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 primary 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, mastering them in universal ways learning activities 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 Ministry of Defense of primary school teachers has been aimed at actively highlighting and explaining the concept of state educational standards general education new generation among teaching staff. 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 sets. The content of education does not change much, but, implementing the new standard, each teacher must go beyond the scope of his subject, thinking, first of all, about the development of the child's personality, the need to form universal educational skills, without which the student cannot be successful at the next stages of education, nor in professional activities.
The changes affectedactivities of students . We devote more time in the classroom to independent work of 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 their 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, diplomas, tests, monitoring, etc.
By the end of primary school education, the relevant accumulative material was 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 Standards 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 different from the lesson system of education.
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 were involved additional education parents were helping.
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 focuses on the individual development of the 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 the teaching staff to various forms of self-education, creative approach in professional activities.
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, they build the educational process 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, new attitude to pedagogical activity
“Teaching is an art, therefore perfection is unattainable, and perfection is endless” L.N. Tolstoy
I wish you success!
according to the structure of the lesson in the context of the implementation of the second generation of the Federal State Educational Standard
New educational standards are being introduced, the goals of education are changing, new means and technologies of education are emerging, but the lesson remains the main form of education. Therefore, to be able to design a lesson, to know the structure of the lesson, modern requirements for it is the basis for the successful activity of any teacher. We all are well aware that the lesson cannot but change over time in order to meet the requirements of modernity, so we are talking about the "modern lesson". The word "modern" refers to the present, current time. Feature modern lesson - active (independent) learning activities of students. A modern lesson is a lesson in which the student turns from a passive listener into an active participant in the process.
Consider the shortcomings of the traditional lesson according to Petr Ivanovich Tretyakov:
The first drawback is goal setting, as a rule, most teachers formally refer to goal setting, setting them non-diagnostic. The second serious drawback lies in the content of the lesson, primarily in planning a lesson without communication with others, moreover, most teachers do not know the typology of a lesson even traditional, not to mention “modern” in accordance with the requirements of the Federal State Educational Standard, etc. The third drawback is that the forms and methods used by most teachers are outdated (the lessons are twins in different classes, there is no consideration of the specifics of the class, the level of preparedness, etc.), the rare use of reflection techniques at the end of the lesson, not to mention the systematic use. The frontal form predominates in the school, and the reproductive level of teaching, etc. Few people remember that the lesson is an interactive system, diverse in terms of activities, during the lesson there should be at least 3-4. But with all these shortcomings, the lesson was, remains and will be the main form of education.
Let us give the definition and characteristics of a "competency-oriented lesson". By competence-oriented lesson we mean a lesson in which conditions are created conducive to the development of students through the implementation of practical activities. Such a lesson contributes to the formation of competencies, the formation personal qualities allowing them to act effectively in various life situations. The main goal of such a lesson is the formation of personality, the disclosure and development of its inclinations and abilities. The task of such lessons is not only the acquisition of knowledge, but also orientation in different types activities. When conducting such lessons, independent cognitive activity is important, which is possible only with the acquired methods of acquiring knowledge.
Competence-oriented lesson - a lesson where, first of all, the activity of students is planned; this activity should be varied, corresponding to the level of schoolchildren's abilities and aimed at the formation of competencies.
The following parameters of a competence-oriented lesson are distinguished in the literature:
The nature of the application of knowledge in the lesson (in a standard situation - in a non-standard situation);
Students' awareness of the ways to apply knowledge (specific ways of applying - general ways of applying). Based on these parameters, the following types of competence-oriented lessons are distinguished:
1) a lesson focused on the application of knowledge in a standard situation with students' awareness of specific ways to apply knowledge;
2) a lesson focused on the application of knowledge in a standard situation with students' awareness of the general way of applying knowledge;
3) a lesson focused on the application of knowledge in a non-standard situation with students' awareness of specific ways of applying knowledge;
4) a lesson focused on the application of knowledge in a non-standard situation with students' awareness of the general way of applying knowledge.
In order to design a competence-oriented lesson, the teacher must answer the following questions: - these are, first of all, what key and subject competencies should be formed in students in the learning process; How should the learning objectives be formulated? How does the content of the lesson work on the formation of students' competencies? what technologies, methods, techniques will work to achieve goals, develop competencies? how to assess the level of formation of competencies in the classroom?
The structure of the lesson in accordance with the requirements of the Federal State Educational Standard
The teacher determines the structure of the lesson in accordance with the type of lesson and its didactic tasks, stages. When designing a lesson, it is necessary to rely on the typology of lessons in accordance with the GEF of the new generation. In the technology of the activity method of teaching at the center of system-activity pedagogy under the guidance of L.G. Peterson defined the following typology of lessons:
1) a lesson in the discovery of new knowledge;
2) a reflection lesson;
3) lesson of learning control;
4) a lesson in the systematization of knowledge.
Consider the generalized structure of an activity-oriented lesson, such a lesson usually includes the following steps:
1.Motivation (self-determination) for learning activities (otherwise it organizational stage which takes 1-2 minutes). The purpose of this stage: the inclusion of students in activities at a personally significant level. This stage involves the conscious entry of students into the space of learning activities in the classroom. For this purpose, at this stage, his motivation for educational activities is organized.
2.Actualization of knowledge and fixation of individual difficulties in a trial educational action 4-5 minutes. Purpose: repetition of the studied material necessary for the "discovery of new knowledge", and identification of difficulties in the individual activity of each student. At this stage, the preparation of students for the discovery of new knowledge, the performance of a trial educational action, and the fixation of individual difficulties are organized. Completion is connected with the organization of students' reflection on the problem situation that has arisen.
3.Identification of the place and cause of the difficulty, setting the goal of the activity 4-5 minutes. Purpose: discussion of the difficulty. At this stage, the teacher organizes the identification by students of the place and cause of the difficulty that has arisen on the basis of an analysis of the problem situation.
4.Building a project to get out of the difficulty (discovery of new knowledge) 7-8 minutes. Students in a communicative form consider the project of future educational activities: they set a goal, formulate a topic, build a plan to achieve the goal and determine the means. This process is led by the teacher. (Stage 4 - setting the goal and objectives of the lesson).
5.Implementation of the constructed project 4-5 minutes. At this stage, discussion various options proposed by students, the best option is chosen, which is fixed verbally and symbolically. The constructed method of action is used to solve the original problem that caused difficulty. In conclusion, the general nature of the new knowledge is clarified and the overcoming of the difficulty that has arisen is fixed.
6.Primary fixing 4-5 minutes. Purpose: pronunciation of new knowledge (recording in the form of a reference signal). Students in the form of communicative interaction (frontally, in pairs, in groups) solve typical tasks for a new method of action with speaking the solution algorithm aloud (primary consolidation can be carried out in the form of testing).
7.Independent work with self-test according to the standard (sample) 4-5 minutes. Students independently perform tasks of a new type and carry out their self-examination, step by step comparing with the standard.
8.Inclusion in the knowledge system and repetition 7-8 minutes. At this stage, the boundaries of the application of new knowledge are identified and tasks are performed in which the new way of doing is envisaged as an intermediate step, providing an opportunity to prepare for the introduction of the following topics. Students are offered tasks that contain a new algorithm, a new concept, etc. Then tasks are offered in which new knowledge is used together with previously learned knowledge.
9.Reflection of educational activity (the result of the lesson) - 2-3 minutes. Purpose: students' awareness of their educational activities, self-assessment of the results of their activities and the whole class. At this stage, the new content studied in the lesson is fixed, and reflection and self-assessment by students of their own learning activities are organized. The set goal and results are correlated, the degree of their compliance is fixed, and further goals of the activity are outlined.
With the introduction of the Federal State Educational Standard, a new concept is introduced - a learning situation, which means such a special unit of the educational process in which children, with the help of a teacher, discover the subject of their action, explore it, performing various learning actions, transform it, for example, reformulate it, or offer their own description and etc., partially - they remember. In connection with the new requirements, the teacher is faced with the task of learning how to create learning situations as special structural units educational activities, as well as be able to translate learning objectives into a learning situation. The creation of an educational situation should be built taking into account: the age of the child; specifics of the subject; measures of formation of UUD (competencies) of students.
In accordance with the requirements of the Federal State Educational Standard school education A modern lesson as a tool for the teacher to implement his working curriculum should be designed in the form of an educational situation. The duration of the educational situation is from several minutes to three or more days; a chain of interrelated situations is also possible. The situational principle can underlie each level of the organization of the educational process: a separate lesson, a system of classes for a training course, and the activities of the entire stage of general education.
The cycle of the educational situation includes the motivation of the activity, its problematization, the personal solution of the problem by the participants in the situation, the demonstration of educational products, their comparison with each other, and the reflection of the results.
Didactic model of the lesson as an educational situation, consisting of seven stages:
1.Update stage - appeal to the individual experience of students, updating the motivational, instrumental and cognitive resources of the individual.
2.Problematization stage - the design of a constructive conflict as a collision of alternative, mutually negating visions of the same object, the formulation by students of their own "ignorance" about the object academic work.
3.Goal-setting and planning stage - formulation by students of the goal of the upcoming activity to overcome their own "ignorance" and the development of a plan.
4.Conceptualization stage - highlighting the essential features of the object under study based on the analysis of the real context of its existence and manifestation in the surrounding world.
5.Simulation stage - transformation of an object from a sensual form into a model, where the essential characteristics of the object (spatial-graphic or sign-symbolic) are highlighted and the transformation of the model in order to identify the general laws that define this subject area.
6.Construction phase – transition from the system of theoretical thinking to the system of practical thinking; solution of specific practical problems.
7.Reflection stage - revealing the value attitude of students to the acquired knowledge and the process of cognition itself, examination of the received educational products.
To successfully create and conduct an activity-type lesson, the teacher must be able to create problem situations and motivate students' cognitive interest. V.M. Vergasov identifies eight ways to create a problem situation:
The first is familiarity with conflicting facts;
The second is the need to choose the right information in situations of redundant information;
Third - contradictions between the available knowledge and the necessary (lack of information);
Fourth - an incentive to compare, contrast, generalize;
Fifth - contradictions between existing technical solutions and requirements for them on present stage;
The sixth is the presentation of paradoxes (contradictions between life and scientific ideas);
Seventh - assignment of situations of a practical nature that require assessment (jointly with the teacher, collective, group, independent);
Eighth - setting up an experiment, the results of which must be understood and explained.
The organization of work in the mode of a competence-oriented lesson imposes certain requirements on the tasks that the teacher uses in the lesson: an increased level of complexity, a problematic and search character. Tasks should imply the need for a comprehensive application of knowledge and skills that the student owns, and stimulate the development of new ways of mental activity. The main methodological techniques of KOU:
Any lesson has a certain structure of construction and implementation. At the same time, I would like to note that the structure of the lesson should be determined by the teacher himself and include those stages of the lesson that will most effectively and efficiently achieve the educational goal. The modern lesson should be built on the fact that the well-known theoretical approaches to its creation will be used in such a way that will allow the teacher to rationalize the learning process itself, to solve effectively educational tasks.
The main types of lessons remain the same, but they have been changed.
Typology of lessons according to GEF
| Lesson type | Types of lessons |
| A Lesson in Learning New | traditional (combined), lecture, excursion, research work, educational and labor workshop. |
| Knowledge consolidation lesson | workshop, excursion, laboratory work, interview, consultation. |
| Lesson of complex application of knowledge | workshop, laboratory work, seminar, etc. |
| Lesson of generalization and systematization of knowledge | seminar, conference, round table, etc. |
| Lesson of control, assessment and correction of knowledge | test, test, colloquium, review of knowledge, etc. |
The lesson of studying new material is aimed at studying and primary consolidation of new knowledge. The lesson of consolidation of knowledge aims to develop skills for the application of knowledge. The lesson of the complex application of knowledge aims to develop the skills to independently apply knowledge in a complex, in new conditions. The lesson of generalization and systematization of knowledge aims to generalize individual knowledge into a system. The lesson of control, evaluation and correction of knowledge aims to determine the level of mastery of knowledge, skills and abilities.
The following classification is more common:
Lessons of assimilation of new knowledge;
Lessons in the formation of new skills;
Lessons of systematization and generalization;
Lessons of control and correction of knowledge, skills;
Lessons practical application knowledge and skills;
Combined (mixed) lessons.
For your convenience, we have characterized all stages based on lesson types, defined the purpose and objectives of each stage, and also determined indicators of achievement. You can independently, according to the proposed samples, make a description of each type of lesson that you use in practice, thereby greatly facilitating your life. Since having described them, you will no longer need to describe these elements in the technological map of the lesson - which is mandatory when implementing the requirements of the Federal State Educational Standard.
1. The structure of the lesson of mastering new knowledge:
1) organizational stage;
3) actualization of knowledge;
6) primary fixation;
7) information about homework, briefing on its implementation;
8) reflection (summarizing the lesson).
2. The structure of the lesson for the integrated application of knowledge and skills (reinforcement lesson):
1) organizational stage;
2) checking homework, reproduction and correction of students' basic knowledge. Knowledge updating;
4) primary fixation
in a familiar situation (typical)
in a changed situation (constructive)
5) creative application and acquisition of knowledge in a new situation (problem tasks);
6) information about homework, briefing on its implementation;
7) reflection (summarizing the lesson).
3. The structure of the lesson for updating knowledge and skills (repetition lesson):
1) organizational stage;
2) checking homework, reproducing and correcting the knowledge, skills and abilities of students necessary for the creative solution of the tasks;
3) setting the goal and objectives of the lesson. Motivation of educational activity of students;
4) updating knowledge
in order to prepare for the control lesson
in order to prepare for the study new topic
6) generalization and systematization of knowledge;
4. The structure of the lesson of systematization and generalization of knowledge and skills:
1) organizational stage;
2) setting the goal and objectives of the lesson. Motivation of educational activity of students;
3) actualization of knowledge;
4) generalization and systematization of knowledge
preparing students for generalized activities
reproduction on a new level (reworded questions)
5) application of knowledge and skills in a new situation;
6) control of assimilation, discussion of the mistakes made and their correction;
7) reflection (summarizing the lesson). Analysis and content of the results of the work, the formation of conclusions on the studied material.
5. The structure of the lesson for the control of knowledge and skills:
1) organizational stage;
2) setting the goal and objectives of the lesson. Motivation of educational activity of students;
3) revealing knowledge, skills and abilities, checking the level of formation of students' general educational skills. (Tasks in terms of volume or degree of difficulty should correspond to the program and be feasible for each student).
Lessons of control can be lessons of written control, lessons of a combination of oral and written control. Depending on the type of control, its final structure is formed.
4) reflection (summarizing the lesson).
6. The structure of the lesson for the correction of knowledge, skills and abilities:
1) organizational stage;
2) setting the goal and objectives of the lesson. Motivation of educational activity of students;
3) results of diagnostics (control) of knowledge, skills and abilities. Identification of typical mistakes and gaps in knowledge and skills, ways to eliminate them and improve knowledge and skills.
Depending on the diagnostic results, the teacher plans collective, group and individual ways of teaching.
4) information about homework, instructions for its implementation;
5) reflection (summarizing the lesson).
7. The structure of the combined lesson:
1) organizational stage;
2) setting the goal and objectives of the lesson. Motivation of educational activity of students;
3) actualization of knowledge;
4) primary assimilation of new knowledge;
5) primary check of understanding;
6) primary fixation;
7) control of assimilation, discussion of the mistakes made and their correction;
8) information about homework, briefing on its implementation;
9) reflection (summarizing the lesson).
The structure of modern lessons should be dynamic, using a set of various operations combined into expedient activities. It is very important that the teacher supports the student's initiative in the right direction, and ensures the priority of his activity in relation to his own.
After the teacher has decided on the type of lesson, it is necessary to choose the content educational material at all stages of the lesson in accordance with the achievement of the planned goal (corresponds to the formed competencies); orientation of educational material to the solution of vital tasks and integration of content (reliance on knowledge and skills obtained in the study of other subjects). To select the forms, techniques and methods of teaching that are adequate to the set goals of the lesson and the unit of content (based on the responsibility and independence of students, the activity nature of learning is ensured).
Determining the content in accordance with the goals for the subjects taught, tentative forecasting is carried out and the selection of topics on which the goals will be realized. When choosing teaching methods for the formation of competencies, special attention should be paid to those methods that contribute to the inclusion of students in active work, the development of initiative, responsibility and contribute to the development of critical thinking.
The implementation of the standard should change the teacher's understanding of the lesson: first of all, the student is no longer an object, but a subject of educational activity; the lesson should use a variety of sources of knowledge; the structure of the lesson changes; priority is given to the student's activities; competence-oriented forms of assessment are applied.
Probably everyone wants to give their child a quality education. But how to determine the level of education, if you have nothing to do with pedagogy? Of course, with the help of GEF.
What is FGOS
For each education system and educational institution approved a list of mandatory requirements aimed at determining each level of training in a profession, specialty. These requirements are combined within the framework of which is approved by the authorities authorized to regulate education policy.
The implementation and results of mastering programs in state educational institutions cannot be lower than those specified in the Federal State Educational Standard.
In addition, Russian education assumes that without mastering the standards it will be impossible to obtain a state document. GEF is a kind of basis, thanks to which the student has the opportunity to move from one level of education to another, like climbing a ladder.
Goals
Federal state educational standards are designed to ensure the integrity of the educational space in Russia; continuity of the main programs of preschool, primary, secondary, vocational and higher education.
In addition, the Federal State Educational Standard is responsible for aspects of spiritual and moral development and education.
The requirements of the educational standard include strict deadlines for obtaining general education and vocational education taking into account all possible forms of education and educational technologies.
The basis for the development of indicative educational programs; programs of subjects, courses, literature, control materials; standards for the financial supply of educational activities of specialized institutions implementing the educational program is the Federal State Educational Standard.
What is the standard for public education? First of all, these are the principles of organizing the educational process in institutions (kindergartens, schools, colleges, universities, etc.). Without the Federal State Educational Standard, it is impossible to monitor compliance with the legislation of the Russian Federation in the educational field, as well as to conduct final and intermediate certification of students.
It is worth noting that one of the goals of the Federal State Educational Standard is internal monitoring. With the help of standards, the activities of methodological specialists are organized, as well as certification of teachers and other personnel of educational institutions.
Training, retraining and advanced training of educators are also under the influence of state standards.
Structure and implementation
The federal law decided that each standard must include three types of requirements without fail.
Firstly, the requirements for (the ratio of parts of the main program and their volume, the ratio of the mandatory part and the share that is formed by the participants in the educational process).
Secondly, the implementation conditions are also subject to stringent requirements (including personnel, financial, technical).
Thirdly, the result. The entire educational program should form certain (including professional) competencies in students. The lesson on GEF is designed to teach how to apply all the acquired skills and knowledge, and act successfully on their basis.
Of course, it is not the constitution of all educational institutions. This is just the beginning of the vertical, with the main recommendation positions. At the federal level, on the basis of the Federal State Educational Standard, an approximate educational program is being developed, focusing on local specifics. And then educational institutions bring this program to perfection (even interested parents can participate in the last process, which is regulated by law). Thus, from a methodological point of view, Russian education can be represented as a diagram:
Standard - exemplary program of the federal level - program educational institution.
The last paragraph includes such aspects as:
- academic plan;
- calendar schedule;
- work programs;
- evaluation materials;
- guidelines for subjects.
Generations and differences GEF
What is the state standard, they knew back in Soviet times, since strict regulations existed even then. But this specific document appeared and entered into force only in the 2000s.
GEF was previously called simply the educational standard. The so-called first generation came into force in 2004. The second generation was developed in 2009 (for primary education), in 2010 (for basic general education), in 2012 (for secondary education).
For higher education, GOSTs were developed in 2000. The second generation, which entered into force in 2005, was focused on obtaining ZUMs by students. Since 2009, new standards have been developed aimed at developing general cultural and professional competencies.
Until 2000, for each specialty, a minimum of knowledge and skills was determined that a person who graduated from a university should have. Later, these requirements became more stringent.
Modernization continues to this day. In 2013, the law "On Education" was issued, according to which new programs for higher professional and preschool education are being developed. Among other things, the item on the training of scientific and pedagogical staff has firmly entered there.
What is the difference between the old standards and the Federal State Educational Standards? What are next generation standards?
The main distinguishing feature is that in modern education the development of the personality of pupils (students) is placed at the forefront. Generalizing concepts (Skills, skills, knowledge) disappeared from the text of the document, more precise requirements came in their place, for example, real types of activities that each student should master were formulated. Great attention is paid to subject, interdisciplinary and personal results.
To achieve these goals, the previously existing forms and types of education were revised, and an innovative educational space for the lesson (lesson, course) was put into action.
Thanks to the introduced changes, the student of the new generation is a free-thinking person who is able to set tasks for himself, solve important issues, creatively developed and able to adequately relate to reality.
Who is developing the standards
Standards are replaced with new ones at least once every ten years.
GEFs of general education are developed according to the levels of education, GEFs of vocational education can also be developed according to specialties, professions and areas of training.
The development of the Federal State Educational Standard is carried out taking into account:
- acute and promising needs of the individual;
- development of the state and society;
- education;
- culture;
- Sciences;
- technology;
- economy and social sphere.
The educational and methodological association of universities is developing the Federal State Educational Standard for higher education. Their draft is sent to the Ministry of Education, where a discussion takes place, corrections and corrections are made, and then it is submitted for an independent examination for a period of no more than two weeks.
The expert opinion is returned to the Ministry. And again, a wave of discussions is launched by the GEF Council, which decides whether to approve the project, send it for revision or reject it.
If changes need to be made to the document, it follows the same path from the beginning.
Elementary education
GEF is a set of requirements necessary for the implementation of primary education. The three main ones are results, structure and implementation conditions. All of them are due to age and individual characteristics, and are considered from the point of view of laying the foundation for all education.
The first part of the standard indicates the period for mastering the basic initial program. It is four years old.
It provides:
- equal educational opportunities for all;
- spiritual and moral education of schoolchildren;
- continuity of all programs of preschool and school education;
- preservation, development and mastery of the culture of a multinational country;
- democratization of education;
- formation of criteria for evaluating the activities of students and teachers4
- conditions for the development of an individual personality and the creation of special learning conditions (for gifted children, children with disabilities).
It is based on a systemic-activity approach. But the primary education program itself is developed by the methodological council of the educational institution.
The second part of the Federal State Educational Standard sets out clear requirements for the result of the educational process. Including personal, meta-subject and subject learning outcomes.
- Formation of ideas about the diversity of the language space of the country.
- Understanding that language is an integral part of national culture.
- Formation positive attitude to correct speech(and writing) as part of a shared culture.
- Mastering the primary norms of the language.
The third part defines the structure of primary education (extracurricular activities, programs of individual subjects, which includes thematic planning according to GEF).
The fourth part contains requirements for the conditions for the implementation of the educational process (personnel, finance, material and technical side).
Secondary (complete) education
The first part of the standard on requirements is partially repeated and echoes the Federal State Educational Standard on primary education. Significant differences appear in the second section, where we are talking about learning outcomes. It also indicates the necessary standards for the development of certain subjects, including the Russian language, literature, foreign language, history, social studies, geography and others.
Emphasis is placed on students, highlighting such key points as:
- education of patriotism, assimilation of the values of a multinational country;
- formation of a worldview corresponding to the level of reality;
- mastering the norms of social life;
- the development of an aesthetic understanding of the world, and so on.
The requirements for the structure of educational activities have also been modified. But the sections remained the same: target, content and organizational.
Higher levels
GEF for higher education is built on the same principles. Their differences are obvious, the requirements for the structure, result and conditions of implementation cannot be the same for different educational levels.
The basis of secondary vocational education is a competency-based approach, i.e. people are given not just knowledge, but the ability to manage this knowledge. At the exit from the educational institution, the graduate should not say “I know what”, but “I know how”.
On the basis of the generally accepted GEF, each educational institution develops its own program, focusing on the profile orientation of the college or university, the availability of certain material and technical capabilities, etc.
The Methodical Council takes into account all the recommendations of the Ministry of Education and acts strictly under its guidance. However, the adoption of the programs of specific educational institutions is under the jurisdiction of local authorities and the department of education of the region (republic, territory).
Educational institutions should take into account and implement recommendations regarding educational materials (for example, GEF textbooks have taken their rightful place in libraries), thematic planning etc.
Criticism
On the way to the approval of the Federal State Educational Standard, it went through many edits, but even in its current form, the education reform receives great amount criticism, and received even more.
In fact, in the minds of the developers of the standard, it was supposed to lead to the unity of all Russian education. And it turned out the opposite. Someone found pluses in this document, someone minuses. Many teachers, accustomed to traditional teaching, had a hard time transitioning to the new standards. The GEF textbooks raised questions. However, there are positives to be found in everything. Modern society does not stand still, education must change and is changing depending on its needs.
One of the main complaints against the Federal State Educational Standard was its lengthy wording, the lack of clear tasks and real requirements that would be imposed on students. There were whole opposing groups. According to the Federal State Educational Standard, everyone was required to study, but no one gave explanations on how to do this. And with this, teachers and methodological specialists had to cope on the ground, including everything necessary in the program of their educational institution.
Topics on the Federal State Educational Standards have been raised and will continue to be raised, since the old foundations, in which knowledge was the main thing in education, have become very firmly established in everyone's life. The new standards, which are dominated by professional and social competencies, will find their opponents for a long time.
Outcome
The development of the Federal State Educational Standard turned out to be inevitable. Like everything new, this standard has caused a lot of controversy. However, the reform took place. To understand whether it is successful or not, at least, it is necessary to wait for the first graduation of students. Intermediate results are uninformative in this regard.
At the moment, only one thing is certain - the work of teachers has increased.
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. 5
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 methodological recommendations for creating conditions for the implementation of the Federal State Educational Standard.
Tasks:
1. To form a systematic 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 normative - legal framework on the problem. To create quality conditions, it is necessary to study the following documents:
Federal Law "On education in 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-Accredited and Implementing educational programs 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."
Recommendations on equipping educational institutions with educational and educational and laboratory equipment necessary for the implementation of the Federal State Educational Standard for Basic General Education, the organization of project activities, modeling and technical creativity of students (Appendix 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 basic level, 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 high school(basic level) - 10, 11 grades Secondary school (profile level) - 10.11 grades. 5. Teaching aids for 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 gaming computer programs - 1 set per cabinet. |
| 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 exercises one set is purchased for a school desk at all levels of education, i.e. 12-13 copies. In profile classes, it is recommended to have such sets for each student, i.e. 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 a 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 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 area 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 | In stock | 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 electronic 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. .
Appendix 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 dated 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 for the right 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 office. 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 the internal movement of material assets related to the classroom.
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.
Appendix 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
school board -
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.
Appendix 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
Teaching materials (methodological literature, curricula, 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 | |
Appendix 2
Act - permission
to conduct classes in the office No. ____
academic 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 ________________.
Primary fire extinguishing equipment, equipped with a first-aid kit and instructions for OT, the room __________________ is equipped (for the rooms of chemistry, physics, information technology, 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."
