UDC 159.9:37.015.3

N. A. Buravleva, N. K. Gritskevich

PERSONAL DEVELOPMENT OF SCHOOLCHILDREN UNDER CONDITIONS OF IMPLEMENTATION OF THE FEDERAL STATE EDUCATIONAL STANDARD OF THE NEW GENERATION

The relevance of the Federal State Educational Standard of the new generation is considered, one of the main components of universal educational activities is analyzed - the student's personal development, its relationship with the internal position of the child.

Key words: Federal State Educational Standard, the process of education and upbringing, personal development, universal learning activities, the student's internal position.

Changes in Russian society form a new social order for the development of the country's human potential, the generation of a new generation of Russians: people with a new way of thinking, a modern style of behavior and a new motivation, able to live and work in conditions of increasingly complex social relations. In this situation, education is of paramount importance in solving national problems, and also requires a rethinking of the goals and values ​​of education from the modern standpoint. The new Federal State Educational Standard (FSES) of the second generation, introduced in recent years, is designed to modernize education and transform the school.

The main purpose of the new standard is to formulate and ensure the conditions and requirements established at the federal level, aimed at achieving the strategic goal of Russian education - educating a successful generation of citizens of the country who own modern knowledge, skills and competencies, brought up in the spirit of the ideals of democracy, the rule of law and in accordance with national and universal values.

The fundamental difference between the school standards of the new generation is their focus on achieving not only subject educational results, but primarily on the formation of the personality of students, mastering them in universal ways. learning activities that ensure success in cognition at all stages of further education. The new standard emphasizes that the learning process is inextricably linked with upbringing and personal development.

As is known, the core of the content of education is the necessary scientific and categorical apparatus, on the basis of which value orientations students, the picture of the world and worldview, the transformation of the ideals that exist in culture, as well as generalized methods of cognitive and practical activities. Along with fundamental knowledge, the baggage of a graduate

modern school is unthinkable without a system of universal educational activities that ensure its functional literacy, the ability to learn, the ability to self-development and self-improvement. All this is achieved through the conscious, active appropriation of social experience by students. At the same time, knowledge, skills and abilities (KAS) are considered as derivatives of the corresponding types of purposeful actions, that is, they are formed, applied and stored in close connection with the active actions of the students themselves. The new Federal State Standard notes that the quality of knowledge assimilation is determined by the diversity and nature of the types of universal actions. The concept of the development of universal learning activities was developed on the basis of the system-activity approach of L. S. Vygotsky, A. N. Leontiev, P. Ya. Galperin, D. B. Elkonin, V. V. Davydov, A. G. Asmolov.

The ability of the student to independently successfully acquire new knowledge, develop skills and competencies, including independent organization This process, that is, the ability to learn, is ensured by the fact that universal learning actions as generalized actions open up the possibility for students to have a broad orientation both in various subject areas and in the structure of the learning activity itself, including awareness of its target orientation, value-semantic and operational characteristics. Achieving the ability to learn involves the full development by schoolchildren of such components of educational activity as cognitive and learning motives, learning goal, learning task, learning activities and operations (orientation, transformation of material, control and evaluation).

The universal nature of educational activities is manifested in the fact that they are of a supra-subject, meta-subject nature, ensure the integrity of the general cultural, personal and cognitive development and self-development of the individual, ensure the continuity of all stages of the educational process, underlie the organization

and regulation of any activity of the student, regardless of its specially-subject content. Universal learning activities provide the stages of assimilation of educational content and the formation of the student's psychological abilities.

In accordance with the new standard, the meaning of the concept of “educational outcomes” is largely changing. First of all, these are “increments” in the personal resources of students, which can be used in solving problems that are significant for the individual. Personal resources can be divided into motivational (value orientations, needs, requests, which are concretized in the motives of activity), instrumental or operational (mastered universal methods of activity), cognitive (knowledge that provides the possibility of orientation in the phenomena of reality, subject skills and abilities). The development of motivational, instrumental and cognitive resources of the individual corresponds to the planned results of education: personal, meta-subject and subject. Personal results are a factor in the development of students' motivational resources, meta-subject - instrumental, subject - cognitive.

A modern educational institution operates in accordance with the main educational program, that is, the program of activities educational institution to achieve the planned educational results. It includes not only exemplary programs for individual subjects, but also a program for the education and socialization of schoolchildren, a program for the formation of universal educational activities, a system for assessing educational achievements adopted by the school, its curriculum, extracurricular educational activities, etc.

In any educational program, the motivational and value moment, as a moment of the program structure, should be the leading one. This motivational-value plan should permeate any program. When identifying a motivational-value layer, it is necessary to focus on one of the key questions: for the sake of what the educational program is being done. In the new standard, the main task of the school is formulated in a fundamentally new way: not just to outline a certain range of subject knowledge and ensure its development at the minimum acceptable level, but to educate a successful citizen of one's country. That is why education is considered as the most important social activity society as the main resource of its socio-cultural modernization, providing the formation of:

Russian identity as the most important condition for strengthening Russian statehood;

Ideals and values ​​of Russian civil society: justice, freedom, international peace, family traditions;

Consolidation of society in the context of the growth of its diversity, based on increased civic responsibility,

Mutual understanding and trust in each other of representatives of various social, confessional and ethnic groups;

National consent in assessing the main stages of the formation and development of Russian society and the state;

Competitiveness of the individual, society and state;

Values ​​of personal, public and state security.

Based on this, the object of modernization in the new standard is understood not only as the sphere of education (as a branch of one of the sectors of the economy), not only the educational environment (as a complex of educational resources and technologies), but the educational space as a set of institutions of socialization (education, family, confession). , mass media), which determine the process of spiritual and moral formation of the new generation of the country.

The educational space should ensure the achievement of the goals of basic general education, its high quality, accessibility and openness for students, their parents and the whole society, the spiritual and moral development and education of students, guarantee the protection and strengthening of the physical, psychological and social health of students, take into account the specifics age development students at this level of education.

The ability to learn is an essential factor in increasing the effectiveness of students mastering subject knowledge, the formation of skills and competencies, the image of the world and the value-semantic foundations of personal moral choice. As A. G. Asmolov notes, the task of the education system is not to transfer the amount of knowledge, but to teach how to learn. At the same time, the formation of educational activity means the formation of the spiritual development of the individual. The crisis of education lies in the impoverishment of the soul when enriched with information. The formation of educational activity cannot be anything other than the formation of different aspects of the spiritual development of the individual, namely: self-knowledge, self-esteem as stages of self-education, therefore it can be argued that the level of formation of educational activity directly correlates with the level of personality development. Educational activity

nost is an organ of development, self-development, self-education of the personality. Cognition is built into this process.

As part of the main types of universal educational activities that correspond to the key goals of general education, four blocks can be distinguished: personal, regulatory, cognitive, and communicative.

Personal actions provide a value-semantic orientation of students (knowledge of moral norms, the ability to correlate actions and events with accepted ethical principles, the ability to highlight the moral aspect of behavior) and orientation in social roles, interpersonal relationships. With regard to educational activities, three types of personal actions should be distinguished:

Personal, professional, life self-determination;

Sense formation, i.e., the establishment by students of a connection between the purpose of educational activity and its motive, in other words, between the result of learning and what stimulates the activity, for the sake of which it is carried out. The student must ask himself: what is the significance and meaning of the teaching for me? - and be able to answer it;

Moral and ethical orientation, including the evaluation of the content to be assimilated (based on social and personal values), providing a personal moral choice.

The development of a system of universal educational actions as part of personal, regulatory, cognitive and communicative actions that determine the development of the psychological abilities of an individual is carried out within the framework of the normative age development of the child's personal and cognitive spheres. The learning process sets the content and characteristics of the child's learning activity and thereby determines the zone of proximal development of these universal learning activities and their properties. The criteria for evaluating the formation of universal educational actions of students is the compliance with age-related psychological normative requirements, as well as the compliance of the properties of universal actions with predetermined requirements.

Age-psychological standards are formulated for each type of universal educational activities, taking into account a certain stage of their development. The properties of actions to be assessed include: the level (form) of the action, completeness (expansion), reasonableness, consciousness (consciousness), generalization, criticality and mastery. An analysis of the origin and development of universal educational activities, the features of their functioning allows us to establish them

interdependence and interdependence, directly arising from the active nature of the development of psychological neoplasms. Universal educational activities represent an integral system in which the origin and development of each type of educational activity is determined by its relationship with other types of educational activities and the general logic of age-related development.

In the course of the implementation of the new GEF, the formation of the internal position (IP) of the student becomes relevant. The concept of “internal position” introduced by L. I. Bozhovich denotes an active, internally determined attitude of a schoolchild to learning, when the child’s behavior ceases to be situational, when he has a stable subordination of motives and for the first time becomes capable of realizing his attitude to the life situation. A child with a formed EP of a schoolchild has a positive attitude towards school. The internal position includes not only motivational, but also emotional and reflective components. Phenomenologically, these components appear before a person in an indissoluble unity.

The subjective aspect of the social situation of development - the internal position of the child - denotes the cumulative characteristics of that system of internal factors that refracts and mediates the influence of the environment, determining the formation of the child's main psychological neoplasms at this age. An actual change in the child's social position is not enough to change the direction and content of his development. For this, it is necessary that this new position be accepted and comprehended by the child himself and reflected in the acquisition of new meanings associated with educational activities and a new system of school relations. Only thanks to this it becomes possible to realize the development potential of the subject. The internal position is the central component of the structure of psychological readiness for school, determining the dynamics of the child's assimilation of the reality of school life.

Attitude towards school, learning and behavior in the process of educational activity, characterizing the formation of the internal position of the student, was studied by such scientists as M. R. Ginzburg, N. I. Gutkina, V. V. Davydov, A. Z. Zak, T. A Nezhnova, K. N. Polivanova, D. B. Elkonin. Many studies have revealed the complex dynamics of the formation of a student's internal position, which is reflected in the motivational-semantic sphere and in relation to school subjects. Rejection but-

the student's social status and role, the immaturity of school motivation, the ambivalent and in some cases negative attitude of the child to school significantly complicate the course of normative age development at school age and adaptation to school.

The application of the concept of "internal position" plays an important role in the analysis of personality development in the course of the educational process. It correlates with such concepts that characterize personality traits as a system of values, meanings, and the development of a temporal perspective.

It is known that the concept of values ​​is usually considered in connection with the motivational sphere of personality. The motivating effect of values ​​is not limited to a specific activity or a specific situation; they are correlated with the life of a person as a whole and have a high degree of stability. According to D. A. Leontiev, values ​​are an aspect of motivation that correlates with personal or cultural standards that are not related to actual stress. In communicating with the environment, the child learns some ideas that have a value character and are cultural standards. These include the idea of ​​the value of education. The value of school education is included in the structure of the student's internal position, but does not exhaust its entire content. Similarly, the structure of any EP includes value representations, but only as an aspect of the motives that make up the content of the internal position.

To correlate the concept of VP with the concept of meaning, it is necessary to recall that in cultural-historical and activity psychology a personality is understood “as a psychological formation, as a regulatory system, which is constituted by the functions of the subject separating himself from the surrounding world, isolating, presenting and structuring his relations with the world and subordination of one's life activity to the stable structure of these relations, as opposed to momentary impulses and external stimuli. This system of functions is carried out by the main, constitutive

the substructure of personality is its semantic sphere. D. A. Leontiev defines the semantic sphere of personality as a specially organized set of semantic formations (structures) and connections between them, providing semantic regulation of the subject's integral life activity in all its aspects.

The internal position of the student can be considered as the result of the child's self-development in preschool childhood. It also acts as a prerequisite for self-development in primary school age, since it becomes the basis for the formation of the student's subjectivity, "the transformation of a student into a student."

Analyzing the content of the new Federal State Standard, one can see that the system-activity approach is actually coming into education today. In it, the personality is considered as a systemic integrity, for which development is the main way of existence. The educational program of a modern educational institution should be based on the principle of continuity of development and the dependence of a person's development on the measure of his own activity.

In the state educational standard of the new generation, emphasis is placed on such characteristics of the personal development of students as self-determination, the development of the self-concept and self-esteem of the individual, personal identity, the formation of a picture of the world, value orientations, reflexivity, self-regulation, sense-formation.

The new standard is designed to ensure, within the framework of the educational process, the achievement of a balance of interests of the individual, society and the state. It is designed to solve such urgent psychological and pedagogical problems as strengthening the practical orientation of education, removing the overload of schoolchildren, ensuring a student-oriented nature of education, the formation of positive motivation for learning, the development of independence, the ability to choose and be responsible for one's choice, the development of interests, inclinations and abilities. children.

^ literature search

1. How to design universal learning activities in elementary school. From Action to Thought: A Teacher's Guide / ed. A. G. As-molova. Moscow: Education, 2011. 247 p.

2. Kuznetsov A. A. Development of federal state standards of general education // Pedagogy. 2009. No. 4. S. 3-10.

3. Buravleva N. A. The concept of "spirituality" in modern psychology// Vestn. Tomsk State ped. university 2011. Issue. 12. S. 189-193.

4. Asmolov A. G. System-activity approach to the development of new generation standards // Pedagogy. 2009. No. 4. S. 18-22.

5. Bozhovich L. I. Problems of personality formation. M.: MPSI; Voronezh: NPO "MODEK", 1995. 368 p.

6. Gritskevich N. K., Gritskevich Yu. N. Accounting for the adaptive potential of a child in determining school readiness and academic performance. conf. students, graduate students and young scientists "Science and Education". T. 3. Pedagogy, psychology, physical culture and sports. Part 1 Tomsk: publishing house of TSPU, 2007. S. 28-34.

7. Lubovsky D. V. The concept of internal position and continuity of development throughout the life path // World of Psychology. 2012. No. 2. S. 128-138.

8. Yakhontov S. V., Gritskevich N. K., Yankovskaya I. V., Shalagina L. Sh. Features of adaptation of functionally impaired children to the educational process // Vestn. Tomsk State ped. university 2003. Issue. 3 (35). pp. 100-104.

9. Leontiev D. A. Psychology of meaning: nature, structure and dynamics of semantic reality. M.: Meaning, 2007. 511 p.

10. Elkonin D. B. Mental development in childhood. M.: MPSI; Voronezh: NPO "MODEK", 1995. 346 p.

11. Antsyferova L. I. Psychological content of the phenomenon of the subject and the boundaries of the subject-active approach // The problem of the subject in psychological science. M.: Education, 2000. S. 27-42.

12. Ovchinnikova Yu. V., Gychev A. V., Gritskevich N. K. Psychological and pedagogical means of development creativity adolescents in institutions additional education children // Vestn. Tomsk State ped. university 2012. Issue. 6 (121). pp. 183-189.

13. Voloshina L. V. Spirituality: questions, judgments, opinions // Scientific and Pedagogical Review of TSPU. 2013. Issue. 1. S. 40-45.

Buravleva N. A., candidate psychological sciences, docent.

Tomsk State Pedagogical University.

Gritskevich N. K., Candidate of Pedagogical Sciences, Associate Professor, Head of the Department of Psychological and Pedagogical Education. Tomsk State Pedagogical University.

st. Kievskaya, 60, Tomsk, Russia, 634041.

The material was received by the editors on 09/02/2013.

N. A. Buravljova, N. K. Gritskevich

PERSONALITY DEVELOPMENT OF PUPILS IN THE IMPLEMENTATION OF THE FEDERAL STATE EDUCATIONAL

STANDARD OF THE NEW GENERATION

The article discusses the relevance of the Federal State Educational Standard of the new generation; analyzes one of the main components of universal educational activities: personal development of pupils and its relationship with the pupil’s internal position.

Key words: Federal State Educational Standard, the process of training and education, personal development, universal learning activities, the pupil's internal position.

1. How to design universal learning activities in elementary school. From thought to action: A guide for teachers / edited. A. G. Asmolova. Moscow, Education Publ., 2011. 247 p. (in Russian).

2. Kuznetsov A. Development of the Federal government standards for general education. Pedagogy, 2009, no. 4, pp. 3-10 (in Russian).

3. Buravleva N. A. The concept "Spirituality" in modern psychology. Tomsk State Pedagogical University Bulletin, 2011, vol. 12, pp. 189-193 (in Russian).

4. Asmolov A. G. System-active approach to the development of a new generation of standards. Pedagogy, 2009, no. 4, pp. 18-22 (in Russian).

5. Bozhovich L. I. Issues of identity formation. Moscow, SAG Publ.; Voronezh, NGO Modek Publ., 1995, 368 p. (in Russian).

6. Gritskevich N. K., Gritskevich U. N. The accounting of adaptive potential of the child at determination of readiness for school and progress / Collection of works of XI All-Russian conference of students, post-graduate students and young scientists “Science and education”. Part 3 Pedagogy, psychology, physical culture and sport. Part 1 Tomsk, TSPU Publ., 2007, pp. 28-34 (in Russian).

7. Lubovsky D. The concept of internal position and continuity of development over the life course // The world of psychology, 2012, no. 2, pp. 128-138 (in Russian).

8. Yakhontov S. V., Gritskevich N. K., Yankovskaya I. V., Shalagina L. Sh. Peculiarities of functionally weakened children’s adaptation to educational process. Tomsk State Pedagogical University Bulletin, 2003, vol. 3 (35), pp. 100-104 (in Russian).

9. Leont'ev D. A. Psychology of meaning: the nature, structure and dynamics of the sense of reality. Moscow, Smysl Publ., 2007. 511 p. (in Russian).

10. Elkonin D. B. Mental development in childhood. Moscow, SAG Publ.; Voronezh, NGO Modek Publ., 1995. 346 p. (in Russian).

11. Antsyferova L. I. Psychological phenomenon of the subject content and the boundaries of the subject-active approach // The problem of the subject in the science of psychology. Moscow, Education Publ., 2000, pp. 27-42. (in Russian).

12. Ovchinnikova U. V., Gychev A. V., Gritskevich N. K. Psychological and pedagogical means for development of creative abilities of adolescents at institutions of extended education for children. Tomsk State Pedagogical University Bulletin, 2012, vol. 56 (121), pp. 183-189 (in Russian).

13. Voloshina L. V. Spirituality: issues, judgments, opinions. Tomsk State Pedagogical University Scientific and pedagogical review of TSPU, 2013, no. 1, pp. 40-45 (in Russian).

Buravljova N.A.

Email: [email protected]

Gritskevich N.K.

Tomsk State Pedagogical University.

Ul. Kievskaya 60, Tomsk, Russia, 634041.

Email: [email protected]

Probably everyone wants to give their child a quality education. But how to determine the level of education, if you have nothing to do with pedagogy? Of course, with the help of GEF.

What is FGOS

For each education system and educational institution, a list of mandatory requirements has been approved aimed at determining each level of training in a profession or specialty. These requirements are combined within the framework of which is approved by the authorities authorized to regulate education policy.

The implementation and results of mastering programs in state educational institutions cannot be lower than those specified in the Federal State Educational Standard.

In addition, Russian education assumes that without mastering the standards it will be impossible to obtain a state document. GEF is a kind of basis, thanks to which the student has the opportunity to move from one level of education to another, like climbing a ladder.

Goals

Federal state educational standards are designed to ensure the integrity of the educational space in Russia; continuity of the main programs of preschool, primary, secondary, vocational and higher education.

In addition, the Federal State Educational Standard is responsible for aspects of spiritual and moral development and education.

The requirements of the educational standard include strict deadlines for obtaining general education and vocational education, taking into account all kinds of forms of education and educational technologies.

The basis for the development of indicative educational programs; programs of subjects, courses, literature, control materials; financial supply standards educational activities specialized institutions implementing the educational program is the Federal State Educational Standard.

What is the standard for public education? First of all, these are the principles of organizing the educational process in institutions (kindergartens, schools, colleges, universities, etc.). Without the Federal State Educational Standard, it is impossible to monitor compliance with the legislation of the Russian Federation in the educational field, as well as to conduct final and intermediate certification of students.

It is worth noting that one of the goals of the Federal State Educational Standard is internal monitoring. With the help of standards, the activities of methodological specialists are organized, as well as certification of teachers and other personnel of educational institutions.

Training, retraining and advanced training of educators are also under the influence of state standards.

Structure and implementation

The federal law decided that each standard must include three types of requirements without fail.

Firstly, the requirements for (the ratio of parts of the main program and their volume, the ratio of the mandatory part and the share that is formed by the participants in the educational process).

Secondly, the implementation conditions are also subject to stringent requirements (including personnel, financial, technical).

Thirdly, the result. The entire educational program should form certain (including professional) competencies in students. The lesson on GEF is designed to teach how to apply all the acquired skills and knowledge, and act successfully on their basis.

Of course, it is not the constitution of all educational institutions. This is just the beginning of the vertical, with the main recommendation positions. At the federal level, on the basis of the Federal State Educational Standard, an approximate educational program is being developed, focusing on local specifics. And then educational institutions bring this program to perfection (even interested parents can participate in the last process, which is regulated by law). Thus, from a methodological point of view, Russian education can be represented as a diagram:

Standard - an exemplary program of the federal level - the program of an educational institution.

The last paragraph includes such aspects as:

• syllabus;
• calendar schedule;
• work programs;
• evaluation materials;
• guidelines for subjects.

Generations and differences GEF

What is the state standard, they knew back in Soviet times, since strict regulations existed even then. But this specific document appeared and entered into force only in the 2000s.

GEF was previously called simply the educational standard. The so-called first generation came into force in 2004. The second generation was developed in 2009 (for primary education), in 2010 (for the main general), in 2012 (for the secondary complete).

For higher education, GOSTs were developed in 2000. The second generation, which entered into force in 2005, was focused on obtaining ZUMs by students. Since 2009, new standards have been developed aimed at developing general cultural and professional competencies.

Until 2000, for each specialty, a minimum of knowledge and skills was determined that a person who graduated from a university should have. Later, these requirements became more stringent.

Modernization continues to this day. In 2013, the law "On Education" was issued, according to which new programs are being developed for higher professional and preschool education. Among other things, the item on the training of scientific and pedagogical staff has firmly entered there.

What is the difference between the old standards and the Federal State Educational Standards? What are next generation standards?

The main distinguishing feature is that in modern education, the development of the personality of pupils (students) is at the forefront. Generalizing concepts (Skills, skills, knowledge) disappeared from the text of the document, more precise requirements came in their place, for example, real types of activities that each student should master were formulated. Great attention is paid to subject, interdisciplinary and personal results.

To achieve these goals, the previously existing forms and types of education were revised, and an innovative educational space for the lesson (lesson, course) was put into action.

Thanks to the introduced changes, the student of the new generation is a free-thinking person, able to set tasks for himself, solve important problems, creatively developed and able to adequately relate to reality.

Who is developing the standards

Standards are replaced with new ones at least once every ten years.

GEFs of general education are developed according to the levels of education, GEFs of vocational education can also be developed according to specialties, professions and areas of training.

The development of the Federal State Educational Standard is carried out taking into account:

• acute and promising needs of the individual;
• development of the state and society;
• education;
• culture;
• science;
• technology;
• economy and social sphere.

The educational and methodological association of universities is developing the Federal State Educational Standard for higher education. Their draft is sent to the Ministry of Education, where a discussion takes place, corrections and corrections are made, and then it is submitted for an independent examination for a period of no more than two weeks.

The expert opinion is returned to the Ministry. And again, a wave of discussions is launched by the GEF Council, which decides whether to approve the project, send it for revision or reject it.

If changes need to be made to the document, it follows the same path from the beginning.

Primary education

GEF is a set of requirements necessary for the implementation of primary education. The three main ones are results, structure and implementation conditions. All of them are due to age and individual characteristics, and are considered from the point of view of laying the foundation for all education.

The first part of the standard indicates the period for mastering the basic initial program. It is four years old.

It provides:

• equal educational opportunities for all;
• spiritual and moral education of schoolchildren;
• continuity of all programs of preschool and school education;
• preservation, development and mastery of the culture of a multinational country;
• democratization of education;
• formation of criteria for evaluating the activities of students and teachers4
• conditions for the development of an individual personality and the creation of special learning conditions (for gifted children, children with handicapped).

It is based on a systemic-activity approach. But the primary education program itself is developed by the methodological council of the educational institution.

The second part of the Federal State Educational Standard sets out clear requirements for the result of the educational process. Including personal, meta-subject and subject learning outcomes.

1. Formation of ideas about the diversity of the language space of the country.
2. Understanding that language is an integral part of national culture.
3. Formation of a positive attitude towards correct speech (and writing), as part of a common culture.
4. Mastering the primary norms of the language.

The third part defines the structure of primary education (extracurricular activities, programs of individual subjects, which includes thematic planning according to GEF).

The fourth part contains requirements for the conditions for the implementation of the educational process (personnel, finance, material and technical side).

Secondary (complete) education

The first part of the standard on requirements is partially repeated and echoes the Federal State Educational Standard on primary education. Significant differences appear in the second section, which deals with learning outcomes. It also indicates the necessary standards for the development of certain subjects, including the Russian language, literature, foreign language, history, social studies, geography and others.

Emphasis is placed on students, highlighting such key points as:

• education of patriotism, assimilation of the values ​​of a multinational country;
• formation of a worldview corresponding to the level of reality;
• mastering the norms of social life;
• the development of an aesthetic understanding of the world, and so on.

The requirements for the structure of educational activities have also been modified. But the sections remained the same: target, content and organizational.

Higher levels

GEF for higher education is built on the same principles. Their differences are obvious, the requirements for the structure, result and conditions of implementation cannot be the same for different educational levels.

The basis of secondary vocational education is a competency-based approach, i.e. people are given not just knowledge, but the ability to manage this knowledge. At the exit from the educational institution, the graduate should not say “I know what”, but “I know how”.

On the basis of the generally accepted GEF, each educational institution develops its own program, focusing on the profile orientation of the college or university, the availability of certain material and technical capabilities, etc.

The Methodical Council takes into account all the recommendations of the Ministry of Education and acts strictly under its guidance. However, the adoption of the programs of specific educational institutions is under the jurisdiction of local authorities and the department of education of the region (republic, territory).

Educational institutions should take into account and implement recommendations regarding educational materials (for example, GEF textbooks have taken their rightful place in libraries), thematic planning, etc.

Criticism

On the way to the approval of the Federal State Educational Standard, it went through many changes, but even in its current form, the education reform receives a huge amount of criticism, and received even more.

In fact, in the minds of the developers of the standard, it was supposed to lead to the unity of all Russian education. And it turned out the opposite. Someone found pluses in this document, someone minuses. Many teachers, accustomed to traditional teaching, had a hard time transitioning to the new standards. The GEF textbooks raised questions. However, there are positives to be found in everything. Modern society does not stand still, education must change and is changing depending on its needs.

One of the main complaints against the Federal State Educational Standard was its lengthy wording, the lack of clear tasks and real requirements that would be imposed on students. There were whole opposing groups. According to the Federal State Educational Standard, everyone was required to study, but no one gave explanations on how to do this. And with this, teachers and methodological specialists had to cope on the ground, including everything necessary in the program of their educational institution.

Topics on the Federal State Educational Standards have been raised and will continue to be raised, since the old foundations, in which knowledge was the main thing in education, have become very firmly established in everyone's life. The new standards, which are dominated by professional and social competencies, will find their opponents for a long time to come.

Outcome

The development of the Federal State Educational Standard turned out to be inevitable. Like everything new, this standard has caused a lot of controversy. However, the reform took place. To understand whether it is successful or not, at least, it is necessary to wait for the first graduation of students. Intermediate results are uninformative in this regard.

On the this moment Undoubtedly, only one thing - the work of teachers has increased.

"Personality of a teenager" - You should give freedom to a teenager. The appearance of a teenager. Respect your teenager's personality. There should be a joyful atmosphere in the house. Inconsistency and duality of the position of a teenager. Immeasurable parental love, Personality of a teenager and family. Character traits that appear in adolescence: must be in the family.

"Structure of personality" - "Biological and social in the structure of personality." 1. Constitutional-anthropometric strategy for studying the structure of personality. Some include the biological organization of a person in the concept of personality. Properties are associated in accordance, as A.G. Kovalev argued, with the requirements of activity. 5. Behavioral-interactionist strategy for studying the organization of personality.

"Biography of a Personality" - Freedom is not in not restraining oneself, but in being in control of oneself. The content of the program for the study of biographical material. How good life is when you do something good and true. Aphorisms of Dostoevsky. I do not want and cannot believe that evil is the normal state of people. Age characteristics of students in the perception of biographical material.

“Personality of Stalin” - During the period of Stalin's life and subsequently in encyclopedias, reference books and biographies, the date of birth of I.V. Stalin was marked on December 9 (21), 1879. Youth. Olga KUCHKINA. Like a personality. Singers Vera Davydova (1) and Natalia Shpiller (2), ballerina Olga Lepeshinskaya (3). I.V. Stalin. In September 1894, Joseph, having brilliantly passed the entrance exams, was enrolled in the Orthodox Tiflis Theological Seminary.

"Personality of Lermontov" - House-Museum of M.Yu. Lermontov in Tarkhany. Caucasus. What kinds of rhymes do you know? "Sail". Poem "Sail". School of Guards Ensigns and Cavalry Junkers. The personality of the poet. Watercolor by Lermontov. Lesson-journey on the topic “M.Yu. Lermontov. Monument over the grave of M.Yu. Lermontov. “Cross Hill” is one of the best works of M.Yu. Lermontov. 1837.

"Creative personality" - Genius characterizes the pinnacle of the development of the creative abilities of the individual. A person not only has sustainable creative achievements, but far surpasses the achievements of his contemporaries in a certain area. creative activity. A true leader defeats his competitor twice: first intellectually and morally, then realistically!

PAGE \* MERGEFORMAT 1

Introduction………………………………………………………………………3

1. Characteristics of the Federal State Educational Standard of Primary Basic Education…………………………………….5

2. The essence and content of the concept of “personal development”……………..13

3. Overview of primary basic education programs………………..25

Conclusion………………………………………………………………..39

References………………………………………………………….42

Application……………………………………………………………….45

Introduction

Since September 2011, all educational institutions in our country have switched in the 1st grade to the Federal State Educational Standards of the second generation, the introduction of which was provided for by the Law of the Russian Federation "On Education", the Constitution of the Russian Federation, and the Presidential Educational Initiative "Our New School".

The National Educational Initiative “Our New School” defines the main directions for the development of general education, one of which is the renewal of educational standards. Already at school, children should be able to reveal their abilities, navigate in a high-tech competitive world. The educational standard of the second generation should correspond to this task.

New Standard- this is an update of the content of education, teaching aids and values ​​of education, including the personal development of a younger preschooler.

To achieve the designated task, systemic changes in the content of the educational activities of the school are required.

The current educational standards do not give the desired results, as they do not correspond to the goals of advanced development. This means that it is necessary to study at school not only the achievements of the past, but also those methods and technologies that will be useful to children in the future.

This provision determined the relevance and choice of the topic. course research"Rpersonal development in the process of implementation of the Federal State Educational Standard IEO».

Purpose of the study: based on the analysis of psychological, pedagogical and special literature, consider the problem of ppersonal development in the process of implementation of the Federal State Educational Standard IEO.

Research objectives:

To characterize the Federal State Educational Standard of Primary Basic Education;

To reveal the essence and content of the concept of "personal development";

To review the programs of primary basic education in the light of the GEF IEO.

Research methods:

- theoretical: analysis of psychological and pedagogical literature on the research problem;

Empirical: studying the experience of practicing teachers indevelopment of the personality of a junior schoolchild in the conditions of the Federal State Educational Standard of the IEO.

Coursework consists from the introduction, three paragraphs, conclusion, bibliography and appendix.

1. Characteristics of the Federal State Educational Standard of Primary Basic Education

Federal state standards are established in the Russian Federation in accordance with the requirement of Article 7 of the "Law on Education" and represent "a set of requirements that are mandatory for the implementation of basic educational programs of primary general education (BEP IEO) by educational institutions with state accreditation"[ 28 ] .

Primary school plays an extremely important role in the general education system. This is the link that should ensure the holistic development of the child's personality, his socialization, the formation of an elementary culture of activity and behavior, the formation of intelligence and general culture. To determine the modern requirements for primary school, to ensure the quality of primary education is the main task of the federal state educational standards of the second generation. In accordance with the order of the Ministry of Education and Science of Russia dated October 6, 2009 No. 373 (registered by the Ministry of Justice of Russia dated December 22, 2009 No. 15785) "On the approval and implementation of the federal state educational standard for primary general education," the new Federal State Educational Standard for primary general education is put into effect from 1 January 2010 for pilot schools, from September 1, 2011 for all schools in the Russian Federation.

In accordance with the Law of the Russian Federation "On Education", the Federal State Educational Standard of Primary General Education is a set of requirements that are mandatory for the implementation of basic educational programs of primary general education by educational institutions with state accreditation[ 28 ] .

The federal state educational standard for primary general education must provide:

Unity of the educational space of the Russian Federation;

Continuity of the main educational programs of primary general and basic general education.

The structure of the standards includes three groups of requirements:

To the results of mastering the main educational program of primary general education;

To the structure of the main educational program of primary general education, including the requirements for the ratio of parts of the main educational program of primary general education and their volume, as well as the ratio of the mandatory part of the main educational program of primary general education and the part formed by the participants in the educational process;

To the conditions for the implementation of the main educational program of primary general education, including personnel, financial, logistical and other conditions.

The requirements for the results, structure and conditions for mastering the main educational program of primary general education take into account the age and individual characteristics of students at the stage of primary general education, the inherent value of the stage of primary general education as the foundation of all subsequent education.

The requirements for the results of mastering the main educational program of primary general education contain a description of the goals, competencies of a primary school graduate, determined by the personal, family, social, state needs and capabilities of a child of primary school age, individual characteristics of his development and health status.
Requirements set guidelines for assessing personal, meta-subject and subject learning outcomes.

Personal results - the readiness and ability of students for self-development, the formation of motivation for learning and cognition, the value-semantic attitudes of primary school graduates, reflecting their individually personal positions, social competencies, personal qualities; the formation of the foundations of Russian, civic identity.

Meta-subject results are universal educational actions mastered by students (cognitive, regulatory and communicative).

Subject results - mastered by students in the course of studying academic subjects, the experience of specific activity for each subject area in obtaining new knowledge, its transformation and application, as well as the system of fundamental elements of scientific knowledge that underlies the modern scientific picture of the world.
The requirements define the planned results of primary general education, the possibility of achieving which must be guaranteed by all institutions implementing the main educational programs of primary general education, regardless of their type, location and organizational and legal form. Planned results are an obligatory component of the main educational program of primary general education.

Since the entry into force of the new federal state educational standard for primary general education, new requirements have been imposed on the structure of the main educational program, which determines the content and organization of the educational process at the level of primary general education and is aimed at forming a common culture of students, their spiritual, moral, social , personal and intellectual development, to create the basis for the independent implementation of educational activities that ensure social success, development of creative abilities, self-development and self-improvement, preservation and strengthening of the health of younger students.

The main educational program of primary general education includes the following sections:

Explanatory note;

Planned results of mastering the basic educational program of primary general education by students;

Basic curriculum of an educational institution;

The program for the formation of universal educational activities for students at the stage of primary general education;

Work programs of individual subjects, courses;

The program of spiritual and moral development, education of students at the stage of primary general education;

The program for the formation of a culture of a healthy and safe lifestyle;

Corrective work program;

A system for assessing the achievement of the planned results of mastering the basic educational program of primary general education.

Requirements for the conditions for the implementation of the main educational program of primary general education are a system of requirements for personnel, financial, logistical and other conditions for the implementation of the main educational program of primary general education and the achievement of the planned results of primary general education.

The integrative result of the implementation of these requirements should be the creation of a comfortable developing educational environment:

Providing high quality education, its accessibility, openness and attractiveness for students, their parents (legal representatives) and the whole society, spiritual and moral development and education of students;

Guaranteeing the protection and strengthening of the physical, psychological and social health of students;

Comfortable in relation to students and teaching staff.

The implementation of modern requirements will require special professionalism from an elementary school teacher: in addition to the function of a coordinator, organizer, assistant, consultant, he must master the team, joint, collective form of work; be an ally of a psychologist, social pedagogue, etc.

The performance of these functions also determines the teacher's choice of priority educational technologies - project, research, reflective learning, information and communication technologies. These technologies not only solve the problems of mastering the content of the subject, but also contribute to the formation of students' competencies: informational, social, personal, communicative, which fully corresponds to the tasks of developing modern education in a new socio-educational situation.

The standard puts forward three groups of requirements:

Requirements for the results of mastering the main educational program of primary general education;

Requirements for the structure of the basic educational program of primary general education;

Requirements for the conditions for the implementation of the main educational program of primary general education.

Distinctive feature of the new standard is its active nature, which sets the main goal of the development of the student's personality. The education system abandons the traditional presentation of learning outcomes in the form of knowledge, skills and abilities, the wording of the standard indicates the real types of activities that the student must master by the end of primary education. Requirements for learning outcomes are formulated in the form of personal, meta-subject and subject results.

An integral part of the core of the new standard are universal learning activities (UUD). UUD is understood as “general educational skills”, “general methods of activity”, “above-subject actions”, etc. For UUD, a separate program is provided - the program for the formation of universal educational activities (UUD). All types of UUD are considered in the context of the content of specific academic subjects. The presence of this program in the complex of the Basic Educational Program of Primary General Education sets the activity approach in the educational process of primary school.

An important element in the formation of universal educational activities of students at the stage of primary general education, which ensures its effectiveness, is the orientation of younger students in information and communication technologies (ICT) and the formation of the ability to correctly apply them (ICT competence). The use of modern digital tools and communication environments is indicated as the most natural way to form UUD, the subprogram "Formation of students' ICT competence" is included. The implementation of the program for the formation of UUD in elementary school is the key task of introducing a new educational standard.

The standard establishes requirements for the results of students who have mastered the basic educational program of primary general education:

Personal, including the readiness and ability of students for self-development, the formation of motivation for learning and cognition, the value-semantic attitudes of students, reflecting their individual-personal positions, social competencies, personal qualities; the formation of the foundations of civic identity;

Meta-subject, including the development by students of universal learning activities (cognitive, regulatory and communicative), ensuring the mastery of key competencies that form the basis of the ability to learn;

Subject-based, including the experience, mastered by students in the course of studying the subject area, of activity specific to this subject area in obtaining new knowledge, its transformation and application, as well as the system of fundamental elements of scientific knowledge that underlies the modern scientific picture of the world.

Subject results are grouped by subject areas within which subjects are indicated. They are formulated in terms of “the graduate will learn…”, which is a group of mandatory requirements, and “the graduate will have the opportunity to learn…”, failure to achieve these requirements by the graduate cannot serve as an obstacle to transferring him to the next level of education.

The standard assumes the implementation in an educational institution of both classroom and extracurricular activities. Extracurricular activities are organized in the areas of personality development (sports and recreation, spiritual and moral, social, general intellectual, general cultural).

Extracurricular activities may include: doing homework (starting from the second half of the year), individual lessons of a teacher with children who require psychological, pedagogical and correctional support (including individual lessons in the formulation of oral speech, handwriting and writing, etc. ), individual and group consultations (including remote ones) for children of various categories, excursions, circles, sections, round tables, conferences, debates, school scientific societies, olympiads, competitions, search and Scientific research etc.

The time allotted for extracurricular activities is not included in the maximum allowable workload of students. The alternation of classroom and extracurricular activities is determined by the educational institution and agreed with the parents of students.

Thus - normative document,

2. The essence and content of the concept of "personal development"

In European languages, the concept of "personality" comes from the Latin "persona" - the mask of an actor in the theater, the social role of a person. In Russian, "face" is the image of a face on an icon. In Eastern cultures, the concept of “personality” refers not only to the face, but to the entire body of a person. This concept has many meanings: an individual, an individualist; a set of properties inherent in a given person, constituting his personality; the socio-psychological essence of a person, which is formed as a result of the assimilation of social norms, consciousness and behavior, socio-historical experience (one becomes a person under the influence of the community, education, training, communication, interaction).

In humanistic philosophy, a person is a person as a value for which the development of society is carried out. Personality is a single whole, it is “complex like a microcosm” (E.I. Rogov), in it all properties and components, subjective and objective are connected “in an extremely difficult to dismember, indecomposable integrity. According to R. Linton, a personality is "an organized set of psychological processes and states experienced by an individual, from which his behavior follows." Personality is an exclusive "repetition" of the world in itself, a manifestation of oneself as a subject, in which external phenomena-meanings take on the form of meanings; it does not exist outside the system of its choices, it is constructed and created by them. This is a unique complex of energy and information processes and transformations with a complex structure of relationships between them that has no analogues in animate and inanimate nature.

Personality is social and expresses everything that is supranatural, historical in a person; arises as a result of cultural and social development, this is a kind of law of man's arrangement of his own being and relations with the world. The level of its development is characterized by the ability to maintain and protect the space of this individuality; an authority exercising control over a person's living space through the development of rules of behavior in this space. The concept of "personality" - social characteristic an individual, indicating his qualities, which are formed under the influence of social relations, communication with other people. As a personality, a person is formed in the social system through purposeful and thoughtful upbringing. Personality is determined by the measure of appropriation of social experience, on the one hand, and by the measure of return to society of a feasible contribution to the treasury of material and spiritual values, on the other. The subject and personality in the early stages of ontogenesis coincide, and later education - personality - is a conscious subject of activity. A person becomes a personality in the process of reaching a certain level of development, which allows him to be considered capable of independent transformative activity. He must show, reveal his properties, laid down by nature and formed in him by life and upbringing.

According to A.A. Bodalyov, no matter how stringent requirements are imposed on a person, no matter what they may be in their content and form, she still accepts them and transforms them for herself in accordance with the nature and degree of her subjectivity - the level of development of consciousness, the formation of needs,ability developmenteducation of character. And no one else, but the person herself sets goals for herself, chooses ways to achieve them and comes to certain results. “From a certain age, becoming a sovereign personality, a unique individuality, a person begins to build himself, improve himself, develops the abilities and inclinations of soul and body inherent in him by nature, God and previous upbringing.”

The personality is able not only to appropriate the world of objects and ideas, but also to produce, transform, create, reflect. It has "integrative activity", which implies an active position of the individual in various manifestations, ranging from conscious goal-setting, dialectical operation and constructive adjustment of methods of activity in all (from traditional to fundamentally new) situations, ending with the desire and ability to intuitively, critically and innovatively reflect and predict results of activities and relationships . The main essential feature is a consciously and freely set goal, the desire to achieve it through the implementation of adequate activities, high activity and consistency in this.

Freedom of the individual - when in the process of goal-setting activity the determination of actions occurs in the person himself, when there is a person's ability to independently make adjustments to his activity and the circumstances accompanying it, taking into account the goal set, when there is the right and opportunity not only to independently choose tasks, methods and conditions for their solution, but also to creatively create and integrate them, to create fundamentally new ones. Personality as a subject characterizes the internal independence of the "outside world", external influences, independence not in the sense of ignoring them, but in the sense of stability of views, beliefs, meanings, motives, their correction, change (and with them behavior, style, way of life, specific deeds) only for serious reasons, self-conviction in this. In unity with the most important procedural characteristics (completeness and versatility of skills, independence, creativity, etc.), these meanings, views, motives, beliefs form the very uniqueness, originality, originality of the individual, which are the basis for fruitful intersubjective relations, stimulate the desire for interaction, cooperation, communication.

First of all, a person is a person as a subject of vigorous activity, transforming the world, and, consequently, a carrier of consciousness and self-consciousness in conjunction with the system of its relations. This is a kind of authority exercising control over a person's living space through the development of their own principles and rules of behavior in this space.

According to V.A. Petrovsky , personality is a kind of law of the structure of one's own being, behavior and relations with the world. In personality - a special quality of a person, a product of the sociocultural context - the social and cultural beginning, they form it. The social nature of a person is manifested in the process of assimilation of social culture by him, as a result of which he develops a specific system of interests, a stable chain of motivations. At the same time, as rightly pointed out E.I. Ignatiev , in any historical era, people have a certain image of the world, a specific worldview, and behave not only and not so much in accordance with external circumstances, but depending on the picture of the world that has become established in their minds. By consciousness here one has to understand not only reflexed and thought-out systems of thought, but also the whole magma of obscure and automated reactions of human consciousness, the world of imagination. Guidelines for behavior and the values ​​of life are given to a person to a large extent by his language, religion, upbringing, and the example of those around him.

Many major studies in the field of psychology are devoted to the identification of the mechanism of personal development (K.A. Abulkhanova-Slavskaya, L.I. Bozhovich, G.A. Kovalev, A.N. Leontiev, S.L. Rubinshtein, V.I. Slobodchikov, B.D. Elkonin). Conceptual provisions about the personal beginning of a person - the result fundamental research in the field of personality psychology. 3. Freud developed a psychodynamic theory of personality that emphasizes unconscious mental or emotional motives as the basis of human behavior. The formation of personality is presented as a sequence of stages of psychosexual development and occurs in early childhood, when the social environment suppresses, first of all, sexual desires as undesirable, unacceptable in society. Thus, injuries are inflicted on the human psyche, which then in various forms (in the form of changes in character traits, mental illness, obsessive dreams, features of artistic creativity, etc.) make themselves felt throughout human life. With this in mind, ethnologists conclude that differences in educational systems different peoples lead to the formation of their peculiar character traits.

A. Adler developed an individual theory of personality, emphasizing the uniqueness of each individual and the processes by which people overcome their shortcomings and strive to achieve life goals. K.G. Jung is the author of the analytical theory of personality, which attaches great importance to the confrontation of forces within the personality and the desire to gain selfhood (individuality) through the process of individualization. E. Erickson formulated the concept of eight stages of ego development, originating in Freud's theory. Ego is a theory of personality based on psychoanalytic theory, but developing new directions and ways of understanding human behavior. E. Fromm developed the concept of "social personality", which was defined as a more or less conscious system of ideas - beliefs, attitudes, values, feelings, which emphasizes the role of sociological, political, economic, religious and anthropological factors in the development and formation of the individual's character. However, attitudes and values ​​are not identical to the individual as such; they reflect some superficial layer of personality.

K. Horney created a sociocultural theory of personality or a theory of optimization of interpersonal relationships, aimed at coping with basic anxiety through excessive dependence or emotional isolation from other people. G. Allport developed a dispositional theory of personality, highlighting the stable qualities (personality traits) inherent in a person and ensuring the constancy of his behavior over time and with a change in the situation. R. Cattell created a structural theory of personality traits, postulating the existence of fundamental inclinations or characteristics that initiate and guide behavior; B.F. Skinner's theory of operant learning: a form of learning in which the correct response or change in behavior is reinforced and made more likely; A. Bandura - a socio-cognitive theory of personality, emphasizing that behavior is the result of a complex interaction between cognitive (cognitive) processes and the influence of the environment; D. Rotter - the theory of social learning; J. Kelly - the cognitive theory of personality, which pays special attention to cognitive processes (thinking, consciousness, judgment) in understanding human behavior; A. Maslow's humanistic theory of personality, emphasizing the uniqueness of the human personality, the search for values ​​and the meaning of existence, as well as freedom, expressed in self-government and self-improvement.

Personal development occurs throughout life. Accordingly, various stage models were proposed for understanding the phases of growth and development in human life: G. Eysenck. In addition, many scholars have emphasized the role of the relationship between the child and the parent as a significant factor in understanding developmental problems. Proceeding from the fact that in each situation a person must, as it were, balance between the requirements “to be like everyone else” and “to be like no one else”, i.e. to be identical and unique at the same time, they (Kolberg) set the task of forming a conscious and even critical attitude to existing social orders, developing in an individual the desire for “contacts with the material and social environment” (W. Heinz), for self-affirmation in society. K. Rogers attached particular importance to how the “I-concept” of an individual is formed (both in terms of cognition and emotionally) under the influence of parental attitudes and behavior at the stage of personality formation. This is a phenomenological theory of personality, emphasizing the importance of a person's subjective experiences, his feelings and personal concepts, a personal point of view on the world and himself.

The category of development, constantly undergoing rethinking and transformation depending on the economic, political and cultural life, becomes the basic one in the humanistic paradigm of education. Personal development occurs under the influence of external and internal, social and natural, controlled and uncontrolled factors, in the process of assimilation by a person of the values, norms, attitudes, patterns of behavior inherent in this society at this stage of development. While behavioral or psychologicalneoplasmsdo not become the subject of the subject's own activity, are not reflected in his mind as a special goal, the development of the individual does not become, in the proper sense of the word, personal development. Another aspect of the mechanism of personal development is the "intervention" of consciousness in the spontaneous flow of experiences of the individual, which is associated with a kind of verbalization of sensory experience, its expression in the word. The development of personality involves the development of the need to be a person, to receive recognition of this fact from one's environment. This is a kind of becoming and "exercising" the ability to be it. The basis and driving force for the development of the individual is joint activity and communication, through which the movement of the individual in the world of people, familiarization with culture is carried out. Belonging to a certain culture leads to normative patterns of thinking, emotions and behavior, forms an attitude towards the world around.

The mechanism of personality development V.A. Krutetskiy defines as entrenched in its psychological organization the methods and tools of self-transformation. The verbal report acts as the means of "work" of an individual with his sensual sphere; inner statement; the formulation of one's own opinion, which, as a rule, is inseparable from the desire to oppose it to a different opinion; conscious execution personal action"- choice, making a responsible decision, a statement about one's position, etc. This most important aspect of personality neoplasms is an internal dialogue, not least dependent on the mastery of real dialogic relations.

Speaking about the mechanism of personal development, R.S. Nemov emphasizes in it the aspect of secrecy, "intimacy". He believes that it is necessary to distinguish between the actual content inner work of a person on how he presents this “work” to another. The intimacy of the process of personal neoplasms leads to the fact that the personal experience of an individual is a product of his self-development, and not of outside influence. The development of the functions of selectivity, reflection, meaning definition, building the image of the Self, taking responsibility, creative self-realization in the chosen activity area, ensuring the autonomy and individuality of the subject's being is possible only on condition that they are in demand by the situation of the individual's life activity, find application in it. “Without the knowledge” of the individual, it is impossible to decide what kind of person to be (this should not be confused with the cognitive sphere, where education standards are determined to a large extent from other considerations). One of the functions of a person is a continuous search, justification and revision of the meaning of her actions and life in general. Failure to fulfill this function, its insufficient representation in the life of an individual is a sign of his insufficient personal development. "The meaning of human life lies in the realization of his essential forces." The absence of a sense-seeking policy leads to an existential vacuum, depersonalization of the individual and, ultimately, to the loss of life meaning, meaninglessness.

The personal development of a person acts as a kind of balancing of two principles - the imperative and freedom. The imperative for the personality is, first of all, universal norms of morality, while freedom is expressed in the personality's own claims for achievements that affirm the image of the Self. The personality seeks the harmony of these instances.

Personal development is a complex relationship between the evolutionary accumulation of personal experience (meanings) and such life events that depreciate or, on the contrary, strengthen some of these meanings, require reflection or even revision of the accumulated experience under the influence of non-any influences, and mainly those of them which express the needs of the person himself, are addressed to his personality, are based on his own attitude to reality. We are talking about the formation of individual harmony of the individual, about providing the basic level of culture necessary for the self-development of the individual.

“Pedagogy of personality” (N.A. Alekseev, E.V. Bondarevskaya, V.S. Ilyin, I.F. Isaev, M.V. Klarin, S.V. Kulnevich, V.A. Slastyonin, E.N. Shiyanov) considers the development personality as an activity performed by teachers on the basis of purposeful transfer to pupils of a certain experience of personal self-organization.

A special function of education is that its content lays the basic, fundamental foundations of the culture of the individual - mental, moral, environmental, aesthetic, economic, legal, etc. The mechanisms of personal development are changing significantly: theoretical training in the field of the humanities comes to the fore, dialogue with culture, integration of knowledge into a holistic picture of the world, cultural reflection, self-regulation, decision-making in situations of choice, life-creation, self-development. The personal paradigm requires universality, moral integrity. It cannot be formed partially, standardized. Personality in this system is not something that needs to be "activated" in order to fulfill a given curriculum, i.e. acts not as a means, but as an end in itself of the educational process.

If we talk about the sphere of personal development of school students, then it should provide:

Willingness and ability for spiritual development, moral self-improvement, self-esteem, understanding the meaning of one's life, individually responsible behavior;

Willingness and ability to realize creative potential in spiritual and subject-productive activities, social and professional mobility based on moral standards, continuing education and the universal spiritual and moral attitude to “become better”;

Strengthening morality based on freedom, will and spiritual domestic traditions, the internal attitude of the individual to act according to his conscience;

The formation of morality as a conscious person of the need for a certain behavior based on the ideas accepted in society about good and evil, proper and unacceptable;

The development of conscience as a moral self-awareness of the individual, the ability to formulate one's own moral obligations, to exercise moral self-control, to demand from oneself the fulfillment of moral norms, to give moral self-assessment to one's own and other people's actions;

Acceptance by the individual of basic national values, national spiritual traditions;

Willingness and ability to express and defend one's public position, to critically evaluate one's own intentions, thoughts and actions;

The ability for independent actions and actions performed on the basis of a moral choice, taking responsibility for their results, dedication and perseverance in achieving results;

Diligence, thrift, life optimism, ability to overcome difficulties;

Awareness of the value of other people, the value of human life, intolerance to actions and influences that pose a threat to life, physical and moral health, spiritual security of the individual, the ability to counteract them;

Love of freedom as the ability for conscious personal, professional, civil and other self-determination and development, combined with the moral responsibility of the individual to the family, society, Russia, future generations;

Strengthening faith in Russia, a sense of personal responsibility for the Fatherland to past, present and future generations.

Identification of the main areas of evaluation activity - evaluation of the results of the activities of education systems at various levels, teachers, students.

Thus, the standard is focused on the formation of the personal characteristics of the graduate (“portrait of an elementary school graduate”):

Loving his people, his land and his homeland;

Respecting and accepting the values ​​of family and society;

Inquisitive, actively and interested in knowing the world;

Possessing the basics of the ability to learn, capable of organizing their own activities;

Ready to act independently and be responsible for their actions to the family and society;

Friendly, able to listen and hear the interlocutor, justify his position, express his opinion;

Fulfilling the rules of a healthy and safe lifestyle for yourself and others.

3. Overview of primary basic education programs

The analysis of information on the topic of the course study allowed us to establish that at the moment there is a fairly extensive set of educational methodological kits for solving the problems of teaching and educating a younger student, including his personal development. This:

Program "Primary School XXI century";

Program "School 2100";

Program "School of Russia";

Program "Perspective";

Program "Harmony";

Program "School 2000...";

System "Development. Individuality. Creation. Thinking" ("Rhythm").

Let us give a description of the most common programs of primary education.

Program "Primary school of the XXI century"

"Primary school of the XXI century" is a system of textbooks (educational kit) for grades 1-4 educational institutions, which ensures the achievement of the requirements for the results of mastering the main educational program of primary general education. The system was developed by a team of scientists from the Institute of Content and Methods of Education of the Russian Academy of Education, Moscow State Pedagogical University, the Russian Academy for Advanced Studies and Retraining of Education Workers, Moscow State University. The project leader is Honored Scientist of the Russian Federation, Corresponding Member of the Russian Academy of Education, Doctor of Pedagogical Sciences, Professor Natalia Vinogradova.

The prerequisites for its creation were: the main provisions of the theory of L.S. Vygotsky, scientific ideas of developmental education by D.B. Elkonina, V.V. Davydova, A.V. Zaporozhets, the concept of a promising elementary school (A.M. Pyshkalo, L.E. Zhurova, N.F. Vinogradova).

The leading idea of ​​the TMC "Primary School of the 21st Century" is the implementation of one of the possible ways to modernize primary education, the disclosure of new approaches to the goals, content and methods of teaching younger students in a mass primary school. Based on this, the team of authors created teaching aids for students (textbooks, workbooks) and teachers (books, guidelines, lesson planning, etc.).

TMC "Primary School of the 21st Century" includes textbooks on academic subjects, the names of which are presented in Appendix 1.

All textbooks are included in the Federal lists of textbooks recommended (approved) by the Ministry of Education and Science of the Russian Federation for the 2010-2011 academic year.

TMC "Primary School of the 21st Century" is built on the same fundamental principles for all academic subjects.

1. Student-centered learning involves: the preservation and support of the child's individuality; providing opportunities for each child to work at their own pace; creation of conditions for mandatory successful activity; training in the zone of "proximal development", providing timely assistance to each child in case of learning difficulties; creation of conditions for the realization of the creative possibilities of the student.

2. The natural conformity of education is considered as the correspondence of the content, forms of organization and means of education to the psychological capabilities and characteristics of children of primary school age, providing assistance to students who experience learning difficulties; creation of conditions for the growth of creative potential, the successful development of gifted children. A measure of the difficulty of the content of education for each student, taking into account the pace of his progress in mastering knowledge-skills and universal actions, the level of actual mental development and the stage of learning.

3. The principle of pedocentrism involves the selection of the content of education that is most adequate to the needs of children of this age stage of development, knowledge, skills, universal actions that are most relevant for younger students. This takes into account the need for the child's socialization, his awareness of his place not only in the "children's" world, but also in the school community; mastering new social roles (“I am a student”, “I am a student”) with the gradual expansion of his participation in the “adult” world. The knowledge and experience of the younger student in interacting with peers, with other people, with the environment, the level of awareness of one's belonging to a society of people (rights, duties, social roles) are also taken into account.

4. The principle of cultural conformity makes it possible to provide the student with the best objects of culture from different spheres of the surrounding life (science, art, architecture, folk art, etc.) for learning, which makes it possible to provide integration links between the student's educational and extracurricular activities.

5. The organization of the learning process in the form of an educational dialogue (the dialogical nature of the educational process) includes the teacher's orientation towards the democratic style of the relationship between teachers and students; giving the child the right to make a mistake, their own opinion, the choice of an educational task and a partner in activities. In elementary school, different forms of organization of education are used, during which children learn to cooperate, to carry out joint educational activities (pair, group, general collective).

6. Continuity and prospects of education. Establish successive links between the methodological system of education and preschool, as well as the main link in education.

From this point of view, the adaptation period in the first grade is especially important, the organization of which should help each first grader, taking into account his readiness for schooling painlessly move from preschool childhood to the school stage of life. Therefore, the authors paid special attention to the creation of new integrated courses studied in the first half of the 1st grade ("Diploma", " The world"), which, along with educational functions, would ensure the implementation of the function of "soft" adaptation of children to new activities.

Integration, which allows taking into account the integrity of the child's perception of the world around this age, is gradually being replaced by differentiated courses (they begin in the second half of the first year of study). The function of a holistic perception of the surrounding reality remains a priority direction of construction in subsequent classes of the "World Around".

The next feature of the project "Primary school of the XXI century" is that, according to the teaching materials, it allows to successfully solve one of the priority tasks of primary education - to form the main components of educational activity.

The idea of ​​building the education of younger schoolchildren on the basis of learning activity belongs to the theorists of developmental education. At the same time, the authors of "Primary School of the 21st Century" set themselves the task of developing a methodology for this type of education for mass schools in Russia, regardless of location, working conditions, teacher preparedness, etc. Based on this, in the teaching methodology, special attention is paid, firstly, to the purposeful use of modeling activities, and secondly, the authors have created a system of games with rules that develop the qualities necessary for teaching. And, thirdly, the content and structure of teaching aids reflect new approaches to the development of students' monitoring and evaluation activities (the "Check Yourself" section, the tasks "Compare your answer with the text", "Find mistakes", etc.).

Renovation of the primary school means a transition from the priority of reproductive and instructive activities to the priority of search and research. In teaching materials this is achieved by a method in which the student masters a fundamentally different role - not just a "spectator", "listener", "loudspeaker" ("I watch, listen, remember, repeat"), but a "researcher". The role of the researcher lies, first of all, in the fact that the student is an equal participant in the learning process, its subject. He is very interested in finding the truth, discovering new knowledge for himself: the student can put forward his own hypothesis (heading of the textbook "Express an assumption"), choose and justify his own way of solving the educational problem, enter into a discussion (tasks "Express your opinion"). In this case, the place and role of the sample (rules, method, conclusion, etc.) changes. It is not presented by the teacher at the beginning cognitive activity as not subject to discussion, change, and even more so evaluation, but is born in the process of collective work and often completes it, which makes it possible for each student to “discover” and consciously accept scientific knowledge.

The authors of the teaching materials set themselves another task: to increase attention to the creative activity of students, which includes the initiative and independence of each student. This is achieved by the use of "hidden" samples in the teaching methodology, the predominance of tasks of a problematic nature (compared to reproductive ones), the presence of a system of special creative tasks that become more complicated from class to class. The authors closely associate the development of creativity with the improvement of such mental process as imagination, therefore, for the first time for primary school, a system for using role-playing in teaching has been developed in the TMC, which makes it possible to develop various facets of role-playing behavior, and hence the imagination and creativity of the student. Thus, the role-playing game was introduced as an obligatory structural element of the lesson on "The World Around" especially in the 1st and 2nd grades. The development of creativity is also facilitated by the heading introduced in all textbooks - "Journey into the Past".

TMC "Primary school of the XXI century" implements in the educational process the right of the child to their individuality. All teaching aids contain material that allows the teacher to take into account the individual pace and success of each child's learning, as well as the level of his overall development. All textbooks provide additional educational content, which allows you to create a fairly high erudite, cultural background for learning, ensuring, on the one hand, the removal of the obligation to master all the knowledge presented (the child can, but should not learn it), and on the other hand, giving everyone the opportunity work in accordance with their abilities (headings of textbooks "For those who read well", "Journey into the past", "This wonderful world", etc.).

The correctional and developmental workbooks developed for the main subjects of the curriculum allow the teacher to move away from the traditionally accepted orientation towards the "average" student and carry out purposeful work depending on the success of each student's education. The TMC presents a system of work of an elementary school teacher to eliminate the causes of difficulties that arise in a younger student in the process of studying various subjects. For this, both control work and a diagnostic system for students of each class are presented, which allows the teacher to track not only the success of learning, but also the dynamics of the child's development.

The authors of the teaching materials pay special attention to the creation of an emotionally positive atmosphere for teaching younger students, the development of educational initiative and independence. The teaching methodology is structured in such a way that it gives each child the right to make a mistake, to self-evaluate their work, to independently analyze both the process and the results of learning (the "Check Yourself" section, recommendations to the teacher on the formation of the controlling activity of schoolchildren).
Each subject of the EMC contributes to the implementation of the above provisions.

EMC "Primary School of the 21st Century" became the winner of the "Competition for the creation of new generation textbooks for secondary schools" held by the National Foundation for Personnel Training and the Ministry of Education of the Russian Federation. The industry and government awards of the set have become an expression of public recognition of the UMK. In 2001, the set became the winner in the nomination "Textbook of the XXI century" and the owner of the book "Oscar" at the XIV Moscow International Book Fair. In 2002, the kit was awarded the Prize of the President of the Russian Federation in the field of education.

Program "School 2100"

The educational system "School 2100" is one of the programs for the development of general secondary education, aimed primarily at developing and improving the content of education and providing it with program, methodological and educational materials.

The "School 2100" program is built on the basis of the concept of "common sense pedagogy" and the concepts of individual subjects. It combines the main modern approaches to the education process (developing, variable, humanistic, student-oriented, etc.). This concept is opposed to the outdated "manipulative" paradigm, where the student acts as an object of education and upbringing, and not as an equal participant or subject of the educational process. It formulates the goals, principles and prospects for the development of the content and technology of Russian education (including upbringing) for the next ten years, corresponding to the developmental and variative approach and based on the idea of ​​lifelong education.

Scientific director of the program from 1990 to August 2004 - Academician of the Russian Academy of Education A. A. Leontiev, since September 2004 - Academician of the Russian Academy of Education D.I. Feldstein.

Firstly, it would be a system of developing education that prepares a new type of student - internally free, loving and able to relate creatively to reality, to other people, able not only to solve the old, but also to pose a new problem, able to make an informed choice and make independent decisions. ;

Secondly, it would be accessible to a mass school, would not require teachers to retrain anew;

Thirdly, it would be developed precisely as an integral system - from theoretical foundations, textbooks, programs, methodological developments to the system of advanced training of teachers, the system of control and monitoring of learning outcomes, the system of implementation in specific schools;

Fourth, it would be a system of holistic and continuous education.

a) personality-oriented principles: the principle of adaptability, the principle of development, the principle of psychological comfort;

b) culturally oriented principles: the principle of a picture of the world, the principle of the integrity of the content of education, the principle of systematicity, the principle of a semantic attitude to the world, the principle of the indicative function of knowledge, the principle of relying on culture as a worldview and as a cultural stereotype;

c) activity-oriented principles: the principle of learning activity, the principle of a controlled transition from activity in a learning situation to activity in a life situation, the principle of transition from joint educational and cognitive activity to independent activity of a student, the principle of relying on previous development, the principle of shaping the need for creativity and skills creativity.

The technology of problem-dialogical learning has been developed, which allows replacing the lesson of "explanation" of new material with the lesson of "discovery" of knowledge. The problematic dialogue technology is a detailed description of teaching methods and their relationship with the content, forms and means of teaching. This technology is effective because it provides a high quality of knowledge acquisition, effective development of intellect and creative abilities, education of an active personality while maintaining the health of students. The problematic dialogue technology is of a general pedagogical nature, i.e. implemented on any subject content and any educational level.

An optimal interpretation of the educational standard for the conditions of developing education is proposed, which is based on the minimax principle - a mismatch between the level of requirements for the content of the material presented and the level of requirements for mastering it by students. Based on this principle, textbooks have been created that differ significantly in the amount of material that students can and should (standard and program requirements) learn. This allows you to form information competence, i.e. the ability to identify missing information, search, analyze and synthesize new information.

Educational principles of the program: - social activity; — social creativity; - interaction between the individual and the team; - developing education; - motivation; - individualization; - the integrity of the educational process; - unity of the educational environment; - support for leading activities.

At present, the textbooks of the Educational program "School 2100" are actively included in the practice of the mass school, the authors of the textbooks regularly conduct methodological courses, consultations and seminars for teachers, scientific and practical conferences.

"School 2100" for primary school is a system of textbooks (teaching and methodological kit) for grades 1-4 of general educational institutions, which ensures the achievement of the requirements for the results of mastering the main educational program of primary general education.

The system of textbooks "School 2100" for primary school includes completed subject lines of textbooks in the main subjects of primary general education, the names of which are presented in Appendix 2.

All textbooks of the "School 2100" system are included in the Federal lists of textbooks recommended (approved) by the Ministry of Education and Science of the Russian Federation for use in the educational process in educational institutions for the 2012/2013 academic year (Order of the Ministry of Education and Science of the Russian Federation No. 2885 of December 27, 2011 No. ).

OS "School 2100" also includes the course "Rhetoric" (authors: Ladyzhenskaya T.A., Ladyzhenskaya N.V.). The program was developed in accordance with the requirements of the Federal State Educational Standard for Primary General Education and is provided with teaching materials (textbooks, guidelines for teachers).

The team of authors of the School 2100 educational system became the Laureate of the 2008 RF Government Prize in the field of education “For theoretical development foundations of the new generation educational system and its practical implementation in textbooks”. The content of education is determined by state standards and is embodied in the content and forms of educational literature for students. Experts from the Russian Academy of Education note that the School 2100 team of authors managed to create a modern, student-centered educational system for a mass school that is fully consistent with state policy and the directions for modernizing Russian education and effectively implements the ideas of developmental education, continuously and successively from preschool to graduation from general education. schools.

The main advantage of the "School 2100" educational and methodological package lies in the deep continuity and continuity of education. According to this program, children can study from preschool age to the end of a general education school (mainly in the direction of Russian language and literature).

All textbooks of the program are built taking into account the psychological specifics of age. A characteristic feature of this educational program is the "minimax" principle: educational material is offered to students to the maximum, and the student must learn the material according to the minimum standard. Thus, each child has the opportunity to take as much as he can.

Program "School of Russia"

"School of Russia" is a teaching kit for grades 1-4 of educational institutions. The scientific adviser of the set is Andrey Anatolyevich Pleshakov, Candidate of Pedagogical Sciences. As a single holistic set, this kit has been operating since 2001. This is one of the most famous and popular educational and methodological kits for teaching in elementary grades.

main idea programs: “School of Russia” is created in Russia and for Russia. The School of Russia program should become a school of spiritual and moral development. Such a school would be worthy of Russia.

Learning objectives:

Creation of conditions for the development of the personality of a younger student, the realization of his abilities, support for individuality;

Mastering by the junior schoolchild of the system of knowledge, general educational and subject skills and abilities;

Formation in the child of interest in learning and the ability to learn;

Formation of health-saving skills, teaching the basics of safe life.

Principles:

The priority of education in the educational process;

Person-oriented and activity-based nature of education;

Combination of innovative approaches with the traditions of domestic education.

The main feature of the methods and forms is that preference is given to the problem-search and creative activities of younger students. This approach involves the creation of problem situations, making assumptions, searching for evidence, drawing conclusions, comparing results with a standard. With this approach, a natural motivation for learning arises, the child’s ability to understand the meaning of the task, to plan academic work, monitor and evaluate its results. The problem-search approach allows you to build a flexible teaching methodology that is well adapted to the specifics of the educational content and specific pedagogical situation take into account the individual characteristics of children, their interests and inclinations. It makes it possible to apply an extensive arsenal of heuristic methods and techniques, purposefully developing cognitive activity and student independence. At the same time, the possibility of the existence of different points of view on the same issue is demonstrated, tolerance and respect for the opinion of another, a culture of dialogue is brought up, which is in good agreement with the task of forming tolerance.

All textbooks are included in the Federal List of Textbooks Recommended by the Ministry of Education and Science of the Russian Federation for the 2010-2011 academic year; meet the requirements of the current State standard primary general education; provide continuity with preschool and basic general education.

The teaching materials include textbooks and teaching aids of a new generation that meet the requirements for a modern textbook. At the same time, it carefully preserves the best traditions of the Russian school, taking into account the well-known principles of didactics, in particular, taking into account the age characteristics of children, the gradual increase in difficulty in presenting educational material and others. The authors of textbooks and teaching aids have adopted all the best that has been accumulated and tested in the practice of domestic education, has proved its availability for primary school students, guarantees the achievement of positive learning outcomes and real opportunities for the child's personal development.

The set of textbooks "School of Russia" is a holistic model built on a single conceptual foundation and having complete software and methodological support. At the same time, the educational and methodological set was given such qualities as fundamentality, reliability, stability, openness to the new, which should be integral characteristics of an elementary school so that it can successfully fulfill its high mission.

The general characteristics of the contents of the kit are as follows:

The personality-developing nature of education with the priority of the spiritual and moral development of the child.

The civic-oriented nature of education, which provides for the upbringing of a child by a citizen of his country, developing feelings of citizenship and patriotism.

The globally oriented nature of education, meeting the new challenges of education in the era of globalization.

Eco-adequate nature of education with priority attention to the problems of environmental ethics, education of love and respect for nature.

The list of EMC "School of Russia" is presented in Appendix 3.

Educational and methodological complex (EMC) for elementary grades "School of Russia" is one of the most famous projects in the country of the publishing house "Enlightenment". Practice shows that more than half of the primary school students in Russia are trained according to this EMC. As a whole, the School of Russia set has been operating since 2001. However, the teaching materials textbooks were revised in accordance with the requirements of the Federal State Educational Standard and sent back for examination. In November 2010, the Prosveshchenie publishing house received positive expert opinions from the Russian Academy of Sciences and the Russian Academy of Education that the School of Russia textbook system ensures the achievement of the results of mastering the basic educational program of primary general education and fully complies with the requirements of the Federal State Educational Standard (FSES) . All textbooks that make up the completed subject lines of the EMC "School of Russia" received positive ratings from the Russian Academy of Sciences and the Russian Academy of Education.

Thus, there are quite a lot of teaching materials for elementary school, and, following the Law on Education, the educational institution and the teacher have the right to choose those textbooks that, in their professional opinion, are the most effective and understandable.

Conclusion

During the course of the study, we came to the following conclusions.

Federal State Educational Standard (FSES)– normative document,which is a set of requirements that are mandatory for the implementation of the main educational program of general education, which have state accreditation.

The standard aims to provide:

Equal opportunities to receive quality primary general education;

Spiritual and moral development and education of students at the stage of primary general education, the formation of their civic identity as the basis for the development of civil society;

Preservation and development of cultural diversity and linguistic heritage of the multinational people of the Russian Federation, the right to learn their native language, opportunities to receive education in mother tongue, mastering the spiritual values ​​and culture of the multinational people of Russia;

Unity of the educational space of the Russian Federation in the context of the diversity of educational systems and types of educational institutions;

Democratization of education and educational activities, including through the development of forms of state and public administration, expansion of opportunities for exercising the right of teaching staff to choose teaching and upbringing methods, methods for assessing students' knowledge, developing the culture of the educational environment of an educational institution;

Conditions for the individual development of all students, especially those who are most in need of special learning conditions - gifted children and children with disabilities.

In accordance with the Standard, at the level of primary general education, the following is carried out:

Formation of the foundations of civic identity and worldview of students;

Formation of the foundations of the ability to learn and the ability to organize their activities - the ability to accept, maintain goals and follow them in educational activities, plan their activities, monitor and evaluate them, interact with the teacher and peers in educational process;

Spiritual and moral development and education of students, providing for their adoption of moral standards, moral attitudes, national values;

Strengthening the physical and spiritual health of students.

In accordance with the requirements of the Federal State Educational Standard, the personal development of elementary school students is aimed at:

Determining the dynamics of the picture of the development of students on the basis of highlighting the achieved level of development and the immediate prospects - the zone of proximal development of the child;

Determining the opportunities for students to master educational activities at a level corresponding to the zone of proximal development in relation to knowledge that expands and deepens the system of supporting knowledge, as well as knowledge and skills that are preparatory for this subject;

Identification of the main directions of evaluation activities - evaluation of the results of the activities of education systems at various levels, teachers, students.

The implementation of the Federal State Educational Standard for Primary General Education is a complex innovative process. The introduction of the Federal Standard in all educational institutions of the Russian Federation that implement educational programs for primary general education and have state accreditation has led to the introduction of new programs into school practice, such as:

Program "Primary School XXI century";

Program "School 2100";

Program "School of Russia";

Program "Perspective";

Program "Harmony";

Promising Elementary School Program;

Program "Planet of Knowledge";

Program "School 2000...";

Program "Primary innovative school" (FSES);

The system of developing education L.V. Zankov;

The system of developing education D.B. Elkonina - V.V. Davydov;

System "Development. Individuality. Creation. Thinking" ("Rhythm").

Following the Law on Education in the Russian Federation, both the educational institution and the teacher have the right to choose those textbooks that, in their professional opinion, are the most effective and understandable.

The introduction of federal state educational standards will make it possible to obtain the optimal quality for a particular educational institution educational outcome and build an individual process of educational activities for each student. No matter how new the second generation standards are for the school, they also guarantee accessibility, continuity and free education. It is the standards of the second generation that will become an objective assessment of the level of education and qualifications of graduates, regardless of the forms of education.

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APPENDIX

Attachment 1

List of teaching materials "Primary school of the 21st century"

7. Fundamentals of the spiritual and moral culture of the peoples of Russia (Grade 4). Authors: Vinogradova N.F., Vlasenko V.I., Polyakov A.V.

8. English "FORWARD" (grades 2-4). Authors: Verbitskaya M.V., Oralova O.V., Ebbs B., Warell E., Ward E.

Appendix 2

List of textbooks "School 2100"

1. Teaching literacy and reading. Primer. Authors: Buneev R.N., Buneeva E.V., Pronina O.V.

10. Physical culture.

11. English "English with pleasure" ("Enjoy English") (grades 2-4). Authors: Biboletova M.Z., Denisenko O.A., Trubaneva N.N. (Order of the Ministry of Education and Science of the Russian Federation dated December 24, 2010 No. 2080).

Appendix 3

List of textbooks "School of Russia"

5. The world around.

9. Physical culture.

11. English (extended content of teaching a foreign language). Authors: Vereshchagina I.N., Bondarenko K.A., Pritykina T.A., Afanasyeva O.V.

With the introduction of the second generation GEF, the problem of giftedness is becoming more and more relevant. This is primarily due to the need of society for an extraordinary creative personality. taking place in Lately the growth in the volume of information requires a change in approaches to the content and conditions of educational activities that develop the intellect and abilities of schoolchildren.

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The development of a creative personality in the context of the implementation of the Federal State Educational Standards of the new generation.

A. A. Salin, teacher of OBZH MBOU secondary school No. 1, Pushkino

“... not to give samples, to put the child in a situation where his usual ways of acting are obviously unsuitable and to motivate the search for the essential features of a new situation in which to act - these are the foundations of non-traditional pedagogy based on the psychological theory of learning activity ... "

G. A. Zuckerman, Doctor of Psychology. Sciences

Our century has opened up the possibility of creating in all areas of human activity: art, politics, technology, science, etc. Moreover, novelty has become the main criterion for creativity. At present, the concept of creativity includes the process of creativity in the mind of the creator and reality, and the result of this process.

With the introduction of the second generation GEF, the problem of giftedness is becoming more and more relevant. This is primarily due to the need of society for an extraordinary creative personality. The recent growth in the volume of information requires a change in approaches to the content and conditions of educational activities that develop the intellect and abilities of schoolchildren.

Creativity is based on the openness of the individual to the world, including other possible worlds. Such a person is more receptive to any external information: natural, social, cultural. Natural and cultural processes lead a creative person in their own ways, forcing him to experience and solve all emerging tensions as his own problems.

At present, a fundamentally new social, socio-economic situation in Russia requires the development in a person of such personal qualities that would help him not only survive in a complex modern society, but also become an active subject of public life, capable of creatively transforming reality, using all range of its possibilities.

The formation of a new social outlook requires a person who deeply knows himself and controls himself, actively manifesting his individuality. The development of such a personality is connected with the process of self-development and creative realization. However, traditional education, the main purpose of which is the formation of "systematized knowledge, skills and abilities" is not able to create conditions for the harmonious development of the individual, and is mainly aimed at training impersonal young qualified personnel.

The predominance of the lesson form of classes and reproductive methods of teaching, the transmission of purely objective knowledge and methods of activity leads to the fact that students cannot express themselves in the relevant areas of culture and do not develop as creative individuals. In such a situation, the main way the child interacts with the outside world is the absorption of information about him, which, with a rapid increase in its volume, leads to physical and mental overload of students and, as a result, the occurrence of various psychosomatic disorders in them. Young people brought up in such conditions are characterized by low culture, rigid behavior and thinking, social passivity and irresponsibility, increased anxiety and uncertainty about the future. In this regard, there is a need to develop a basic personality culture, which involves the search for such methods and means that would make it possible to overcome the alienation and consumer attitude of the child, develop his best personal qualities and claim his creative potential.

Thus, the main goal of the school's work in the new conditions is to create conditions for the optimal development of gifted children, including those whose giftedness may not yet be manifested at the moment, as well as simply capable children, for whom there is a serious hope for a further qualitative leap in development of their abilities. The task of early detection, and then training and education of gifted and talented children is one of the main problems of improving the education system.

Children's creativity is a natural component of their development. IN preschool age When a period of self-affirmation comes through overcoming certain cultural stereotypes, the emergence of variable thinking, the child discovers and reveals many opportunities for creativity, easily creates one version of a creative product after another. All of them are of equal value to him. But the baby still cannot separate the successful option from the unsuccessful one, that is, he is not capable of a critical, cultural assessment of the fruits of his activity. Real creativity is inaccessible to him, as it involves the selection and elimination of options from the standpoint of taste, a dialogue with culture. The writing of a child who has not yet encountered school reality is “carefree, it is indifferent to the norm, and least of all presupposes the hearing of another.” An important feature of children's creativity is its universal character. All children create - at this age it is not creativity that surprises, but its absence.

It is no secret that many parents, without understanding, and sometimes with pronounced rejection and aggression, treat children's fantasies - the first manifestations of creativity. The consequence of too rigid external "training" of the child (before the structures of his own "I" were formed, capable of withstanding pressure from outside, which occurs at about the age of three) is the lack of creativity. This is a signal of a serious deviation from normal development. It is impossible, of course, to unequivocally predict the fate of such children, but in life it will be difficult for them. How far a person's fate will be connected with creativity in the future depends on the interaction of the individual with culture. Gradually, the "naive" creativity of the child is replaced (or becomes) adult creativity, i.e. goes beyond the framework of individuality and enters into a dialogue with the outside world.

The results of dialogue with culture are different. Unlike children, not every adult exhibits manifestations of creativity. On the contrary, already by the time of entry into adulthood, it most often turns out that individuality, creativity, originality are blocked, suppressed. This happens if the family, the school, the environment as a whole perceive them with disapproval and misunderstanding.

The affirmation of creativity in adulthood is the way to deal with difficulties. Both an adult who chooses a creative lifestyle and a gifted child have to cope with fears, anxieties, and other emotional and personal problems.

The psychology of creativity is a young branch of knowledge, in which there are no less myths and prejudices than reliable information. Even the very definition of what creativity is is difficult. Assimilation of any new knowledge, we do not just mechanically add it to the previous one. New information, coming into contact with the previous experience of a person, completely rebuilds the existing knowledge and ideas. Thus, any knowledge is a creative process, and creativity is absolutely necessary for every person for the successful functioning of his intellect and thinking.

In one way or another, we are all creators, but life develops in such a way that few manage to truly develop this ability. At school, the student is expected not to be creative, original, but only the “correct” answer. In production, the worker, as a rule, must perform certain, predetermined duties. And the person himself is often afraid of his own unexpected, non-standard decisions, because they are always associated with the risk of making a mistake and being the subject of ridicule of others. This problem can be solved by providing pedagogical support. Moreover, not only to gifted students, but also to numerous "ordinary" -as practice shows, they are willingly included in the research game, striving to take their place next to more intellectually gifted classmates.

The essence of pedagogical support is to assist the student in his endeavors, the first timid, uncertain actions: the teacher evaluates them positively, approves, if necessary, takes the side of the student, forms a positive public opinion, protects his rights. The essence of pedagogical support can be understood more broadly as the creation of a safe environment, a favorable emotional background, a developing environment. Very often, the teacher must protect such a child from himself, from his insecurities, from his complexes, from internal contradictions, and conflicts that arise in the learning process and torment him.

Many psychologists are convinced that it is worth releasing a person from external and internal barriers, from fears and stereotypes, as the creator imprisoned in him will be freed. These ideas formed the basis of the brainstorming method, the essence of which is the liberated flow of ideas. Studies have shown that any divergent thinking tasks help develop the creative abilities of children and adults - those in which you need to find not one, but as many diverse and original answers as possible. It is useful to compose phrases and texts from a given set of words, build an image from geometric shapes, play “squiggles”, completing the picture in one stroke.

As a psycho-emotional relief during the lesson, you can give the student a task: for example, to find, among the things around him, the maximum number of objects with one (two, many) axis of symmetry, or whose name begins with a certain letter (with a name consisting of so many - then letters), or created during the last century, or suitable for cracking nuts (to be a gift, to serve as a measure of length, weight) ...

Creators from childhood are distinguished by the fact that they are not afraiddivergent tasks. This is the conditional name for tasks that have not one, but many correct answers.In divergent problems, the final mental product (answers) is not derived directly from the conditions. Their solution requires the search for different approaches, allows and partially involves their comparison. And the non-derivability of answers from the condition itself and the understatement that manifests itself in this way require not just the mobilization and integration of already acquired knowledge, but intuition, insight.

divergent thinkingis a method of creativethinking, which is to find many solutions to the same problem. People who are not inclined to creativity, exploratory behavior prefer tasks that have clear solution algorithms and a single correct answer. Situations of uncertainty that inevitably arise when solving divergent problems annoy and even frighten them. The ability to solve divergent problems is the most important condition for success in creative activity: scientific research, creation of works of art, leadership, entrepreneurship. If you think about it, these are almost all the important tasks that a person solves in life: What profession to choose? Where to live? How to communicate with others? With whom to start a family? How to rest?

With the traditional approach, especially for domestic education, divergent-type tasks are a rarity in education. Almost all tasks used in traditional learning are convergent, that is, the conditions of the task assume the existence of only one, the only correct answer, which can be calculated by strict, logical reasoning based on the use of learned rules and algorithms (laws, theorems, etc.). ).

An interesting type of divergent problems is the search for the causes of events. Both the real situation and any random phrase are taken as a basis. The phrase can be built taking into account the problem being studied in the lesson. We ask ourselves: “Why?” (... it is raining in the dry waterless desert; ... this year there were many mushrooms in the forests; ... the summer is green, the winter is white and the sky is blue ...) - and we are trying to answer. You can find students a problem that has many correct solutions, encourage them to capture and write down all the thoughts and ideas that come to mind, no matter how “wild”, impractical and crazy they are. You can evaluate not only the quality of the answers, but also their quantity, refrain from criticizing and evaluating ideas until they stop coming.

The ability to associate is developed by tasks that offer to match nouns to an adjective. “For example, warm - summer, sun, kitten, color, relationships; cold - iceberg, morning, parting, north. Or come up with diverse comparisons: rain is like a waterfall, like a shower, like tears, like music, like a drum roll, for a while (because it’s coming), like a lullaby (lulls you), like a sentence (cancels a walk), like a fly (annoys you), to remembrance (brings sadness).

Divergent thinking develops well when working with a constructor - of course, if you assemble models not according to a ready-made model, but invent something of your own. For example, from the details of a technical designer, make figures of animals or flowers, and try to assemble a truck or plane from a building kit. In general, non-standard use of materials opens great prospects for creativity. You can draw with grits, create pictures from colored scraps of paper and fabric, make toys or sculptures from plastic bottles, write a birthday greeting with sweets or coins.

Any writing, serious or not, is good. It is useful to write poems and fairy tales, comic congratulations and letters, play burim, invent stories with friends. They also develop tasks with difficult conditions (compose a story from nouns alone, or from words starting with one letter, or including as many phraseological units as possible).

Today there is computer programs, allowing you to make cartoons, create fancy collages, write music. There are many books with creative tasks, educational games that help to have fun and useful time in the company. All this can be used in project activities - completing the task will bring not only practical benefits to the student, but will give him pleasure from the process of work, will give him the opportunity to feel like a creator.

Children in a traditional school have few opportunities to take different approaches and offer different solutions. learning objectives. Therefore, if it is not possible to introduce design or participate in competitions, it is necessary to use every opportunity during the lesson, when studying a particular topic, to develop the creative potential of students. This can be implemented without departing from traditional curricula, using exercises in regular lessons aimed at developing both convergent and divergent thinking.

At present, the implementation of the second generation of the Federal State Educational Standard creates opportunities for the development of the giftedness and creative potential of the student's personality, as well as conditions for the creative self-realization of teachers.

Almost every subject of the school curriculum can be used as a platform for identifying and supporting creative students, developing and consolidating their creative potential. In addition, by changing the tactics of teaching academic disciplines, it is possible to significantly improve overall performance without going beyond the curriculum.

To study the dynamics of the development of a student's creative personality, it is best to use a comparison of creative or divergent (creative) thinking and traditional convergent thinking. In accordance with this approach, students' answers are evaluated according to the following main criteria: the degree of accuracy of the answer, the degree of detail, speed (who was earlier), accuracy, and the degree of compliance with the established form of the answer (for written assignments).

To be creative means to do it qualitatively, at a higher level. Creativity is a constant improvement and progress in any activity, without the joy of creativity, our life turns into boredom and routine. A creative person is always passionate about something, his standard of living depends on his creative abilities.

Creative activity has a significant educational impact on students, it increases the student's own self-esteem, his status in the eyes of peers, teachers, parents. And teachers, participating in the activities of innovative platforms, develop their professional competence.

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