• From September 01, 2015, a mandatory transition of all educational institutions to new basic educational programs is carried out that meets the requirements of the Federal State Educational Standard.
• The Federal State Educational Standard for Basic General Education (FGOS LLC) was approved by order of the Ministry of Education and Science of the Russian Federation dated December 17, 2010 No. 1897.
• The leading principles of the Federal State Educational Standard of General Education are the principles of continuity and development. Continuity and development are implemented in the requirements for the results of mastering the main educational programs. They are divided into three blocks: requirements for personal, meta-subject and subject results.
• The standard for each stage of general education contains a personal reference point - a portrait of a graduate of the corresponding stage. The positions that characterize a primary school student are a successive, but in-depth and supplemented version of the characteristics of a primary school graduate.

Knowledge and skills

cognitive activity

Health

Enough level basic knowledge general education programs in subjects curriculum necessary for continuing education at the level of basic general education. Mastering the skills of educational activities, the skills of self-control of educational actions. Ability to solve project problems. Mastering the basics of ICT for the purpose of self-acquisition of knowledge. Ability to work with dictionaries, encyclopedias, maps, atlases.

Valuable attitude to the preservation of health. Knowledge of the main environmental factors that negatively affect human health, understanding the mechanism of their influence and consequences. Knowledge of health care. Gaining health care experience.

Mastering the basics of personal hygiene and healthy lifestyle life. Compliance with the daily routine. The desire to become strong, fast, agile and hardened, the desire to try their hand at physical education and sports.

Motivation for success. Self-employed person.

Educational and cognitive interests.

A responsibility

for learning outcomes.

Participation in competitions, olympiads.

social motivation.

Self confidence.

Initiative, independence.

Cooperation Skills

in different types of activities.

Culture of personality, life and moral position

A creatively developed person who knows how to think, organize his activities to solve the tasks.

• who loves his land and his Fatherland, knows Russian and his native language, respects his people, their culture and spiritual traditions;
• aware and accepting of values human life, family, civil society, multinational Russian people, mankind;
• actively and interestedly knowing the world, realizing the value of labor, science and creativity;
• able to learn, aware of the importance of education and self-education for life and work, able to apply the acquired knowledge in practice;

• socially active, respecting the law and order, commensurate their actions with moral values, aware of their duties to the family, society, the Fatherland;
• respecting other people, able to conduct a constructive dialogue, reach mutual understanding, cooperate to achieve common results;
• consciously fulfilling the rules of a healthy and environmentally sound lifestyle that is safe for humans and their environment;
• oriented in the world of professions, understanding the importance of professional activity for a person in the interests of sustainable development of society and nature.

• loving his land and his homeland, respecting his people, their culture and spiritual traditions;
• aware of and accepting the traditional values ​​of the family, Russian civil society, the multinational Russian people, humanity, aware of their involvement in the fate of the Fatherland;
• creative and critically thinking, actively and purposefully cognizing the world, realizing the value of science, labor and creativity for a person and society,

motivated for education and self-education throughout his life;

• owning the basics of scientific methods of cognition of the world around, motivated for creativity and modern innovative activity;

• ready for educational cooperation, able to carry out educational and research, design and information activities;
• self-aware, socially active, respectful law and order, fulfilling its obligations to the family, society, state, humanity;
• respecting the opinions of other people, able to conduct a constructive dialogue, reach mutual understanding and successfully interact;
• consciously fulfilling and promoting the rules of a healthy and environmentally sound lifestyle that is safe for the person himself and other people;
• prepared for a conscious choice of profession, understanding the importance of professional activity for a person and society.

T REQUIREMENTS FOR DEVELOPMENT RESULTS BASIC EDUCATIONAL PROGRAM BASIC GENERAL EDUCATION

• personal , including the readiness and ability of students for self-development and personal self-determination, the formation of their motivation for learning and purposeful cognitive activity, systems of significant social and interpersonal relations, value-semantic attitudes that reflect personal and civic positions in activity, social competencies, legal awareness, the ability to set goals and build life plans, the ability to understand Russian identity in a multicultural society;

• metasubject which includes interdisciplinary concepts mastered by students and universal educational actions (regulatory, cognitive, communicative), the ability to use them in 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;
• subject , which includes the skills specific to this subject area mastered by students in the course of studying the subject area, types of activities to obtain new knowledge within the framework of the subject, its transformation and application in educational, educational-design and social-project situations, the formation scientific type thinking, scientific ideas about key theories, types and types of relationships, knowledge of scientific terminology, key concepts, methods and techniques.

Modern school infrastructure

New standards

School

health

Modern teacher

inquisitive

Analysis of socio-economic and political transformation taking place in society, showed that one of the reasons for the economic and spiritual crisis of the country is the crisis of self-consciousness of the Russian people, the loss of their social ideal, the absence of a state, national ideology. The most accurate, in our opinion, is the answer of I. A. Ilyin: "Russia collapsed from a lack of spiritual character - in the intelligentsia and among the masses" and our current crisis- the crisis, first of all, of the Russian people. And further, as a strategic task: “... education in the Russian people of a national spiritual character. This is a task for the ages." Of course, this education should be national education.
Understanding the problem of patriotic education is reflected in the Constitution of the Russian Federation, the Law of the Russian Federation "On Education", the "Federal Program for the Development of Education for 1999-2005", the Concept for the Modernization of Russian Education for the Period up to 2010, the Program "Patriotic Education of Citizens of the Russian Federation for 2001- 2005” and other legal documents of the Russian Federation.
These documents create a legal basis for democratic reforms, emphasize the need to update the content and structure of education based on domestic traditions and modern experience.
Education, considered by the state and society as the basis for the preservation, transmission and multiplication intellectual potential, moral, physical and mental health of the nation, is inseparable from the education of national identity. One of key areas on which the formation of the national self-consciousness of the younger generation depends, is the modern school.
At the same time, the contradiction between the awareness of the need national education, on the one hand, and an insufficient level of formation of a civic position, a sense of patriotism, service to the Fatherland, national dignity among graduates of a modern school, on the other.
The current generation is a product of a non-national school that has lost its historical, cultural, and spiritual guidelines for its development and does not meet the socio-economic needs and interests of Russia. According to the results of a survey conducted in schools in the Vologda Oblast, most teachers noted that our school cannot be classified from a national point of view. It still remained groundless, without nationality. Education in it is replaced by learning technology, the goals and objectives are aimed at forming a person with a one-sided rational and intellectual development, who has pragmatic thinking, but is formless in the spiritual and spiritual sense. The school does not fully introduce its pupils to the depths of national history, culture home country, native language, to the great Russian literature, geography of Russia. An important drawback is the location of school curricula, in which little space is given to materials related to local features of nature, culture, and the economy of the area where students live.
The fact that our education and enlightenment is not entirely Russian in nature and content, does not give a comprehensive knowledge of Russia, does not bring up love for one's own mother, was repeatedly pointed out by A. S. Pushkin, P. Ya. Chaadaev, N. V. Gogol, F M. Dostoevsky, L. N. Tolstoy, P. F. Kapterev, N. O. Lossky, D. I. Mendeleev, V. N. Soroka-Rosinsky and others.
Changing the content of education in order to give it a nationally oriented character is one of the persistent problems in pedagogy. It is reflected in the works of V. V. Rozanov, V. N. Soroka-Rosinsky, K. D. Ushinsky, who proposed their own versions of curricula based on Russian culture and folk pedagogy.
K. D. Ushinsky pointed out that “there are domestic subjects in the curriculum, but there is a strong dependence on the West, there is no penetration into the native, there is no true knowledge and understanding of it”, that “... the very material of education, with which adolescent and adolescence throughout the country there is a non-Russian for 7/10 of its composition, ”V. V. Rozanov warned.
At the present stage, the problems of organizing the nationally oriented content of education have become the subject theoretical research scientists involved in national education (I. F. Goncharov, T. I. Goncharova, E. P. Belozertsev, V. N. Ganichev, V. N. Skvortsov, V. Yu. Troitsky, and others), in last years issues of methodology, organization national education were constantly covered in the periodical press (A. Abramov, P. Bondarev, V. A. Mosolov, G. N. Nazarenko, V. Shapovalov, and others.
The problems of developing federal, national-regional components of the state standard of general secondary education were solved in the works of V. S. Lednev, M. V. Ryzhakov, S. E. Shishov, A. V. Salikhov, V. V. Sudakov.
A certain research and practical experience, significant for the interpretation of this problem, has been accumulated by teachers of modern Russian schools in the Vologda Oblast, Gatchina, Ivanov, Kostroma, Moscow, Orel, Penza, Rostov, Tobolsk and other cities.
However, despite the diversity of studies of this problem, its solution cannot be considered complete and complete. In science and practice, specific, clear approaches to describing the technology of selection, development, testing and introduction of a nationally oriented component into the content of general secondary education of a modern school have not yet been developed. The opportunities provided by the federal, national-regional and school components in terms of the development of the personality of a Russian person have not been identified; the optimal filling of the curriculum with nationally oriented content has not been determined due to the fundamental adjustment of traditional subjects (especially history, the Russian language and literature), the introduction of new nationally oriented subjects, electives, special courses; the fundamental ideas of creating a model of a graduate of a modern school, necessary to determine the main personal qualities, which a graduate should have at the turn of the XX-XXI centuries; no system has been developed for monitoring the quality of education in a modern school, which makes it possible to identify the effectiveness of the selection of nationally oriented content of education and track its impact on the formation of national self-awareness, the development of the personality of a graduate.
Thus, there is also a contradiction between the need to update the content of general secondary education from the point of view of its national orientation, on the one hand, and the undeveloped mechanism for translating the nationally oriented component into the content of modern school education, on the other hand.
The foregoing necessitates solving the problem of selecting and implementing a nationally oriented component in the content of general secondary education of a modern school, which maximally contributes to the formation of national self-consciousness and the development of the personality of a graduate - a patriot and citizen of Russia.

Chapter 1
IMAGE OF A GRADUATE OF A MODERN SCHOOL

1.1. Theoretical and methodological foundations for creating a model of a graduate of a modern school

The problem of the quality of education worries different categories social strata of society, whose points of view on the results of education do not always coincide. The school cannot fulfill the requirements of all social customers.
First of all, it is necessary to determine the mission, the purpose of the school, to announce the potential results of education, including the receipt of a compulsory basic general and complete general education with an in-depth study of Russian culture, aimed at the formation of a spiritually rich, free personality of a Vologda citizen, a citizen of Russia, a world where the decisive factor is the formation of national identity, thus linking the understanding of the quality of education with the educational paradigm of the school.
The originality of the goals and objectives facing the modern school, "modeling the desired, decent level of education quality", will require the creation of a scientifically based model of the graduate, as a system-forming component of the school's goals for the formation of a spiritually rich, free personality of a Vologda citizen, a citizen of Russia, with a formed sense of national identity .
The definition of the main ideas for creating the image of a graduate of a modern school should be preceded by an analysis of the characterology of the Russian national character based on the works of Russian philosophers, sociologists, historians, writers, teachers, etc. The model being created is based on: the ideas of Russian Orthodox education (Alexy II, V. V Zenkovsky, N. O. Lossky, and others); historians and sociologists on the dependence of the national character on the human environment and the history of the country (A. O. Voronov, L. N. Gumilyov, V. O. Klyuchevsky); Russian national education (D. I. Mendeleev, M. O. Menshikov, K. D. Ushinsky, F. M. Dostoevsky, V. V. Rozanov, P. F. Kapterev, V. N. Soroka-Rosinsky, S. L. Rachinsky, I. A. Ilyin), characteristics of a Russian person (N. A. Berdyaev, G. P. Fedotov, N. O. Lossky and others), theories of national education in modern Russian school (I. F. Goncharov , E. P. Belozertsev, V. Yu. Troitsky, A. M. Ryabchenko and others), as well as analyzed the work in the field of personality-oriented education and upbringing L. A. Abramova, T. V. Andronova, A. G Asmolova, E. V. Bondarevskaya, V. M. Korotova, N. E. Shchurkova and others.
Model (from the Latin modulus - some measure, sample) in the broad sense of the word - any image (mental or conditional: image, description, diagram, etc.) of an object, process or phenomenon.
The graduate model creates a clear idea of ​​the initial tasks of a modern school, serves as a guideline in determining the nationally oriented component of the content of general secondary education, adjusting school programs, creating new Russian-oriented subjects, teaching various disciplines, reflects the national-social ideal, taking into account historical, social, economic and cultural development region, takes into account the possibilities of the school and real person in achieving this ideal.
The graduate personality model is a system of basic value parameters that characterize the quality of education and are used as school norms of education and upbringing.
The need to create a model of a modern school graduate arises from the following conditions:
1. The level of education in the world is constantly growing. To meet international standards, a graduate of a modern school must be intellectually and spiritually developed, ready to continue education, capable of self-realization, self-determination, and self-improvement. Therefore, when creating a model, it is necessary to analyze and predict the development of education in the region, country, and world.
2. The most important task of the modern school is the education of national self-consciousness, in connection with this, the true national values ​​​​of the Russian people must be fixed.
3. Each school in its work is guided by the state, social order, but it is necessary to take into account the requirements of the region and the surrounding society.
4. Pedagogical creativity in terms of updating the content of education of each school requires reflection school model graduate in order to predict the results of their activities.
5. Only in the presence of a single agreed, collectively developed model can systematic management of activities be carried out teaching staff and a team of students, planning, organization, debriefing pedagogical activity.
6. The model serves as a guide for both the subject teacher and the class teacher when choosing the forms and methods of teaching and education, intermediate, final certification, and diagnosing the development of students' personalities.
7. Without a model, it is difficult to provide effective assistance to the family in raising children; without it, the guidelines for self-education and self-education of high school students become uncertain.
8. The model provides protection for students from low-quality learning, and teaching staff- from a biased assessment of their work.
9. When organizing the experimental work of the school, the model is the goal and guideline for continuous monitoring of the effectiveness of the experiment.
Modeling is the construction of a model and its further use. Modeling the image of a graduate - social modeling, which determines the indicators of the development of the personality of a graduate on the basis of federal and national-regional standards of education.
Theoretical and methodological foundations define the system of ideas and principles necessary to predict the basic personal qualities that a graduate should have at the turn of the 20th-21st centuries, reveal the methodology for creating a model of a modern school graduate.
Fundamental ideas are determined by the conditions of life; needs, tasks facing the modern developing society and personality; the current generalized ideas about the full-fledged life of a modern Russian citizen and about his spiritual and material potential necessary for this; the current state and real possibilities of the public education system, educational institution and society as a whole.
The legal framework for creating a school graduate model is: The Constitution of the Russian Federation; Law of the Russian Federation "On Education"; The concept of federal components of state educational standards for primary general, basic general and secondary (complete) general education; The concept of the Vologda regional component of the state educational standard of primary general, basic general and secondary general education, etc.
The model is based on the following initial ideas:
- the state interests of Russia require the education of a harmoniously developed personality of a citizen of the country, highly educated, spiritually and physically healthy, possessing best qualities Russian person;
– harmonious development the individual must be guaranteed ideological, legal, economic and material support, support for the spiritual sphere of the life of the school and society;
- integration of the general, particular and private, as universal, national and personal, will allow educating a graduate who is differentially aware of himself, his people and his culture as a value in a universal human context;
- generalization of historical and modern experience, the best examples of education of Russian and foreign schools combined with family, national, religious and ethnic traditions.
The urgent task of modern times is to affirm the need for harmony of public and personal interests, the education of patriotism, respect for all countries and peoples, involvement in the universal human cause within the country and the world. Russia needs a person inspired by the ideals of goodness, who consciously and actively does not accept destructive ideas and is able to resist them. It is necessary to revive good family, national, religious and ethnic traditions, the foundations of human morality, starting from respect for parents and ending with a deep sense of responsibility to the Motherland. Without this, harmonious social development is impossible and the very existence of modern civilization becomes threatened.
The confusion between the concepts of literacy and culture, which is widespread in a large part of society, has led to a dangerous confusion between the concepts of education and culture. The low cultural level of the population is perhaps the main reason for all the failures and misfortunes that have befallen our country: from environmental disasters and national conflicts to negative phenomena social behavior. "Today, an uplifting transformation of the mass people's mind is required, an increase in the mental qualifications of the entire population of the country." Society needs not just a performer, but a person capable of self-education, independent acquisition of new information, oriented towards a creative approach to business, possessing a high culture of thinking, able to accept right decisions striving to improve the environment.
Since the model of a school graduate is a kind of educational standard, it has the functions of a general educational standard, the description of which allows you to more fully reveal its essence:
– Criteria-evaluative function. The model is considered as a standard that the teaching staff is guided by when organizing the educational process.
- The function of ensuring the right to a full-fledged education. The adoption of the model as the goal and result of the educational process at school provides each graduate with a level of education (training, upbringing, development) guaranteed by the Constitution (Art. 43.), the Law of the Russian Federation "On Education".
– Unity retention function educational space: "The transition to diversity educational systems and types of educational institutions requires the creation of a regulatory mechanism designed to stabilize the education system in the country. This stabilizing and regulating role should be played by educational standards. One of these standards, in our opinion, is the school graduate model.
– The function of creating a single educational space within the society, since various representatives educational space.
– Control function. The implementation of this function is associated with the possibility of monitoring and evaluating the quality of education based on the use of the main value parameters determined by the graduate model.
– The function of improving the quality of education. The introduction of the model as a standard for the personality of a school graduate makes it possible to raise the question of the guaranteed achievement by each student of a certain, predetermined level.
We have defined the basic principles for building a model of a modern school graduate:
1. The principle of priority - the recognition of spiritual values ​​as fundamental.
2. The principle of harmony is reflected in the model of the comprehensive development of the student's personality.
3. The principle of historicism - reliance on the specific experience of education in the past and present, in different countries and among different peoples. Following this principle, it is necessary to select all the most valuable in the previously existing images in order to transform the graduate model.
4. The principle of scientificity - theoretical background the model is of a complex interdisciplinary nature, based on the fundamental provisions of pedagogy, psychology, sociology, philosophy, economics.
5. The principle of reality - the model must be acceptable and achievable.
6. Relevance principle - model fit priority areas the work of the school, the requirements of the time, society, state.
7. The principle of collegiality and integration - the model is developed by all participants in the educational process: school administration, teaching staff, students, parents. The image created collectively is attractive to students who play important role in the choice of socially valuable and personally significant landmarks for the construction of one's personality.
8. The principle of flexibility and variability - the possibility of updating the model when the socio-economic situation in society changes. This refers to its renewal, in which the main focus on national, universal ideals and values ​​would be preserved. The structure and content of the model can serve as the basis for developing a model of a graduate of any educational institution.
9. The principle of effectiveness - the personality traits enshrined in the model are indeed the most valuable in modern conditions, which is confirmed later. life path school graduates.
We have defined the following structure of the model and the technology of its construction. The created model should be built in terms of its structure and technology in such a way as to contribute to the solution of the current problems facing the school. In the course of the implementation of the educational process, the content of education is "transferred" to the experience of the student, that is, it is aimed at the formation of the corresponding qualities of the individual, which are constantly being modified. Therefore, a prerequisite is to take into account the age-related characteristics of the development of the student's personality at various stages of its formation. When building a model of a secondary school graduate, it is also necessary to develop models of primary and basic (general) school graduates.
Structuring the image of a graduate at any stage of education, one should take into account all aspects of human development necessary for a full life and activity in society: spiritual and moral, cognitive, communicative, aesthetic, environmental, physical and labor culture. This does not subject the educational process to a rigid pattern, but, on the contrary, opens up wide opportunities for pedagogical creativity.
The area of ​​spiritual and moral culture of the student includes: understanding the purpose and meaning of life, mastering the values ​​​​of "Fatherland", "Culture", "Creativity", "Love", fostering a sense of pride in belonging to one's nation, for one's Motherland, understanding the essence moral qualities and character traits of a Russian person, manifestation in relations with people of kindness, honesty, decency, politeness, respect for people of another nation and other peoples, a moral attitude towards nature, readiness for active work to protect the environment. “Without a spiritual and moral revival, we will not overcome the crisis of personality, and therefore, all those temptations, faults and tragedies that now darken the life of our Fatherland and the soul of each of us.” “The spiritual in the life of a nation is primary: it is spiritual changes that lead to the desired results in the economy. Again and again, let us recall the time of the era of Sergius of Radonezh. The restoration and strengthening of national spirituality is the link that gracefully pulled the whole chain.
Cognitive culture includes the upbringing of the younger generation of a “productive, paradoxical, non-standard mind, the improvement of the character and intellect of each person”, the desire and willingness to continue learning after school, and independent acquisition of knowledge. “In the intensified, speedy development of education lies our entire future, all our independence, all our strength, and the only, conscious path is forward, and, most importantly, the path of peace, the path of harmony, the path to true strength. “We promised to stand especially for literacy, because the only possible connection with our native soil, with the people’s beginning, lies in its dissemination.”
Communicative culture involves the graduate's mastering the skills and abilities of a culture of communication, the ability to correct one's own and others' aggression in communication, and maintain emotionally stable behavior in a crisis life situation. "Communicativity is seen as the ability to communicate with peers and teachers, control one's behavior, the ability to work in a circle of like-minded people, high social adaptability, the application of knowledge in new situations of communication, the development of a culture of communication, the ability to perform one's task in any team" .
Aesthetic culture involves the formation of students' ability to build their lives according to the laws of harmony and beauty; the desire to create beauty in educational, labor, leisure activities, behavior, in relation to others. "Through the beautiful - to the humane - such is the pattern of education."
The physical culture of a schoolchild is the desire for physical perfection, maintaining a healthy lifestyle. “Physical education should consist in the fact that the organisms of children from childhood develop strong, powerful, flexible and dexterous, able to successfully counteract all the adverse effects of the nature of the country. The nature of Russia, as we know, is too diverse. It represents all climatic varieties from the pole to the tropics and from east to west. Therefore, children's organisms must be educated so that they are, first of all, strong and powerful.
Labor culture involves educating graduates to adequately assess their real and potential capabilities, readiness for professional self-determination, self-affirmation and self-realization in adulthood, the desire to get involved in work activities, the need for in-depth study chosen profession.
The interests of personality development require that in the content of education as independent training courses (fields of knowledge) and in the form of "cross-cutting" lines of all academic subjects, the basic components of the content should be presented, providing spiritual, mental, moral, physical, communicative, aesthetic, and labor education students, taking into account their individual interests, inclinations and abilities.
The ratio of the influence of various training courses of the federal, national-regional and school components on the formation of a student's personality culture is shown in the table.

Sides of the student's personality culture	General Education Courses
	Federal component	National-regional	school component
Spiritual and moral	language and literature,history of the world and Russia, music, art	Russian language and literature, history of Russia and the Vologda region. music, art	Lights of Russia, Self-education, Small Motherland, Lad, Culture of Russia, Culture of the Fatherland and the Moscow Art Theater, etiquette, optional courses that reveal the spiritual side of the life of the Russian people
Cognitive	Mathematics, chemistry, geography, biology, history and social sciences, physics, computer science, astronomy	Geography of Russia, Vologda region, economy of the Vologda region, nature and ecology, biology, history of the region, civics	Regional sections to educational areas, a system of optional courses reflecting the specifics of the region
Communicative	Languages ​​and Literature	Languages ​​and literature, literature of the Vologda region	Rhetoric, Native poets and writers. Household and business writing, Ethics and psychology family life
aesthetic	Art, music	Art, music	Culture of Russia and the region. Lad, Culture of the Fatherland and MHC, electives
Labor	Labor training		Labor training, folk art crafts
Physical	Physical Culture	Physical Culture	Physical Culture. folk sports games

Let us dwell on the possibilities of the national-regional component in terms of influence on the formation of the student's personality.
Spiritual and moral culture is formed during the study of regional training courses such as "Historical Fates of the Family in Russia", "Lights of the Vologda Region", "Lad", "Self-education", "Small Motherland", "Culture of the Fatherland and the MHK".
Cognitive culture is developed by studying regional illustrations in relation to:
- systems, structures - in the form of a regional section for the educational field "Mathematics";
- a self-governing system - in the form of a regional section for the educational field "Informatics";
- societies - in the form of regional educational areas "History of the Vologda Region", "Economics of the Vologda Region", as well as a system of optional courses reflecting certain aspects specific social relations in the Vologda region;
- wildlife - in the form of a regional educational area "Nature of the Vologda region", as well as a system of electives that reveal various aspects of the activity of biosystems in the conditions of the Vologda region;
- land - in the form of a regional educational area "Geography of the Vologda Region" and regional training courses on "Ecology of the Vologda Region";
- inanimate nature - in the form of regional sections for the educational field "Physics and Astronomy";
- substances - in the form of regional sections for the educational field "Chemistry".
Communicative culture is formed in the study of electives of regional content such as "Vologda dialects", "Vologda toponyms", etc., as well as educational areas "Russian language and literature", "Literature of the Vologda region", "Foreign languages".
Aesthetic culture is formed when studying the regional educational areas "Literature of the Vologda Region", "Art of the Vologda Region", "Rhetoric", electives "Native writers and poets", "Business and everyday writing", "Ethics and psychology of family life".
Labor culture is formed during the study of the block of regional courses "Crafts and crafts of the Vologda region".
Physical culture is formed during the study of training courses "Fundamentals of life safety", "Traditional sports games and competitions in the Vologda region".
As a result of the analysis of pedagogical sources and experimental activities, the technology for creating a model of a modern school graduate has been determined.
Pedagogical technology is a systematic method of creating, applying and defining the entire process of teaching and learning, taking into account technical and human resources and their interaction, which aims to optimize the forms of education.
In our understanding, technology is represented by three aspects:
- scientific: development of the purpose, content, methods and means for building a model;
- procedural and descriptive: description (algorithm) of the process of building a model;
– procedurally effective: implementation technological process, the functioning of all personal, instrumental and methodological means.
The implementation of the technological process takes place in stages:
1. Preparation of the teaching staff, parents, students for the perception of the idea of ​​modeling, since rejection of the idea, disbelief in the possibility of its implementation can lead instead of the expected to diametrically opposite effect which will call into question the feasibility of the updated educational process.
2. Determination of the socially significant qualities of the graduate's personality by all participants in the educational process through questionnaires, interviews, problem-activity games, discussions at class hours, parent-teacher meetings.
3. Creation of creative groups for the study of philosophical, psychological, pedagogical knowledge about the personality, its structure, patterns of development, analysis of existing models in Russian and foreign educational institutions, integration of the ideas of teachers, students and parents about the most significant qualities of a person, designing models of primary school graduates, primary and secondary schools.
4. Collective discussions of proposed projects on pedagogical council, council of self-government of schoolchildren, school-wide parent committee for the purpose of making amendments.
5. Creation creative team to finalize the projects, taking into account the amendments made.
6. Adoption of the final versions at the school's pedagogical council.
7. Approval of models at a school-wide conference.

1.2. Modern school graduate model

To determine the nationally-oriented component in the content of general secondary education, the scientific understanding of the pedagogical design of the personality is essential, which becomes a noticeable phenomenon in educational activities at the present stage. In the assessment of V. M. Korotov, the problem of forecasting is initially pedagogical. At one time, K. D. Ushinsky gave her an interpretation in the work “Labor in its mental and educational meaning”, great attention V. A. Sukhomlinsky paid attention to the characteristics of the personality of a citizen, worker, family man.
V. M. Korotov developed a draft program for the formation of the personality of a Russian schoolchild, endowed with the most important social roles. In his theory, education is revealed as a system-oriented process of human studies, the product of which is a person who is ready and able to fulfill an integral system of social roles:
family man - honors mother and father, grandparents, takes care of them and other family members; participates in the management household, in an ever-increasing volume, serves itself; considers the family as one of the highest human values; consciously prepares himself to create his own family and raise his children in the spirit of the professional traditions and ideals of his people; keeps the memory of the ancestors, strives to be like them;
student - knows how and loves to learn; is fluent in the native language; reads well and a lot; understands that he will have to study all his life and therefore masters the methods of self-education; treat their teachers with respect; tends to get the average and higher education; masters dialectical logic, culture of thinking;
a worker - sees his duty in work, the source of the well-being of the family and the prosperity of Russia; takes possession different professions, improves qualifications, hones skills; participates in technical creativity and agricultural experimentation; disciplined, a skilled organizer, knows how to work in a team, helps comrades, participates in family work, self-service, other school affairs and the improvement of the microdistrict; seeks to rationalize labor and improve technological culture; initiative and enterprising, constantly replenishes economic knowledge; masters the skills of working with a computer;
citizen - patriot, internationalist, humanist, fighter for a prosperous democratic Russia; knows and observes the laws and rules of the hostel; actively participates in school self-government, in the socio-political life of the country; preserves nature, personal and public property; tolerant of dissent; knows the history of Russia and his native land well; enhances its political and general culture;
a connoisseur and creator of the beautiful - he knows folklore and the achievements of artistic creativity well; creates and replenishes a personal library; develops a need for communication with the beautiful; masters the basics of world culture, is well versed in art; draws well; understands classical and modern music; visits theaters and museums, combines tourism with local history;
adherent of a healthy lifestyle - takes care of his own safety and the safety of those around him; habitually observes the rules of the road, safety regulations, as well as the use of household appliances; consciously treats their health and the health of loved ones as the main wealth; tidy, observes the rules of personal hygiene; temperate in food; is engaged in hardening and physical exercises; builds up resistance bad habits able to provide first aid to the victim.
These parameters successfully connect the projected personality with the beginnings of ethnopedagogy, with Russian family traditions, with the patriarchal way of life, but, in our opinion, due to the high and voluminous level of requirements for a school graduate, the prospect of achieving this image is unlikely.
The concept of the role purpose of a person is very promising, since it seeks to embody the ideal of shaping the personality of a citizen, a future worker, a representative of a dynastic family, a family man, public figure, a successor to the best traditions of his people and the Fatherland, a supporter of a healthy lifestyle, a connoisseur of beauty in the world around him. Many modern schools are following this path, successfully implementing the principles of ethnopedagogics and introducing nationally oriented courses into the content of general secondary education.
A certain research experience, significant for the interpretation of this problem, has been accumulated by teachers of modern Russian schools in Gatchina, Ivanov, Kostroma, Moscow, Orel, Penza, Rostov, Tobolsk and other cities, teachers of the Vologda region. The educational space of the Vologda Oblast has distinctive features related to the natural environment, ethnicity, originality of ecological, historical and cultural development, folk traditions, dialogue with other regions of the country and the international community.
When designing the image of a graduate, determining the requirements for the level of development of the spiritual, moral, communicative, aesthetic, labor, physical aspects of the culture of the student's personality and the mechanism of pedagogical influence, we took as a basis the principle of natural conformity, taking into account the interdependence of what is happening mental processes in the personality of the child, according to his age and the main types of pedagogical influence. In this regard, the theoretical ideas of personality- oriented approach to the education of students.
An interesting schematic picture of the holistically dominant approach to the program of raising a child by a group of authors is presented in the work "Raising Children at School" edited by N. E. Shchurkova. According to the authors, the goal of education is a person capable of building a life worthy of a person. In our opinion, such an approach to solving the main problems in education is acceptable and effective.
We believe that in order to become a person, a child must go from perception (at the initial stage of education) to the need for action (at senior level). Schematically, it might look like this:

The interdependence of the ongoing mental processes in the personality of the child, according to his age and the main mechanisms of pedagogical influence on him, is reflected in the following scheme:

The requirements for the level of development of the spiritual, moral, communicative, aesthetic, labor, physical aspects of the culture of the student's personality at each age level, according to his age characteristics, are reflected in the following tables:

steps	Spiritual and moral	Cognitive, knowledgeable	Communicative	aesthetic	Labor	Physical
Primary School	Possession of such qualities as love for mother, family, home, one's homeland; kindness, attention to people around, honesty, responsiveness, respectliving attitude towards representatives of other nations and nationalities	Knowledge, abilities, skills corresponding to the psychologicalphysiological characteristics of a particular student and the requirements of educational standards Comrade; knowing interest in the arealiving the world, history and culture of their Motherland	Ability to listen and hear othersestablish contacts with adults, understanding is valuablesti friendship with peers; the ability to manage one's behavior and feelings, possession of basic etiquette skills; correlation of one's actions with ethnic, social and value norms	The ability to see and understand the beauty of the surrounding world, the desire to protect.to protect nature.Introduction to the world of art of the region, knowledge of creativityva native poets, writers, artists nicknames	Willingness to participate in labor affairs class, renderingto help relatives and strangers. self service, Availability of count lectivist principles, the desire for mutual help	Desire to improve your healthdaily habit of exercising rules face of hygiene. Knowledge of folk games and the ability to organize them
Main school	Conscious love for one's home, mother, family, loved ones, sensitivity, tact, respect for one's homeland Russia, Comprehension of concepts: honor. duty, purposefulness, responsibility, citizenship. Social activity. dispositionnatural conviction	Knowledge, skills and abilities relevant tothe learning needs of a particular student and the educational standard, in including, knowledge about Russia and the region, knowledge of a wide range of professional activities of a person, knowledge of their psychophysical characteristics. The desire to expand horizons. Culture of thinking, including language	Ability to critically reflect on one's actions mutually relationships with their peers and adults, the ability to compromise. Managing your behavior. Ability to maintain emotionally stable behavior in life situations	The need to visit theaters, exhibitions, concerts, reading classical literature, the ability to penetrate inner world work of art, to understand its spiritual essence. The desire to build your life according to the laws of harmo science and beauty	Ability to work in a team, participation in school activitieslah, beautification of the microdistrict. Respect for school and other property, the ability to apply labor knowledge in practice, the manifestation of initiative, creativity in the performance of work. Sforpeacefulness sense of duty and responsibility. Wayness to adequate self-assessment their abilities and abilities	Awareness of the need to strengthen one's healthvya, compliance with the rules of a healthy lifestyle, attention to the health of others, knowledge of the basics of traditional medicine, desire fortake part in various sports sections
Secondary school	Conscious citizenship. A sense of pride in belonging to one's nation, for one's homeland. Human dignity. The need to do good. Humanistic attitude towards other peoples and humanity. Ability to reflect Predominance of spiritual and moral priorities over material ones	Knowledge, skills, abilities. corresponding to the educational standard of the third stage school. personal requests and needs Developed intellect, culture of the mind. scientific understanding. creative thinking. Formation of motives and cognitive interests, the need to continue education, self-education	Ability to perform a role in a team, adequate to the current situation. Ability to establish contacts, respect other tastes, customs. habits. High social adaptation	The ability to build your life according to the laws of harmony and beauty. The need to bring beauty into educational, labor, leisure activities, in relations with people around. Mastering the basics of world culture, knowledge of the achievements of Russian artistic creativity	Meaningful and Conscious professional self-determination, readiness for work and self-realization in society, the ability to constructive, scientific organization labor, criticality, optimism, mobility	Willingness to lead a healthy, physically active lifestyle, conscious attitude to one's health, concern for the health of others, the ability to use Russian health traditions in life. The desire to achieve personal sports results

The most generalized images of primary and secondary school graduates are formulated as follows:
The image of an elementary school graduate - “A graduate of an elementary school has the best qualities of a Russian person, such as love for the Motherland, kindness, attention to people around him, honesty, responsiveness, diligence, respect for elders. Actively participates in the life of the class and school, knows how to organize his time, manages his behavior and feelings, takes care of strengthening his health. Shows a cognitive interest in the surrounding world of history, the culture of his homeland, has a coherent, free correct speech, knowledge, skills and abilities meet the requirements of educational standards.
The image of a high school graduate is “A person devoted to Russia, an active patriot, protecting and protecting his Motherland, its history and culture, who combined in his mind the idea of ​​personal good with the good of the state. Spiritually rich, creative, free person with the best features of the Russian character, striving for physical and moral perfection. An educated person with a culture of mind, ready for self-education, self-determination and self-realization in adult life.
The formation of personality is not the result of schooling and upbringing, it depends on the genetic prerequisites and the impact of preschool time, upbringing in the family, the “pressure” of others, the arbitrary and involuntary influence of means mass media, as well as self-education, stimulated by the appearance in a person of a certain plan for the future, a well-known ideal of life, to which the school should contribute in every possible way.
Thus, the graduate model is considered as a standard that combines the ideas of teachers, students and parents about the most significant qualities of a person, as the main criteria for tracking all experimental activities. Considering the model as a kind of educational standard, we turn to criteria that allow us to analyze and measure the quality of a graduate's personality, establish the characteristics necessary and sufficient for "a phenomenon to function and develop according to a certain type, that is, to be at the level of "qualitative certainty"" . Given the variety of conditions that determine the content of general secondary education, the structure of the graduate model also finds expression for the nationally oriented component of the content of education.
In the methodological aspect, the model of a school graduate is a set of conceptual provisions that fix the goals of modeling, a system of basic concepts. In proper pedagogical dimension the model characterizes the main stages and products of the process of standardization of general secondary education at the level of the subject of the Federation. Innovative in its essence and character, the model is built in accordance with the requirements for modeling in such a complex area of ​​public life as education, in relation to the activities of the school.

Chapter 2
NATIONAL CHARACTER OF THE CONTENT OF GENERAL SECONDARY EDUCATION AND THE EXPERIENCE OF ITS IMPLEMENTATION IN A MODERN SCHOOL

2.1. Possibilities of the federal component of the content of general secondary education in terms of the development of the personality of a Russian person

The educational process is considered by us as a complex historical and ethno-pedagogical phenomenon, which is a combination of historical, social, psychological, ethno-cultural phenomena, as a unity of the environment and the student.
The basics of the regulatory framework in the field of general education for the subjects of the Russian Federation are fixed in the Constitution of the Russian Federation and the Law "On Education" (Article 7). According to the Law of the Russian Federation "On Education", the established state educational standard, as "a mandatory minimum of basic educational programs, the maximum amount of teaching load, requirements for the level of training of graduates", is divided into two components that take into account the federal nature of the structure of Russia: federal and national-regional components .
The federal component of the standard defines those standards, the observance of which ensures the unity of the educational space in Russia, as well as the integration of the individual into the system of world culture. The national-regional component of the state educational standard, the establishment of which is within the competence of the constituent entities of the Russian Federation, determines, according to the levels of general education, those standards in the field of studying the native language and literature, nature, history, economics and culture, which take into account the characteristics and interests of the region. Thus, a number of educational areas are represented by both federal and national-regional components (history and social disciplines, art, earth, biology, physical training, labor training .
The Law of the Russian Federation "On Education" stipulates that the responsibility for the content of education, the maximum amount of teaching load, the requirements for the level of training of graduates rests with the state authorities. The competence of the educational institution includes the development and approval of educational programs and curricula, as well as work programs of educational course disciplines. The educational authorities of the constituent entities of the Russian Federation, with the help of expert councils formed by them, control the content of original author's programs, textbooks and other didactic materials created on the initiative of teachers. Therefore, given that both the teacher himself and the child he teaches are equally protected by law, pedagogical creativity of an educational institution is possible in terms of updating the content of education, in particular, using the capabilities of the federal and national-regional components for the national education of students, thereby contributing to integration of personality into national and world culture; the formation of a person and a citizen, integrated into the society of his day and aimed at improving this society.
As for the school component, which includes compulsory elective classes, extracurricular activities, its content and structure are under the jurisdiction of the educational institution and make it possible to use the specifics and orientation of the educational institution even more fully, to strengthen the nationally oriented orientation of the content of education.
The basic curriculum proposed by the Ministry of Education, the differentiation of competencies between the federal, national-regional and school components is provided as follows:

Component	Steps of learning
	Primary School 1-4 classes	Basic school grades 5-9	Secondary school grades 10-11	Total
Federal				165(47,4%)
National-regional and school				183(52,6%)
Total				348(100%)

The federal component includes that part of the content of education, in which training courses of general cultural and national significance are distinguished. They are represented in full by the Russian language (as the state language), mathematics, computer science, physics, astronomy, and chemistry. 47% of the study time allocated to the federal component also provides an opportunity for the national orientation of the content of education, and makes it possible to realize the tasks of shaping a personality with a humanistic national identity.
Content school course natural science disciplines is determined by the significance of these sciences in the creation and development of human civilization, in the formation of the intellectual and emotional spheres of human activity, the significance of acquired knowledge in Everyday life, their necessity for studying other subjects. These disciplines make it possible to solve one of the main tasks facing the modern school - the education of the younger generation of "a productive, paradoxical, non-standard mind, the improvement of the character and intellect of each person" .
In the context of the introduction of new information technologies the task of forming complex intellectual skills that allow you to work effectively with information and evaluate its social significance. In this regard, it is necessary to change the emphasis in the educational activities of schoolchildren, namely:
- significantly increase the proportion of tasks of practical content related to the description of real situations, thus preparing students for the free use of mathematical knowledge and skills in life situations;
- more widely use in teaching activities aimed at the intellectual development of students by reducing the share of reproductive activities (for example, in mathematics - teaching proof should be considered as teaching students analysis ready-made evidence, their playback, independent discovery fact, search and construction of evidence, as well as refutation of the proposed evidence);
- as early as possible to give schoolchildren the knowledge in the field of science education necessary to solve personal and social problems (for example, the use of Russian traditions of preserving and strengthening health, solving environmental issues region, etc.).
Crucial in shaping common culture a growing person has the potential of these subjects: understanding the beauty and elegance of scientific reasoning, perception geometric shapes and comparing them with the “ornament” of the Russian people, mastering the idea of ​​symmetry, mastering the language of physics and the ability to use it for analysis scientific information and the presentation of basic physical ideas, the awareness of inseparability from cosmic infinity - all this contributes to the aesthetic education of a person, the education of a "paradoxical non-standard" mind. The content of these subjects, incorporated in the state educational standards, allows solving the problems of forming the communicative, moral, labor and physical culture of the student's personality, thereby creating the possibility of achieving compliance with the real image of the graduate of the developed model.
Analyzing the programs of training courses of the physics and mathematics cycle in terms of filling with nationally oriented content, we came to the conclusion that this is possible due to the inclusion of a national-regional component in each course, which implies:
- focusing the attention of schoolchildren on the significance of the contribution of Russian scientists to the development of world science and civilization - with access to the character of the Russian person;
– familiarization of schoolchildren with the history of the development of sciences in Russia, ancient measures, counting techniques, etc.
- illustrating the program material with national and regional examples, including data on the development of the regional economy, solving problems of a local history nature, compiled on the basis of natural history, historical material, and also aimed at assessing current state affairs in the region, diagnostics of a specific socio-cultural situation;
- finding in the studied facts, laws, etc. analogues with the life of a person, in particular, the student himself.
Let us consider some examples from the practice of experimental activities of school No. 15 in Vologda. AT primary school expanding the horizons of students, developing their curiosity is facilitated by the systematic inclusion of local history tasks in the content of lessons, which excluded formalism in knowledge, helped bring the educational material closer to the life of a child, family, city, region, and contributed to the implementation of interdisciplinary connections.
A manual "Local history material in mathematics lessons in primary school" has been developed, including:
a) informative information about the history and nature of the Vologda land in numbers (length of rivers, area and depth of lakes, Interesting Facts from the life of animals and plants, phenological observations, the dates of the formation of cities, monasteries, the first museums, factories, etc.);
b) the main types of simple and compound tasks compiled on the basis of local history material;
c) tasks for mental counting, mathematical warm-ups: numerical chains, magic squares, entertaining tasks, as a result of which students receive additional information about the nature and history of the region. Here are some options for assignments:
Example 1. Task on the topic “Multiplication and division” (“Hundred” concentrator), 2nd grade: To make 1 kg of Vologda butter, 23 kg of milk of the highest grade is required. How much milk is required to make 2 kg (3 kg, 4 kg) of Vologda butter?
Example 2. Oral work on the topic “Time and its measurement”, 2nd grade (using a calendar and a clock model): a) In 1908, lilies of the valley bloomed on June 23, and in 1957 on May 15. How many days earlier did lilies of the valley bloom in 1957? b) At the beginning of the 20th century, the working day at Vologda enterprises began at 7:30 and ended at 18:30, the lunch break was from 12:00 to 14:00. How many hours did people work?
Example 3. Oral work on the topic "Addition and subtraction" (concentrate "Thousand"), Grade 2. Find out the length of the Vologda River (in km). The “key” to the answer is the sum of the missing three numbers, increased by 100.

The systematic inclusion of such tasks in the lesson helps to develop mathematical skills and abilities in children, develop thinking, creative activity, cognitive independence, and most importantly - to form and maintain interest in their land, its history, nature. Children perceive interesting information and facts emotionally, which affects not only their minds, but also their hearts, and this, in turn, helps to solve the problems of both education and upbringing.
Teachers of primary and secondary schools continue the work begun in the primary grades to instill interest in the subject, instill curiosity in children, a sense of national pride and patriotism (Appendix 1). When selecting material related to the history of the region and Russia, the content of subject programs, the age of students, the level of development of their thinking and intelligence are taken into account.
The history of the development of natural and mathematical sciences is rich in dramas of ideas, bright national personalities, which makes it possible to enrich the stock of historical and scientific knowledge of schoolchildren, to form their ideas about these sciences as part of national and world culture. Acquaintance with the main historical milestones in the emergence and development of sciences, the fate of great discoveries, the names of people who created science, brings up national pride, national dignity, national self-consciousness, which is an integral part of the intellectual baggage of every cultured person. Therefore, when studying the relevant sections of mathematics, physics, chemistry, and astronomy, it is important to show the role of Russian scientists in the development of world sciences and earthly civilization. The time spent pays off by increasing interest in the topic of the lesson, makes the children feel proud of our Motherland.
At the same time, the main thing, in our opinion, is not only the addition of the content of education, but the development of new approaches, methods and forms of pedagogical activity in all subjects of the curriculum. Modern lesson is organized by the teacher spiritual fellowship group, the content of which is scientific knowledge, a key result(the product of spiritual effort) becomes the intellect of each subject of lesson communication, spiritual enrichment. The lesson unfolds as a consistent, within the framework of the educational topic, research, knowledge, assessment of life in all its manifestations: physical, chemical, biological, social, philosophical. The truth is sought, revealed, revealed, considered, comprehended, tested, illustrated - and all this in order to gain a person's vitality, physical and spiritual. It is not a “paragraph”, “a rule”, not a “formula” that is being studied - the regularity of life is being studied, which has adopted its own in the lesson. specific option in a particular scientific discipline, objectively, outside the will of man existing. Knowing this pattern makes a person stronger, and most importantly, freer in his choice. Knowledge is valuable only as a means of comprehending the mysteries of life and a means of gaining freedom of choice in building one's own destiny. Having discovered positive and negative values ​​in a mathematics lesson, children acquire an ambivalent (dual) structure of the world: day and night, good and evil, love and hate. Having traced the process of the transition of quantity into quality in a physics lesson and being convinced of the universal nature of this law, schoolchildren will better understand their fate and its vicissitudes, assessing the quantitative accumulation of their actions and deeds in their influence on the changes taking place in life. L. N. Tolstoy put a very interesting meaning into the concept of a fraction: “Man is a fraction. The numerator is - in comparison with others - the dignity of a person, the denominator is a person's assessment of himself. It is not in the power of man to increase his numerator - his merits - but everyone can decrease his denominator - his opinion of himself, and by this decrease he will come closer to perfection. Reflecting on the properties of the fraction, children simultaneously reflect on the possibility of improving themselves. Thus, life itself is studied in the lesson. The emotional coloring of the lesson is its obligatory characteristic, since emotions are a protective mechanism of a person in his interaction with the world, and it must be developed: the attitude to the world is lived in emotions, through emotions there goes a child to the highest values ​​of modern culture.
Each subject, according to its specificity, has special opportunities for the intellectual and moral improvement of students, the formation of humanistic relations and environmentally sound behavior, readiness for work.
The work in the classroom is complemented by the research creative work of students outside of class time. Children write messages about the biographical data and activities of Russian mathematicians: P. L. Chebyshev, L. F. Magnitsky, I. M. Vinogradov, A. N. Krylov, N. I. Lobachevsky, S. V. Kovalevskaya, M. V. Ostrogradsky and others. extracurricular activities students' knowledge is expanded by studying additional topics. For example, in mathematics: “Information from the history of Russian mathematics”, “First arithmetic”, “Original forms of counting and units of measurement adopted in Russia”, “How our ancestors studied”, etc.; in physics - "At the origins of science", "What is the price of truth?", "The starry world in the telescope of Copernicus, Galileo, J. Bruno and the modern Russian scientist", "Music of the spheres", "Astrology - pseudoscience?" etc. Usage this material increases the interest of schoolchildren in the subjects of the federal component, their history, national traditions, promotes the integration of the student's personality into national and world culture.

2.2. The National-Regional Component of the Content of General Secondary Education as the Main Factor in the Development of Students' National Self-Consciousness

On the basis of the federal component of the state educational standard, in accordance with the Law of the Russian Federation "On Education" (Articles 47.14, 29 paragraph 2), a national-regional component is being developed that reflects specific historical, cultural, national, geographic and demographic, ethnic, natural, ecological, social features of the region, ensuring the satisfaction of the special needs and interests in the field of education of various groups of the population and including that part of the content of education, which reflects national and regional identity.
The development of the national-regional component of the state educational standard, the volume of which (in hours) is set at the federal level, is the competence of the region.
The following main approaches to the development of the national-regional component can be distinguished:
– The content structure of knowledge, embodied in the national-regional component, should be in common logic patterns that determine the structure of the content of general education.
– To consistently ensure the comprehensive development of a person, it is necessary to build the content of the national-regional component in such a way that it is possible to carry out a correlation between the basic invariant structure of activity and the content structure fundamental education.
- The region as an object of study, reflected in the national-regional component of the content of general secondary education, should be considered as part of the subject area of ​​fundamental education. Therefore, the basic structure of studying the object-region should also be reflected in the subject structure of scientific knowledge.
– Because the region is component subject area, that is, the surrounding world, embodies both material-energy and anti-entropy types of organization material systems, then the general structure of the content of the national-regional component can be represented as a set of interconnected branches of knowledge, reflecting both general lines of development of matter. Besides, in overall structure those industries are also taken into account in which knowledge about the region can be systematized on the basis of such fundamental concepts as “ general patterns”, “technology” and “system”.
- A specific set of educational areas (training courses) that reflect the content of the national-regional component of general education can be compiled based either on the combined influence of two factors - the structure of the object under study and the varieties of culture that reflect the structure of activity, or at least one of these determinants .
- The content of the national-regional component of general education is structured along the "vertical" taking into account the logic of the presentation of educational material in the conditions continuing education and age characteristics of students' assimilation of knowledge, the formation of skills and abilities. .
It is logical to assume that the components of the curriculum, as a single complex, can and should intersect somewhere. It is impossible to draw a line between the components of the standards, grouping the corresponding educational areas, the border between the federal and national-regional components of the content of education runs, as a rule, within the educational areas. Most of training courses is objectively “tailored” in such a way that it includes both federal and national-regional components of education. Although it is possible to single out training courses that are fully related to the federal (for example, mathematics) or national-regional component (for example, disciplines of local history).
The ratio between the federal and national-regional components is determined by the basic curriculum.

BASIC CURRICULUM (detail)

Educational areas	1-4 grades		5-9 grades		10-11 grades
	Total	Including national-per.	Total	Including national-per.	Total	Including national-per.
Language and literature
Maths
Nature
Society
Art
Physical training
labor training
Informatics
Total
Compulsory electives
Extracurricular activities

From the table above, we can conclude:
1. The normalization of the invariant remains for Russian Federation, regulation of the national-regional component - the sphere of competence of the subject of the Russian Federation.
2. The share of study hours per week allocated to the national-regional component in relation to the federal component varies depending on the educational area and the level of education. For example, the proportion of national-regional content in the educational areas "Russian Language and Literature", "Society", "Art" is much higher than in such educational areas as "Nature" and "Physical Education".
3. There is a clear trend towards an increase in the role of the region in determining the content of education from elementary to high school.
The national-regional component should not be divided into separate national and regional components, because national and ethnic features are reflected in the regional way of life of the region.
The goal of the regional policy in the field of education is to guarantee the stable development of the region, which is the key to the prosperity of the nation, Russia. The stable development of the region can be achieved only if there is a good national education in the region, since school graduates in the bulk go to their regional polysystemic society. In this regard, it is necessary to eliminate the contradictions between the increased requirements of society for school and the facelessness, groundlessness of the modern school, since it is during the period of schooling that the foundations of the worldview and worldview of the individual are laid, and national self-consciousness is formed. Consequently, the content of education should fully represent the wealth of the Russian national culture, the spiritual values ​​of the Russian nation, the way of life, traditions, customs, social norms (stereotypes) of behavior that make up the characteristics of this region.
It is at the regional level that it is possible to create a national and at the same time Russian school. "To satisfy the ethno-cultural interests of the individual, to ensure the integrity of human communities, to preserve and develop the culture of the regional society is possible only in a specific area where ethnic groups live" .

Derevyanchenko Inna Alexandrovna

Deputy Director for Education -

educational work

Starobeshevskaya school of I-II levels

MODEL OF A COMPETENT GRADUATE IN A MODERN EDUCATIONAL ORGANIZATION

Annotation: The article describes a competency-based approach to building a model of a graduate of a modern educational organization. The main ideas of forming a graduate model, the necessary competencies that a school graduate should have are considered. Building a new graduate model involves changing the content of education, introducing modern educational technologies, methods and forms of education.

Keywords: graduate model, key competencies.

“Too often we give children answers to learn, rather than

they have problems to solve.”

Roger Levin

An urgent issue today is the preparation of educated, and therefore comprehensively developed and competent graduates of general educational institutions.

Today, in the context of the humanization of education, a student-centered approach training and education is transformed into a competency-based approach. But the focus, as always, remains the personality of the student.

A renewed society needs people who can think independently, who are capable of self-realization based on objective self-assessment. The main task of the modern school is to reveal the potential capabilities and abilities of students, to prepare little man to an independent life. A school graduate needs to solve real problems in the contradictory and complex conditions of modern life.

In this way, main goal The teacher becomes the formation of key competencies of students with the help of reflections of their actions, since the acquisition of vital competencies can give a person the opportunity to navigate in modern society, contributes to the formation of a person's ability to quickly respond to the demands of the time.

The main criterion for evaluating the activities of the school is what its graduates achieve, which is why the Starobeshevskaya School of 1-2 levels takes care of its pedagogical image and strives for development, is working on creating a graduate model, which is a guideline for school activities .

The school created its own program of key competencies and a model of a basic school graduate.

The main examiner of our students is life. How they will be adapted to the social environment, able to quickly make the right decision, be able to analyze and control their own activities, depends primarily on the school.

The school program "Introduction of a competency-oriented approach to the educational process" regarding the key competencies of students is monitored in the education quality monitoring system and provides for the formation of cognitive, personal, self-educational, social competencies.

Within the framework of this program, work was carried out in several directions:

Development of the problem of key competencies at all levels, including teachers, students, parents;

Development of a model of life competencies of a basic school graduate;

Planning of organizational and methodological measures;

Implementation of competencies in the content of education.

A modern school must not only keep pace with the times, it must be ahead of the times. Teachers need to adjust the content, technologies for organizing the educational process in accordance with the requirements and needs today. Models of a competent graduate, which formed earlier school, were somewhat stereotypical, unrealistic. It is precisely because of the high requirements and standardization of the purpose of education and upbringing that little attention was paid to the personality of the student as a separate unique and inimitable unit of society.

Today's graduate is, first of all, a creative person, with a great potential for self-development and self-realization. Therefore, creating own model a competent graduate of a general education organization, the school relied on the development of the methodological foundations of domestic scientists.

The graduate model is a designation of the level of movement of students within the framework of the main activities of the school.

First of all, it is the definition of the components of a graduate's competence.

The formation of a model of a competent graduate of a modern educational institution in the Starobeshevskaya school of 1-2 levels took place in stages. At the first stage, an initiative group was created, in which creative potential experienced teachers who discussed materials on the problem of a competent approach, studied the wishes of parents on the formation of a variable part of the curriculum.

At the subject methodological associations and the methodological association of class teachers, models of graduates of the primary and main levels of education were compiled.

The model of a graduate of a modern school reveals the necessary level of mastery of competencies in the light of information technology and advanced progress. The model includes the following components and is characterized by a wide range of effects on the individual.

- A graduate must finish school professionally - determined.

- A graduate should be able to methodically competently, independently work.

- A graduate should strive for self-education and self-improvement.

- creative search should be the prerogative of the life and professional path.

- The graduate must take part in the socio-political and cultural life of the republic.

- A graduate must be a conscientious citizen, ready to be responsible for his actions.

- A graduate should be consciously prepared for family life.

- A graduate should take care of his own health and the health of others.

Implementing a competent approach at school, the teaching staff replaced traditional reproductive teaching methods with student-centered technologies, since training is focused on the average student, on the assimilation and reproduction of knowledge, and cannot meet the requirements of the modern information society.

The following pedagogical technologies make it possible to implement the model of a graduate of a general education institution most effectively:

- training in cooperation (small groups) - interactive;

- method of projects;

- multi-level training;

- Portfolio evaluation.

A competent approach requires a personal orientation in the formation of the content of education. Therefore, in the classroom, teachers ensure the real activity of students. The learning process is a hard mental work and Active participation schoolchildren in this process is mandatory.

To determine the level of different life competencies, high school students were asked questions on the main key competencies. Children, using personal knowledge, life experience, evaluated themselves. Then the class teacher evaluated the students on the same questions. Comparing scores given class teacher and self-esteem of students, one can see a significant difference. Self-esteem of students in many cases is overestimated, and only in some cases is it underestimated. The students were especially biased in evaluating themselves in terms of the formation of self-educational and multicultural competencies. Based on the results of this work, teachers GPA determining the level of life competences. Teachers have determined correctional and developmental work based on the needs and needs of students, combining motivational, meaningful and developmental components of all educational activities.

Surveys of students on the formation of life competencies at the end of the school year showed that the level of formation of knowledge about the main areas of life, life planning and practical skills in using knowledge has improved, which indicates that the painstaking systematic work of the entire teaching staff has yielded significant results and contributes to the formation of life skills. students' competencies.

It can be concluded that the orientation towards the model of a competent graduate of an educational organization provides for:

- transition from pedagogical dictatorship to pedagogical cooperation;

- conscious acceptance by the teacher of personal goals and requests of children, recognition of the rights to personal opinion, errors;

- respect for the student, his dignity, and, no less important, the responsibility of the teacher for his judgments, recommendations, requirements and actions.

Ideal graduate. What is he?

Indicators

Minimum level

Optimal Level

Max level

1. Orientation towards continuous education (readiness for self-education, self-analysis, self-assessment, self-control and self-correction).

Reads regularly

(4-5 books per year), systematically turns to the teacher for help if he has knowledge gaps.

Makes up his own self-improvement program and knows how to work with it.

He develops his own plans, sets goals, knows how to analyze and correct his actions.

2. Understanding one's abilities, purpose in life (introspection skills).

Knows a list of possible abilities.

Can analyze himself according to his abilities.

Able to interpret and use what is read.

3. Ability to work in modern information systems(telephone, fax, computer, internet, e-mail).

Uses phone, fax, computer.

Uses a computer, knows how to search for information on the Internet.

Able to work in modern information systems

4. Possession of abstract and search thinking skills (the ability to find, comprehend, process and use information from different sources).

Knows how to make a plan for the text, uses dictionaries, encyclopedias.

Owns text research algorithms, compiling notes, memorization technologies.

He is able to summarize information from various sources within the framework of a mini-study (abstract), arrange it, and prepare a presentation.

5. Professional orientation, self-management skills (planning one's own activities, familiarization with the needs of the labor market, the ability to write a resume, look for a job and find a job).

Owns minimal information about professions, labor legislation.

He knows how to write a resume, analyze his abilities and desires, compare them with the needs of society.

Able to set short-term, long-term goals, plan and implement them.

6. Ability to act quickly in non-standard situations(crisis situations - an accident, an accident, financial and legal situations, confronting psychological onslaught).

Knows the procedure for emergency situations(phones - 101,102,103.104).

Owns the basics of financial and legal literacy.

Able to identify and resist fraud, blackmail,psychological pressure

7. Possession of the basics of ethics and etiquette (tact, the ability to take responsibility, make your own choice, tolerant attitude towards other people, the ability to behave among other people).

In conversation, he systematically uses words of politeness, has a diligent appearance.

Shows punctuality, promotes friendly atmosphere in the classroom and school, prevents conflicts in the team.

Actively takes responsibility for the affairs of the class, school, serves as a role model for classmates.

8.Communication (ability to communicate orally and in writing in native and foreign languages).

Fluently communicates (orally and in writing) Russian and Ukrainian languages, has a developed articulation.

Knows the basics of successful communication (the ability to listen and speak effectively), has public speaking skills.

Possesses the ability to resolve conflicts, communicates fluently in a foreign language

9.Patriotism (study of traditions, culture and history of the native land)

Knows the basic facts of the history of his native land.

Sufficient or high level of knowledge in Russian and Ukrainian languages, literature and history of the native land.

Communicates in his free time in his native language, composes poetry, writes stories

10. Responsible attitude towards own health, has no bad habits.

Has no bad habits.

Every morning he does exercises.

Goes in for sports in sections.

11. Possession of skills of productive creative activity (search, research work on student projects).

Periodically takes part in creative competitions and research work at school.

Regularly takes part in creative competitions and research work at school.

He has his own creative works (poems, programs, artistic and technical products).

MODEL

GRADUATE OF STAROBESHEVO OSH I-II STAGES

Literature

1. Ivanov D.A., Mitrofanov K.G., Sokolova O.V. Competence approach in education. Problems, concepts, tools. Educational - Toolkit. - M.: 2005.

2. Blinov V. I., Sergeev I. S. How to implement a competency-based approach in the classroom and in extracurricular activities: practical guide. - M.: ARKTI, 2007.

3. Bolotov V. A., Serikov V. V. Competence model: from idea to educational program // Pedagogika. - 2003. - No. 10.

4. Khutorskoy A.V. Key competencies as a component of the personality-oriented paradigm. Public education., 2003. No. 2. S. 58–64.

Research about students and graduates

Specialists of the recruitment agency "Contact" with the help of the study "Modern University Graduate" analyzed the image of today in various parameters. The survey involved 389 leading universities in Moscow.

In August, the recruiting agency "Contact" conducted a study " Modern Graduate university and career in business” within the framework of the project “First Auction of Young Professionals”. 389 students and graduates of leading universities in Moscow spoke about their studies at the university and plans for the future.

As a result of the study, it became known that the majority perceive the university as the most important source of knowledge and a place to hang out - these options were chosen by 93% and 79% of the study participants, respectively.

73% of respondents consider the acquisition of knowledge and skills to be the main result of training. 67% of respondents said that the most important thing is the availability of graduation from an educational institution. For 54% of the study participants, studying at a university is primarily an intellectual challenge, and for 51%, it is the acquisition of connections and acquaintances that may be useful in the future.

Teaching profession is human science,
constant never ending
penetration into the complex spiritual world of man.
A remarkable feature is to constantly open
new in man, marvel at the new,
To see a person in the process of his formation -
one of those roots that feed
vocation for teaching.

V.A. Sukhomlinsky

Based on the social order, in the MOU "Secondary School No. 9" of the Vilyuchinsky urban district, a certain model of a graduate has developed - as theoretical image, which serves as the basis for designing the educational policy of the school and the formation of certain requirements for the level of professionalism of teachers. In addition, the graduate model involves the formulation of the main provisions, compliance with which determines the achievement of quality education (responsibility, initiative, adaptability to changing conditions, well-formed value orientations and etc.).

The main provision in this image, in accordance with the priority areas of the school, is the formed motivation for learning in the constant acquisition of knowledge necessary for continuing education and successful socialization in the future. That is, a graduate of our school is a person ready for social, professional and civil self-determination; stable in difficult socio-economic circumstances and the changing political reality of modern Russian society.

A graduate of a school is an educated person, independently acquiring knowledge, ready to make morally justified decisions.

• Aware a variety of life values ​​(freedom, cooperation, respect for another person), own self-worth.
• Knowing about make a choice; live and work in a multi-age community.
• Capable plan your life in accordance with the goals, make decisions.
• Having life experience of working in a group: under the guidance, independently, in pairs, with a book, with documents, with devices, a computer.

The leading role in the formation and development of the child's personality, the disclosure of his identity, abilities and potentialities, the protection of interests is given precisely by the class teacher. The class teacher is a professional teacher who is for a growing person ( Attachment 1 )

- a spiritual mediator between society and the child in the assimilation of the foundations of human culture;
- a defender from moral degradation, moral death;
- the organizer of cooperation relations in various types of joint activities of the class team;
- the organizer of the conditions for self-expression and development of each child, carrying out (together with a psychologist, social pedagogues) the correction of the process of his socialization;
– assistant, consultant in organizing everyday life and activities, in understanding the socio-economic, political life of society, in professional orientation;
- coordinator of the efforts of teachers, families, society - in a word, all educational institutions of society influencing the formation and development of pupils;
- the creator of a favorable microenvironment and a moral and psychological climate in a children's and adolescent team, association, group.

The main characterological guidelines of the personality of the graduate(Attachment 1 )

Free personality . The person who has high level self-awareness, citizenship and self-discipline. Self-respecting, aware of their value and recognizing the value of another person, able to bear responsibility to themselves and society.

Humane personality - shows mercy, kindness, the ability to compassion, empathy, patience and goodwill. Ready to help, strives for peace and understands the value of human life.

spiritual personality - has a need for knowledge and self-knowledge and reflection, has a need for beauty and communication.

Creative person - has developed abilities, knowledge, skills, developed intellect.

Practical personality - knows the basics of computer literacy, professional training, has an aesthetic taste, good manners, knows and respects the Constitution and laws of the country. Strives for physical perfection, is a supporter of a healthy lifestyle.

MOU secondary school No. 9 is a school with a mixed contingent of students, where gifted and ordinary children study, children in need of correctional and developmental education. Based on the heterogeneity of the contingent, the school focuses on taking into account the individual characteristics of each child. The main direction of education at school is the adaptation of students to life in modern society on the basis of general education within the framework of the state standard.

Model of a graduate of the MOU secondary school No. 9 ( Attachment 1 )

Possessing a common culture, moral orientations towards significant social values. A graduate of the school is a citizen of Russia, who is characterized by a sense of pride in his homeland. it goal-oriented person, for whom the concepts of "Motherland", "Culture", "Humanity", "Tolerance", "Family" are dear.

Ready for life in 4 areas: economic; ecological; moral and legal; scientific. A school graduate is ready for professional self-determination, self-affirmation, he adequately assesses his capabilities. He seeks to continue his education or engage in labor activity.

Ready for self-realization in subject-practical and communicative activities. The graduate is active, has organizational skills. He is sociable, has the skills of a culture of communication. It can correct its behavior and other people's aggression, it is psychologically stable.

Possessing a culture of human relations, their manifestation and introspection. A graduate seeks to build his life according to the laws of harmony and beauty, develops his creative potential. He is law-abiding, has the basics of legal education.

Having a broad outlook, possessing a culture of thought, feelings, speech. A graduate is distinguished by a broad education, acting as a continuous self-education, which has become a need, a habit in life.

In our school, education is carried out at three levels: elementary school (grades 1-4), basic school (grades 5-9) and secondary school (grades 10-11).

One of the directions of modernization of Russian education is seen as specialized education at the third stage of the school. A flexible system of specialized education provides the opportunity to continue education in a specialized class or a class of a universal profile. Profile education is a means of differentiation and individualization of education, which, due to changes in the structure, content and organization of the educational process, more fully takes into account the interests, inclinations, abilities of students, creates conditions for teaching high school students in accordance with their professional interests and intentions in relation to continuing education.

Portrait of a graduate of MOU secondary school No. 9 at three levels of education (Attachment 1 ).

The graduate model is not seen as an end in itself. It does not set rigid limits for the student and for the teacher, assuming a creative, individual approach to the implementation of the principles of developmental education and student-centered pedagogy.

The activity of the class teacher is the most important link in the educational system of an educational institution, the main mechanism for implementing an individual approach to pupils. It is due to the modern task that the world community, state, republic, parents put before an educational institution of any type - the maximum development of each child, the preservation of his originality, the disclosure of his talents and the creation of conditions for normal spiritual, mental, physical perfection.(World Declaration for Survival, Protection and Development).