

· school support for children's research in the field of complex global problems, so that they can comprehend the meaning of responsibility for everything that happens in the world.

An important conclusion that was made based on a special analysis of approaches in theoretical research, as well as the experience of the practical implementation of alternative education, is the conclusion that there are certain indicators that contribute to the productivity and efficiency of the functioning of alternative schools, namely:

The structure of the school (small class (group) and the school itself; individual approach to the comprehensive development of the child; democratic and partnership relations between the teacher and students; circular and personal responsibility for life in the school community, including education and rule-making);

School mobility (cultivating a sense of community and unity with the school community among students; the presence of a clear and precise educational doctrine, the goals and content of which are clear to every child; any educational program should have a practical component, i.e. the ability to conduct experimental work; monitoring the real achievements of students ; the readiness of teachers for corrective action; the presence of the principle of interdisciplinary in each curriculum).

The alternative education system in Kazakhstan allows citizens to choose educational institutions and education systems, but, at the moment, unfortunately, only residents of large cities of the Republic.

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18. Khutorskoy A.V. «Distance learning and its technologies // Computerra. 2002. - No. 36. - S. 26-30.

19. Steiner R. "Education in the Waldorf School" (collection of articles) "Moscow", 1995.

20. Externs // Encyclopedic Dictionary of Brockhaus and Efron: In 86 volumes (82 volumes and 4 additional). St. Petersburg, 1890-1907.

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Alternative learning

The advantage of the alternative education system is that it focuses more on the needs of students, and not on the system as such. Each child has the opportunity to choose the pace and way of learning the material in the lesson. Flexible curricula are aimed at taking into account the individual characteristics of each student. The main principles of the alternative school are the mutual work of teachers and students, as well as the welcome of new ideas and respect for traditional pedagogical rules.

The law of our country provides for some alternative forms of education, studying in which the child must pass the state certification and receive documents on education approved by law. These forms of education include external studies and all types of family education. We will try to tell you about all the advantages and disadvantages of each technique.

External study involves home study, during which the student independently or with the help of additional paid educational services studies the material, after which he passes a free final certification and receives documents of the established form. External study is good for gifted children who lose interest in learning by attending a regular school, or for those who, for various reasons, must finish the class earlier. The advantages of external learning include the development in the child of responsibility, independence and the ability to self-control. The disadvantages include the need for parental participation in the learning process and financial costs for the development of educational material.

All other alternative forms of education are options for family education. In this type of education, the child independently or with the help of home teachers or parents masters the curriculum and comes to school only to write tests and pass exams. This method of teaching is preferable in conflict situations at school, especially if parents cannot transfer the child to another school, for religious reasons, in order to protect him from the negative attitude of classmates and pressure from teachers.

Alternative education “helps out” child athletes, future artists and those children whose parents, due to their profession, must often change their place of residence (conscripts, circus performers). In any case, the child is assigned to one school, has the right to use its entire library, receive advice and medical assistance.

Alternative development

Now let's talk about alternative teaching methods built on the existing early development schools that we have already written about on Bambino Story. The alternative development of children within the framework of these schools is fundamentally different from formal school education. With what?

Unschooling is a form of homeschooling that involves teaching a child without interrupting his daily life and family. That is, the child learns by virtue of his own curiosity - he himself faces problems, asks questions and looks for answers to them in everyday life. Such children do not have formal teachers and curricula, their teacher is the world around them!
Deschooling - if you translate the name of this form of alternative education literally, you will get something like “deschooling”. The bottom line is to free the child who has already graduated from school from formal school thinking and to identify the real interests and aspirations of the graduate. This is a kind of adaptation to the real world.
The alternative system of education "Unit study" - the study of the part, involves a thorough study of school subjects on one topic. For example, the theme is "England". You study the history, geography of England, its artists in art classes, the literature of English writers and so on. Then the next topic is taken and everything is repeated again.
The most popular system of alternative education is the method of Maria Montessori. The main postulate is teaching exclusively practical knowledge! The main values instilled in students are the rights of the child, intensive and in-depth continuous intellectual activity, space and environmental education, responsibility, freedom, peace, positive changes in society. Almost all lessons in Montessori schools are individual, as are the learning plans. All teaching materials of the class are in the children's access zone. Toddlers are free to choose what they like best from the material prepared in advance for study. In this way, students are given the ability to make choices every minute of their lives, which makes life more conscious and purposeful.
Today, in 40 countries around the world, thousands of primary school students are learning to read, write and cope with life situations using the Celestine Frenet method. In this pedagogical system, the child actively learns. Knowledge is no longer invested in him, he must work to get it himself. In this technique, the author abandoned the mandatory school duties in the form of subbotniks and cleaning the class. Each student is free to determine for himself what he needs most at a particular moment in time and learn from it. In this method, the function of the teacher is to organize a favorable climate in the team and provide educational materials.
Charlotte Mason is a real revolutionary in the system of English education, she considered the main thing in learning not preparation for exams, but the atmosphere of real life, which entails the natural development of the child. Such a system helps children find their place in the world and decide what they should do.
The Waldorf system of education provides the student with the opportunity to master the material at his own pace and focuses on stimulating the child's imagination. Educational materials here do not have a ready-made form, they are created from natural materials in order to further develop imagination. Maximum attention is paid to the spiritual and creative education of children.
The plan of Jen, a German educator, is based on work in groups of different ages imitating the family model, on ordinary human activities - conversations, games, work, celebrations, participation in management, developing a sense of order and responsibility for common areas, participation of children in experimental classes and lessons.

Among the domestic methods of alternative education, two of the most striking can be distinguished:

Shchetinin's method, which represents the life of the community in the forest according to the principles of the moral and spiritual development of each, the desire for knowledge, love for work, the formation of a sense of beauty and powerful physical training of each student,
"school-park", the author of which is Miloslav Balobanov. The essence of education in this school comes down to the rejection of compulsory classes, classes of the same age and grades. This school does not have a standard Abitur. Instead, all teachers write reviews about the success of the student, on the basis of which a decision is made about enrolling in a university or applying for a job.

Now there are alternative books that describe in detail all the popular methods of education. There are many and they are very different. There is nothing wrong with alternative education. As long as school is perceived by our children as an "unpleasant obligation," such unconventional systems will flourish. But no matter what you choose for your child, no matter what education system you send him to, help and support the child - and then any education will be a joy for him!

Alternative education

All mothers and fathers would like their children to grow up successful and happy. This concept, one way or another, includes school performance. Parents face the problems of choosing a school and education system before going to the first grade. Sometimes such a question arises if the child has health problems, a developmental delay, or, conversely, a pronounced giftedness in comparison with peers. In this case, alternative education comes to the rescue. It is often resorted to by parents of children-athletes who are often on the road, and gifted creative children.

Alternative learning

All other alternative forms of education are homeschooling options. In this type of education, the child independently or with the help of home teachers or parents masters the curriculum and comes to school only to write tests and pass exams. This method of teaching is preferable in conflict situations at school, especially if parents cannot transfer the child to another school, for religious reasons, in order to protect him from the negative attitude of classmates and pressure from teachers.

Alternative development

Unschooling is a form of homeschooling that involves teaching a child without interrupting his daily life and family. That is, the child learns by virtue of his own curiosity - he himself faces problems, asks questions and looks for answers to them in everyday life. Such children do not have formal teachers and curricula, their teacher is the world around them!
Deschooling - if you translate the name of this form of alternative education literally, you will get something like “deschooling”. The bottom line is to free the child who has already graduated from school from formal school thinking and to identify the real interests and aspirations of the graduate. This is a kind of adaptation to the real world.
The alternative system of education "Unit study" - the study of the part, involves a thorough study of school subjects on one topic. For example, the theme is "England". You study the history, geography of England, its artists in art classes, the literature of English writers and so on. Then the next topic is taken and everything is repeated again.
The most popular system of alternative education is the method of Maria Montessori. The main postulate is teaching exclusively practical knowledge! The main values instilled in students are the rights of the child, intensive and in-depth continuous intellectual activity, space and environmental education, responsibility, freedom, peace, positive changes in society. Almost all lessons in Montessori schools are individual, as are the learning plans. All teaching materials of the class are in the children's access zone. Toddlers are free to choose what they like best from the material prepared in advance for study. In this way, students are given the ability to make choices every minute of their lives, which makes life more conscious and purposeful.
Today, in 40 countries around the world, thousands of primary school students are learning to read, write and cope with life situations using the Celestine Frenet method. In this pedagogical system, the child actively learns. Knowledge is no longer invested in him, he must work to get it himself. In this technique, the author abandoned the mandatory school duties in the form of subbotniks and cleaning the class. Each student is free to determine for himself what he needs most at a particular moment in time and learn from it. In this method, the function of the teacher is to organize a favorable climate in the team and provide educational materials.
Charlotte Mason is a real revolutionary in the system of English education, she considered the main thing in learning not preparation for exams, but the atmosphere of real life, which entails the natural development of the child. Such a system helps children find their place in the world and decide what they should do.
The Waldorf system of education provides the student with the opportunity to master the material at his own pace and focuses on stimulating the child's imagination. Educational materials here do not have a ready-made form, they are created from natural materials in order to further develop imagination. Maximum attention is paid to the spiritual and creative education of children.
The plan of Jena, a German educator, is based on work in groups of different ages imitating the family model, on ordinary human activities - conversations, games, work, celebrations, participation in management, development of a sense of order and responsibility for common areas, participation of children in experimental classes and lessons.

Among the domestic methods of alternative education, two of the most striking can be distinguished:

Shchetinin's method, which represents the life of the community in the forest according to the principles of the moral and spiritual development of each, the desire for knowledge, love for work, the formation of a sense of beauty and powerful physical training of each student,
"school-park", the author of which is Miloslav Balobanov. The essence of education in this school comes down to the rejection of compulsory classes, classes of the same age and grades. This school does not have a standard Abitur. Instead, all teachers write reviews about the success of the student, on the basis of which a decision is made about enrolling in a university or applying for a job.

Gone are the days when schools differed from each other only by serial numbers. A huge variety of educational institutions presents today's parents with a difficult choice. I would like to give the child a modern education, but with old traditions, to enroll him in a prestigious school - and at the same time not to travel every day through all of Moscow.

Questions, questions, questions - and spring is already in the yard, and very soon the schools will begin interviews with applicants for the title of "First Grader 2003" ...

Today in Moscow there are several education systems, and it is worth familiarizing yourself with the features of each of them before you move on to the question of choosing the type of educational institution and a particular school for your child.

Traditional education system

Existing since Soviet times and having accumulated a wealth of experience, it aims to develop the personality of students, but real attention is paid to education.

The features of this education system are as follows (someone may consider them positive, and someone negative - probably, this is the beauty of the present time):

Over the years, a verified program and curriculum.
The requirements for students at each stage of education are clearly formulated.
Cool lesson system.
Strictly defined role of teacher and student.
Accounting for academic performance on a point system.
Developed educational and methodical literature.
Fundamental education in basic subjects is given.

Such types of educational institutions as general education schools, gymnasiums, lyceums and some private schools rely on the traditional system.

The basis of the traditional education system - secondary schools. All children are taught, without selection, and, therefore, we can say that such a school is focused on the mass student. However, it does not necessarily follow that a capable child will be lost among all the others. A good teacher sees every extraordinary student in a crowded class.

It often happens that various non-traditional methods, developing or author's programs "take root" in such schools. But they do not add up to the system and affect one or more items. In such cases, they usually go to school "to the teacher."

If the school number is less than 100, then this is an educational institution with a long tradition and is located, as a rule, in the center of Moscow.

A school may have a specific profile - environmental, aesthetic, economic or any other. This means that relevant subjects are studied in depth here, optional work is carried out, students take part in various projects.

Name "school with in-depth study of individual subjects" speaks for itself. Be prepared for the fact that starting from the 8th-9th grade (and sometimes from the 5th) an in-depth study of certain subjects begins.

Secondary schools with in-depth study of a foreign language differ in that the language begins to be studied from the 1st grade, and admission to the school can take place on a competitive basis. Such schools have numbers starting with 13....

It is useful to know that each secondary school is assigned a microdistrict, for all the children of which a workplace has been prepared in it, a set of textbooks, and funding has been ordered. To find out which school your home belongs to, contact the appropriate district education office:

SVUO - 210-07-06
SWUO - 120-31-56
SVUO - 350-05-88
TsUO - 951-41-67
VUO - 963-55-35
SZUO - 947-77-20
ZUO - 249-08-86
YuUO - 324-75-46
SUO - 456-07-32
Zelenograd educational district - 535-75-21

Traditional general education schools work according to the federal set of textbooks and are provided with them through the school library free of charge. Textbooks by other authors are purchased by parents.

In elementary school, you may meet such authors: Goretsky V.G., Klimanova L.F. (teaching reading), Fedosova N.A., Bezrukikh M.M., Ilyukhina (teaching writing), Moro M.I., Volkova S.I., Geydman, Istomina N.B. (mathematics), Zakoruzhnikova M.L., Ramzaeva T.G., Zheltovskaya L.Ya. (Russian language). Such schools can use sets of textbooks "School-2100": Buneev R.N. (reading), Vilenkin N.Ya., Peterson L.G. (maths).

Gymnasiums will be of interest to those parents whose children have shown themselves by the end of elementary school as capable of active intellectual work. The gymnasium consists of grades 5-11 and provides students with the opportunity to receive universal general education on a humanitarian basis (with extended and in-depth study of the Russian language, literature, history, as well as at least two foreign languages) and with an increased level of complexity. Each gymnasium determines for itself which subjects and courses will be included in the curriculum. Gymnasium graduates receive standardized certificates indicating the type of educational institution.

In order to enter the gymnasium, it is necessary to unlearn the preparatory courses, since the entrance exams consist of tasks that are not included in the program of the secondary general education school for a given age.

At some gymnasiums, progymnasiums (elementary schools) are organized, the acquisition of which takes place on a competitive basis.

Lyceums are similar to gymnasiums in that they are focused on teaching children with formed interests and inclinations. But the lyceum consists only of senior classes. They work according to an individual curriculum and programs. Between the lyceum and the specialized university there may be an agreement on the enrollment of graduates without entrance exams.

Gymnasiums and lyceums were created on the basis of secondary schools with high results, and today they are considered elite educational institutions.

Look for gymnasiums under numbers starting with 15 ....

Some general education schools have gymnasium and lyceum classes. In terms of their goals and objectives, they correspond to a gymnasium or a lyceum. After graduating from school in such a class, the child will receive a certificate indicating the subjects of in-depth education.

Private schools and boarding houses provide general secondary education. However, before trusting a private school, get acquainted with its charter, ask about the availability of accreditation (gives the right to a private school to issue state-recognized certificates to its graduates).

Most private schools are full-time schools, which suits many parents who are busy from morning to evening at work. But do not forget that in Russian private schools, unlike Western ones, as a rule, there is no cult of knowledge and the results of education are often far from perfect.

Developmental education system

The greatest recognition among teachers of Moscow schools was received by the system L.V. Zankov. Training is built on a higher level of difficulty and goes at a fast pace. In the lessons there is no acquaintance with the rules in finished form, do not look for them in textbooks either - they are displayed by students together with the teacher in the course of work, in an independent search.

If a regular elementary school teacher tries to apply the principles of developmental learning to any one subject, be on your guard: the child can get seriously overloaded, and nothing more.

The work of schools according to the system of L.V. Zankova relies on the textbooks of the following authors: Nechaeva I.V., Andrianova T.M. (learning to read), Churakova N.A., Sviridova V.Yu. (reading), Polyakova A.V. (Russian), Arginskaya I.I., Benenson E.P. (maths).

By the way. Institute of Innovations in Education named after L.V. Zankova published amazing textbooks on literary reading by V.A. Lazareva, which can be recommended for the all-round development of any child, regardless of which school he attends.

Since 1958, Moscow schools have been introducing D.B. system Elkonina - V.V. Davydov. A feature of this concept is the discussion form of work, during which children themselves discover the content of educational subjects.

An example is school number 91 (Povarskaya, 14). Education in the elementary school of this gymnasium follows the Elkonin-Davydov system. Here they do not give knowledge in finished form, but create conditions for search and research activities, as a result of which students themselves draw conclusions and discoveries. So that each child could form his own point of view, marks were abandoned in this school up to and including the 5th grade.

Work in the schools of this educational system is carried out according to the following manuals: Repkin V.V., Agarkova N.G., Olisova L.G. (training in reading and writing), Kudrina G.N. (reading), Aleksandrova E.I. (mathematics), Repkin V.V. (Russian language).

In full, work on the most famous developmental systems (training according to Zankov and training according to Elkonin-Davydov) is carried out only in elementary school.

educational system "Ecology and Dialectics" L.V. Tarasova is also based on developmental learning. Its specificity is that a foreign language comes from the 1st grade, physics - chemistry - biology - geography - synchronously from the 7th to the 9th grade. Mathematics up to the 9th grade inclusive. It turns out that the student completes basic education in the 9th grade, and 10-11th grades are assigned to specialized lyceum education. Schools No. 46, 202, 290, 365, 408, 612, 778, 863, 1288 work according to this system.

Adjacent to the system of developing education are schools for gifted children. School-laboratory No. 1624 "Constellation" works in the Southern educational district according to the developing system "Gifted child" (396-43-50). In the gymnasium "School of Lomonosov" No. 1530 (268-09-01), pedagogical technologies for working with gifted children are being developed, and in Lyceum No. 1524 they are closely involved not only in the methodology of work, but also in psychological support and counseling. In SWUO there is a free general education "League of Schools" No. 1199 for gifted children (427-51-98).

The developing education system also includes adaptive model of the Yamburg school - a system of continuous education(Education Center No. 109, tel. 434-51-08, director E.A. Yamburg). Education in such a school is divided into modules:
kindergarten and six-year-olds - on the basis of a kindergarten;
elementary school - grades 1-5.
5th grade refers to elementary school. This is because at this age the child undergoes puberty, which is superimposed on the stress of transitioning to high school. In the modules "kindergarten" and "elementary school" work is carried out according to two systems: Waldorf and Montessorian (E.A. Yamburg's terms). They will be discussed below.
6th-9th grades - basic school with gymnasium, general education and pedagogical support classes;
9th-11th grades - high school.

The school adheres to state standards, but goes to them by the end of training. It should also be said that each module is located at a separate address. Models of the adaptive school are being worked out in more than 10 schools of the SWUO.

Home education system

It was developed in Russia in the 18th-19th centuries and was an obligatory stage for students wishing to continue their studies at a gymnasium, university or enter the military service. After 1917, home education began to compensate for the shortcomings of the mainstream educational system.

The Law on Education of the Russian Federation (1992) provides for the possibility of obtaining general education in a family with the right to state certification. Children who receive education at home must be enrolled in a school at their place of residence on a common basis at the request of their parents, indicating the chosen form of education. The "personal file" of the child is kept at the school throughout the entire period of study. The school must provide him with all textbooks. The procedure for the transition to the family form of education is determined by the order of the Ministry of Education of the Russian Federation No. 225 of 06/27/94.

Today, the tradition of home education is being revived. An example of home (family) education is the family-pedagogical center "Ochag" (YuUO, tel. 314-53-52), which has 13 years of experience. Here, the student will be helped to complete the elementary school program in a timeframe corresponding to his development, they will give methodological recommendations on the subjects of the basic school program. After completing elementary school, the child can return to the traditional form of education or continue to study at the center.

But do not confuse the system of home education with home schooling. The latter is organized for chronically ill students on the conclusion of a medical institution and ensures their upbringing, training and social adaptation.

It is also worth mentioning here remedial education system. The referral to a correctional school is given by the medical and pedagogical commission of the district. A unique model of an educational institution has been created in the South Urals District - a health-improving school-laboratory No. 1998 "Lukomorye" (tel. 341-21-10) for children with intact intelligence and chronic pathology in physical development.

Alternative education system

The idea of L.N. Tolstoy that the school should be created for the child and help his free development. But, as you know, there is no prophet in his native country. Therefore, in Russia and, above all, in Moscow, educational systems and schools have been created that use the teachings of the Italian Maria Montessori, the French Celestine Frenet, the American Donald Howard, and the German Rudolf Steiner.

M. Montessori first developed a methodology for teaching children with mental disabilities. Then extended it to the education of all children. Until the mid-20s of the last century, Montessori schools existed in Russia, but then they were closed, as they did not meet the requirements for educating fighters for a brighter future.

The main emphasis in Montessori pedagogy is placed on an organized environment: for example, in kindergartens according to the Montessori system, one room is completely occupied by special didactic materials. Montessori teacher - educator or teacher - determines the individual periods of development of each child and offers him the most suitable classes. Children are grouped not by age, but by the degree of assimilation of the material. The school day begins with the child choosing an activity for the whole day, and ends with the guys telling what they managed to learn new things today.

In Moscow, about fifty kindergartens and elementary schools with groups and classes work according to this methodology. However, there are no secondary Montessori schools yet.

S. Frenet system, a French village teacher, is close to the principles of Montessori pedagogy, so we will not dwell on it in detail.

If you come across a school with the name "School of Tomorrow", and there are about ten of them in Moscow, know that the future student will deal with R. Howard system, American Doctor of Pedagogy. The school day in such schools is divided into two parts: the first half of the day is devoted to American programs, which, by the way, are conducted in English, and includes 5 main courses: mathematics, English, social sciences, word formation, natural sciences. The second half of the day is Russian. Each student has a plan for the week, there are no textbooks, but a series of notebooks. After completing one of them and completing the final test, the student moves on to the next one. For training in a system that is similar to self-education, you will have to pay, and a lot. Today, some experts recognize the Howard system as dubious.

Waldorf pedagogy is based on the theory of the German philosopher Rudolf Steiner and, as a rule, represents a single system "kindergarten - school". Until the age of 7, preference is given to physical development, and education is based on imitation and example - children play, draw, sing until a question arises about something. The features of this system are:

There is a list of items and an approximate number of hours.
The duration of the lessons is 1.5-2 hours.
There are no textbooks, but large format notebooks and unlined ones.
There are no marks, but at the request of the parents they can be set at the end of school.
To get a certificate for admission to a college or institute, they pass exams. One more year of study is required to enter the university.
As a rule, schools operating under this system are non-state.

Common to all alternative systems - education is based on the interests of the child, the educational process is guided by the individual course of development of each student. However, obtaining systematic, basic knowledge in various fields (provided by the traditional school) is very problematic.

How to choose the right one?

It is not so difficult if you find the answer to the question: what do you want to get from the school, what result do you expect? Do not forget that the most important thing is to consider whether the school you choose is right for your child.

And further. Do not aspire to the appropriate school just because many of your acquaintances find it prestigious.

Don't count school choice"final and irrevocable" - the place of residence may change, the interests of the child will change, or his previously hidden abilities will appear. Learn to change with your baby, a future first grader.

National flavor of education

You may be interested in schools that work according to national traditional educational systems. Sometimes such schools are called "school with an ethnic component". Here is some of them:

1086 - with a Korean component of education;
1110 - with an Armenian component;
1311, 1621, 1871 - with a Jewish component;
56 - Russian-Turkish school;
772 - Russian-Turkish elementary school;
1948 - Chinese-English school;
335 - Russian-Norwegian (graduates receive two graduation certificates);
1247 - Lithuanian school;
1680 - Georgian school;
1842, 514, 838, 112 - schools with a Slavic and Russian component.

Irina Konoplyasova,
primary school teacher, school No. 1304, Moscow

Article from the March issue of the magazine.

01/27/2006 12:39:16 PM, Anonymous

I work at a school at home. In our school, children with various diseases of the musculoskeletal system and other diseases of the internal organs study. I often have to argue with teachers from other schools about the fact that our children are isolated from the team. Americans are generally shocked that a paralyzed child does not study in the same class as healthy children. Our students and their parents are very happy with the school. And this is the most important thing. It is very difficult for paralyzed children with a fragile psyche to study with healthy children and to see that it is harder for them to write, they will not turn to the teacher once again if something is not clear. Communication is another matter. If there is knowledge, then the student will always be a good conversationalist and will be interesting to others.

07/24/2004 11:44:43 PM, Irina

We ask you to respond and provide the email addresses of schools, kindergartens, boarding schools, etc. where they work with children according to the S. Frenet system

04/27/2004 11:30:38, D / s No. 37 Frenet

And yet I don't understand. And what about the training system of the INOS Institute (RINO, the former Record), what kind of systems does it belong to, developmental or not? How does it differ from the traditional, from the Zankov system? There is nothing about her in the article, or did I read it wrong?

For Evgeniya. To the topic below. Selected by me. Find me what is called, at least three differences :)

Quote about the Zankov system:

"The most recognized among the teachers of Moscow schools was the system of L.V. Zankov. Education is built on a higher level of difficulty and proceeds at a fast pace. There is no familiarity with the rules in the lessons in finished form, do not look for them in textbooks - they are derived by students together with the teacher in the course of work, in an independent search."

Quote about the Elkonin Davydov system:

"As an example, school number 91 (Povarskaya, 14) can be cited. Education in the elementary school of this gymnasium goes exactly according to the Elkonin-Davydov system. Here they do not give knowledge in finished form, but create conditions for search and research activities, as a result of which students make their own conclusions and discoveries... In order for each child to form their own point of view, marks were abandoned in this school up to and including the 5th grade."

Now, far from being only “forced” education, when, for example, a child cannot study in a regular school due to health problems, etc. In our time, the meaning of the concept of “alternative education” has expanded: imagine another – radically changed – education system, which has almost nothing to do with memorization and "binding". It's difficult to imagine? Everything impossible is possible.

Alternative school- this is, first of all, a change in attitude towards the student: the student becomes the center of such education, and not the impersonal education system as a whole. And now we are faced with the first specific aspect of alternative education: the student must be so developed intellectually, spiritually, socially, he must have a heightened sense of mutual respect, responsibility in order to independently coordinate his learning - in a word, learn like an adult, not like a child: full responsibility and awareness of the expediency of what is happening. In other words, for an alternative system, there must be an alternative soil.

Let's take a look at some of the most famous types of alternative education.

external student- the most common version of alternative education. External is passing exams in an educational institution(e.g. at school) in which the subject was not trained. In other words, the student came to school only for the purpose of passing exams and getting a certificate. The process of preparing for exams remains on the conscience of the student, and no one should be outraged by the existence of such a situation. Each Russian general education school that has state accreditation is obliged to provide the “applicant” with the opportunity to show their knowledge in an external program.

Montessori school system sees as the dominant principle treating students as independent students- independent individuals. princes n, implemented in Montessori schools, is good, but in these schools it is used only for children under 6 years old. In high school, when implementing this principle, one should remember the peculiarities of growing up and the transitional age of schoolchildren, although Montessori principles must be adopted.

Schools of the "American" type, or the Waldorf education system, is the most frequent phenomenon in modern education (more 800 schools around the world). Developed at school tutoring system- the class teacher takes care of his students for 8 years - until graduation. In American schools, there are some specific features: for example, children are taught to read only in the second grade, although they are introduced to letters earlier. For the Russian system of primary education, which requires a student to come to the first grade already prepared, this is not entirely clear. Another feature of the Waldorf system is rejection of textbooks: younger students use only a workbook, and high school students use textbooks as an additional source of information. There are several Waldorf schools in Moscow and St. Petersburg.

School of Academician Shchetinin- This is a community that is located in a forest area. The school is built on the principle small state, wherein no division into"castes" - classes, i.e. there are no groups of students by age. There are many other innovations in such a school: here do not use textbooks and don't give lessons. The work of the school is based on "5" pillars: moral and spiritual development, striving for knowledge, work, the formation of a sense of beauty, powerful physical training. Everything that the students use is built by their own hands: this is how their love for work is manifested (educational buildings, household premises, etc.).

The discovery and shock for Russian education in many ways was school-park Miloslav Balobanov(Yekaterinburg). school practices refusal of compulsory classes, classes, grades. The teacher in the School-Park is positioned as studio manager, and the students - like him apprentices. As a "portfolio" of a graduate when applying to a higher educational institution or to work, representatives of the School recommend using all the teacher's reviews about the work of his ward.

Another type of alternative education - probably the most understandable to us - is home schooling. On the one hand, such education - with the desire, diligence and focus on results - allows the student to receive a brilliant education - through regular and consistent work with the strongest teachers. On the other hand, with home education, the child "does not receive" communication, which can lead to certain problems with socialization and interaction with others - especially strangers - people.

Alternative education - certainly not in its extreme manifestations - definitely testifies to the development of the field of education, the introduction of innovations in education, diversity, which allows the personality to become multifaceted and comprehensive. On the other hand, alternative schools do not issue any state documents to their graduates. Therefore, while the legislative aspect of the issue has not yet been resolved, one should think: is it worth it?

Portal for the student. Self-training

State and alternative education systems. Alternative forms of schooling

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