The problem of adaptation of first-graders to learning at school most directly concerns many parents, as well as primary school teachers, who constantly face it.

Adaptation is traditionally interpreted as an adaptation to a particular environment, environment, situation, a particular activity, etc. It seems that the term "adaptation" does not quite accurately reflect the essence of the concept of "adaptation", since adaptation implies a passive attitude towards reality. A more accurate synonym for the term "adaptation to school" would be the phrase "inclusion in school life" (incorporation), which implies an active active position.

"Your child is stealing"! Such a teacher's verdict produces the effect of an exploding bomb on parents. “I am a bad teacher”, “what will others think of me if they find out”, “how embarrassing in front of the teacher”- these thoughts fly like fireworks in the head of confused adults, and the reaction is often immediate. The father takes out the belt, the mother in tears begins to appeal to the conscience of the child. And here, before parents apply radical methods of education, a teacher or psychologist should come to the rescue, who will help answer the age-old Russian question: “Who is to blame, and what to do?”

The child is a rational being
he knows the needs well
difficulties and obstacles in your life.
Janusz Korczak

As one day, the three most carefree months of the year rushed by, giving bright adventures, fantastic discoveries and unforgettable acquaintances. And very soon the calendar will turn over the last page of the summer to start the countdown of the new school year. Many are familiar with the exciting feeling that you experience when an ironed form weighs on your shoulders, and a bouquet of chrysanthemums is waiting for its solemn hour in a vase. The night before September 1 lasts indefinitely, and the alarm clock rings especially nice this morning. Approximately such emotions overwhelm students after the summer holidays on the eve of the first school day.

Today, in the curriculum of many Russian schools, you can find a mysterious subject called "valeology". It is not included in the category of compulsory general education disciplines, but is included in the category of a variable component of the educational process. This means that valueology can be taught at school, based on the decision of the pedagogical council. The goals and objectives of this school course are declared as a manifesto of a healthy lifestyle for a child. In practice, in these lessons, a variety of unimaginable things happen: starting with acquaintance with occult teachings and practices, and ending with meditation and entering a trance state.

Who grumbles at their teachers,
for those a hundred times harder learning
Ferdowsi

School is the place where a child spends half of his life. Here he not only gains new knowledge, but also gains the first experience of communicating with other children and teachers. And on how successfully he manages to get along with classmates and teachers, the attitude towards the educational institution itself often depends. There are cases when a child flatly refuses to go to school just because the teacher is biased towards him, unreasonably criticizes his work, makes excessive demands. Such conflicts with the teacher can lead to the search for a new educational institution. To prevent this from happening, both parents and children need to know simple rules that will help build a relationship with the teacher.

Childhood is a time of many questions, opportunities and consequences.
Alfred Adler

Almost all of us, being young, and later already having our own children, faced the classic scheme: “3 years old - we go to kindergarten, 7 years old - hello“ native school ”. Who went to kindergarten and school with pleasure, and for someone it remained a painful memory, but now we understand that it was there that our skills to interact with the outside world were formed, where we developed and received our first knowledge and experience. And it was difficult to come up with a different scenario for the development and education of a healthy child ... then. Today, Russia has taken a huge step forward in this matter.

"Formal education
help you survive.
Self-education will lead you to success"
Jim Rohn

When it comes to education, the first thing that comes to mind is pedagogy. However, in recent times, more and more often when we talk about learning, we mean adult education. Research conducted by Novels (Knowles) showed that pedagogical methods are not effective in teaching this category of "students". In this regard, speaking of adult education, today one can often hear a new concept - "andragogy".

The current stage of technological development has led to unprecedented opportunities for creating fundamentally new and more effective methods and methods of teaching. Along with this, original approaches also take place in the scientific community, where the latest developments are actively used. However, the introduction of new concepts and programs that promote development is not always readily accepted by responsible persons. But not only this explains the problems of modern education and science, which make further development impossible. The stagnation of pedagogical activity, for example, is facilitated by several factors, the culprits of which are both teachers and students themselves, and ineffective.

Funding issues

Patriotic for a long time was considered one of the best in the world. The reason for this could be called the enthusiasm of the teaching staff, who performed their duties with high quality and with love for the wards. However, in our time, quality education is impossible without funding. And we are talking not only about the proper level of remuneration for teachers, among whom there are many people who are truly dedicated to their work. The fact is that the distribution of money is planned based on the number of students. But such an approach today is ineffective and gives rise to other, no less education, including the difficulty of controlling school attendance by students. To do this, some institutions practice the introduction of special commissions, which subsequently draw up reports on the actual number of students. This is due to the fact that the allocated money does not always correspond to the intended tasks, precisely because of the discrepancies in the numbers related to the number of students. However, there is an alternative to such a financing system, which involves the receipt of funds directly from the parents. At least, the most acute problems of the technical condition of schools are solved in this way.

Lack of young professionals

The aging of the teaching staff is one of the main problems of modern universities. It would seem that this is a normal and natural process, since the older generation is always replaced by young teachers and teachers. But every year it becomes more and more obvious that the rate of “reproduction” of young personnel is decreasing. The situation is aggravated by the fact that, out of desperation, the heads of institutions are forced to hire people with dubious qualifications. As a result, suffers and By the way, in science there are problems of the same nature, but with their own specifics. It must be said that many young specialists begin their career in science with teaching. This is followed by research, writing articles, etc. But to stimulate such processes, the participation of the state is not enough. Again, much rests on the lack of sufficient material resources for teaching staff.

The absence of a career guidance institution

Surveys of high school students show that most of them, even at the last stages of obtaining basic education, do not have a clear idea about the choice of their future profession. Of course, you can name several specialties and niches that are in demand in our time, but in the context of a rapidly changing market and technological development, it is difficult to say which professions may come in handy in 5 years. Accordingly, the problems of education in Russia are to a certain extent expressed by the lack of confidence of schoolchildren in for the purpose of acquiring specific knowledge.

According to experts, students should have an idea about the possible direction of their further development in terms of education. Of course, this does not negate the need to obtain a wide range of knowledge. The solution to such problems in the West is to attract successful people who have made a career in one area or another. As a rule, these are recognized specialists who share their experience with schoolchildren and students.

Lack of practical education orientation

Another unresolved problem follows from the above problem - the practical orientation of education. Even if the student determines for himself the direction of further development in the early stages, he will not have the opportunity to maximize the practical skills in the learning process. The Russian education system is rather focused on the production of young scientists with a theoretical base. Such problems of education in Russia manifest themselves in the future, when graduates cannot organically fit into the conditions of real activity. And it's not even so much about getting practice in its traditional sense. It is much more important at the training stage to be able to navigate the market of professions and services, understanding where and how specific skills can be in demand.

Limiting the Opportunities of Gifted Children

The notorious "equalization" is still included in the list of the main problems of national education. Unfortunately, even the modern system does not allow children to rise higher than the bulk of their classmates. The five-point system, in particular, does not allow encouraging students who seek to go beyond the boundaries of standard programs. It can be said that work according to standard programs and methods are common problems of modern education and science, which hinder development in both areas. The originality of thinking, of course, finds its own ways of expression, but the school and the university should in every way encourage and support such aspirations. And this is not to mention the lack of practice of teaching within the framework of individual programs, which are much more effective than standard methods that smooth out the personal characteristics of students.

Problems of higher education

The last 20 years have seen a whole series of changes that have significantly transformed. The main result of the reforms was the commercialization of universities and the provision of complete freedom from the state. Most modern universities are almost commercial organizations that take money for their services from students. Of course, this situation causes other problems of modern education and science, which, among other things, are expressed in the low level of knowledge gained. Similar problems begin with the accessibility of higher education. Theoretically, any graduate of the school can get it. The following are the nuances of the personnel formation of universities. The growth of their number against the background of a shortage of professional teachers also does not allow for the training of a specialist at the proper level.

Causes of education problems

As already noted, modern problems in education cannot be explained by one reason. On the one hand, one can name the weak positions of the state, which does not participate in the support of universities, insufficiently finances schools and practically does not stimulate schoolchildren and students to acquire new knowledge. But problems in the education system are explained not only by state policy. The unwillingness of the teaching staff to introduce new technologies into the learning process causes the backwardness of Russian schools and universities against the background of European educational institutions. For example, one of the loudest novelties of recent years has become interactive tools that are being actively introduced in many Western schools. But in Russia, even large educational institutions are reluctant to accept such innovations. Of course, one cannot ignore the unwillingness of schoolchildren and students themselves to study among the reasons for the problems of domestic education. But these factors are closely intertwined with the lack of incentives and, in general, understanding the benefits of knowledge.

The main problems of science

Many of the problems of education are also characteristic of science. The first is the lack of funding. Activities in this area require considerable investments - only in this case, you can count on high results of research and new developments. But the problems of domestic science are connected not only with the technical arrangement of laboratories. According to many experts, domestic science lacks a clear definition of goals and objectives. As a result, there is inconsistency in activities and, as a result, inability to implement innovative priorities.

Problem Solving Ways

Most of the concepts that propose creating conditions for a natural solution to the problems of education assume an initial focus on students, and not on the development and continuous improvement of new rules and standards. In other words, the school should not force and control, but stimulate interested development. From this point of view, the solution to the problems of education occurs through the impulse to independently search for answers to questions. For their part, teachers and educators should evaluate the proposed solutions, taking into account the originality of the approaches used. Important in this process is the motivational component, which arouses the interest of a schoolchild or student in further research.

Promising directions of development

Both in the education system and in science there is a huge gap between theory and practice. The school has practically nothing to do with the labor market, the mechanisms of which are knowledge with the skills of a specialist, and does not take into account the interests of financial groups. Therefore, the most promising direction, the movement along which can solve the problems of the development of education and the scientific industry, is the merging of theoretical thought and viable market segments. At the same time, the effectiveness of this merger is possible only with the support of the state. Still, without proper funding it is impossible to talk about the implementation of promising knowledge and projects developed on its basis.

Conclusion

In recent years, Russia has been in some kind of search for an optimal education system. This is evidenced by the reform of this segment. Nevertheless, attempts to make changes are not yet modern education and science, but only change their nature. If we talk about the most acute tasks that the state faces today in this direction, then there is a lack of funding and a lack of orientation in scientific and educational activities. That is, with a high development potential, domestic schools and universities provide a rather modest return.

Another large-scale education reform is being prepared in Russia. This time, the Ministry of Education and Science plans to transfer the authority to manage schools from municipalities to regions in less than three years.

Olga Vasilyeva believes that the subordination of schools to municipalities hinders the creation of a single educational space. She made such a statement at a meeting of the State Duma Committee on Education and Science.

- In the 2000s, municipalities - cities, villages, districts - became the founders of schools. Then such decentralization justified itself, today it does not, - Rossiyskaya Gazeta quotes the minister. – It is hard to imagine that 42,000 schools in the country are in no way subordinate to the Ministry of Education and Science of Russia. Also, they are not subject to the region. This is a problem that worries everyone.

Olga Vasilyeva noted that the municipal subordination of schools leaves almost no direct levers of influence for the ministry. As conceived by the ministry, the reassignment will make it possible to bring educational programs in different cities and villages in line with the federal ones, and will strengthen the vertical of management with the Ministry of Education and Science at the head.

State Duma deputy Vera Ganzya, on the contrary, is sure that the changes are useless and only break the established system. In her opinion, it would be better if the federal authorities allocated additional funds to cities for the maintenance of the education sector.

“We are already under control,” the parliamentarian says. – Schools are by no means independent, although it is indicated that they are independent in choosing the content of education. I think it's pointless in this case. If the region took over the maintenance of the buildings, or allocated to schools not 30,000 for two buildings for preparation for the new academic year, but according to needs, according to estimates that were compiled on the basis of defective statements, then it would be a different matter. But I strongly doubt that the regions will take on this heavy burden. I believe that this reform - from scratch. It is better to give money to the municipalities for the exercise of their powers in the field of education, and there is no need to break anything.

The deputy fears that the transfer of schools to the regional level will repeat the mistakes of health care - “formally they gave them away, but the regions did not take them, because resources are also limited.” Hence the endless queues, the reduction of "beds" and other disadvantages voiced by patients.

- Today we need to deal with the exam, look at the content of education, textbooks. How can you change the final certification so that it becomes effective and brings up a truly educated person. This is what you need to think about, and today we cannot allow this, because we are limited by the WTO and the Bologna system of education, - Vera Ganzya comments.

Several regions are already implementing the program today, in particular the Samara and Astrakhan regions. According to Vasilyeva, the governors of another 16 regions expressed their readiness to implement pilot projects in this direction on their territory. Whether the Novosibirsk region turned out to be among the applicants is not yet known.

SOCHI, 5 July. /TASS/. School management powers will be transferred from municipalities to the regions in less than three years. This was announced to journalists on Wednesday by the head of the Ministry of Education and Science Olga Vasilyeva.

"We do not have 5-10 years. I think it will be even faster than three years, because this is the need of time," the minister said. According to the head of the department, there are no such entities where it would be preferable to leave municipal administration.

She emphasized that it is not worth postponing the solution of this issue, because it is an effective model and does not require costs. "The transfer of authority, on the contrary, will reduce costs. Now, under the municipal government, there are units that are responsible for school affairs. If you reduce these units and transfer them to the regional level, then you are optimizing even at the grassroots level, because such a number of administrative units is redundant," Vasilyeva said.

She added that education management is already being carried out in several regions, including Moscow, Samara, Pskov and Tambov regions, but the regions have chosen different forms for themselves. In the near future, 11-12 more pilot regions will be selected.

“We need to return to regional management in the education system, because we are slowing down schools a little with self-government, we are slowing down in terms of quality. And legal norms already now allow this,” the minister said. In her opinion, the transfer of powers to the level of the regions will make it possible to spend the funds allocated for education more efficiently. “Everyone says that the sphere is underfunded, but even what is there should go in the right direction,” Vasilyeva believes.

"There should be an analysis here, there will be an appropriate plan [on the transition to regional management - TASS note], taking into account the positive experience of the regions, a road map has been developed," Sergey Kravtsov, head of Rosobrnadzor, told reporters.

Unified educational space

According to Vasilyeva, the transfer of school management from municipalities to regions is necessary to create a unified educational space. Today, the founders of all schools in the Russian Federation are municipalities, and the law allows them to independently form the school curriculum.

“We see such a variety of educational programs presented, it is very difficult to talk now about what, in my opinion, the main key task of Russian education is the creation of a single educational space and basic content for each child,” Vasilyeva said.

She stressed that every child should receive a good and affordable basic education, the obstacle to this is the very discrepancy that is associated with the foundation. "Municipalities are not very concerned about the program, which is meaningful," the minister said.

Return schools to the state

According to Vasilyeva, a historical period has now begun in the Russian Federation, which requires the "nationalization" of schools, that is, their return to the state. "Now schools are out of state guardianship and care, no matter how paradoxical it may sound. It is hard to imagine that 42,000 schools in the country are in no way subordinate to the Russian Ministry of Education and Science, nor are they subordinate to the regions," the minister said.

She added that for parents it is not of fundamental importance to whom the school is subordinate, the main thing is that the child receives a quality education. At the same time, according to Vasilyeva, Russian legislation allows municipalities to be directly involved in the creation of educational programs.

“Then, it turns out that we are not gathering the country through the most important industry, which is education from all points of view, but rather, on the contrary, we are pulling it apart,” the minister noted.

Several regions today are already implementing the practice of creating "school districts", in particular the Samara and Astrakhan regions. According to Vasilyeva, the governors of another 16 regions expressed their readiness to implement pilot projects in this direction on their territory.

Background

Earlier, Vasilyeva told reporters that the authority to manage schools from municipalities to the regional level should be transferred in less than three years.

According to Vasilyeva, legal norms make it possible to transfer the management of schools to the regional level. This measure will also allow more efficient spending of funds allocated for education.

According to the head of Rosobrnadzor Sergey Kravtsov, in order to transfer powers to the regional level, an analysis should be carried out and a roadmap should be developed taking into account the positive experience of the regions in this area.

Some 20-30 years ago, Russian education was considered one of the highest quality in the world. Today, only lazy people do not scold our education system, and the vast majority of graduates of educational institutions demonstrate such a low level of knowledge that it becomes "embarrassing for the state."

Some 20-30 years ago Russian education considered one of the highest quality in the world. Today, only lazy people do not scold our education system, and the vast majority of graduates of educational institutions demonstrate such a low level of knowledge that it becomes "embarrassing for the state" (in particular, according to statistics, the knowledge of about 80% of first-year students of paid departments of Russian universities corresponds to the knowledge schoolchildren of the 8th grade of the Soviet period).

And the most upsetting thing is that, despite the regular implementation of reforms to improve the domestic education system, "things are still there": the quality of modern Russian education is not so much improving as rapidly deteriorating. If in 1990 the Soviet Union ranked 33rd among 174 states in terms of knowledge and literacy, in 1998 Russia dropped to 62nd place. And the "fall" of our positions goes on and on.

In many ways, this situation is due to the fact that the well-established Soviet school collapsed, and our specialists have not yet been able to create a new model of the educational system that corresponds to modern European trends.

Fortunately, our society understands that not only the prestige, but also the fate of the state depends on the state of the education system. Therefore, both the Russian government and the public are making every effort to identify relevant problems of Russian education and find effective ways to eliminate them. What are these problems? Let's look at the most obvious and relevant of them.

Falling social status of the teacher

In the Soviet Union, teachers had a special status: parents did not doubt the professional suitability of teachers and did not question their recommendations for the upbringing and development of children, and schoolchildren and students perceived teachers as some kind of "celestials" who should be treated with exceptional respect and reverence.

What are we seeing today? Students and pupils of schools allow themselves to break into the office during a lesson or lecture, argue with the teacher and insult him, go about their business in the learning process (for example, play on a mobile phone or “surf” on the Internet), and not respond to the teacher’s remarks. At the same time, some parents not only justify such behavior of their children, but also behave not in the best way.

It should be noted that in this situation, the government is largely to blame, which is not able to offer teachers a decent level of salary, as a result of which the quality of education has deteriorated. teaching staff, but also the teachers themselves, who allow themselves to discuss personal problems in front of their students and "vent" their bad mood on them.

Mismatch between labor market requirements and diploma nomenclature

Experts are increasingly saying that Russian universities are focusing on the preparation of "monetary" specialties (that is, those that are popular with applicants and for which they are willing to pay). And the specialists who are really needed for the economic development of our country are trained according to the residual principle.

In addition, the education system that exists today is simply not able to quickly respond to changes in the labor market, the content of demanded specialties of which changes every 5 years. As a result, a young specialist leaves the university with outdated knowledge, which is why he has to “spend” the first years of his career on acquiring the necessary knowledge and skills by experience.

Educational services

But the most important mistake made in the opinion of the public Ministry of Education, was the retraining of the education system into a system for the provision of educational services. The same opinion is shared by many experts who argue that such concepts as "training" and "services" are incompatible.

The fact is that the provision of services implies the performance of work, in terms of volume corresponding to the amount of payment. And if we take it as an axiom that educational organizations provide educational services to the population, then there is no need to talk about any quality and affordable education for everyone. In addition, such a consumer attitude to education gives participants educational process full right to statements such as “I don’t want to study, but my parents pay you, so try to teach me something” or “until you pay me for additional classes, your child will not receive high marks”, etc. d.

As a result, we have graduates with "purchased" diplomas and certificates, behind which there is only the minimum of the required amount of skills and knowledge. To understand what such an approach to education can lead to, you don’t need to think long: we will be treated by doctors who do not see the difference between, for example, hypertension and physical inactivity, and the country’s economic development strategy will be developed by specialists who confuse debit with credit.

Ways to solve the problems of the education system

From all of the above, it is obvious that solving the problems of modern Russian education is impossible without restoring the status of a teacher as the country's elite and the most respected member of society. Naturally, such a status must be confirmed by an appropriate salary and respect, both from the public and from the apparatus of officials.

In addition, it is very important not just to try to introduce Western models of the educational system, many of which, by the way, are not adapted to the Russian mentality, but to make every effort to return the country to the natural path of development, which, whether we like it or not, is inextricably linked with the socialist the past of our state. In other words, today Russia needs education system Soviet type, equipped with modern technologies and teaching methods.