Instruction
The choice of the method of obtaining any profession directly depends on the nature of the profession itself. Of course, pedagogical activity does not take first place in the ranking of prestigious professions, but the level of development of the country depends primarily on who and how the teacher teaches and educates. And this means that teachers follow their vocation.
In educational institutions, specialists are trained not in a specific profession, but in a direction, specialization. Therefore, if you have chosen, you should understand that a Russian language teacher is a specialty that can be obtained at the Faculty of Philology.
Having decided on the direction of study, proceed to the next stage - the choice of an educational institution that trains specialists in linguistic disciplines. Find out which subjects of the school curriculum you need to pass in the form of a unified state exam for admission to the Faculty of Philology. As a rule, in addition to the compulsory ones - the Russian language and mathematics, universities accept USE results, or history.
State educational standard Russian Federation provides for two systems of higher professional education - training of specialists or bachelors. Both systems are equivalent, but there are a number of differences between them. A specialist receives a specific qualification, for example, a teacher of Russian language and literature, and studies for 5 years. Bachelor's degree provides the graduate with a wider area of choice of professions, but at the same time does not provide a specific qualification. This level, the duration of study is 4 years. To complete the third final level, you must study at least two more years in the master's program.
In addition to choosing a university, a system of higher professional education, you must determine which form of education is most suitable for you: full-time, part-time, evening or external. As a "part-time" student, you can find a job in a school (for example, counselor or assistant school librarian) to get to know the learning process "from the inside".
There are also pedagogical schools and colleges where you can get a specialized secondary education. The advantage of this way of getting a profession is that the desire to become a teacher during the course of study will either get stronger or disappear, and then the graduate will have the opportunity to choose a university of a different specialization.
Higher education ends with the creation of an intellectual product - a thesis. Its quality characterizes professional qualifications. Upon graduation, you will receive a diploma of full higher education, which will indicate your specialization and profession, as well as the topic of the thesis. With this document, if you decide to work at a school, you can successfully find a job.
Tamara Anatolyevna Korosteleva - teacher of the Russian language and literature of the municipal educational institution "Sosnovskaya secondary school No. 2" in the village of Sosnovka, Tambov region. Pedagogical experience 15 years.
"Pedagogical technologies plus creativity" is the motto of her professional activity. Tamara Anatolyevna invites you to your site!
"Why am I a teacher of Russian language and literature?"
P I consider the profession of a teacher to be the most important in the world. Teaching is an art, work no less creative than the work of a writer and composer, but more difficult and responsible. The teacher addresses the human soul not through music, like a composer, not with the help of colors, like an artist, but directly. He educates with his personality, his knowledge and love, his attitude to the world.
D.S. Likhachev
According to the exact remark of the poet M. Voloshin, "everyone is born twice", the second time, when "the heart burns and trembles." We are born a second time when we choose our profession, which determines our path in life.
Who to be? This question arises sooner or later before each person. One becomes a poet or a musician, another a physicist, a third a doctor, and I always wanted to be a teacher.
It is hardly possible to find the name of a person’s profession that would sound as beautiful, proud, soulful, warm and sincere as the word teacher. In this concept, the people have invested a deep meaning and a large, diverse meaning, which is fully consistent with the enormous tasks facing those who are called by this word.
Teacher, educator, mentor - this is not a profession, but rather a vocation. After all, not everyone can become a brilliant artist, a great musician or actor. Not everyone can become a real teacher.
I was lucky to “walk the road of knowledge” next to such a teacher. As if yesterday was the first lesson of the Russian language in the fifth grade. The lesson is bright, unusual. The teacher captivated us with her charm, high skill and love for her subject, even restless boys listened with their mouths open.
At that time, I persistently tried to determine - why is it much easier and more interesting for me at the lessons of Lyubov Dmitrievna Epikhina than at others? Probably, already then, somewhere at the subconscious level, I wanted to be like my beloved teacher. I remember with trepidation how, for the holiday, I diligently drew a postcard all evening, how timidly the next day I put poems of my own composition on the teacher's table.
I have always been struck by her optimism. And how pleasant it is to look at her: modest, slender, tastefully dressed, energetic, with a kind smile on her face. True, true, she was never dull or unfriendly. By nature, spontaneous, she, for example, not knowing how to restrain herself, was the first to laugh at her own successful joke, and this melodic laughter of her sounded in the classroom for a long time.
I always wanted to be like my favorite teacher. Now I understand: the good seed has found fertile soil. And there were no thoughts when choosing a profession - I will be a teacher.
Years passed unnoticed. Curious fifth-graders have turned into adults and beautiful young people, but their eyes also shine when they meet Lyubov Dmitrievna, a teacher who continues to share the kindness of his soul with today's students, teaches to believe in himself, knows how to captivate with his subject.
In 2007, having become the winner of the competition of the best teachers of the Russian Federation within the framework of the PNP "Education", she held a master class "Steps to the pinnacle of excellence" for teachers of the district, where she shared her experience in using modern educational technologies.
Among the invited guests is the Honored Teacher of the Russian Federation Lyubov Dmitrievna Epikhina - the person from whom my path to the profession of a teacher began. With my beloved teacher, to the accompaniment of the accordion, which I play myself, in a duet we performed a romance based on Sergei Yesenin's poems “Golden Grove Dissuaded”, which was so in tune with the autumn mood and leaf fall outside the window.
I chose the teaching profession with my heart many years ago and have never regretted it. Work makes me happy, and therefore I consider myself the happiest person in the world.
Every morning on my way to school, I walk the "greeting road" when all the children and adults I meet say hello and smile back. Is this not happiness?
I am a teacher of Russian language and literature. I understand that this is the most beautiful profession, but also the most difficult. I will have to give her all of myself - otherwise it was not worth it to start. After all, perhaps, in no profession is a person's personality, his character, beliefs, moral development, attitude towards people not as decisive as in the profession of a teacher. It is not enough to have only a teaching diploma. One must also master the greatest of the arts - the art of loving children.
The profession of a language teacher also attracts me with its humanity and nobility. It is very important for me that my students leave the lesson, not only having received a certain amount of knowledge, but also becoming at least a little kinder, fairer, better.
They say that we do not choose the roads, but they choose us. The idea is beautiful, but not always true. In any case, people choose the path of a teacher themselves. Unlike others, she does not promise anything other than that you will become a teacher.
I made my choice. Ahead of me is a life full of tension, joy, anxiety, sleepless nights and happiness. Happiness of constant movement forward, creativity and discovery. As the eastern wisdom says, "the road will be mastered by the walking one."
Not along the river, not through the forests -
Far from native fires -
You chose this path yourself
You and go on it.
The road lies - your heaven and hell,
Your source and your outcome.
And you must turn back
Or go ahead.
Your road is short
And her life is longer
But isn't it too high?
Mistakes at any cost.
And you're already glad to refuse
From your heavy worries.
But if you turn back
Who will go ahead.
On October 5, teachers around the world celebrate their professional holiday. The role of a teacher in the life of every person is difficult to overestimate. In honor of the holiday, we recall the 7 main Russian teachers.
Sylvester
A pious scribe, a fiery rhetorician, his "biting words", a diatribe delivered to the young Ivan the Terrible during a fire in 1547, had a strong influence on the king. The head of the Elected Rada, the author of messages and the editor of Domostroy is interesting for his instruction to his son Anfim (chapter 64 of Domostroy), which in essence is not so much a message, but a code of conduct for a young Muscovite, a collection of good fatherly advice on how to live and don't lose face. Some of the advice is still relevant today.
... And dress your household and keep it in abundance, love your wife and live with her in law according to the commandment of the Lord: on Sunday, and on Wednesday, and on Friday, and on the holidays of the Lord, and avoid intimacy during Lent, live virtuously, in fasting and in prayer and in repentance; life according to the law - for the glory of God and for the sake of the eternal kingdom, but God will condemn the fornicators and adulterers. ... And hold on, child, good people of all ranks and ranks, imitate their good deeds, listen to good words and fulfill them. Read the divine Scriptures often and put them into your heart for your benefit.
Simeon Polotsky
What did we know about verse and syllabic before him? Nothing. He was one of the most cultured and most educated people of his era. He graduated from the Kiev-Mohyla Academy, then converted from Catholicism to Orthodoxy, he would have lived as a modest scribe or deacon, but Alexei Mikhailovich appeared in Polotsk. Simeon with several monks presented him with the syllabic verse "Metra", which pleased the sovereign. And now Simeon is going to Moscow, and now he is already a court poet and educator of the royal children Fyodor and Sophia. In addition, he teaches at two fraternal schools, arranges an uncensored printing house in the Kremlin, where he publishes many books. Here are textbooks, and theological literature, and his verses. He writes a lot and with taste, he is the first professional writer in Muscovy, he composes "school dramas" - prototypes of future dramatic plays, panegyrics, creates wonderful and amazing books "Multicolor Vertograd" and "Rhymologion".
But this is only a small part of his activities. Simeon takes part in church reforms, he is an active participant in disputes and polemics, he is a teacher, a teacher of Latin, but above all, he is a poet. His poetry is ornamental and flowery, figurative and verbose, it is a bright rosette in the window of a baroque cathedral, the cathedral of world literature.
V.A. Zhukovsky
Not only the son of a Turkish woman Salkha and landowner Afanasy Bunin, but also a close friend of A.S. Pushkin, a poet, translator of Schiller, Moore, Byron, Homer, a member of the People's Militia in Patriotic War 1812, the author of the hymn "God Save the Tsar", but also a mystic, and the author of gloomy ballads, as well as a mentor - educator of the heir to the throne, the future Tsar Alexander II.
He begins his career at court as a reader under the widow of Paul the First, then becomes a teacher of the Russian language under the Grand Duke Nicholas (future Nicholas the First). He is associated with the Court for many years of service from 1817 to 1841. He was a humanist and in the same vein led the upbringing of the heir. Earlier, he redeemed Taras Shevchenko from serfdom and set his peasants free (1822). This act had a huge impact on the future Emperor Alexander II, whom the people later called the Liberator for the abolition of serfdom in the Russian Empire.
MM. Speransky
In our time, can a gifted and talented rural school teacher or freelance tutor make an absolutely incredible, fantastic career in just a few years? Probably not, although there are exceptions to any rule. Whether it matters or not, he chose his last name himself when he enrolled as a student at the Vladimir Seminary.
Speransky, from the Latin spero - to hope, that is, budding. For four years, this natural science teacher made an incredible rise precisely thanks to his mind and talent. From a simple teacher, house secretary, he turns into a state councilor, lawmaker, reformer, whose advice the sovereign himself listens to.
So what did Speransky do?
1. Codifier - he streamlined Russian legislation: codes, codes, educational books. He has been preparing for this job all his life. This was and became his main and main business.
2. Reformer - a project of state political reform.
3. Judge - the establishment of the supreme court over the Decembrists. He presented to Nicholas I a draft trial of the Decembrists and on June 1, 1826. A manifesto on the establishment of the Supreme Criminal Court was published. Speransky, on the other hand, wrote a rescript on behalf of the tsar on the procedure for conducting the affairs of the Decembrists. Being a moderate reformer and a supporter of gradual reforms, now Speransky was forced to judge the revolutionary reformers. Did Speransky experience pangs of conscience? Yes. But the deed was done. It was Speransky who wrote the sentences against the Decembrists.
K.D.Ushinsky
Is it possible to teach without educating and educate without teaching? How and what to teach the younger generations? What are the main goals and objectives of education? - these are the questions that Ushinsky tried to answer. In the conditions of a strong educational vacuum, Ushinsky's ideas turned out to be innovative -
- not teachers pave the way to education, but above all, the people themselves and their best representatives.
Philosophical and psychological knowledge, those
sciences, where the bodily and spiritual nature of a person is studied not in "dreamy", but in practical skills. It is necessary to penetrate, first of all, into the psychological, physiological and social nature of a person, since it is there that great opportunities for education are contained. In other words, a psychological approach to the human student.
Ushinsky argued that the basic law of children's nature is that the child requires activity incessantly and gets tired not of activity, but of its uniformity and monotony.
I.N. Ulyanov
Ilya Nikolaevich Ulyanov (Ulyaninov, he changed his surname to a more pronounceable one), became famous not so much for his activities as for his sons Sasha and Volodya, who ignited the fire of the world revolution (but now not about them), was an important person. He began his career as a simple teacher mathematician, later rising to the rank of superintendent, and then the director of public schools. He died at work from a cerebral hemorrhage. Ilya Nikolaevich was 54 years old. The essence of the director's position was to supervise the execution of the educational part in all the public schools of the province, in fact, he was the chief "head teacher" of the province, all reports on the work and performance of their duties as ordinary teachers and inspectors converged to him. Thanks to his energy and perseverance, 150 school buildings were built and the number of students doubled (from 10,000 to 20). He was a supporter of equal education for all, regardless of gender, age, income level and nationality. He opened the first Chuvash school in Simbirsk, created the first schools in the province for the Mordovian population and the first secular schools for the Tatars.
N.I. Lobachevsky
Six-time rector of Kazan University, professor, the first textbooks he published were convicted of using and promoting metric system measures. Just think, how could he, an ordinary professor, encroach on Euclid's Elements themselves? How could he refute the irrefutable - Euclid's axiom of parallelism, the unshakable fifth postulate? However, Lobachevsky refuted it, calling Euclid's axiom of parallelism an "arbitrary constraint". According to Lobachevsky, this is too strict a requirement, significantly limiting the possibilities of a theory that describes the properties of space. He proposes another axiom: in the plane, through a point not lying on a given line, there passes more than one line that does not intersect the given one.
Lobachevsky also developed completely new trigonometry of non-Euclidean space and differential geometry with the calculation of lengths, volumes, areas. Unfortunately, contemporaries could not adequately appreciate the work of the scientist. His "Principles of Geometry" (1832) received a negative review and was in fact ridiculed. He did not live to see his confession. But this does not mean that his works have been forgotten. Recognition came to the scientist a few years after his death, his ideas were continued in the works of such mathematicians as Klein, Beltrami and Poincaré. The realization that Lobachevsky's geometry is not an antagonism, but an alternative to Euclid's geometry gave impetus to powerful new discoveries and research in mathematics and physics.
Natalia Levashova
On October 5, more than a hundred countries celebrate World Teachers' Day. On this day, it is customary to congratulate all those who work in the field of education. For Russia, this is a special holiday, because our teachers are known all over the world!
Sylvester
Pop Sylvester taught the young Ivan the Terrible and became the editor of Domostroy. Photo: commons.wikimedia.org
Archpriest Sylvester, who lived in the 16th century, was not a teacher in the modern sense of the word, since there were no schools in Russia at that time, but he went down in history as an outstanding teacher. The priest received a good education and had a large library. He passed on his knowledge to the tsar himself - the young Ivan the Terrible! It is known that Sylvester made a great contribution to the education of the king. True, after some time a quarrel broke out between the priest and Ivan the Terrible: the tsar was weary of Sylvester's excessive guardianship and began to call him "an ignorant priest", and then exiled him to the Solovetsky Monastery, where he died.
Contemporaries call Sylvester the first teacher of etiquette: while still at the disposal of the king, he became the editor of Domostroy, the famous set of rules in all areas of human life, from the family system to religion. Among the chapters of the book were "How to live a man within his means", "How children to honor and protect their father and mother and obey them and comfort them in everything", "How to keep order at home and what to do if you have to ask people for something or people for their own give" and others.
“In this book you will find a charter on house building, how to teach a wife and children and servants, and how to collect any stock - grain, and meat, and fish, and vegetables, and about housekeeping, especially in difficult cases,” it is written in preface to "Domostroy". Further, Sylvester analyzed in detail each area of \u200b\u200blife. So, the priest taught at the entrance to the room “to blow your nose”, take off your hat, wipe dirty nails, pray and knock on the door. The husband should work and be industrious, the wife should obey him and do housework, and the children should respect and honor their parents. Sylvester further explained that everyone should have smart clothes designed for public holidays. At the end of the book, the author wrote how to store and prepare different vegetables.
"Domostroy" is not just a medieval textbook. From the book you can get detailed information about life and social structure in Russia.
Vasily Zhukovsky
Zhukovsky was a court teacher for a long time. Photo: commons.wikimedia.org
Vasily Zhukovsky is known not only as great poet and friend of Pushkin, but also as a home teacher royal family. He was the teacher of the heir to the throne, Alexander Nikolaevich - the future Emperor Alexander II. Zhukovsky personally developed a 12-year training plan, which included lessons in the Russian language, history, geography, morality and other disciplines. In the education of the Grand Duke, the poet achieved great success and was generously rewarded for his labors.
And if Alexander II was grateful to his mentor all his life, then Grand Duchess Alexandra Feodorovna, who was also a student of Zhukovsky, did not appreciate his pedagogical talent. In her memoirs, the wife of Nicholas I, a German by birth, wrote that Zhukovsky was a wonderful poet, but not the best teacher, which made the Russian language difficult for her. “He was a man too poetic to be a good teacher,” the empress wrote. - Instead of poring over the study of grammar, any single word gave birth to an idea, the idea forced to look for a poem, and the poem served as a subject for conversation; this is how the lessons went. Despite my passionate desire to learn Russian, I did not understand it well.”
In 1841, Zhukovsky ceased to be a court teacher and took up the education of his own children, Alexandra and Pavel.
Konstantin Ushinsky
Ushinsky developed the foundations of scientific pedagogy. Photo: commons.wikimedia.org
Konstantin Ushinsky became the founder of scientific pedagogy in Russia. In the middle of the 19th century, he moved from Moscow to St. Petersburg and received a position as a teacher of Russian literature at the Gatchina Orphan Institute. Within the walls of the institution, Ushinsky discovered a large library with books on pedagogy. The literature he read had a strong influence on the young teacher, and he became the author of the Journal for Education, where he published his articles on the reorganization of the educational system in the country.
In his publications, Ushinsky advocated democratization public education. The teacher paid special attention to primary education. Ushinsky believed that in the learning process there should be an element of the game, and the teachers themselves should not get hung up on their subjects, but also engage in raising children. The lesson, Ushinsky wrote, is the main form of the unity of upbringing, education and development. He developed a number of methods - repetition of educational material, the formation of general ideas and concepts in children based on visual material and the development of thinking and speech in children. Some conservatives called the teacher a freethinker, but Ushinsky did not stop developing his theory that not only parents, but also teachers should educate schoolchildren.
Later, he went to work at the Smolny Institute for Noble Maidens, where he opened a class for the training of educators. According to the memoirs of contemporaries, Ushinsky examined the students in no time: he formulated his questions clearly and clearly, and the level of their knowledge was immediately clear from the answers of the girls. “Pedagogy is not a science, but an art - the most extensive, complex, highest and most necessary of all the arts,” said Ushinsky. “It aspires to an ideal that is always attainable and never completely unattainable: the ideal of the perfect man.”
Lev Tolstoy
Tolstoy opened a school for peasant children. Photo: www.globallookpress.com
The writer Leo Tolstoy was always concerned about the problems of raising and educating children. In 1859 he opened his own school for peasant children in Yasnaya Polyana. It was located in an outbuilding next to Tolstoy's house.
The school taught for 12 various subjects- arithmetic, reading, geography, drawing, singing and others. The writer himself taught mainly mathematics, physics and history. Lessons started at 8-9 am and lasted until 3-4 pm with a break for lunch. The order in the educational institution was quite loyal: no one punished for absenteeism, they did not scold for poor progress, there were no homework at all, and in the class everyone could sit in any place. “Education in practice and in a book cannot be forced and should bring pleasure to students,” Tolstoy explained. “The surest sign of the reality and fidelity of the path of education is the pleasure with which it is perceived.”
In the hours free from lessons, Tolstoy went for walks with the children: in the summer they all gathered mushrooms in the forest, and in the winter the writer taught schoolchildren to skate. The children loved the teacher very much, who gave them all his time. “We had fun at school, we were eager to study,” one of Tolstoy’s students, Vasily Morozov, later recalled. “But Lev Nikolaevich worked with us even more willingly than we did. He worked so hard that he often went without breakfast. He demanded from us cleanliness, thrift for educational things. He liked to have his question answered with the truth, without ulterior motives. Our order was exemplary!”
The warm attitude of the students to Tolstoy as a teacher can also be judged by the drawing made by one of the students that has survived to this day. On it, the child depicted how two guys compete in tug of war, and a teacher stands nearby and supports them. Nearby, the author of the drawing signed: "Dear man Lev Nikolaevich."
Nadezhda Krupskaya
Krupskaya was a home teacher. Photo: Public Domain
Before becoming a faithful companion and wife of Vladimir Lenin, Krupskaya was engaged in teaching. After graduating from high school, she received the title of home teacher and gave mathematics lessons. Later, when Krupskaya studied Marxist ideas and imbued with their spirit, she went to work in an evening school for workers. There, Krupskaya taught the proletariat to count and write, and actively promoted Marxism among the working people.
At the same time, she continued to engage in education for children. Krupskaya stated that the school should "educate a new person", and work and knowledge should become inseparable. She worked on the organization of the proletarian youth movement, the Komsomol and the pioneers. It was Krupskaya who first made a speech that schools should be secular, and teaching in them should be patriotic and international.
Previously, this state standard had the number 032900
(according to the Classifier of areas and specialties of higher professional education) MINISTRY OF EDUCATION OF THE RUSSIAN FEDERATION APPROVE Deputy Minister of Education of the Russian Federation V.D. Shadrikov 14____04______ 2000 State registration number
367 ped/sp__
STATE EDUCATIONAL
STANDARD
HIGHER PROFESSIONAL EDUCATION
Specialty 032900 Russian language and literature
Qualification teacher of Russian language and literature
Entered from the moment of approval
Moscow 2000
1. GENERAL CHARACTERISTICS
The specialty was approved by order of the Ministry of Education of the Russian Federation No. 686 dated March 2, 2000.1.2.Graduate qualification - teacher of Russian language and literature.
Normative term for mastering the main educational program for preparing a teacher of the Russian language and literature in the specialty 032900 Russian language and literature in full-time education 5 years.
1.3.Qualification characteristics of a graduate
A graduate who has received the qualification of a teacher of the Russian language and literature must be ready to train and educate students, taking into account the specifics of the subject being taught; promote socialization, the formation of a common culture of the individual, a conscious choice and the subsequent development of professional educational programs; use a variety of techniques, methods and teaching aids; ensure the level of training of students that meets the requirements of the state educational standard; be aware of the need to respect the rights and freedoms of students provided for by the Law of the Russian Federation "On Education", the Convention on the Rights of the Child, systematically improve their professional skills, be ready to participate in the activities of methodological associations and other forms of methodological work, communicate with parents (persons, their substitutes), comply with the rules and regulations of labor protection, safety and fire protection, ensure the protection of life and health of students in the educational process.
A graduate who has received the qualification of a teacher of the Russian language and literature must know the Constitution of the Russian Federation; laws of the Russian Federation, decisions of the Government of the Russian Federation and educational authorities on education issues; the Convention on the Rights of the Child; fundamentals of general theoretical disciplines in the amount necessary to solve pedagogical, scientific, methodological, organizational and managerial tasks; pedagogy, psychology, developmental physiology, school hygiene, methods of teaching the subject and educational work; programs and textbooks; requirements for equipping and equipping classrooms and utility rooms; teaching aids and their didactic possibilities; main directions and prospects for the development of education and pedagogical science; fundamentals of law, scientific organization of labor; rules and regulations of labor protection, safety and fire protection.
The graduate is prepared to work in educational institutions of various types. The types of professional activity of a specialist are:
teaching,
scientific and methodological,
socio-pedagogical,
educational,
cultural and educational,
correctional development,
managerial.
Opportunities to continue the education of a graduate - a teacher of the Russian language and literature, who has mastered the main educational program of higher professional educationThe graduate is prepared to continue education in graduate school.
2. REQUIREMENTS FOR THE LEVEL OF PREPARATION OF THE APPLICANT
The previous level of education of the applicant is secondary (complete) general education. The applicant must have a state document on secondary (complete) general education or secondary vocational education, or primary vocational education, if it contains a record of the bearer receiving secondary (complete) general education, or higher vocational education.3. GENERAL REQUIREMENTS FOR THE BASIC EDUCATIONAL PROGRAM
PREPARATIONS
GSE cycle - general humanitarian and socio-economic disciplines;
the EN cycle - general mathematical and natural sciences;
OPD cycle - general professional disciplines;
DPP cycle - disciplines of subject training;
FTD - electives.
The content of the national-regional component of the main educational program for the training of a teacher of the Russian language and literature should ensure the preparation of a graduate in accordance with the qualification characteristic established by this state educational standard.teachers of Russian language and literature
SPECIALTIES 032900 Russian Language and Literature|
Name of disciplines and their main sections |
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General humanitarian and socio-economic disciplines |
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Federal component |
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The specifics of articulation of sounds, intonation, accentuation and rhythm of neutral speech in the target language; the main features of the full style of pronunciation, characteristic of the sphere of professional communication; transcription reading. Lexical minimum in the amount of 4000 educational lexical units of a general and terminological nature. The concept of differentiation of vocabulary by areas of application (household, terminological, general scientific, official, and others). The concept of free and stable phrases, phraseological units. The concept of the main ways of word formation. Grammar skills that provide communication of a general nature without distorting the meaning in written and oral communication; the main grammatical phenomena characteristic of professional speech. The concept of everyday literary, official business, scientific styles, the style of fiction. The main features of the scientific style. Culture and traditions of the countries of the studied language, rules of speech etiquette. speaking. Dialogical and monologue speech using the most common and relatively simple lexical and grammatical means in the main communicative situations of informal and official communication. Fundamentals of public speech (oral communication, report). Listening. Understanding dialogic and monologue speech in the field of everyday and professional communication. Reading. Types of texts: simple pragmatic texts and texts on a wide and narrow profile of the specialty. Letter. Types of speech works: abstract, abstract, theses, messages, private letter, business letter, biography. |
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Physical Culture Physical culture in the general cultural and professional training of students. Its socio-biological foundations. Physical culture and sport as social phenomena of society. Legislation of the Russian Federation on physical culture and sports. Physical culture of personality. Fundamentals of a student's healthy lifestyle. Features of the use of means of physical culture to optimize performance. General physical and special training in the system of physical education. Sport. Individual choice of sports or exercise systems. Professional-applied physical training of students. Fundamentals of methods of self-study and self-control over the state of your body. |
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National history Essence, forms, functions of historical knowledge. Methods and sources of the study of history. The concept and classification of a historical source. Domestic historiography in the past and present: general and special. Methodology and theory of historical science. The history of Russia is an integral part of world history. Ancient heritage in the era of the Great Migration of Nations. The problem of the ethnogenesis of the Eastern Slavs. The main stages of the formation of statehood. Ancient Russia and nomads. Byzantine-Old Russian connections. Features of the social structure of Ancient Russia. Ethno-cultural and socio-political processes of the formation of Russian statehood. Acceptance of Christianity. The spread of Islam. The evolution of East Slavic statehood in X I-XII centuries Socio-political changes in the Russian lands in XIII-XV centuries Russia and the Horde: problems of mutual influence.Russia and the medieval states of Europe and Asia. The specifics of the formation of a single Russian state. Rise of Moscow. Formation of the class system of organization of society. Reforms of Peter I . Age of Catherine. Prerequisites and features of the formation of Russian absolutism. Discussions about the genesis of autocracy.Features and milestones economic development Russia. The evolution of forms of land ownership. The structure of feudal landownership. Serfdom in Russia. Manufacturing and industrial production. Formation of an industrial society in Russia: general and special. Social thought and features of the social movement in Russia XIX in. Reforms and reformers in Russia. Russian culture XIX century and its contribution to world culture.The role of the twentieth century in world history. Globalization of social processes. The problem of economic growth and modernization. Revolutions and reforms. Social transformation of society. The clash of tendencies of internationalism and nationalism, integration and separatism, democracy and authoritarianism. Russia at the beginning of the 20th century The objective need for the industrial modernization of Russia. Russian reforms in the context of global development at the beginning of the century. Political parties in Russia: genesis, classification, programs, tactics. Russia in the conditions of world war and national crisis. Revolution of 1917 Civil war and intervention, their results and consequences. Russian emigration. Socio-economic development of the country in the 20s. NEP. Formation of a one-party political regime. Education of the USSR. Cultural life of the country in the 20s. Foreign policy. The course towards building socialism in one country and its consequences. Socio-economic transformations in the 30s. Strengthening the regime of Stalin's personal power. resistance to Stalinism. USSR on the eve and in the initial period of the Second World War. The Great Patriotic War. Socio-economic development, socio-political life, culture, foreign policy USSR in the postwar years. Cold War. Attempts to implement political and economic reforms. Scientific and technological revolution and its influence on the course of social development. USSR in the mid-60s-80s: the growth of crisis phenomena. Soviet Union in 1985-1991 Perestroika. 1991 coup attempt and failure. The collapse of the USSR. Belavezha agreements. October events of 1993 Formation of the new Russian statehood (1993-1999). Russia on the Way of Radical Socio-Economic Modernization. Culture in modern Russia. Foreign policy activity in the new geopolitical situation. |
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Culturology Structure and composition of modern cultural knowledge. Culturology and philosophy of culture, sociology of culture, cultural anthropology. Culturology and history of culture. Theoretical and applied cultural studies. Methods of cultural research. Basic concepts of cultural studies: culture, civilization, morphology of culture, functions of culture, subject of culture, cultural genesis, dynamics of culture, language and symbols of culture, cultural codes, intercultural communications, cultural values and norms, cultural traditions, cultural picture of the world, social institutions of culture, cultural self-identity, cultural modernization. Typology of cultures. Ethnic and national, elite and mass culture. Eastern and Western types of cultures. Specific and “middle” cultures. local cultures. The place and role of Russia in world culture. Tendencies of cultural universalization in the world modern process. Culture and nature. Culture and Society. Culture and global problems of our time. Culture and personality. Enculturation and socialization. |
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Political science Object, subject and method of political science. Functions of political science. Political life and power relations. The role and place of politics in the life of modern societies. Social functions of politics. History of political doctrines. Russian political tradition: origins, socio-cultural foundations, historical dynamics. Modern political science schools.Civil society, its origin and features. Features of formation civil society in Russia.Institutional aspects of politics. Political power. Political system. Political regimes, political parties, electoral systems. Political relations and processes. Political conflicts and ways to resolve them. political technologies. Political management. Political modernization. Political organizations and movements. political elites. political leadership. Sociocultural aspects of politics. world politics and international relationships. Features of the world political process. National-state interests of Russia in the new geopolitical situation.Methodology of cognition of political reality. Paradigms of political knowledge. Expert political knowledge; political analytics and forecasting. |
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Jurisprudence State and law. Their role in society. Rule of law and normative-legal acts. The main legal systems of modernity. International law as a special system of law. Sources of Russian law. Law and regulations. The system of Russian law. Branches of law. Offense and legal responsibility. The value of law and order in modern society. Constitutional state. The Constitution of the Russian Federation is the fundamental law of the state. Features of the federal structure of Russia. Organ system state power In Russian federation. The concept of civil law. Individuals and legal entities. Property rights. Obligations in civil law and responsibility for their violation. Inheritance law. Marriage and family relations. Mutual rights and obligations of spouses, parents and children. Family law liability. Employment contract (contract). Labor discipline and responsibility for its violation. Administrative offenses and administrative responsibility. The concept of crime. Criminal liability for committing crimes. Environmental law. Features of legal regulation of future professional activity. Legal basis for the protection of state secrets. Legislative and normative-legal acts in the field of information protection and state secrets. |
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Sociology Prehistory and socio-philosophical premises of sociology as a science . Sociological project of O. Kont. Classical sociological theories. Modern sociological theories. Russian sociological thought.Society and social institutions. World system and processes of globalization. Social groups and communities. Types of communities. community and personality. Small groups and collectives. social organization. social movements. Social inequality, stratification and social mobility. The concept of social status. Social interaction and social relations. Public opinion as an institution of civil society. Culture as a factor of social change. The interaction of the economy, social relations and culture.Personality as a social type. Social control and deviation. Personality as an active subject. social change. Social revolutions and reforms. The concept of social progress. Formation of the world system. Russia's place in the world community.Methods of sociological research. |
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Philosophy The subject of philosophy. Place and role of philosophy in culture. The formation of philosophy. Main directions, schools of philosophy and stages of its historical development. The structure of philosophical knowledge. The doctrine of being. Monistic and pluralistic concepts of being, self-organization of being. The concepts of material and ideal. Space, time. Movement and development, dialectics. Determinism and indeterminism. Dynamic and statistical regularities. Scientific, philosophical and religious pictures of the world. Man, society, culture. Human and nature. Society and its structure. Civil society and the state. Man in the system of social relations. Man and the historical process: personality and masses, freedom and necessity. Formational and civilizational concepts of social development. The meaning of human existence. Violence and non-violence. Freedom and responsibility. Morality, justice, law. Moral values. Ideas about the perfect person in different cultures. Aesthetic values and their role in human life. Religious values and freedom of conscience. Consciousness and knowledge. Consciousness, self-consciousness and personality. Knowledge, creativity, practice. Faith and knowledge. Understanding and explanation. Rational and irrational in cognitive activity. The problem of truth. Reality, thinking, logic and language. Scientific and non-scientific knowledge. Scientific criteria. The structure of scientific knowledge, its methods and forms. Growth scientific knowledge. Scientific revolutions and changes in the types of rationality. Science and technology. The future of humanity. Global problems modernity. Interaction of civilizations and future scenarios. |
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Economy Introduction to economic theory. Good. Needs, resources. economic choice. Economic relations. Economic systems. The main stages in the development of economic theory. Methods of economic theory. Microeconomics. Market. Supply and demand. Consumer preferences and marginal utility. demand factors. Individual and market demand. The income effect and the substitution effect. Elasticity. The offer and its factors. Law of diminishing marginal productivity. scale effect. Types of costs. Firm. Revenue and profit. The principle of profit maximization. Proposal of a perfectly competitive firm and industry. Efficiency competitive markets. market power. Monopoly. Monopolistic competition. Oligopoly. Antimonopoly regulation. Demand for factors of production. Labor market. Demand and supply of labor. Wages and employment. capital market. Interest rate and investment. Land market. Rent. General balance and well-being. Distribution of income. Inequality. Externalities and public goods. The role of the state.Macroeconomics. The national economy as a whole. Circulation of income and products. GDP and how to measure it. national income. disposable personal income. Price indices. Unemployment and its forms. Inflation and its types. Economic cycles. macroeconomic equilibrium. Aggregate demand and aggregate supply. stabilization policy. Equilibrium in the commodity market. consumption and savings. Investments. Government spending and taxes. Multiplier effect. Fiscal policy. Money and their functions. balance on money market. Money multiplier. Banking system. Money-credit policy. Economic growth and development. International economic relations. Foreign trade and trade policy. Payment balance. Exchange rate.Features of the transitional economy of Russia. Privatization. Forms of ownership. Entrepreneurship. Shadow economy. Labor market. Distribution and income. Transformations in the social sphere. Structural shifts in the economy. Formation of an open economy. |
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Disciplines and courses of the student's choice, established by the university |
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General mathematical and natural science disciplines |
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Federal component |
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Mathematics and Computer Science Axiomatic method, basic mathematical structures, compound structures, probability and statistics, mathematical models, algorithms and programming languages, standard professional software. |
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Concepts of modern natural science Natural science and humanitarian culture; scientific method; history of natural sciences; panorama of modern natural science; development trends; corpuscular and continuum concepts of nature description; order and disorder in nature; chaos; structural levels of matter organization; micro-, macro- and mega-worlds; space, time; principles of relativity; symmetry principles; conservation laws; interaction; short-range action, long-range action; condition; principles of superposition, uncertainty, complementarity; dynamic and statistical regularities in nature; laws of conservation of energy in macroscopic processes; the principle of increasing entropy; chemical processes, reactivity of substances; internal structure and the history of the geological development of the earth; modern concepts of the development of geospheric shells; the lithosphere as the abiotic basis of life; ecological functions of the lithosphere: resource, geodynamic, geophysical and geochemical; geographic envelope of the Earth; features of the biological level of the organization of matter; principles of evolution, reproduction and development of living systems; the diversity of living organisms is the basis for the organization and stability of the biosphere; genetics and evolution; human: physiology, health, emotions, creativity; performance; bioethics, man, biosphere and cosmic cycles: noosphere, irreversibility of time, self-organization in animate and inanimate nature; principles of universal evolutionism; path to a unified culture. |
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Technical and audiovisual learning aids Audiovisual information: nature, sources, converters, carriers. Audiovisual culture: history, concepts, structure, functioning. Psychophysiological bases of human perception of audiovisual information. Audiovisual technologies: photography and photography; optical projection (static and dynamic), sound recording (analogue and digital); television and video recording (analogue and digital); computers and multimedia. Audiovisual learning technologies: typology of audio, video, computer teaching aids; typology of educational videos; bank of audio, video, computer materials; didactic principles of constructing audio, video, computer teaching aids. Interactive learning technologies. |
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National-regional (university) component |
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General professional disciplines |
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Federal component |
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Psychology General psychology. Psychology as a science. Subject, tasks, methods and structure of modern psychology. Methodology of psychology. The problem of man in psychology. Man - individual - personality - individuality - subject. The human psyche as a subject of systematic research. The problem and nature of the psychic. General concept of personality. The main factors and mechanisms of personality development. The life path of the individual. Basic psychological theories of personality. Orientation and its psychological manifestations. Needs. Motivation. Activities: structure, types, characteristics. Activity approach and general psychological theory of activity. Systemogenesis of activity. Communication: functions, means, structure, psychological characteristics. cognitive sphere. Sensory-perceptual processes. Types, properties, patterns of sensations. Characteristics, properties, features of perception. Processes, types, types, qualities, patterns of memory. Types, processes, forms, properties of thinking. Thinking and speech. Types, functions, characteristics of speech. Types, functions, properties, nature of imagination. Essence, types, characteristics of attention. Emotions, feelings, will. Temperament. Character. Motivation and character. Abilities: definition, structure, types, origin, characteristics, mechanisms. experimental psychology . The subject of experimental psychology. Scientific research: principles, structure, types, stages, directions, types. Validity. scientific problem. Hypotheses: types, types, content. General scientific research methods. Psychological experiment. Psychological dimension. Psychological testing. Test norms. Research results: interpretation, presentation. Ethical principles of human research.Age-related psychology. Subject, tasks and methods of developmental psychology. Socio-historical nature of childhood. Biogenetic and sociogenetic concepts, the theory of convergence of two factors. Psychoanalytic theories of child development. Epigenetic theory of personality development. Genetic epistemology: the doctrine of the intellectual development of the child. Cultural and historical concept. Conditions, sources and driving forces of mental development. The problem of age and age periodization of mental development. Crises in the mental development of the child. The social situation of development. Leading activity. Major innovations. Neonatal crisis. Infancy. Revitalization complex. Crisis of one year. Early childhood. The development of subject-tool activity. Crisis of three years. Game activity. Egocentrism of children's thinking. The development of behavioral motives and the formation of self-awareness in preschool age. Emotional sphere of a preschooler. Crisis of seven years. Psychological readiness to schooling. Junior school age. Educational activity. Teenage years. Feeling of adulthood. Communication problems in adolescence. Self-awareness of adolescents. The need for self-assertion. theoretical thinking. Youth period . Early youth. Formation of the worldview. Choice of profession. The problem of youthful self-determination. stage of adulthood. Problems of acmeology. Crises at the stage of adulthood. Age and problems of the meaning of life. Elderly age. Old age as a social and psychological problem. The life path of the individual.Social Psychology. Thing social psychology. Theoretical and applied tasks of social psychology. Communication and activity. The structure of communication. Communication is the exchange of information. Speech as a means of communication. Non-verbal communication. Communication as interaction. Communication is the way people get to know each other. social perception. causal attribution. interpersonal attraction. Group as a socio-psychological phenomenon. Large social groups. Spontaneous groups and mass movements. Small groups. The phenomenon of group pressure. conformity phenomenon. Group cohesion. Leadership and leadership. Leadership style. Making a group decision. The effectiveness of the small group. Stages and levels of group development. The phenomenon of intergroup interaction. Ethnopsychology. Personality problems in social psychology. Socialization. Social attitude and real behavior. Interpersonal conflict. Pedagogical psychology. Educational psychology in the system psychological science and human knowledge. The subject and tasks of pedagogical psychology. Psychological essence and structure of the learning process. The problem of the relationship between training and development. Topical issues and difficulties of developmental education. General and private learning goals. Levels of possible learning and their psychological conditionality. Psychological essence of programmed learning. Psychological issues computerization and informatization of the educational process. Psychological essence and organization problem learning, stages of its course. Gradual formation of mental actions. Psychological problems of school marks and evaluation. Psychological causes of school failure. Teaching motivation. The psychological essence of education, its criteria. Education as a path to consciousness and meaning. Psychological essence and specificity of pedagogical activity, its components, functions and forms. The concept of styles of pedagogical activity. Psychology of the teacher's personality. Problems of professional and psychological competence and professional and personal growth. |
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Pedagogy Introduction to pedagogical activity. General characteristics of the teaching profession. Professional activity and personality of the teacher. General and professional culture of the teacher. Requirements of the state educational standard for the personality and professional competence of the teacher. Professional and personal formation and development of the teacher.General foundations of pedagogy. Pedagogy as a science, its object. The categorical apparatus of pedagogy: education, upbringing, training, self-education, socialization, pedagogical activity, pedagogical interaction, pedagogical system, educational process. Education as a social phenomenon and pedagogical process. Education as a purposeful process of education and training in the interests of a person, society and the state. The relationship of pedagogical science and practice. Communication of pedagogy with other sciences. The concept of “methodology of pedagogical science”. Methodological culture of the teacher. Scientific research in pedagogy, its main characteristics. Methods and logic of pedagogical research. Theory of learning. Essence, driving forces, contradictions and logic of the educational process. Patterns and principles of learning. Analysis of modern didactic concepts. The unity of the educational, upbringing and developmental functions of education. Problems of the integrity of the educational process. Bilateral and personal nature of learning. Unity of teaching and learning. Education as a collaboration between teacher and student. The content of education as the foundation of the basic culture of the individual. State educational standard. Basic, variable and additional components of the content of education. Teaching methods. Modern models of organization of training. Typology and diversity of educational institutions. Author's schools. Innovative educational processes. Classification of teaching aids.Theory and methodology of education. The essence of education and its place in the integral structure of the educational process. Driving forces and logic of the educational process. Basic theories of education and personality development. Patterns and principles of education: personification, conformity to nature, cultural conformity, humanization, differentiation. National originality of education. The system of forms and methods of education. The concept of educational systems. Pedagogical interaction in education. The collective as an object and subject of education. Functions and main activities of the class teacher. Pedagogy of international communication. The purpose and objectives of educating a culture of interethnic communication. Education of patriotism and internationalism, religious tolerance, tolerance.History of education and pedagogical thought. The history of education and pedagogical thought as a field of scientific knowledge. School business and the emergence of pedagogical thought in the early stages of human development. Education and school in the ancient world. Upbringing and education in the Middle Ages. Education and pedagogical thought in the Renaissance. Education and training in Kievan Rus and the Russian state (before XVIII century). Education and pedagogical thought in Western Europe and the USA in XIX century (until the 1980s). School and Pedagogy in Russia until the 1990s. XIX century. Foreign pedagogy and school at the end XIX century. School and pedagogy in Russia at the end XIX and the beginning of the twentieth century. (until 1917). Foreign school and pedagogy in the period between the first and second world wars. The development of school and pedagogy in Russia after the October Revolution (1917). Education and pedagogical thought in Russia after the Second World War. Leading trends modern development world educational process.Social Pedagogy. Social education and socialization of personality Essence, principles, values, mechanisms and factors of social education. Interaction in social education. Vital activity of social education institutions. The family as a subject of pedagogical interaction and the socio-cultural environment for the upbringing and development of the child. Providing individual assistance in various educational institutions. Correctional pedagogy with the basics of special psychology. Subject, objectives, principles, categories, main scientific theories correctional pedagogy. Norm and deviation in the physical, psychological, intellectual and motor development of a person. Primary and secondary defect. Combined disorders, their causes. Prevention, diagnosis, correction of deficiencies personal development children. Deviant behavior of children. The system of consultative-diagnostic, correctional-pedagogical, rehabilitation work. Pedagogical technologies. The concept of pedagogical technologies, their conditionality by the nature of pedagogical tasks. Types of pedagogical tasks: strategic, tactical, operational. Design and the process of solving pedagogical problems. Reproductive, productive, algorithmic pedagogical technologies. Technology of pedagogical regulation and correction of the educational process. Educational process control technology.Control educational systems. The concept of management and pedagogical management. State-public education management system. The main functions of pedagogical management: pedagogical analysis, goal setting, planning, organization, regulation and control. Principles of management of pedagogical systems. School as a pedagogical system and an object of management. Management Services. Leadership culture. Interaction of social institutions in the management of educational systems. Advanced training and certification of school employees .Psychological and pedagogical workshop. Solving psychological and pedagogical problems, designing various forms of psychological and pedagogical activity, modeling educational and pedagogical situations. Psychological and pedagogical methods of diagnostics, forecasting and design, accumulation of professional experience. Development of the intellectual and creative, diagnostic, communication, motivational and professional potential of the teacher's personality. |
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Fundamentals of special pedagogy and psychology Subject, goals, objectives, principles and methods of special psychology. Special psychology as a science about the psychophysiological features of the development of abnormal children, the laws of their mental development in the process of upbringing and education. Categories of development in special psychology. Mental development and activity. The concept of abnormal development (dysontegenesis). Types of mental development disorders: underdevelopment, delayed development, damaged development, distorted development, disharmonious development . The concept of "abnormal child". Features of abnormal development. Branches of special psychology - oligophrenopsychology, tiflopsychology, deaf psychology, logopsychology, psychology of children with mental retardation (MPD), disorders of the musculoskeletal system (ICP), psychology of preschool children with developmental anomalies.Subject, goals, objectives, principles and methods of special pedagogy. The main categories of special pedagogy. Upbringing, education and development of abnormal children as a purposeful process of personality formation and activity, transfer and assimilation of knowledge, skills and abilities, the main means of preparing them for life and work. Content, principles, forms and methods of upbringing and education of abnormal children. The concept of correction and compensation. Social rehabilitation and social adaptation. The main branches of special pedagogy: deaf pedagogy, oligophrenopedagogy, speech therapy, special preschool pedagogy. |
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Theory and Methods of Teaching Russian Language and Literature Theory and methods of teaching the Russian language. Methodology as a theory and practice of teaching the Russian language. Russian language as a subject in different types of secondary schools. The content and structure of the school course of the Russian language at the present stage. Principles, methods and techniques of teaching the Russian language. Teaching aids: textbook, training kits, visual and auditory visibility in teaching the Russian language. Organization and provision of the process of teaching the Russian language: a modern lesson as the main form of education, types of lessons. Exercises, their types and system. Requirements for knowledge and skills in the Russian language. Control of knowledge, skills and abilities as a component of the educational process. Methods of studying phonetics, orthoepy and intonation. The method of mastering spelling. Methods of studying vocabulary and phraseology. Methods of studying the composition of the word and word formation. Methods of studying grammar. Methodology for mastering punctuation. The development of students' speech. Interconnected learning of various types of speech activity (speaking, listening, reading, writing). Enriching students' vocabulary. Stylistics and culture of speech as components of all sections of the school course of the Russian language. The study of text and its types at school. Cultural aspect of teaching the Russian language as a means of spiritual and aesthetic education. In-depth study of the Russian language at school. Electives. Extracurricular work. Theory and methods of teaching literature. Literature teaching methodology as scientific discipline. Literature as an academic subject in modern high school. The main stages in the development of methods of teaching literature. Literary education of the reader-schoolboy. The content of the literature course at school. The tasks of the literary development of the student. Methods of teaching literature at school: introductory classes in middle and high school, reading of the work and orientation classes, analysis of the text in its artistic unity, final lesson. Perception and study of works of art in their generic specificity: epic, lyrics, drama. Questions of the history and theory of literature in school study. The development of students' speech in the system of literary education. Extra-curricular and out-of-school work in literature, extracurricular activities in the system of the educational process. |
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Age anatomy, physiology and hygiene Subject and content of the course. General patterns of growth and development of the organism. Anatomy and physiology of the nervous system. Higher nervous activity. Neurophysiological bases of human behavior. Anatomy, physiology and hygiene of sensory systems. Hygiene of the educational process at school. Hygienic basics of the daily routine of students. Anatomy and physiology of the endocrine glands. Anatomy, physiology and hygiene of the musculoskeletal system. Hygienic requirements for school equipment. Anatomy and physiology of the digestive organs. Metabolism and energy. Age features of blood. Anatomy, physiology and hygiene of the cardiovascular system, respiratory organs. Hygienic requirements for the air environment of educational institutions. Anatomy, physiology and hygiene of the child's skin. Hygiene of clothes and footwear. The state of health of children and adolescents. Hygiene of labor training and productive labor of students. Hygienic requirements for the layout of the school building, land. |
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Fundamentals of medical knowledge The concept of emergency conditions. Causes and factors that cause them. Providing first aid in emergency situations. Physiological tests for determining health. The use of medicines. Characteristics of childhood trauma. Prevention measures. terminal states. Resuscitation. Fundamentals of microbiology, immunology and epidemiology. Measures for the prevention of infectious diseases. Healthy lifestyle as a biological and social problem. Man and Environment. The system "nature - man". Health and the factors that determine it. Socio-psychological aspects of a healthy lifestyle. Stages of health formation. Psychological and pedagogical aspects of a healthy lifestyle. Motivation and health. The concept of stress and distress. The role of the teacher and his place in primary, secondary and tertiary disease prevention. |
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Life safety Theoretical foundations of life safety. Ecological aspects of life safety. Classification of emergency situations. Russian system of warning and action in emergency situations. The world. The dangers arising in Everyday life, and safe behavior. Transport and its dangers. Extreme situations in natural and urban conditions. Natural and man-made emergencies and protection of the population from their consequences. Actions of the teacher in case of accidents, catastrophes and natural disasters. Civil defense and its task. Modern weapons. Individual protection means. Protective structures of civil defense. Organization of the protection of the population in peace and war time. Devices for radiation and chemical reconnaissance, dosimetric control. Organization of civil defense in educational institutions. Means and methods of protection. |
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National-regional (university) component |
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Subject training disciplines |
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Federal component |
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Theory of language Language as a sign system. The concept of language levels. The system and structure of the language. Language and thought. Language and society. Language as the most important means of communication. General and private functions of the language. Genealogical and typological classification of languages. Language contacts. Types of language units. Basic patterns of language development. Synchrony and diachrony, statics and dynamics. Main linguistic directions. Basic methods of language learning. |
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ancient languages The main stages of the functioning and development of ancient languages. Writing and graphics systems, phonetic structure and grammar of languages. Historical and cultural commentary of texts. The role of ancient languages in the history of modern languages and cultures. Theory and practice of translation. |
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History of the Russian language Linguistic aspects of the culture of the Slavs. Comparative-historical method in linguistics. Historical phonetics and grammar. The evolution of the vocabulary. History of the Russian literary language. Historical commentary on the facts of the modern Russian language. |
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Russian dialectology Dialect division of the Russian language. Phonetic, lexical, grammatical features of folk dialects. Interaction of dialects and literary language. |
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Modern Russian literary language Russian language in the modern world. The concept of the modern Russian literary language. The main language units of different levels in system-structural and functional relationships. Norms and uncodified speech. Functional-stylistic and social differentiation of the language. Phonetics and phonology. Orthoepy, graphics and spelling. Vocabulary and phraseology. Lexicography. Morphemics, morphonology and word formation (derivatology). Morphology: system of parts of speech, system of morphological categories, shaping. Syntax of words and phrases. Syntax of a simple sentence. The syntax of a complex sentence. Text syntax. Monologic and dialogical forms of speech. Punctuation. Principles of Russian punctuation. Active processes in modern Russian. |
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Stylistics Functional styles of the modern Russian language. Styles of language and styles of speech. Genre-stylistic varieties. Stylistic norms of the language. Stylistic possibilities of units of different language levels. The problem of individual language style. |
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Philological text analysis Text as an object of philological research. The main features of the text. Text categories. The main means of interphrase communication. Text-forming possibilities of language units of different levels. Typology of texts. Text as a structural-semantic formation. Extralinguistic parameters in text analysis. Techniques and methods for analyzing texts of different genres. The specifics of the analysis of a literary text. Complex philological analysis of the text. |
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A culture of speech. Rhetoric Culture of speech and rhetoric as speech disciplines. General and private rhetoric. The main stages in the development of rhetoric. Neo-rhetoric as the science of effective speech communication. The concept of the rhetorical ideal. Communication and communication. Types and styles of communication. Postulates of communication. Non-verbal means of communication. Voice as a communication tool. Communicative situation, its components. Communicants. Rhetor image. communication intentions. speech situation. Speech strategy and tactics. The specifics of pedagogical communication. Speech activity. Mechanisms of speech. Types of speech activity. Text as a product of speech activity. speech genre. Professional speech genres. Stages of text creation. rhetorical canon. Communicative qualities of speech. Culture of oral speech. Interpersonal speech interaction. Types of interlocutors and types of conversation. conversation models. "Small talk" and a conversation with a stranger. Business conversation. Business meeting. Interview. Technique of interlocutor interaction. didactic conversation. Public speaking. General principles of audience attention management. structure of public speaking. Main genres and types of speeches. Informative speech. Argumentative speech. epideic speech. culture writing. Written statements, their features, main genres, methods of creation. Oral and written statements of a professional nature. Written and oral speech genres in the professional activity of a teacher. Speech etiquette. Speech etiquette and communication culture. National features of speech etiquette. |
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Literary theory The main regularities of the literary process. literary schools. Philological interpretation of a literary text. Terms and concepts. Genera and types of literature. Functions of Literature. The specificity of imagery in the art of the word. Artistic speech. The theory of poetic, prose and dramatic works. Text as a literary problem. Poetics. Structure. Style. Creative methods and styles, individual originality. |
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Folklore Oral folk art as part of the national spiritual culture. Folkloristics as a science. Specificity and genre features works of oral folk art. Folklore and Literature. |
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History of Russian literature Old Russian literature: periodization, main genres, poetics. Russian literature of the XVIII century. Baroque. Classicism. The reform of versification, the evolution of genres and styles. Sentimentalism. Russian literature of the 19th century. Romanticism. Realism. Classic Russian novel. Lyrics. Dramaturgy and theatre. Russian literature at the turn of the 19th - 20th centuries. The main directions, searches in the field of artistic form (prose, dramaturgy, poetry). The phenomenon of Russian decadence and its contribution to the history of Russian art. The concept of culture and literature of the Silver Age. Variety of creative individuals. Russian literature of the 20th century: periodization; socio-cultural, ideological and typological features of the evolution of literature, the formation of a new aesthetics, artistic discoveries. The problem of artistic methods. Style directions. features of poetics. Creativity of the largest writers, analysis of the main works. The problem of individual artistic style. Interaction of Russian and world literature. History of Russian literary criticism. |
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History of foreign literature Periodization of the literary process. Literature of Antiquity. Transition from Antiquity to the Middle Ages. Literature of the Middle Ages. Pre-revival. Renaissance Literature. Literature of the 17th century: baroque, classicism. Literature of the 18th century: enlightenment, pre-romanticism. Literature of the 19th century: romanticism, realism. Literature of the turn of the XIX - XX centuries. Literature of the 20th century: realism, modernism, postmodernism. Western literary-critical thought of the XIX-XX centuries. Creativity of the largest foreign writers, analysis of the main works. Problems of poetics of foreign literature. Russian-foreign literary relations. |
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Children's literature Children's literature, circle of children's and youth reading. The problem of correlation of didactic and artistic in children's literature. The main stages of development. The evolution of genre forms and style. Creativity of the greatest writers. Analysis of the main works. Foreign children's literature in the context of domestic literature. Critics and publicists about children's and youthful reading. |
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Workshop on the Russian language The system of the modern Russian literary language, its interpretation in school programs and textbooks. Spelling, punctuation knowledge and skills. Norms of the modern Russian literary language. Classification of errors in written works, methods of checking and analyzing errors. The concept of "difficulties" of the Russian language and their classification; Difficulty learning spelling and punctuation. Techniques for improving spelling and punctuation skills. |
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Disciplines of specialization |
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National-regional component (university component) |
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Disciplines of the student's choice, established by the university |
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Electives |
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Military training |
Total 8884 hours
5. TERMS OF DEVELOPMENT OF THE BASIC EDUCATIONAL PROGRAM
GRADUATE
BY SPECIALTY 032900 Russian Language and Literature The term for mastering the main educational program for training a teacher of the Russian language and literature in full-time education is 260 weeks, including:theoretical training, including
research work of students,
workshops, including laboratory 156 weeks;
examination sessions 27 weeks;
practice for at least 20 weeks;
teaching practice 16 weeks;
dialectological, folklore practice (optional) 2 weeks;
introductory, museum practice (optional) 2 weeks;
final state certification, including
preparation and defense of graduation
qualification (thesis) work of at least 8 weeks;
holidays (including 8 weeks of postgraduate leave) of at least 38 weeks.
For persons with secondary (complete) general education, the terms for mastering the main educational program for training a teacher of the Russian language and literature in part-time (evening) and correspondence forms of education, as well as in the case of a combination of various forms of education, are increased by the university up to one year relative to the standard period established by paragraph 1.2 of this state educational standard. The maximum volume of a student's study load is set at 54 hours per week, including all types of classroom and extracurricular (independent) study work. The volume of classroom studies of a student in full-time education should not exceed an average of 27 hours per week for the period of theoretical education. At the same time, the specified volume does not include mandatory practical classes in physical culture and classes in optional disciplines. With part-time (evening) form of education, the volume of classroom lessons should be at least 10 hours a week. In case of distance learning, the student must be provided with the opportunity to study with a teacher in the amount of at least 160 hours per year. The total amount of vacation time in academic year should be 7-10 weeks, including at least two weeks in winter.6. REQUIREMENTS FOR THE DEVELOPMENT AND
CONDITIONS FOR THE IMPLEMENTATION OF THE MAINEDUCATIONAL
TRAINING PROGRAMS GRADUATEBY SPECIALTY 032900 Russian Language and Literature
Requirements for the development of the main educational program for the training of teachers of the Russian language and literature A higher educational institution independently develops and approves the main educational program of the university for the preparation of a teacher of the Russian language and literature on the basis of this state educational standard.The disciplines of the student's choice are mandatory, and the optional disciplines provided for by the curriculum of the higher educational institution are not mandatory for the student to study.
Course papers are considered as a type of academic work in the discipline and are performed within the hours allotted for its study.
For all disciplines and practices included in the curriculum of a higher educational institution, a final grade (excellent, good, satisfactory, unsatisfactory or passed, not passed) should be given.
Specializations are parts of the specialty within which they are created, and involve the acquisition of more in-depth professional knowledge, skills and abilities in various fields activities in the profile of this specialty.
The hours allotted for disciplines of specialization can be used to deepen subject training.
When implementing the main educational program, a higher educational institution has the right to:change the amount of hours allocated for the development of educational material for cycles of disciplines, within 5%;
form a cycle of humanitarian and socio-economic disciplines, which should include the following 4 disciplines from the ten basic disciplines given in this state educational standard: “Foreign language” (at least 340 hours), “Physical culture” (in not less than 408 hours), “National History”, “Philosophy”. The rest of the basic disciplines can be implemented at the discretion of the university. At the same time, it is possible to combine them into interdisciplinary courses while maintaining the mandatory minimum content. If the disciplines are part of general professional or subject training, the hours allocated for their study can be redistributed within the cycle.
Classes in the discipline "Physical culture" with part-time (evening), part-time forms of education and external studies can
be provided taking into account the wishes of students;to carry out the teaching of humanitarian and socio-economic disciplines in the form of author's lecture courses and various types of collective and individual practical exercises, assignments and seminars on programs developed at the university itself and taking into account regional, national-ethnic, professional specifics, as well as research preferences of teachers, providing qualified coverage of the subjects of the disciplines of the cycle;
establish the necessary depth of teaching of individual sections of the disciplines included in the cycles of humanitarian and socio-economic, mathematical and natural science disciplines, in accordance with the profile of the cycle of disciplines of subject training;
establish the name of specializations in the specialties of higher professional education, the name of the disciplines of specializations, their volume and content, as well as the form of control over their development by students;
to implement the main educational program for the training of a teacher of the Russian language and literature in a shortened time frame for students of a higher educational institution who have a secondary vocational education of an appropriate profile or a higher professional education.
The reduction of terms is carried out on the basis of the existing knowledge, skills and abilities of students obtained at the previous stage of vocational education. The duration of study must be at least three years.
. Education in a shorter period is also allowed for persons whose level of education or abilities are sufficient grounds for this.6.2. Requirements for staffing the educational process
The implementation of the main educational program for the training of a graduate should be provided by teaching staff, who, as a rule, have a basic education corresponding to the profile of the discipline taught, and systematically engaged in scientific and / or scientific and methodological activities; teachers of special disciplines, as a rule, must have an academic degree and / or experience in the relevant professional field.
Requirements for educational and methodological support of the educational processThe implementation of the main educational program for the training of a graduate should be ensured by each student's access to library funds and databases, the content corresponding to the full list of disciplines of the main educational program, the availability teaching aids and recommendations for all disciplines and for all types of classes - workshops, course and diploma design, practices, as well as visual aids, multimedia, audio, video materials.
Requirements for the material and technical support of the educational processA higher educational institution that implements the main educational program for the training of a graduate must have a material and technical base that meets the current sanitary and technical standards and provides for all types of laboratory, practical, disciplinary and interdisciplinary training and research work of students, provided for by an exemplary curriculum.
Requirements for the organization of practicesPractices are designed to deepen and consolidate theoretical knowledge students in general professional disciplines and disciplines of subject training.
During the period of pedagogical practice it is necessary:
deepen and consolidate the theoretical knowledge gained at the university, and learn how to apply this knowledge in practice in teaching and educational work with students;
learn, based on knowledge in the field of psychology, pedagogy and physiology, to conduct educational work with children, taking into account their age and individual features to take care of the health of schoolchildren;
prepare for educational and extracurricular work in the Russian language and literature using a variety of methods that activate the cognitive activity of students;
learn to perform the functions of a class teacher, work with school organizations, conduct frontal and individual educational work with students;
master some skills of research work in the field of pedagogical sciences, observation, analysis and generalization of advanced pedagogical experience;
in the process of teaching practice, it is necessary to master the following pedagogical skills: to work on the study of individual students and the class team; to plan educational work in the class, taking into account the age and individual characteristics of students; to manage the educational process, the cognitive activity of schoolchildren; define and implement educational and
educational tasks of the lessons, to choose and apply the best teaching methods and techniques; use a variety of technical means in the learning process; conduct extracurricular activities, extracurricular work on the subject; manage the educational process and self-education of students (set and solve educational tasks in relation to the children's team and individual students, taking into account an integrated approach to education, select material for conducting various forms of educational work, select and apply a variety of methods of education and methods of pedagogical influence in unity with the possession of methodology carrying out certain forms and types of educational work, etc.); work with parents; analyze and summarize the best pedagogical experience andpersonal work experience.During the period of dialectological practice, it is necessary:
deepen and consolidate the theoretical knowledge gained at the university, and learn how to apply this knowledge in the collection and analysis of specific textual material;
get acquainted with the techniques and methods of dialectological research;
learn to collect and fix dialect material using technical means;
learn to process the collected material related to the regional features of the language, and analyze the dialectal features of the language at different levels of the language structure.
During the period of folklore practice it is necessary:
to deepen and consolidate the theoretical knowledge of folklore obtained at the university, and learn how to apply this knowledge in the collection and analysis of works of oral folk art;
get acquainted with the techniques and methods of collecting folklore;
learn to write down and analyze folklore texts.
During the period of museum practice it is necessary:
to deepen and consolidate theoretical knowledge in the history of literature, cultural studies and national history obtained at the university, and learn how to apply this knowledge in extracurricular work with students;
get acquainted with the basics of museum business;
get acquainted with the exposition and funds of literary, art (local history) museums of the city;
prepare a trial thematic tour.
7. REQUIREMENTS FOR THE LEVEL OF PREPARATION OF THE GRADUATE
BY SPECIALTY 032900 Russian Language and Literature
7.1. Requirements for the professional training of a specialist
A graduate must be able to solve problems that correspond to his qualifications specified in clause 1.2 of this state educational standard.
The specialist must know the state language of the Russian Federation - Russian; be fluent in the language of instruction.
Requirements for the final state certification of a specialist General requirements for the final state certificationFinal state certification of a teacher of the Russian language and
literature includes the defense of the final qualifying work and the state exam.The final attestation tests are designed to determine the practical and theoretical readiness of a teacher of the Russian language and literature to fulfill the professional tasks established by this state educational standard, and to continue education in graduate school at
in accordance with clause 1.4 of the aforementioned standard.Certification tests, which are part of the final state certification of a graduate, must fully comply with the main educational program of higher professional education, which he mastered during his studies.
7.2.2. Requirements for the final qualification (thesis) work of a specialist
The thesis must be submitted in the form of a manuscript.
The requirements for the volume, content and structure of the thesis work are determined by the higher educational institution on the basis of the Regulations on the final state certification of graduates of higher educational institutions, approved by the Ministry of Education of Russia, the state educational standard in the specialty 032900 Russian language and literature and methodological recommendations of the UMO of universities of the Russian Federation on teacher education.
The time allotted for the preparation and defense of the qualification work is at least eight weeks.
Requirements for the state exam of a teacher of Russian language and literatureThe procedure for conducting and the program of the state exam in the specialty 032900 Russian language and literature are determined by the university on the basis of methodological recommendations and the corresponding exemplary program developed by the UMO of the universities of the Russian Federation for teacher education, the Regulations on the final state certification of graduates of higher educational institutions, approved by the Ministry of Education of Russia, and the state educational standard in the specialty 032900 Russian language and literature.
COMPILERS:
Educational and Methodological Association of Higher Educational Institutions of the Russian Federation for Pedagogical Education.
The state educational standard of higher professional education was approved at a meeting of educational and methodological councils for the Russian language and literature on November 24, 1999, protocol No. 3.
Chairman of the UMO Council V.L. Sailors
Deputy Chairman of the UMO Council V.I. Zhog
AGREED:
Office of Educational Programs
and standards of higher and secondary
professional education G.K. Shestakov
Head of Department V.E. Inozemtseva
Chief Specialist I.N. Chistova
