One of the problems of general education, noted
in the state program Russian Federation"Development of Education for 2013-2020", is a lack of efficiency
in the formation of competencies that are in demand in modern social life and the economy, the insufficient level of schoolchildren's ability to apply the acquired knowledge in practice.
The introduction of a federal state standard basic general education (FGOS LLC), which is based on a system-activity approach that ensures the formation of readiness for self-development and continuing education, design and construction social environment development of students in the education system, active educational and cognitive activity of students, building educational process taking into account the individual age, psychological and physiological characteristics of students.
The implementation of GEF LLC involves significant changes in the work of teachers and leaders educational organizations, creating a legal basis for the introduction of a standard, developing a basic general educational program, edition a large number local regulations, the use of modern educational technologies and high-tech equipment.
In order to assist educators starting activities in accordance with the Federal State Educational Standard, LLC, taking into account the results of testing the standard in the flagship schools of the Ryazan region, methodological recommendations were prepared by the following team of authors:
- head. Department of Management, Economics and Law, Ph.D. PhD, Associate Professor V.E. Rozhkova, senior lecturer of the Department of Management, Economics and Law O.V. Safonova (Regulatory support for the activities of a general educational organization in terms of the introduction of the federal state educational standard for basic general education);
- head. Department of Teaching Technologies, Education and additional education, candidate of pedagogical sciences, associate professor T.V. Vasilchenkova, Associate Professor, Department of Teaching Technologies, Upbringing and Additional Education, Ph.D. philosopher. Sciences Yu.V. Agapov (Organization of the educational process aimed at achieving the results of the implementation of the BEP LLC);
- Senior Lecturer of the Department of Teaching Technologies, Upbringing and Additional Education L.N. Gavrilenko (The use of modern educational technologies in the educational process);
- head. Department of Theory and Methods of Social and Humanitarian Education, Candidate of Pediatric Sciences, Associate Professor N.V. Merzlyakova (Literature. native literature, Foreign language. Second foreign language), senior lecturers of the Department of Theory and Methods of Social and Humanitarian Education N.N. Paramzina, E.Ya. Fetisova (Russian language. Native language, Literature. native literature);
- Professor of the Department of Theory and Methods of Natural Mathematical Education and ICT, Ph.D. OH. Naziev (Mathematics);
- Senior Lecturer of the Department of Theory and Methods of Social and Humanitarian Education A.I. Ivonina (History);
- Associate Professor of the Department of Theory and Methods of Natural Mathematical Education and ICT, Candidate of Geogr. n. ON THE. Atayeva (Geography);
- teacher of biology, MBOU "Secondary School No. 3", Ryazan G.A. Stukolkina (Biology);
- Associate Professor of the Department of Teaching Technologies, Upbringing and Additional Education, Ph.D. E.N. Miroshina (Physical culture).
Full text attachment articles (doc, 2MB)
Municipal budgetary educational institution
"Average comprehensive school № 23
with in-depth study of individual subjects "
GO Krasnoturinsk, Sverdlovsk region
financial specifications
for the implementation of GEF
GO Krasnoturinsk
Algorithm for creating material and technical conditions for the implementation of GEF 5
STEP 1. Normative - legal support. five
STEP 2. Analysis of the material and technical conditions of OS 9
STEP 3. Certification of classrooms 15
STEP 4. Drawing up a long-term plan for equipping OS 15
Applications
Explanatory note
The introduction of a new standard in the conditions of the information society reflects the formation of a new didactic model of education based on the competence-based educational paradigm, which assumes the active role of all participants in the educational process. An important feature of the standard is its focus on ensuring the transition in education to a strategy of social design and construction, from simple relaying of knowledge to the development of students' creative abilities.
To ensure the successful introduction of the federal state educational standard, it is important to prepare all the necessary conditions, incl. and logistical.
Many heads of educational institutions, teachers have a completely legitimate question: “What and how should change in the equipment of the workplace of a teacher and a student in connection with the introduction of the Federal State Educational Standard?”. But, unfortunately, not everyone can get an answer to this question. There is also no methodological literature on this issue. This explains the need to draw up guidelines for creating conditions for the implementation of the Federal State Educational Standard.
Tasks:
1. To form a systematized idea of optimizing the equipment and use of the material and technical conditions of an educational institution;
2. To provide methodological assistance to managers, teachers in the work on equipping the educational process in the context of the implementation of the Federal State Educational Standard.
The manual is only advisory in nature. These recommendations can be clarified and supplemented in relation to the specifics of specific educational institutions, the conditions for their financing, as well as based on the consistent development and accumulation of their own base of material and technical teaching aids (including in the form of multimedia products created by students, an electronic library, video libraries and etc.).
Algorithm for creating material and technical conditions for the implementation of the Federal State Educational Standard STEP 1. Regulatory and legal support.
Any activity in an educational institution should begin with the study of the legal framework on the problem. To create quality conditions, it is necessary to study the following documents:
Federal Law "On Education in the Russian Federation";
National Educational Initiative "Our New School";
Action Plan for the Modernization of General Education for 2011-2015.
Order of the Ministry of Education and Science of Russia dated January 13, 2011 No. 2 “On Amending the List of Organizations Publishing Textbooks Allowed for Use in the Educational Process in state accreditation and implementing educational programs of general education educational institutions».
Order of the Ministry of Education and Science of Russia dated October 4, 2010 No. 986 "On approval of federal requirements for educational institutions in terms of the minimum equipment of the educational process and equipment of educational premises."
Decree of the Chief State Sanitary Doctor of the Russian Federation dated December 29, 2010 No. 189 “On approval of SanPiN 2.4.2.282110 “Sanitary and epidemiological requirements for the conditions and organization of education in general education institutions”.
Order of the Ministry of Education and Science of Russia dated December 28, 2010 No. 2106 "On approval of federal requirements for educational institutions in terms of protecting the health of students and pupils."
Equipment recommendations educational institutions educational and educational and laboratory equipment necessary for the implementation of the Federal State Educational Standard of Basic General Education, organization project activities, modeling and technical creativity of students (attachment to the letter of the Ministry of Education and Science of Russia dated November 24, 2011 No. MD1552/03).
| Section name | |
| 1. Library fund (printed products) | 1. Federal Law "On Education in the Russian Federation". 2. Standards of primary general, basic general, secondary (complete) general education a basic level of, secondary (complete) general education profile level (if necessary). 3. Exemplary programs for each level of education, exemplary programs of secondary (complete) general education in academic disciplines of the profile level. 4. Tutorials: Primary school - grades 1,2,3,4 Basic school - 5,6,7,8,9 grades Secondary school (basic level) - 10, 11 grades Secondary school (profile level) - 10.11 grades. 5. Tutorials on electives and elective courses. 6. Workbooks for each level of education. This printed matter is given in the requirements for one classroom and takes into account the average calculation of the class size (25 students) in each class at all levels of education. 7. School dictionaries, didactic materials etc. They are given in the requirements as a set for frontal work (1 copy for 2 students), i.e. 12-13 copies. 8. Books to read - the minimum number for practical work in groups - 6-7 copies per class. 9. Teaching aids for the teacher - 1 copy for each class at all levels of education. |
| 2. Printed manuals. | 1. Tables, diagrams, portraits, posters, maps, etc. They can be presented in demonstration form - 1 copy per class of all levels of education. 2. It is recommended to have handouts for all sections of the course for each class, i.e. 25 copies per class. |
| 3. Information and communication means | 1 Multimedia educational programs and electronic textbooks are recommended to have from 1 set per classroom to 6-7 sets in a senior school of a specialized level. 2. Electronic libraries and games computer programs- 1 set per office. |
| 4.Screen-sound aids. | Video films, audio recordings, for different sections of the course, it is recommended to have one demo set each. |
| 5. Technical teaching aids. | 1. SPAK teacher: purchased if the educational institution has the financial resources, before the purchase it is possible to use a computer, multimedia projector, screen, copying equipment separately; 2. Student's SPAK: to use the possibilities of two computer classes and a mobile computer room, it is acquired with the financial resources of the educational institution; 3. Such TSOs as: a copier, a multimedia projector, a computer, a laptop, a netbook, a video camera, a camera - can be included in the logistics of an educational institution and used by all teachers of the educational institution upon request. 7. Telecommunication facilities are created as part of the logistics of the entire OS, subject to the availability of financial and technical conditions, and can be equipped in a specially designated place. This equipment can be used both in the classroom and outside of school hours according to the employment schedule developed by the administration. |
| 6. Educational-practical and educational-laboratory equipment. | 1. Basically, this equipment is presented in a demonstration form - 1 copy per cabinet (devices, scales, sets of dishes, control panel, etc.). 2. Kits for laboratory experiments and practical classes are purchased for a school desk one set at all levels of education, i.e. 12-13 copies. IN profile classes it is recommended to have such kits for each student, i.е. 12+13 copies. As a result, if there are specialized classes, 25 sets for laboratory experiments are purchased in the office. 3. Natural objects are also purchased per desk, one set (12-13 copies). 4. Reagents must have one set per classroom, used at all levels of education. |
| 7.Specialized educational furniture. | Furniture is purchased for one classroom and takes into account the average class size (25 students) at all levels of education (13 sets - 13 tables, 26 chairs). |
In order to ensure the necessary and sufficient equipment of the educational process for an educational institution, it is necessary to analyze the state of the material and technical base for its compliance with the new requirements of the Federal State Educational Standard and existing standards and draw up a list of shortcomings. The work carried out will make it possible to develop and implement schedules for providing the school with the missing equipment, reconstruction and repair of school buildings.
The “Recommendations on equipping educational institutions with educational and educational and laboratory equipment necessary for the implementation of the federal state educational standard (FSES) of basic general education, the organization of project activities, modeling and technical creativity of students” states that the complete equipment of educational institutions is provided by interconnected sets:
General school equipment;
Equipment of subject rooms;
Equipment that provides the organization of extracurricular activities.
General school equipment includes equipment that is not assigned to subject classrooms, used in multi-subject and over-subject projects, creating a single information network and managing an educational institution, etc. This equipment mostly includes ICT tools,
allowing to collect, store, process information, as well as ensure its presentation, distribution and management. Such equipment is multifunctional, integrative, it is used for various types of classroom and extracurricular activities, for solemn acts of the school, at interschool seminars, for working with parents and the public. It can also be placed in rooms for independent work of students after lessons (media library, library reading room, etc.). This can be a set of mobile equipment - laptops, projectors, organized in the form of mobile multifunctional computer classes, automated workstations of subject teachers, students (taking into account the possibility of movement within one floor, two or more floors in the presence of elevator facilities).
The Federal State Educational Standard sets requirements for the presence of an information and educational environment that ensures the planning and fixation of the educational process, the placement of the work of teachers and students, and the interaction of participants in the educational process. Appropriate equipment implies the presence of a school server, workplaces for representatives of the school administration, teachers, students, and the possibility of integrating them into the Internet. According to the tables below, it is recommended to assess the material and technical equipment of educational institutions for all sets in accordance with the "Recommendations for equipping educational institutions with educational and educational and laboratory equipment necessary for the implementation of the federal state educational standard (FSES) of basic general education, organization of project activities, modeling and technical creativity of students.
General school equipment. Table 1
| Equipment components | Available |
|
| ICT tools: for the collection, storage and processing of information, its presentation, distribution and management; for events, lines, parent meetings etc; | ||
| Library | ||
| Reading room | ||
| Psychology room and other rooms for general school use | ||
| Mobile equipment set | ||
| Lecture rooms | ||
| school server | ||
| The local network |
The equipment of classrooms should be provided with the equipment of automated workstations of the teacher and students, as well as a set of traditional educational equipment to ensure the educational process. SPAK for the teacher includes not only the actual computer workplace, but also specialized digital equipment, as well as software and a network interaction environment that allow the teacher and students to most fully realize their professional and educational needs.
Digital measuring instruments significantly expand the effectiveness of school laboratory work, as an active form of the educational process, provide new opportunities for project activities. In the region of natural sciences the expansion of these possibilities is ensured, in particular, by the use of digital measurement and data processing tools, in mathematics - by the use of virtual laboratories, in a number of other subjects - by the possibility of fixing sound and visual images using ICT. In virtual laboratories, students can conduct demonstration experiments of the teacher and a significant number of other experiments.
Traditional teaching aids in subject areas should contain various visual aids, as well as laboratory and demonstration equipment, devices and tools for conducting field experiments, etc.
Traditional learning tools are used independently, as well as in conjunction with ICT tools and increase their functionality and efficiency of use in the educational process.
Equipment of subject rooms Table 2
| Equipment components | Necessary equipment | Available | Necessary |
| SPAK teacher SPAK students Universal form for moving and recharging computers TCO in offices | |||
| 2.Laboratory and demonstration equipment | teaching digital laboratory teaching equipment teaching traditional laboratory teaching technique educational equipment for developing practical design skills, construction | ||
| 3. Visual aids in subjects | ESM, traditional manuals, layouts, models, globes, etc. |
Equipment for extracurricular activities of students, including modeling, technical creativity and project activities, can be organized using educational equipment in classrooms with a high level of equipment, as well as on the basis of specially created and equipped at an advanced level of laboratories, workshops, rooms for technical creativity and modeling, provided for by the requirements of the Federal State Educational Standard.
An increased level of equipment of the educational process requires the creation of an additional specialized module, when working with which the activities of schoolchildren will be predominantly research in nature using an expanded set of digital measuring equipment, equipment for studying alternative energy sources, as well as software, modern nanotechnologies and robotics. The tool environment for modeling should be a toolkit for the workshop (a virtual computer constructor, as adapted as possible for use in educational purposes). It should be a design environment designed to create models of various phenomena, conduct numerical experiments.
When organizing the activities of students, new information technologies should be used: multimedia programs, electronic reference books and encyclopedias, educational computer programs, electronic libraries, which include a set of information and reference materials, united by a single navigation system and focused on various forms of cognitive activity, incl. research design work. Part digital libraries may include thematic databases, fragments of historical documents, photographs, videos, animations, tables, charts, diagrams and graphs.
The activities of students should be provided with the necessary consumables.
Equipment for extracurricular activities Table 3
| equipment components | available |
|
| Premises for teaching and research activities, modeling, technical creativity. | ||
| Spaces for music and visual arts | ||
| Game Audiences | ||
| Premises for physical culture |
STEP 3. Certification of classrooms
The next step in determining the level of resource provision of educational institutions that meet the requirements of the Federal State Educational Standard should be the certification of classrooms. For the certification of classrooms, the director of the school issues an order to create a commission for the certification of classrooms under the leadership of the deputy director for educational work.
Responsibilities for filling out (keeping) the passport of the study room are assigned by order of the school director to the head of the office. These recommendations provide an exemplary "Regulation on the certification of classrooms", as well as a layout of the passport of the classroom (Appendix No. 1, 2)
STEP 4. Drawing up a long-term plan for equipping the OS
Drawing up a long-term plan for equipping the educational process will be the next step. This must be done so that, in accordance with the Federal State Educational Standard, educational institutions can independently, at the expense of allocated budget funds and additional financial resources raised in the prescribed manner, equip the educational process at the level of primary general education.
Long-term plan for equipping the educational process
Table 4
| Must be purchased | quantity | |||||
| SPAK for a teacher SPAK student Interactive whiteboards Computers/laptops Visualizer digital Copiers | ||||||
| Laboratory and demonstration equipment | ||||||
| Visual aids in subjects | ||||||
| Library fund |
These recommendations serve as a guideline in creating a holistic subject-developing environment necessary to implement the requirements for the level of graduates at each level of general education. They proceed from the tasks of the integrated use of material and technical teaching aids, the transition from reproductive forms of educational activities to independent, search and research types of work, shifting the focus to the analytical component of educational activities, the formation of a communicative culture of students and the development of skills to work with various types of information and its sources. .
Attachment 1
Position
on certification of classrooms
1.1. This provision has been developed in accordance with the Federal Law "On Education in the Russian Federation" No. 273-FZ of December 29, 2012.
1.2. This Regulation on the certification of classrooms is intended for educational institutions that have passed state registration, have a license to conduct educational activities and implement general education programs using classrooms.
1.3. Equipped classrooms are subject to passportization, in which the teaching of academic disciplines, elective courses, circle and extracurricular activities are organized.
1.4. Passportization is understood as a specially organized activity for the creation and maintenance of a passport for an educational office.
1.5. Certification of classrooms is carried out in order to:
improving the organization of teachers' work and increasing the efficiency of the educational process;
analyze the state of the classroom, its readiness to meet the requirements of state educational standards, determine the main areas of work to bring the classroom in line with the requirements of the educational and methodological support of the educational process.
Tasks of certification of classrooms:
additional staffing of classrooms with methodological, didactic and reference literature, printed, electronic, audio and video aids, didactic and handouts;
additional staffing of classrooms with laboratory equipment, natural objects and devices, technical teaching aids, computer equipment and software,
rational placement and systematization of literature, teaching and visual aids, didactic and handout materials, educational equipment, their use in the educational process;
design of classrooms.
2. Management of certification of classrooms
2.1. For the certification of classrooms, the director issues an order to create a commission for the certification of classrooms under the leadership of the head of the methodological cabinet.
2.2. Responsibilities for filling out (keeping) the passport of the study room are assigned by order of the director to the head of the office.
2.3. The head of the study room, together with the deputy director for AHS, the school administration, keeps records (inventory) of all available educational equipment and technical means intended for teaching the subject, as well as furniture and fixtures allocated by the school administration for equipping the classroom. The results of the inventory are drawn up in an act and entered in the passport of the cabinet. Faulty equipment and technical means are written off and destroyed, about which an act for write-off is drawn up.
2.4. After the expiration of the passport, a new passport of the study room is filled in.
3. Passport of the study room
3.1. The passport of the classroom is a document of control and accounting (monitoring) of the conditions for the implementation of the educational process, as well as accounting for internal movement material assets pertaining to the cabinet.
The purpose of filling (maintaining) the passport is to monitor and evaluate the conditions for the implementation of the educational process, accounting for the internal movement of material assets that are in the operational use of the office.
3.2. The validity period of the passport of the study room is 5 years.
3.3. The passport is a file folder with numbered pages and an electronic form designed for 5 academic years.
3.4. The structure of the passport of the study room:
4.Control
4.1. Control over the accuracy and completeness of the information contained in
passport, carry out:
administration of an educational institution
4.2. The form of verification of the results of certification in educational institutions - Review-competition of classrooms, held annually in accordance with annual plan.
5. General requirements for office equipment
5.1. Availability of a plan for the additional staffing of the classroom, compiled on the basis of the List of teaching aids and equipment, approved by the director of the educational institution in the following form:
| Name | Norm according to the "List" | Available (2013-2014) | Acquisition plan |
||||||||||||
| Name of educational, popular science and reference literature. |
|||||||||||||||
| Name of printed manuals (tables, pictures, maps). |
|||||||||||||||
| Name of audio and video aids, software. |
|||||||||||||||
| Name of didactic and handout materials. |
|||||||||||||||
| Names of natural objects and devices. |
|||||||||||||||
| Names of technical training aids and computer equipment. |
|||||||||||||||
5.2. The presence in the classrooms of literature, manuals, materials and equipment stored in sectional cabinets for classes, parts, sections and topics of the curriculum (in the classrooms of physics, chemistry and biology, store the same type of instruments and handouts in trays that allow you to streamline their storage and issuance) .
5.3. The presence in the classrooms of printed manuals stored in special boxes (in the classrooms of history and geography, the presence of maps stored in equipped special map storages).
5.4. The presence in classrooms of attached labels to shelves, trays and boxes with the name of the teaching aids stored in them.
5.5. The presence in the classrooms of electronic manuals, software stored in boxes numbered in accordance with the catalog.
5.6. The presence in the classrooms of a file cabinet of educational equipment stored in special boxes in alphabetical order according to the following sections:
educational, popular science and reference literature,
printed manuals (tables, pictures, maps),
audio and video aids, software,
didactic and handout material,
natural objects and devices.
technical training aids (demonstration, laboratory, for independent work) and computer equipment.
5.7. The presence in the classroom of workplaces for students and teachers, devices for storing and demonstrating manuals, technical teaching aids, exposition devices.
5.8. The presence of elements of permanent and replaceable (including exhibition) design of the study room, the aesthetics of their implementation.
5.9. Maintaining a sanitary and hygienic regime in the classroom:
high coefficient of natural light (cleanliness of glass, removal of objects blocking light from window sills) and electric lighting;
normal temperature and air composition;
serviceability of the ventilation system and ventilation of classrooms during breaks;
wall painting in accordance with SanPiNs;
condition and size of furniture.
Annex 2
Cabinet passport layout
1. Title page
2. First page
general information about the office
1. Cabinet area - sq.m.
2. Seats for students - units.
3. Dimensions of study tables and chairs
4. Lighting -
5. Illumination -
6. Ventilation -
7. Temperature regime -
8. Fixed furniture: wardrobes -
racks -
teacher's table -
teacher's table
blackboard -
3. Second page
Extract from the order for the school on the appointment of the head of the office for the academic year.
4. Third page
Job description of the head of the study room
5. Fourth page
Office hours for the 2013/2014 academic year
6. Fifth page
A long-term plan for replenishing the classroom with educational equipment
7. Sixth page
The act of readiness of the study room for the new academic year (application)
8. Seventh page
Technical training aids
| Name | Inventory |
||
9. eighth page
Laboratory and demonstration equipment.
10.Ninth page
Visual aids (maps, tables, posters, reproductions, layouts, models, ESM)
| Name | ||
11. Information and medical support.
| Name |
|
At the end of the passport, acts of acceptance and transfer of office equipment are enclosed in the event of a change in the head of the office.
Annex 2
Cabinet readiness act No.
by the academic year
Availability of the necessary documentation in the office
Cabinet Passport
Safety Instructions
Cabinet Logistics
1. Staffing,%
Training equipment for practicing practical skills
UMK ( methodical literature, learning programs, books for teachers, workbooks)
Cabinet decoration
Optimal organization of office space:
Places of the teacher
student places
Availability of permanent and replaceable training and information stands. Stands give:
IV.Evaluation of the cabinet based on the results of readiness for the new academic year
| Academic year | Grade | |
Annex 2
Act - permission
to conduct classes in the office No. ____
subject ______________
Commission consisting of the chairman ___________________________________
and members of the commission _______________________________________________
_______________________________________________________________
We have drawn up this act in that:
Classes are organized in the office that comply with labor protection standards, safety regulations and industrial sanitation
Head the office and the laboratory assistant (if any) are familiar with the rules of safety and industrial sanitation when conducting educational work with students in the office ________________.
With primary fire extinguishing equipment, equipped with a first-aid kit and instructions for OT, the office __________________ is equipped (for chemistry, physics, information technologies, technical labor, physical culture
Conclusion of the commission on the readiness of the cabinet.
Chairman of the commission: _______________________________________
Members of the Commission: _____________________________________________
_____________________________________________
I approve
Director of MBOU "Secondary School No."
GEF - FIRST RESULTS, CONCLUSIONS, PROSPECTS.
A bad teacher teaches the truth
a good one teaches her to find.
Adolf Friedrich Diesterweg
Future enters our lives in different ways. Sometimes bright, attractive, impressive and inspiring. Sometimes imperceptibly, in small inaudible steps. We sometimes do not immediately notice how the reality around us has changed. Often the future does not just enter, it breaks into the established everyday life, not commensurate with our strength and readiness to accept changes. That is how it burst into our professional life along with the new educational standard.
September 1, 2011 the development of new standards for first-graders began. And in the past academic year, the elementary school graduated its first-born children according to the Federal State Educational Standard. What are the first results of the reform? We have the opportunity to comprehend the experience, evaluate the first results, determine development prospects, reflect on what has been achieved and what remains to be worked on.
Federal state educational standard the second generation for elementary school is a fundamentally new document for the domestic school, which focuses on achieving not only subject educational results, but, above all, on the formation of the personality of students, their mastery of universal methods of educational activity that ensure success in cognitive activity at all stages of further education. Newrequirements for results, structure and conditions educational process.
US,teachers , who had worked in the traditional system for many years, it was not easy to adapt to the new requirements.Educational standards of the second generation set new goals and objectives for the teacher. The teacher must understand and accept the second generation of the GEF, know and effectively apply innovative methods and technologies, and be competent.
“Standards of the second generation are impossible without a teacher of the “second generation” - this statement belongs to the head of the project for the development of the Federal State Educational Standard, Alexander Kondakov.
Since 2009, the work of the MO teachers primary school was aimed at active coverage and explanation of the concept of state educational standards of general education of the new generation among teachers.Particular attention was paid to new approaches to the subject content of training, skills in working in the information environment, modern approaches and technologies for achieving the planned results.
All teachers working in the conditions of the implementation of the standard have passed the appropriate advanced training courses. The experience of work on the introduction of the Federal State Educational Standard of the IEO was summarized at: city and republican seminars, methodological associations, pedagogical councils. (slide)
What has changed in the work of an elementary school teacher with the introduction standards?
have changed learning approaches , the teacher turned from a leader into an organizer of the creative activities of children. Thus, there is a restructuring of the thinking of each teacher, based on the new tasks that modern education. The content of education does not change much, but by implementing new standard, each teacher should go beyond the scope of his subject, thinking, first of all, about the development of the child's personality, the need to form universal learning skills, without which the student cannot be successful either at the next stages of education or in professional activity.
The changes affectedactivities of students . Spend more time in class independent work children. Moreover, the nature of the work has become research, creative, productive. We develop the skills of self-control and self-esteem in students.
Refused reproductive methods and ways of teaching. Actively began to developproject activities younger students. The result of this activity is the formation of cognitive motives, research skills, subjectively new knowledge and methods of activity for students.
The priority direction in the organization of the educational process wasgroup forms of work , which provides teamwork skills, the development of the child's communicative competence.
The task is at the forefronthealth promotion children, development of their physical, moral and intellectual potential. Every minute spent at school gives children a positive communication experience, allows them to show themselves as active, creative personality expands understanding of the world
We are working on the formationdiagnostic tools package . From the first days we conduct educational monitoring.
Diagnostic analysis makes it possible to obtain objective and very specific information about the level of assimilation of program material by each student:
identify and measure the level of learning success in the subjects of each student, class;
determine the level of assimilation of individual topics from the studied course;
identify students' difficulties and gaps in their preparation;
differentiate students according to learning success.
At the beginning of September, in grades 1, the readiness of first-graders for learning is monitored. Its purpose is to assess the potential of first-graders in the initial period of study.
The data obtained are used to implement an individually differentiated approach to the child in further education.
Now we can already sum up the results by comparing the results of the initial and final diagnostics of our first graduates.
results integrated work, conducted in grade 4, allow us to conclude that the inclusion of UUD tasks in the control and evaluation system made it possible:
Raise students' interest in learning, as well as develop them creative independence;
Create favorable conditions for the development of skills and abilities of quick thinking, for the presentation of brief but accurate conclusions;
Assess the role of knowledge and see their application in practice, feel the relationship different areas knowledge.
(slides)
As the result of the final diagnostic work showed, schoolchildren are not afraid to perform non-standard tasks, they can apply their knowledge in solving practice-oriented tasks. The ability to choose tasks, methods of solving significantly reduced the level of anxiety in children during their performance, increased motivation for learning.
Final assessment student directly depends on the assessment of the formation of universal educational activities, reflected in their "Portfolio - portfolio of achievements". Primary school teachers have created a "Portfolio" for each student.Together with parents, the portfolio is filled with creative works of students, certificates held test work, monitoring, etc.
By the end of training in primary school the relevant accumulative material has been collected, giving a visual representation of the dynamics of the student's educational and creative activity.
The fulfillment of the requirements of the standard was carried out not only through the educational activities of younger students, but also through extracurricular activities, which is a fundamental difference between the Federal State Educational Standard of the IEO.
Main advantageextracurricular activities is to provide students with opportunities for a wide range of activities aimed at their development.
Hours allocated for extracurricular activities were used in forms other than lesson system learning.
According to the requirements of the Federal State Educational Standard of the IEO (Approved by order of the Ministry of Education and Science of the Russian Federation of October 6, 2009 No. 373), the Basic Curriculum is allotted up to 10 hours a week for organizing classes in areas of extracurricular activities, which are an integral part of the educational process. The schedule of extracurricular activities was compiledtaking into account the possibilities of the school, the interests of parents and students. Specialists of additional education were involved, parents provided assistance.
We pay special attentionproject activities , as it contributes to the formation of key competencies of students, brings the process of education and upbringing from the walls of the school into the world, allows you to create conditions for the activation of the personal potential of students. Student design is becoming a popular form of organizing the creative activity of students in educational institutions of various levels.
Working on projects, students get acquainted with the diversity of the world around them, get ideas about its structure, ways to gain knowledge about it, learn to independently extract information, systematize and generalize it; responsibility for their activities, respectful and equal interaction with partners is formed (that is, a system-activity approach is implemented, which is the basis of the standard.
So let's sum it up:
Advantages of the standard - the possibility of using various technologies contributes to the development of the child's personality, the development of independence, learning motivation, reducing the level of anxiety among students; the system-activity approach in teaching makes the student think, reason, and activate his activity.
Learning priorities change. The task of the teacher is to show the child a variety of ways and techniques for understanding the world and himself, to teach him to cope with the information flow (accept, understand, process, reproduce, defend his own opinion without offending the interlocutor, etc.). The task of the student is to choose from the proposed methods the one that is more acceptable for him and use this method for self-development and self-improvement.
great attention given individual development child. Developmental learning technologies aimed at personal development are used.
Positive changes that have occurred in our OU in the process of implementing the standard:
improved material and technical base; favorable conditions for the development of children are created; teachers have mastered interactive teaching methods, mastered activity technologies, and raised the level of professional skills. New conditions motivate teaching staff to various forms of self-education, creative approach in professional activity.
Observations of students when attending lessons show: children began to speak better, respond more easily to teacher questions, enter into a dialogue; they do not just reproduce what they saw or read (heard), but they also know how to reason, draw conclusions, justify their opinion; able to work in pairs; show the skills of self-organization in a group aimed at solving a learning problem; already most of the children adequately evaluate their activities in the lesson; observations of the work of teachers in the classroom indicate that teachers have a certain level of methodological training, line up studying proccess according to the principle: “student-subject” of educational activity; are active users of information technologies, master the main user tools - multimedia information sources, communication tools, ICT tools.
planning a modern lesson based on a system-activity approach and modern educational technologies, forming subject and meta-subject UUD
conducting lessons using ICT;
experience in organizing extracurricular activities, the use of ICT in extracurricular activities;
introduction of the course "Project activity";
Problems that remain unresolved for us - there is no unified system for evaluating meta-subject results. Each EMC has its own diagnostic meters, the system for assessing the achievements of the planned results of mastering the main educational program is not sufficiently developed, there is no unity of requirements, the inability to satisfy all the requests of children and their parents (legal representatives) in extracurricular activities due to the small number of teachers; there are no conditions for full-fledged extracurricular activities (we study in 2 shifts),lack of free space for extracurricular activities.
In the activities of the teacher, the main negative point is the increase in documentation.
There are a lot of children with speech disorders, they need classes with a speech therapist.
To solve the problems of the Federal State Educational Standard, the painstaking work of a psychologist is necessary. Research, diagnostics, work with sick children, the weak should be built at a high level.
There are many problems. They are solvable. The main thing is not to retreat and go
the intended path. And remember that none, even the most wonderful,
teaching materials and the most modern equipment will not give
results if you don't start with yourself. Even formed communicative,
professional, informational competence will not yet provide
accomplishment of the tasks of the standard. A guarantee of successful achievement of the goal
education according to the new standard can become a new consciousness, a new
position, attitude towards pedagogical activity
“Teaching is an art, therefore perfection is unattainable, and perfection is endless” L.N. Tolstoy
I wish you success!
Report "On the introduction and implementation of the GEF of secondary general education." Why is it necessary to switch to a new model? Time requirement...
1. Globalization, the formation of new universals (openness, competitiveness, pluralism, readiness to perceive the new and adapt to the new);
2. New quality of informatization, its rapid production and obsolescence, shortening the life of the profession;
3. New ways of perception and experience by schoolchildren;
4. The need for a transition to an innovative economy from a resource-based economy.
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On the introduction and implementation of the federal state educational standard of secondary general education
at MBOU Lyceum No. 66 in Lipetsk
From September 1, 2018, all educational organizations in the city of Lipetsk and the Lipetsk region begin work on testing the mechanisms for the introduction and implementation of the federal state educational standard of secondary general education (hereinafter− GEF SOO) (Order of the Department of Education and Science of the Lipetsk Region dated February 26, 2018 No. 170). It is clear that our lyceum was no exception. And this means that the 10th grades of our lyceum in the 2018-2019 academic year are moving to study according to the GEF SOO. Such a transition is not a fundamentally new practice for us. Behind our shoulders is the transition to the standards of primary and basic general education.
Recall that the transition to the standard of secondary general education was possible from September 2013 in a pilot (experimental) mode, and from September 2017 - in a regular one (as soon as the educational institution is ready). At that time, 2 schools were ready for HIM in the city of Lipetsk: Lyceum No. 44. Secondary School No. 29. As then, the introduction of the standard high school is not a successive continuation of the standard of the main school. In fact, this is the "embedding" of the new standard in the process, started in grades 1-9 by the "first" generation standard. This is a "transition" that all schools in the Lipetsk region will implement from September 2018.
So, in order. GEF SOO (as well as GEF primary and basic education) is a set of requirements that are mandatory for the implementation of the main educational program of secondary general education (the Standard was approved by order of the Ministry of Education and Science of the Russian Federation No. 413 dated May 17, 2012 "On approval of the federal state educational standard secondary general education" with amendments and additions of December 29, 2014, December 31, 2015, June 29, 2017). The standard implements the Exemplary Basic Educational Program of Secondary General Education (approved by the decision of the Federal Educational and Methodological Association for General Education, Protocol No. 2/16-z dated June 28, 2016). Please note that the Model Program was approved in 2016, and the last changes to the Standard were made in June 2017. This means that without changes to the Model Education Program, the standard will not be implemented in in full. Be careful when writing working programs; (but we will return to this later).
GEF SOO is successive in relation to the state federal educational standards primary and basic general education. Like these standards, it is focused on achieving a new quality of education, the basis of which is not the sum of knowledge, skills and abilities of students, but competence as the ability to apply knowledge in practice. At the same time, the significance of this level of general education (grades 10–11) lies in the fact that it plays a leading role for the continuation of education by students in professional educational organizations and educational organizations higher education, further professional activity and successful socialization of the individual.
Federal Law “On Education in the Russian Federation” Article 66: “Secondary general education is aimed at the further formation and formation of the personality of the student, the development of interest in learning and the creative abilities of the student; formation of skills of independent educational activity on the basis of individualization and professional orientation of the content of secondary general education, preparation of the student for life in society, independent life choice, continuation of education and the beginning of professional activity "
Why is it necessary to switch to a new model? Time requirement...
1. Globalization, the formation of new universals (openness, competitiveness, pluralism, readiness to perceive the new and adapt to the new);
2. New quality of informatization, its rapid production and obsolescence, shortening the life of the profession;
3. New ways of perception and experience by schoolchildren;
4. The need for a transition to an innovative economy from a resource-based economy
In fact, the introduction of the Federal State Educational Standard is the fulfillment of the order of the state, a kind of agreement, a social contract between the state, parents and the school on mutual rights and obligations related to the education of the child, the formation of his personality. !!! The Federal State Educational Standard relies on the requests of the individual, family, society and the state to the results of secondary education - (the first difference between the Federal State Educational Standard and its predecessors.)
From here standsPortrait of a high school graduate.Recall its content:
- Loving his land and his homeland, respecting his people, his
culture and spiritual traditions
- Aware of the traditional values of the family, civil society, humanity, aware of his involvement in the Fatherland
- Creative and critical thinker, proactive and goal-oriented
knowing the world, realizing the value of education and science
- Ready for cooperation, able to carry out training and
research, design and educational activities
- Respectful of other people's opinions, able to lead a constructive
dialogue, reach mutual understanding and successfully interact
- Prepared for a conscious choice of profession
- Motivated for education and self-education throughout his life
What is the specifics of the GEF high school:
profile principle of education;
Emphasis on the development of an individual educational route for each student
The principal task of the Federal State Educational Standard is to make it individual in the case of mass education.
Features of the secondary education standard:
Subject outcomes are established at the basic and advanced levels;
Individual project as a special form of organization of students' activities;
The ability to choose the level when passing the exam
(About an individual project, which is prerequisite obtaining a certificate, today it will be said separately ...)
The METHODOLOGICAL basis of the Standard is a system-activity approach
So: The standard establishes requirements: to the structure of the educational program; to the conditions for the implementation of the EP; to the results of mastering the EP (Slide) These are the requirements that every school must fulfill when organizing the process of education and upbringing.
Let's turn to OOP SOO. Let's comment on the individual sections.
OOP SOO includes 3 sections: Slide
Target - explanatory note; planned results, a system for evaluating the results of the development of the OOP SOO;
Organizational- curriculum, extracurricular work plan, calendar study schedule, the system of conditions for the implementation of the OOP SOO
The results of mastering the BEP SOO: The second fundamental difference between the Federal State Educational Standards is their focus on achieving not only subject educational results, but, above all, on the formation of the personality of students, their mastery of universal methods of educational activity.
Personal, metasubject, subject.
It will be interesting to compare the personal and meta-subject results of IEO, OOO and SOO. Slides
Personal results of mastering the OOP (readiness and ability for self-development; motivation for learning and cognition; value-semantic attitudes; social competencies, personal qualities)
GEF IEO
1) formation of the foundations of Russian civic identity
2) formation of a holistic view of the world
3) the formation of a respectful attitude towards a different opinion
4) mastering the initial skills of adaptation in a dynamically changing and developing world
5) acceptance and development social role student
6) development of independence and personal responsibility for one's actions
7) the formation of aesthetic needs, values and feelings
8) development of ethical feelings
9) development of cooperation skills
10) formation of an attitude towards a safe, healthy lifestyle GEF LLC
1) the assimilation of humanistic, democratic and traditional values of Russian society;
2) fostering a sense of responsibility and duty to the Motherland;
3) formation of a responsible attitude to learning, readiness and ability for self-development and self-education based on motivation for learning and cognition
4) the formation of a conscious, respectful and benevolent attitude towards another person, his opinion, worldview, culture, language, faith, citizenship, history, culture, religion, traditions, languages, values of the peoples of Russia and the peoples of the world
5) the development of moral consciousness and competence in solving moral problems based on personal choice, the formation of moral feelings and moral behavior
6) formation of communicative competence
GEF SOO
1) a sense of responsibility to the Motherland, pride in their land, their Motherland, the past and present of the multinational people of Russia, respect for state symbols
2) citizenship as an active and responsible member of Russian society
3) readiness to serve the Fatherland, its defense
4) the formation of a worldview that corresponds to the current level of development of science and social practice
5) tolerant consciousness and behavior in a multicultural world
6) moral consciousness and behavior based on the assimilation of universal values
7) a conscious choice of a future profession and opportunities for the implementation of one's own life plans
Meta-subject results of the development of the OOP (UUD: cognitive, regulatory, communicative)
GEF IEO
Development initial forms cognitive and personal reflection
The use of sign-symbolic means of representing information to create models of objects and processes under study
Active use of speech and ICT tools
Mastering the skills of semantic reading of texts
Mastering logical actions
Willingness to constructively resolve conflicts by taking into account the interests of the parties and cooperation
GEF LLC
The ability to independently develop the motives and interests of their cognitive activity
Ability to independently plan ways to achieve goals, including alternative ones
The ability to define concepts, create generalizations, establish analogies, classify, establish causal relationships
Ability to create, apply and transform signs and symbols, models and schemes
The ability to consciously use speech means in accordance with the task of communication
Formation and development of competence in the field of ICT use
GEF SOO
Ability to use all possible resources to achieve goals
Proficiency in cognitive, educational, research and project activities
Ability to use ICT tools in solving cognitive, communicative and organizational tasks in compliance with ergonomic requirements, etc.
The ability to determine the purpose and functions of various social institutions
The ability to independently evaluate and make decisions that determine the strategy of behavior, taking into account civil and moral values
Possession of the skills of cognitive reflection as awareness of the actions and thought processes, the boundaries of one's knowledge and ignorance
Subject results (a system of fundamental elements of scientific knowledge for a specific subject area) OOP SOO is established for subjects at the basic and advanced levels in accordance with the requirements and should ensure the possibility of further successful vocational training or professional activity
Subject results are grouped by subject areas within which subjects are indicated. They are formulated in terms of "the graduate will learn ...", which is a group of mandatory requirements, and "the graduate will have the opportunity to learn ...", failure to achieve these requirements by the graduate cannot serve as an obstacle to transferring him to the next level of education.
Example: A graduate will learn to independently title the text and create a text plan. The graduate will have the opportunity to learn how to create a text according to the proposed heading. You can learn more about the content of this division by studying the programs of subjects presented in the main educational program.
Thus, the Federal State Educational Standards provide an opportunity to move from the information-translation school to the activity school.
elementary school - primary skills of independent search for knowledge;
Basic school - independent navigation through the mastered subject knowledge in solving specific problems;
Senior school - application of acquired knowledge in educational, project and research activities at the pre-professional level of training.
Here we will focus on writing Work Programs. Discussion of the Regulations on work programs….
Memo for writing about the work program for academic subjects (courses)
according to GEF SOO (grade 10, 2018-2020 academic year).
Design and structure of the Work Program
n/n/ | Elements of the work program | |
Title page | Full name of the OO; Stamps for consideration, approval, approval of the Work Program (hereinafter referred to as WP); Name of the subject, course; Indication of the class where the RP is implemented; Surname, name, patronymic of the teacher, compiler of the RP, qualification category; Terms of implementation of the RP; Name locality and the year of development of the RP. |
|
Planned results of mastering the subject, course | personal; Metasubject; Subject; |
|
List of sections/blocks/topics |
||
Thematic planning indicating the number of hours allocated for the development of each topic. | A list of topics and the sequence of their study, indicating the number of hours devoted to their topics. |
Calendar-thematic planning is an application to work program and must contain the following columns:
Calendar-thematic planning
p/p | Lesson topic | the date of the | Note |
|
according to plan | Actual |
|||
MUNICIPAL BUDGET GENERAL EDUCATIONAL INSTITUTION ECOLOGICAL LYCEUM №66
NAMED AFTER THE HERO OF THE SOVIET UNION S.P. MERKULOV, LIPETSK
WORKING PROGRAMM
subject
Russian language
2018–2019 academic year
Teacher
Class
Total hours per year
Total hours per week
Lipetsk, 2018
Organization section.
One more Key Features GEF SOO - standard of choice, 60% - obligatory part; 40% - part formed by participants in the educational process)
And this, first of all, is reflected in the development of curricula for training profiles.
Novichkova R.N. (basic and advanced levels, compulsory subjects, elective subjects, number of subjects, etc.)
I would especially like to dwell on the individual project as a special form of organizing the activities of students. Its implementation is mandatory for every student!!! (The grade is set in the certificate)
(Khalzeva O.A.)
Extracurricular activities– is an integral part of OOP SOO. Together with the lesson, it will achieve the planned results of the development of the OOP. Extracurricular activities are associated with areas of personal development:sports and recreation
spiritual and moral
social
intellectual
general cultural
Forms of activity: conferences, round tables, Scientific research, social practices, sections, circles, disputes, competitions, search associations (up to 700 hours in two years of study)
I.A.Antsiferova will report on the experience of extracurricular activities of the Federal State Educational Standard.
One of the main conditions for the implementation of the High School Standard is psychological and pedagogical support. Lyceum psychologist A.E. Fedyanina will talk about this section of the PEP.
As you can see, the introduction of GEF SOO introduces a number of changes that will significantly change the structure of education at the high school level.
It should also be said about the system of conditions for the implementation of the EP (personnel, psychological and pedagogical, informational and methodological, material and technical conditions; financial support)
We admit that at present the implementation of the GEF ROO is still associated with a number of difficulties, namely: the lack of full legal support for the introduction of the GEF ROO; insufficient awareness of pedagogical and executives on qualitative changes in the organization of educational activities to achieve the planned results of education; insufficient awareness of parents and students about the requirements of the Federal State Educational Standards for the content and organization of educational activities in high school, the lack or insufficient experience of working with students according to individual curricula; the lack of a formed model of tutor support for the project activities of students in grades 10–11, etc.
On the one hand, there is a need (and this is a requirement of the time) to introduce GEF SOO. On the other hand, a number of problems are identified related to the creation of the necessary conditions for the implementation of the Federal State Educational Standard of the SOO: legal, informational, personnel, financial, organizational and content, material and technical, which need to be gradually addressed. The main thing is to get involved in the fight !!! And the cartridges, let's hope, will definitely be brought up!
On the changes in 2017 in the GEF SOO
- In personal results: anti-corruption outlook; the ability to resist the ideology of extremism, nationalism, xenophobia, social discrimination. religious, racial, national characteristics;
- Law: the formation of the foundations of legal thinking and anti-corruption standards of behavior!!! Correct and at the profile level p.6
- Mathematics (including algebra and the beginnings of mathematical analysis, geometry)
- Astronomy Requirements…clause 1 – clause 6
The decision of the pedagogical council
- Submit for approval the OPP COO and its annexes for the 2018-2020 academic years
2. Make changes to regulatory framework activities of the lyceum in accordance with the requirements of the Federal State Educational Standard of the SOO (2018-2019 academic year as needed; responsible deputy directors)
3.Introduce changes to the Regulations on the remuneration of employees of the lyceum
4. Organize coursework for administrative and teaching staff on the programs for the introduction and implementation of the GEF SOO (2018, 2019, 2020; schedule; responsible Deputy Director Proskurina R.A.)
- Organize methodological training on the issues of the process of introducing and implementing the Federal State Educational Standard of SOO (during the 2018-2019 academic year; methodological work plan; responsible deputy directors Proskurina R.A., Sushkova S.V.)
- Monitor the achievements of the educational planned results of the implementation of the Federal State Educational Standard of the SEA (during the 2018-2019 academic year; deputy directors)
- Provide psychological and pedagogical support for the implementation of the Federal State Educational Standard of the SEA (during the 2018-2019 academic year: responsible psychologist Fedyanina A.E.)
- Develop a model of network interaction of the lyceum with institutions of additional education, high school providing the organization of extracurricular activities for high school students (during the 2018-2019 academic year; responsible deputy directors Stavila E.A., Sushkova S.V.)
- Systematically post on the official website of MBOU Lyceum No. 66 information on the introduction and implementation of the Federal State Educational Standard of the SOO (during the 2018-2019 academic year; responsible deputy directors Stavila E.A., Sushkova S.V.)
In addition, the curriculum of the study profile (except for the universal one) must contain at least 3 (4) subjects at an advanced level of study from the subject area corresponding to the study profile and (or) a subject area adjacent to it. In general, the curriculum must contain at least 11 (12) subjects and provide for the study of at least one subject from each subject area defined by the standard.
The curricula may include additional academic subjects, courses at the choice of students offered by an organization carrying out educational activities (for example, "Art",
"Psychology", "Technology", "Design", "History of the native land", "Ecology of my land") in accordance with the specifics and capabilities of the organization carrying out educational activities.
One of the features of GEF COO is the implementation of individual project activities. Individual project is carried out by students
independently under the guidance of a teacher (tutor) on a chosen topic within one or more of the studied subjects, courses in any chosen field of activity (cognitive, practical, educational and research, social, artistic and creative, other) 3 .
At the same time, the need for professional development in connection with the introduction of the GEF COO remains relevant regardless of the skill level of teachers and managers of educational organizations implementing the GEF COO. At present, both organizations as a whole and individual pedagogical workers need methodological support on topical issues of the implementation of the Federal State Educational Standard of the SEA. The theoretical aspects of the introduction of GEF SOO in the content of advanced training programs are currently not relevant. Most of the respondents noted the importance of practice-oriented additional professional training programs, as well as such forms of training as internships, workshops, master classes conducted on the basis of educational organizations with experience in implementing the Federal State Educational Standards of the SEA.
