The “graduate model” of the primary school is the expected result of the implementation of the educational program of the Federal State Educational Standard, the general answer to the question of what “product” should be obtained as a result of the activities of the teaching staff at each of the levels of education. The “Graduate Model” is a guideline for building the educational process, coordinating the activities of its various links and structures, and designing individual educational routes.
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General requirements for a primary school graduate.
student model.
Tula
2016
The “graduate model” of the primary school is the expected result of the implementation of the educational program of the Federal State Educational Standard, the general answer to the question of what “product” should be obtained as a result of the activities of the teaching staff at each of the levels of education. The “Graduate Model” is a guideline for building the educational process, coordinating the activities of its various links and structures, and designing individual educational routes.
The legal framework for creating a school graduate model is: Constitution of the Russian Federation;
Law "On Education in the Russian Federation";
Federal State Standard of Primary General Education, approved by order of the Ministry of Education and Science of the Russian Federation of October 06, 2009 No. 373,
OU educational program.
Thus, the model acts as a standard. Building the image of a school graduate, we proceed from the fact that he is a dynamic system that is constantly changing, self-improving, filled with new content. This means that the image of a graduate is not the end result, not the result in the development of a personality, but that basic level, the development and formation of which the school should contribute to the maximum.
The formation of personality is not the result of only school education, it depends on the genetic prerequisites and the impact of preschool time, the influence of the media, and, most importantly, upbringing in the family. Therefore, upbringing, education and development is possible only joint the efforts of the school and family.
Modern society needs a person capable of self-education, independent acquisition of new information, capable of making the right decisions, so the development of a child with the help of a school is built through self-realization, self-education, self-determination and self-development.
The role of teachers of our Centerin the formation of the child's personality can be defined by the following words: pedagogical assistance, support and promotion.
At all times, the activities of the school were aimed at solving educational problems, but the Standard defines the results of education: a sense of civic identity, patriotism, learning motivation, the desire for knowledge, the ability to communicate, a sense of responsibility for one's decisions and actions, tolerance and much more.
The portrait of a graduate has been defined in the Federal State Educational Standard of the IEO.
As we line our work to creategraduate models, we first compareda portrait of a primary school graduate and a portrait of a primary school graduate. And in the course of the comparison, it was determined that ...
Defined "portrait" of a primary school graduate:
Loving his people, his land and his homeland;
-respecting and accepting the values of the family and society;
- inquisitive, actively and interestedly knowing the world;
- possessing the basics of the ability to learn, capable of organizing their own activities;
- ready to act independently and be responsible for their actions to the family and society;
- benevolent, able to listen and hear the interlocutor, justify his position, express his opinion;
- fulfilling the rules of a healthy and safe lifestyle for yourself and others.
Portrait of a graduate of primary and secondary schools according to GEF |
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The main goal of primary education in our Center- Preservation and support of the individuality of the child, his physical and mental development, the formation of the ability to learn.
What should a primary school graduate be like, what qualities should he form in order to maintain his desire to learn, to develop the need to study independently and creatively solve various cognitive tasks, to provide conditions for successful education in primary school? What is the "model"primary school graduate?
An elementary school graduate must:
1. To master general educational programs in the subjects of the curriculum at a level sufficient to continue education at the level of basic general education (that is, to master general educational skills and abilities).
2. To master the simplest skills of self-control of educational actions, the culture of behavior and speech.
3. Master the methods of activity (cognitive, speech, algorithm for working with information, the procedure for organizing activities: establishing a sequence of actions, following instructions, determining control methods, determining the causes of difficulties that arise, finding and self-correcting errors, etc.).
4. Master the basic skills of educational activities, elements of theoretical thinking.
5. To form the need to study independently, the desire to learn, understanding the relationship of the phenomenon of the outside world.
6. Master the basics of personal hygiene and a healthy lifestyle.
Parents, sending their child to primary school, are guided not only by the status of the school, the system of education, but also by the personal qualities of the teacher. Every parent wants their child to study in modern, comfortable conditions, and the teacher is not only a professional, but also an interesting creative person. In their understanding, the result of learning is a knowledge base that will allow the child to successfully learn at subsequent stages of education, as well as saved health.
A primary school graduate, in addition to mastering the main program, should be positively motivated for further education.
Our Primary School Teacherform in students the ability to learn and the ability to organize their activities, independent search and assimilation of information, the ability to be creative in solving problems.
There must be cooperation between primary and secondary teachers.
An elementary school graduate should be ready for middle school education. And he will be ready for this if he is healthy. With modern educational technologies it is possible. He must be able to independently acquire knowledge, be educated, communicative, creative and with a desire to go to school.
Primary school teachersthey teach children not only to write, read and count, but also instill in them the need for independent acquisition of knowledge. Our teachers contribute to the formation in students of the need to develop their intellectual, communicative, artistic, physical abilities.
We are aware that each child has his own individual and unique image, and we help him in his development.
- What are the key competencies that graduates should have?
elementary school?
To have competence means to have certain knowledge, to be aware of something, in any area.
In elementary school, we highlight competencies:
1. Educational and cognitive. (The student obtains knowledge directly from the surrounding reality, owns methods for solving educational and cognitive problems, actions in different (non-standard) situations. For example, grade 4. The world around. The topic is “Natural zone-tundra”. General lesson.
The whole class turns into a science station. There is an independent research work of the student. Children are divided into groups: geographers, botanists, ecologists, zoologists. Each group has a specific task, which is set out in the help cards. They defend their mini-studies at the end of the lesson using drawings, photographs, abstracts. In the process of such tasks, we develop cognitive interest, we learn to choose the main thing from the general material and bring it into the system.
2. Value-semantic competences. (Associated with the student's value orientations, his ability to see and understand the world around him, navigate in it, realize his role and purpose.)
For example, according to the plan of educational work in the 4th grade, an open school event “I and my rights” was held. A child should know his rights and his duties, be self-confident, have his own dignity.
3. Communicative competencies. (Skills of working in a group, a team with various social roles. The student should be able to introduce himself, write a letter, fill out a statement, ask a question, lead a discussion)
For example, consultants work at a mathematics lesson in the 4th grade. They check the work done on their row, correct mistakes. This type of activity develops mutual assistance, mutual verification, and group work skills in children.
4. I will dwell on one more key competency related to work. During the period of study from grades 1-4, students acquire initial - technical knowledge; skills in the manufacture of products from various materials; self-care skills.
Labor training lesson. Topic: "Making a rocket model." Students work in pairs to receive an instruction sheet for the rocket making sequence. Children work step by step.
The design of the rocket comes up with themselves. In the process of such tasks, the work experience of children is enriched; building skills and knowledge are developed.
5. Information competencies
Possession of modern media (TV, telephone, computer, printer) and information technology ... (audio and video recording, Internet ..)
The method of projects, in its didactic essence, is aimed at the formation of abilities, with which a school graduate turns out to be more adapted to life, able to adapt to changes, navigate in various situations, work in various teams, because project activity is a cultural form of activity in which it is possible to form an ability to making responsible choices. Project activity at school is an effective tool for the formation of various types of competencies, as well as a complete set of competencies - functional literacy.
Working on projects gives students a lot. This is active mental activity, and the development of cognitive and social activity, and interest in learning, and broadening one's horizons, and the ability to consciously acquire knowledge and use it. In addition, students learn to work on a problem, acquire the skills of collecting and processing information, the skills and abilities of research activities, and learn to apply knowledge. Project activity gives students the opportunity to collaborate with the teacher, discuss and offer their point of view.
Projects are planned throughout the year in almost all subjects of the school curriculum. Children enjoy doing this. They like to discover something new for themselves and their classmates, to be researchers of material unknown to them.
6. Health saving competencies.
Knowledge and adherence to the norms of a healthy lifestyle; knowledge and observance of personal hygiene, everyday life; physical culture of a person, freedom and responsibility in choosing a lifestyle.
The fourth year of elementary school completes the first stage of a child's school life. The prospect of moving to secondary school forces adults to pay primary attention to the formation of educational skills and abilities in fourth-graders.
By the fourth grade, most children already develop
an individual style of educational work, a differentiation of educational interests is outlined, a different attitude to academic subjects develops: some disciplines are liked more, others less. It depends on the characteristics of children, their ability to work, the specifics of cognitive development, information processing, unequal interest in various academic subjects, etc.
Despite some individual characteristics of a primary school graduate, by the end of his education at the primary level, the following main components of his leading activity - educational should be formed:
A sufficiently high level of mastery of educational skills and actions;
The ability to act according to the algorithm, apply the acquired knowledge, skills and abilities in real life situations, think logically, use the operations of analysis and synthesis, draw conclusions and draw conclusions, perceive and retain the necessary information in memory (especially these skills were developed during the course "Informatics » in grades 2-3);
The development of the cognitive sphere should correspond to the level relevant to age norms;
Possess sufficiently developed thinking and a normal level of intellectual development;
Normal or high level of educational motivation, formed educational and cognitive motives;
The presence of formed control and self-control;
Having a positive self-esteem;
A well-developed and age-appropriate stable emotional sphere.
A special place in the psychological portrait of our graduate is occupied by the formation of his communicative competence, since during the transition to the middle link, communication becomes the leading activity. The Young Philologist course, which is taught in elementary school starting from the second grade, helps to form this competence.
The most important line in the portrait of a graduate is also socially significant qualities, primarily inherent in a citizen: respect for his native country, his people, his history, awareness of his duties to society, other people, himself. Those. already at the stage of primary school age, we strive to lay the first “bricks” of higher feelings - patriotism, humanism, diligence. Helps in this educational course ORKSE "Fundamentals of World Religious Cultures", which is taught in the fourth grade, circles for extracurricular activities "Love and know your land", "Tourists-local historians".
It is in elementary school that the first abilities, inclinations, interests, and reserve capabilities of the child are manifested, therefore it is very important at this stage to create for each child a situation of success in activities that are personally significant for him, a positive emotional assessment of any achievement of the student is necessary. The Methodological Association of Primary School Teachers during all four years of study attracts students to participate in various competitions, exhibitions, olympiads of various levels. The geography of these competitions is very wide and varied. Among the graduates of our Center there is not a single student who would not take part in at least one of the proposed competitions. As evidence of this - a portfolio of students, a piggy bank of their achievements and successes.
It should also not be forgotten that the life of children is not limited to the walls of the school. Outside of it, the child can be immersed in such activities that will allow him to show his skill, achieve success, gain self-confidence. Primary school graduates attend clubs, music and art schools, sports clubs. In this direction, primary school teachers are doing a lot of work to promote extracurricular activities among students and their parents through visits to creative children's centers, inviting specialists to the school, etc. Many children achieve good results in this activity.
In our case, it reflects the Federal State Educational Standard of Primary General Education, the specifics of the OC as an educational institution and consists of the following areas:
- moral potential;
- cognitive potential;
- communication potential;
- aesthetic potential;
- physiological potential.
Moral potential
cognitive potential
Communication potential
Able to express his opinion.
Aesthetic potential
Physiological potential
How do the personality traits inherent in the portrait of a graduate correlate with universal learning activities?
The portrait of a primary school graduate presents the results:
- Personal (self-determination, meaning formation, moral and ethical orientation).
- Metasubject (regulatory, cognitive, communicative).
The ratio of personality traits in the portrait of a primary school graduate with personal UUD.
Personal UUD | |
self-determination (internal position, "I am a concept", civic identity, self-respect and self-esteem) | Loving his land and his country |
Meaning formation (motivation (educational, social), attitude: towards oneself, school, society, the boundaries of one’s own knowledge and “ignorance”) | Inquisitive, interested, actively learning about the world. Fulfilling the rules of a healthy and safe lifestyle for themselves and others |
Moral and ethical orientation (orientation towards the fulfillment of moral standards, assessment of one's actions) | Respectful and accepting the values of family and society |
When we distribute and correlate the quality of personality, prescribed in the portrait of a primary school graduate with personal actions, it becomes clearwhere, how and under what conditionswe can help the child develop these qualities.
The ratio of personality traits in the portrait of a primary school graduate with meta-subject UUD.
Metasubject UUD | Personal qualities in the portrait of a primary school graduate |
Regulatory component | Ready to act independently and be responsible for their actions to the family and school. Possessing the basics of the ability to learn. |
cognitive component (management of their activities, control and correction, initiative and independence). | Possessing the basics of the ability to learn. Able to express his opinion. |
Communicative component (cooperation skills, speech activity). | Friendly, able to listen and hear a partner. Able to express his opinion. |
The results of students who have mastered the basic educational program of the CEO also require the assimilation of substantive actions:
- subject (experience in obtaining new knowledge, its transformation, application; a system of fundamental elements of scientific knowledge that underlies the scientific picture of the world).
Model of a primary school graduate MBOU TsO No. 35in our case, it reflects the Federal State Educational Standard of Primary General Education, the specifics of the OC as an educational institution, and consists of the following areas:
- moral potential;
- cognitive potential;
- communication potential;
- aesthetic potential;
- physiological potential.
Moral potential
Loving his native land and his country.
Respecting and accepting the values of family and society.
cognitive potential
Inquisitive, interested, actively learning about the world.
Possessing the basics of the ability to learn.
Able to express his opinion.
Communication potential
Friendly, able to listen and hear a partner.
Able to express his opinion.
Aesthetic potential
Capable of aesthetic perception of objects and phenomena in the natural and social environment, having a personal (own, individual) emotionally colored attitude towards works of art.
Physiological potential
Fulfilling the rules of a healthy and safe lifestyle for yourself and others.
The formation of a model of a primary school graduate requires the teacher to improve professionalism in the following areas:
- Designing the educational process
- Organization of work of students
- Appraisal activity
- ICT - competence.
The basic technologies of the educational process should be:
- Information Technology
- Technology based on the creation of a learning situation (solving problems that are practically significant for studying the world around)
- Technology based on the implementation of project activities
- Technology based on the level differentiation of training.
Extracurricular activities of the school are aimed at developing personal qualities. It involves working with students. From 3 to 5 hours a week we hold the following classes: “School of Wizards”, “Blue Planet”, “Modular Origami”, beadwork, etc.
We will be very happy if the graduates of our school learn to understand and apply in life such concepts:
- “I live in Russia, and I like it”;
- “Growing up as a normal good person”;
- "I want to learn";
- "learning to succeed";
- "I control the situation";
- "learning to evaluate";
- “I think, I say, I do it myself”;
- "always in touch";
- "there is healthy mind in a healthy body".
In accordance with the requirements of the Federal State Educational Standards, the system for assessing student achievements is being changed. BUT value orientations reflecting individual and personal positions (religious, aesthetic views, political preferences, etc.), characteristics of social feelings (patriotism, tolerance, humanism, etc.), individual psychological characteristics of primary school graduates will not be subject to assessment.
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 a theoretical image that serves as the basis for designing the school's educational policy and forming 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, the formation of value orientations, 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 ( Appendix 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(Appendix 1 )
Free personality . A person with a high level of 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 ( Appendix 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. This is a purposeful 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 (Appendix 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).
The school should provide a level of competence that will help the graduate to adapt in various areas of life. Formation and development of a conscious person with a civil position, ready for a specific choice of his place in life, capable of changing his life and the life of his country for the better.
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Rodomanchenko Irina Ivanovna Deputy Director for VR of the Komsomolskaya School of I-III levels No. 1 of the Administration of the Starobeshevsky District
Model of a competent graduate of a modern school
The life of every person is a path to himself. (G. Hesse)
annotation
The school should provide a level of competence that will help the graduate to adapt in various areas of life. Formation and development of a conscious person with a civil position, ready for a specific choice of his place in life, capable of changing his life and the life of his country for the better.
Keywords: tocompetence, vital activity, knowledge, personality, critical thinking, self-development, self-realization
Socio-economic and political changes taking place in society contributed to the loss of socially valuable guidelines for the life of young students. A crisis of orientation is especially dangerous for teenagers. Why? Firstly, a teenager still has an insufficiently strengthened moral basis for life, which means that he can easily succumb to asocial influences. Secondly, the moral and psychological impoverishment of adolescents, their indifference and cruelty cannot but disturb. The symptoms of these phenomena carry the potential for social and moral degradation of a young person. Where will life push teenagers - to the assertion of socially valuable or socially dangerous qualities in themselves? How to help teenagers get out of a crisis state with the least losses for themselves and society?
Today we need not just knowledge, but the desire for new knowledge, awareness of the need for continuous self-improvement, purposefulness in obtaining and using it; what is needed is not just performance discipline, but the ability to work in a group, the ability to cooperate with others, tolerance for the thoughts and opinions of others. Competence in solving problems, flexibility in using knowledge in new conditions, and confidence in solving problems are becoming necessary today. In addition to these qualities, the school, of course, must educate a decent person who will live and work for the benefit of society, family, and himself.
Based on the foregoing, a graduate model has been created.Model development is the first step. The next step is to create the conditions under which this model can be implemented. Of course, providing a high level of knowledge, it is necessary to turn this knowledge into competence. The school should provide a level of competence that will help the graduate to adapt in various areas of life.
The high level of teaching basic subjects, participation in various educational competitions and tournaments, olympiads, research projects, interactive teaching methods help the student to use the acquired knowledge and make it meaningful. Take it as an absolute value.
In order for a graduate to become a social person, he must already today be directly involved in the life of society. To this end, Komsomolsk secondary school No. 1 is working in all areas of educational activities.
At the present stage of the development of society, the problem of forming a socially active, creative, competent personality, unlike a human performer, independently generates new ideas, makes non-standard decisions, is of particular relevance. For the successful future of student youth, it is necessary to develop the ability to overcome life's difficulties; learn to make decisions independently; become the architect of your own development as a person. Autonomous personality - able to make a choice and control personal and social life as an individual and a member of society. Responsible - able to take responsibility for their actions, obligations, to complete everything taken on. Mandatory - able to protect themselves and their values in life, as well as act in accordance with their values; one who knows how to provide support - able to care for others, act with them and for them. Developing, a young person enriches his potential as a person and as a member of society, is able to act and is ready to take part in the improvement of the society in which he lives, to take care of the development of relevant knowledge and skills corresponding to his needs.
Realities testify that such a person will be able to successfully self-actualize in society as a citizen, family man, professional, bearer of culture. In this context, the project method is extremely effective. Participation in project activities contributes to the formation of key competencies: communicative, social, legal, psychological, informational.
During the project activity, a number of tasks are solved, critical thinking is actively developing, cognitive skills of students are developing, the ability to independently control their knowledge is formed; students master the technique of persuasion and presentation of their arguments, learn effective communication, negotiation, non-violent method of solving problems and conflicts, develop the ability to work in a team, feel like a team member, take responsibility, share responsibility with others, analyze the results of activities. The skills of working with sources of information, conducting discussions, reflection, defending personal opinions are developed. Project activities contribute to the development of initiative, independence, organizational skills, and stimulate the process of self-development.
Speaking of self-development as a complex psychological and pedagogical process, one cannot help but dwell on its prerequisites - self-consciousness, self-determination, self-affirmation. So self-consciousness covers several important points: awareness of one's identity with the environment; awareness of one's "I", drawing attention to one's inner world, to the needs of one's soul.
The process of self-knowledge helps to realize your inner needs. The child, through the experience of moral feelings, discovers in himself previously unknown opportunities, thanks to which his inner world improves, new relationships are formed. Project activity contributes to the fact that the process of self-knowledge is constantly expanding, supplemented, improving the "I" of the student.
Self-determination in project activities contains in its structure the assertion of a significant and socially valuable position by a person.
Self-affirmation as a high level of social development of the student's personality provides for the desire to stand out from the environment, the implementation of activity in a number of significant areas of activity, and to independently choose the future perspective of life.
Project activity in the implementation of the graduate model contributes not only to the disclosure of the student's capabilities and abilities, but also to the awareness, assessment of personal resources, the definition of personally significant and socially valuable prospects. The actualization of internal forces is carried out by the person himself. The student tries to acquire the necessary information, knowledge, actualizes certain abilities, natural inclinations and rejects those that prevent him from achieving a specific goal.
Project activity "forces" the student to take a fresh look at his skills, the nature of interaction with the environment. There are new problems that need to be solved outside the box, to identify significant volitional and emotional efforts and a fairly high level of self-realization. As a result, there are qualitative changes in the psychological structure of the personality, which leads to the acquisition of communication skills, the development of the ability to set adequate, personally significant and socially important life prospects, the development of the need and search activity for the realization of prospects.
The implementation of the graduate model creates socio-pedagogical conditions favorable for positive changes in the knowledge, skills and actions of pupils, their attitude to social phenomena.
The generalized consequence of this process is the awareness and acceptance of personal life prospects, a possible place and role in the life of society, the definition of one's vocations, the formation of a life project.
The experience of the school has proved the high efficiency of the project and research activities of young students aimed at finding, researching, establishing an author's position and gaining experience in its public defense. To be able to find their place in life, a modern student must quickly adapt to changing life situations, think critically, use the acquired knowledge and skills in the surrounding reality, be able to generate new ideas, make innovative decisions, think creatively, be sociable, contact in various social groups, be able to work in a team, be able to prevent any conflict situations and get out of them. Purposefully use their potential for self-realization both in professional and personal terms, and in the interests of society, the state. Must be able to extract, process information, apply it for individual development and self-improvement. Treat your health with care as the highest value, be able to choose the alternatives that modern life offers, be able to plan your life strategy, navigate the system of the most controversial and ambiguous values, determine your creed, your style.
So, the status of a person in society depends on him. The transience of social progress, its dynamism necessitates constant work on oneself by developing life competence, strengthening the responsibility of each individual for his future, for the possibility of achieving personal happiness.
The tasks facing each pupil in the sphere of responsibility are concentrated around the problem of the life competence of a young person. And this requires mastering the experience of life in society due to the combination of learning and practice of social actions with a gradual increase in the practical participation of a young person in society. This ensures adequate selectivity, depth and conscious nature of the relationship of the system of personal life meanings of the individual. The gradual introduction of young students into various spheres of life and communication, their mastery of life-creating technologies, knowledge, abilities and skills, at least in the main areas of human life, is an undeniable necessity of our time.
So, the priority direction of the development of a personality capable of self-actualization, creative perception of the world and socially significant activity lies in the plane of solving the problems of the formation and development of the life competence of the personality of the pupil and teacher, the technologization of this process. The basis of all transformations should be real knowledge of the potential capabilities of children, forecasting the needs and models for the development of the life competence of the individual.
the main objective - the formation and development of a conscious personality with a civil position, ready for a specific choice of his place in life, capable of changing his life and the life of his country for the better.
An analysis of the practice of work on the formation and development of the life competence of an individual makes it possible to identify the mainfunctions of an educational institution.This is the organization of a favorable information space - subject, socio-cultural, educational for the development of the child's potential, his inner world. The development of a person’s life competence involves the formation of her ability for joint search, self-reflection, self-reflection, creative self-development, teaching a person conscious possession of methods, forms, technologies for the formation of life competence, a joint creative search for sources, ways of becoming a person’s life competence. Developmental interaction will help to see in oneself, to discover, to translate life's creative potential into concrete deeds and actions.
The vital competence of a person is determined not only by basic knowledge and skills, but also by the value orientations of the person, the motives of his activity, the style of relations with people, and his ability to develop his creative potential. The development of a person's life competence is complex and involves the formation of such competencies as civil, political, legal, tender, social, economic, environmental, informational, communicative, computer, psychological, valeological. Competences are an important component of the personality structure, they seem to focus all the life experience accumulated by the person in activity and communication.
The main directions of life preparation of student youth.
Personal direction- e then the formation of a personality in the sphere of its self-determination and relationships, the formation of self-consciousness and attitude towards oneself, an internal dialogue with oneself unfolds, which is the result of self-knowledge, self-esteem, self-determination.
Interpersonal direction - uh This is the sphere of formation and development of knowledge, skills and abilities of the individual, which provide her with the opportunity to communicate and work with others. The most important and decisive condition for this process is the possession of communicative competence, the ability to foresee possible interpersonal conflicts, to avoid them if possible, and in case of such occurrence, the ability to solve them.
Social group- e then the sphere of the relationship "I-We", within which the pupil must master the basic algorithms of social interaction and behavior. These are ethical, confessional, territorial-communal, family-domestic interactions, etc.
Political legal direction- this is the creation of such basic foundations for the activities of pupils as democracy, tolerance, pluralism, humanism, citizenship, respect for rights and freedoms, a responsible attitude to the performance of duties. Political consciousness, political culture stimulate social activity, make every young person an active participant in the events taking place in the country and the world, contribute to the awareness of the mission, role and place in the process of creating a state.
Economic the sphere of relations is aimed at the formation of a creative, hardworking personality, the upbringing of a civilized owner, a conscious attitude to work as the highest value of a person and society, readiness for life and work in the conditions of market relations. relations, education of discipline, organization, respect for public and private property, natural resources. An extremely important task is to familiarize students with the specifics of entrepreneurial activity, cultivate entrepreneurial abilities and motivations, and develop skills in economic analysis, management and marketing. This system of relationships should contribute to the professional self-determination of graduates.
The main way to form and develop the life competence of a person is an optimally constructed educational process, the rational organization of extracurricular forms of work and effective interaction with the family.
Competent management - competent graduate
MODEL OF A COMPETENT GRADUATE IN A MODERN EDUCATIONAL ORGANIZATION
Samsonova Tatyana Dmitrievna,
Deputy Director for water resources management of Novoazovskaya school І-ІІІ st. No. 1
annotation
The article presents a model for the formation of competitive qualities of a graduate of a modern educational organization. Features of the formation of a competent graduate.
Keywords: competence, graduate model, time demands
World practice today links educational results with the competence of a graduate. The graduate model is an image of the desired outcome of education. In addition, competence is inextricably linked with the experience of successful activity, which the student cannot acquire in the proper amount during training.
The goals of education for the 21st century, formulated by Jacques Delors:
learn to know;
learn to do;
learn to live together;
learn to live
defined in essence the main global competencies.
Traditionally, the goals of school education were determined by a set of knowledge, skills and abilities that a graduate should master. Today, this approach is not enough. Today, society needs not know-it-alls, but graduates who are ready to be included in further life activities, able to practically solve the life and professional problems that confront them. Today, the main task is to prepare a graduate of such a level that when he gets into a problem situation, he can find several ways to solve it, choose a rational way, justifying his decision.
The main task of the modern education system is to create conditions for quality education. The introduction of a competency-based approach is an important condition for improving the quality of education. According to modern teachers, the very acquisition of vital competencies gives a person the opportunity to navigate in modern society, forms the ability of a person to respond quickly to the demands of the time.
The competence-based approach in education is associated with student-centered and active approaches, since it concerns the personality of the student and can be implemented and verified only in the process of performing a certain set of actions by a specific student.
Important in the educational process:
cognitive competence (learning achievements, intellectual knowledge, ability to learn and operate knowledge).
personal competence (development of individual abilities, talents, knowledge of their strengths and weaknesses; the ability to reflect; the dynamism of knowledge).
self-educational competence (ability for self-education, responsibility for the level of personal self-educational activity; flexibility in the application of knowledge;
social competence (cooperation, teamwork, communication skills, ability to make own decisions), development of personal qualities, self-regulation).
competent attitude to your own health.
In this regard, in the modern pedagogical process, the role of professionally competent teachers in the educational activities of students organized by them is significantly increasing.
Competences are “embedded” in the educational process through:
Technologies;
educational content;
OS lifestyle;
The type of interaction between teachers and students and between students.
A competent specialist, a competent person is a very profitable prospect. The formula of competence is offered. What are its main components?
Firstly, knowledge, but not just information, but that which is rapidly changing, diverse, which must be able to find, weed out from unnecessary, translate into the experience of one's own activity.
Secondly, the ability to use this knowledge in a particular situation; understanding how to get this knowledge.
Thirdly, an adequate assessment of oneself, the world, one's place in the world, specific knowledge, whether it is necessary or unnecessary for one's activity, as well as the method of obtaining or using it. This formula can logically be expressed in this way:
Competence = mobility of knowledge + flexibility of the method + critical thinking
What should be guided by the teacher for their implementation? First of all, regardless of the technologies that the teacher uses, he must remember the following rules:
The main thing is not the subject you teach, but the personality that you form. It is not the subject that forms the personality, but the teacher through his activity related to the study of the subject.
Spare neither time nor effort on the upbringing of activity. Today's active student is tomorrow's active member of society.
Help students to master the most productive methods of educational and cognitive activity, teach them to learn. .
It is necessary to use the question “why?” more often in order to teach to think causally: understanding cause-and-effect relationships is a prerequisite for developmental learning.
Remember that it is not the one who retells that knows, but the one who uses it in practice.
Encourage students to think and act for themselves.
Develop creative thinking by comprehensive analysis of problems; solve cognitive tasks in several ways, practice creative tasks more often.
It is necessary to show students the perspectives of their learning more often.
Use diagrams, plans to ensure the assimilation of the knowledge system.
In the learning process, be sure to take into account the individual characteristics of each student, combine students with the same level of knowledge into differentiated subgroups.
Study and take into account the life experience of students, their interests, features of development.
Be informed about the latest scientific developments in your subject.
Encourage student research. Find an opportunity to familiarize them with the technique of experimental work, algorithms for solving problems, processing primary sources and reference materials.
Teach in such a way that the student understands that knowledge is a vital necessity for him.
15. Explain to students that each person will find his place in life if he learns everything that is necessary for the implementation of life plans.
These useful rules-tips are only a small part, only the tip of the iceberg of pedagogical wisdom, pedagogical skill, and the general pedagogical experience of many generations. To remember them, to inherit them, to be guided by them - this is the condition that can make it easier for the teacher to achieve the most important goal - the formation and development of personality.
Scientists note that in order to achieve the final result of the educational process, it is necessary already at its beginning, that is, to clearly understand what competencies the future school graduate will have. Therefore, it is appropriate to model the image of a graduate not only at the last stage of education and development, but in each link, at each individual stage of school life.
We make an attempt to construct a graduate model based on a competency-based approach.
Primary school graduate model (4th grade)
An elementary school graduate must:
1. To master general educational programs in the subjects of the curriculum at a level sufficient to continue education at the level of basic general education (that is, to master general educational skills and abilities).
2. To master the simplest skills of self-control of educational actions, the culture of behavior and speech.
3. Master the methods of activity (cognitive, speech, algorithm for working with information, the procedure for organizing activities: establishing a sequence of actions, following instructions, determining control methods, determining the causes of difficulties that arise, finding and self-correcting errors, etc.).
4. Master the basic skills of educational activities, elements of theoretical thinking.
5. To form the need to study independently, the desire to learn.
6. Master the basics of personal hygiene and a healthy lifestyle.
Basic school graduate model (9th grade)
The primary school graduate must:
1. To master the educational material in all subjects of the school curriculum at the level of the requirements of state programs.
2. To acquire the necessary knowledge and skills of social and cultural norms of life in society.
3. To master the simplest knowledge about professions.
4. Demonstrate initial mastery of key competencies:
mastering the culture of educational work;
mastering information and communication activities;
mastery of reflexive activity;
the ability to conduct a dialogue and interact with society (team, family, friends);
the ability to lead a healthy lifestyle;
Ability to solve problem situations and take responsibility;
· Demonstrate an active life position.
High school graduate model (11th grade)
The high school graduate must:
1. Successfully master all the programs in the subjects of the school curriculum.
2. To master the types of activities in various life situations: labor, educational, gaming, cognitive, as well as the means and methods of activity: planning, design, modeling, forecasting, research.
3. Master key competencies:
competence in the field of independent cognitive activity, based on the assimilation of ways to acquire knowledge from various sources of information;
Competence in the field of civil and social activities (performing the roles of a citizen, voter, consumer);
Competence in the field of social and labor activity (including the ability to analyze the situation on the labor market, assess one's own professional capabilities, navigate the norms and ethics of relationships, self-organization skills, the use of social experience);
Competence in the domestic sphere (including aspects of one's own health, family life, attitude towards elders, etc.);
competence in the field of cultural and leisure activities (including the choice of ways and means of using free time, culturally and spiritually enriching the individual).
Thus, creating a model of a competent student and providing appropriate conditions for achieving results are specific tasks, the fulfillment of which will ensure a new result of education that is adequate to the current state of society and culture - the formation of a competent personality.
Literature:
Khutorskoy A. V. Competence-based approach in teaching. Scientific and methodological manual. A. V. Khutorskoy. - M.: Publishing house "Eidos"; Institute of Human Education Publishing, 2013
Verbitsky A. A., Larionova O. G. Personal and competence approaches in education. Problems of integration M.: Logos, 2009.
Zimnyaya I. A. Key competencies as an effective-target basis of the competency-based approach in education. Author's version. - M.: Research Center for Quality Problems in Training Specialists, 2004.
Shrubkovsky S.V. Metsderetsky V.V. Competence-based approach to learning as a strategic guideline in managing the process of experimental training of schoolchildren // Kamyanets-Podilsky National University named after Ivan Ogienko. Physical and mathematical sciences. - Issue 10. - Kamenetz-Podolsky. 2013. - 265p.
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 is becoming 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”, V. A. Sukhomlinsky paid great attention to the characterization 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: a family man - honors his mother and father, grandparents, takes care of them and other family members; participates in housekeeping, serves himself in an ever-increasing volume; considers the family as one of the highest human values; consciously prepares himself to create his own family and educate 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; seeks to obtain secondary and higher education; masters dialectical logic, culture of thinking; worker - sees in work his duty, the source of the well-being of the family and the prosperity of Russia; masters various 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 - 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; an 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; develops resistance to bad habits, knows how 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, a public figure, a successor to the best traditions of his people and Fatherland, a supporter of a healthy lifestyle, a connoisseur of beauty in the surrounding world. 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 associated with the natural environment, ethnicity, the 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 the ongoing mental processes in the child's personality, according to his age and main types pedagogical impact. In this regard, the theoretical ideas of a personality-oriented approach to the education of schoolchildren are considered. An interesting schematic picture of the holistically dominant approach to the program of raising a child is presented by a group of authors in the work "Educating 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 the senior stage). 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:
|
Spiritual and moral |
Cognitive, knowledgeable |
Communicative |
aesthetic |
Labor |
Physical |
|
|
elementary School |
Possession of such qualities as love for mother, family, home, one's homeland; kindness, attention to people around, honesty, responsiveness, respect for representatives of other nations and nationalities |
Knowledge, skills, corresponding to the psychological and physiological characteristics of a particular student and the requirements of educational standards; cognitive interest in the surrounding world, history and culture of their homeland |
The ability to listen and hear others, the ability to establish contacts with adults, understanding the value of 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 the work of native poets, writers, artists |
The desire to participate in the labor affairs of the class, to help relatives and strangers. Self-service, The presence of collectivist principles, the desire for mutual assistance |
The desire to improve one's health, the habit of exercising daily, observing the rules of personal 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. moral conviction |
Knowledge, abilities, skills that correspond to the personal needs of a particular student and the educational standard, including knowledge about Russia and the region, knowledge of a wide range of professional human activities, knowledge of one's psychophysical characteristics. The desire to expand horizons. Culture of thinking, including language |
The ability to critically comprehend one's actions, analyze relationships with 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, read classical literature, the ability to penetrate the inner world of a work of art, to understand its spiritual essence. The desire to build your life according to the laws of harmony and beauty |
Ability to work in a team, participation in school affairs, improvement 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. Formation of a sense of duty, responsibility. The ability to adequately self-assess one's abilities and capabilities |
Conscious need to improve one's health, adherence to the rules of a healthy lifestyle, attention to the health of others, knowledge of the basics of traditional medicine, desire to engage in various sports sections |
|
high 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 labor activity and self-realization in society, ability for a constructive, scientific organization of 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 a primary school graduate is “A primary school graduate 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 senior. 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 homeland, 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 a consequence of only school education 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 the media, as well as self-education, stimulated by the appearance of a person in 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"" . With a variety of conditions that determine the content of general secondary education, the structure of the graduate model also finds expression in 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 the actual 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 school activities.
