home » Geography The principle of advanced learning. Advanced training in the development of new educational technologies by teachers of higher education. The link between the years of study is a great perspective; ends and begins each academic year

The principle of advanced learning. Advanced training in the development of new educational technologies by teachers of higher education. The link between the years of study is a great perspective; ends and begins each academic year

The role of continuous and advanced education in the training of specialists

Goncharova Nadezhda Ivanovna (nmk[email protected] mail. en)

state budgetary professional educational institution of the Rostov region "Novocherkassk Engineering College" (GBPOU RO "NMK")

Let's formulate the first important question for us:what should education be, "quick" or "long"?On the one hand, it is really possible to quickly master many mass professions at the level of stable fulfillment of "what the authorities require." But, on the other hand, many labor psychologists note that professional development continues until retirement. As noted by V.S. Oleinikov, the main task of professional educational institutions is "... not only to give young people general education and profession, but also to form in young people the prerequisites for permanent, lifelong education, obtaining new and new specialties and qualifications ... "The essence of "continuing education"- continuous development of a professional, corresponding to the developing modern production.
On the present stage social development, education is turning into one of the most extensive and important areas of human activity, which is closely intertwined with all other areas public life. In connection with the need for the country's transition to an innovative path of development and the use scientific achievements in the real sector of the economy, the training of highly qualified, responsible, fluent in their profession and oriented in related fields of knowledge, and, consequently, competitive specialists in the labor market, is of paramount importance. They must be not only competent, but capable of effective work at the level of requirements accepted in the world practice, ready for constant professional growth and social mobility.

One of the main goals of continuing education is the expansion and diversification of educational services that complement basic school or university education. This recognizes the insufficiency or inability of the basic system to teach a person everything that he will have to do during his working life. Continuing education is equated with adult education, as it refers to various forms of retraining, advanced training and cultural level of people who have passed the usual age of basic education.

The goals of continuous education of personnel in production.

From the perspective of an employer:

Organization and formation of management personnel

Mastering the ability to identify, understand and solve emerging problems

Reproduction and integration of personnel

Adapt and innovate Maintain and improve professional qualifications

From an employee's point of view:

Acquisition of professional knowledge outside the scope of the main activity

Acquisition of knowledge about "external" organizations that affect the operation of the firm

Development of abilities in the field of planning and organization of production

Planning for continuous learning is one of the main components of human resource planning, which includes two stages: the first is a forecast of the quantitative and qualitative composition of employees in the organization for the period under review; the second is drawing up plans for the recruitment, training, retraining and advanced training of personnel.

Lifelong education involves the diversity and flexibility of the types of training used, its humanization, democratization and individualization. An important feature of lifelong education is its aspiration to the future, to solving the problems of the development of society based on the use of acquired professional knowledge to obtain higher qualifications; retraining and transition to a more complex and prestigious profession.

To carry out this work, you need to know the principles of continuous education. This is a system of basic ideas that must be implemented in the process of designing a system. educational institutions accompanying a person in various periods of his life. These include:

Progress in the formation and enrichment of the creative potential of the individual,

Vertical and horizontal lifelong integrity educational process;

Integration of educational and practical activities;

Accounting for the features of the structure and content of the educational needs of a person at various stages of his life cycle;

Meaningful continuity of the ascending steps of the educational ladder;

Unity of professional, general and liberal education;

Self-education in the periods between the stages of organized learning activities;

Integration of formal, informal and informal components of the lifelong educational process.

The principles of continuous education are based on the following theoretical principles:

Coverage of education throughout a person's life;

Understanding the educational system as a holistic one, including preschool education, basic, sequential, repeated, parallel education, uniting and integrating all its levels and forms;

Inclusion in the education system, in addition to educational institutions and centers of additional training, formal, non-formal and non-institutional forms of education;

Horizontal integration: home - neighbors - local social sphere - society - world of work - means mass media- recreational, cultural, religious organizations, etc.; between the studied subjects; between various aspects of human development (physical, moral, intellectual, etc.) at certain stages of life;

Vertical integration: between separate stages of education (pre-school, school, post-school); between different levels and subjects within separate stages; between different social roles implemented by a person at certain stages of the life path; between various qualities of human development (qualities of a temporary nature, such as physical, moral, intellectual development, etc.);

Emphasis on self-management; emphasis on self-education, self-education, self-esteem;

Individualization of teaching; teaching in the conditions of different generations (in the family, in society); expanding horizons; interdisciplinarity of knowledge, their qualities; flexibility and variety of content, means and methods, time and place of training;

dynamic approach to knowledge - the ability to assimilate new achievements of science; improving learning skills; stimulation of motivation to study; creation of appropriate conditions and atmosphere for learning; implementation of creative and innovative approaches;

Facilitate the change of social roles in different periods of life; knowledge and development of one's own system of values; maintaining and improving the quality of individual and collective life through personal, social and professional development; development of an educating and teaching society; learning to "be" and "become" someone; consistency of principles for the entire educational process.

Continuous education is carried out at the level of individuality, pedagogical system, educational system and society as a whole. At the level of individuality, continuous education is carried out within the framework of socialization, adaptation and intellectual self-awareness of a person, that is:

1) there is a consistent assimilation of a certain system of values, norms, knowledge under the targeted influence of educational and training influences and spontaneous, spontaneous processes affecting the formation of personality;

2) there is a gradual formation of the optimal algorithm of the cognitive activity of the individual, the adaptation of internal potential abilities and motives to the external needs of the individual, the closure of theoretical knowledge with his experience practical application;

3) the formation of the individual's mentality takes place, that is, a way of thinking, a set of mental skills, ways of operating information, spiritual attitudes of the individual, as well as the conscious use of one's own abilities to generate a new portion of knowledge are formed based on the closure of the individual's internal information field with the information field of the community.

At the level of the pedagogical system, continuous education is carried out through the reproduction, change and development of patterns, theory and methodology of education and training of a person. The pedagogical system is the system within which pedagogical activity, that is, the purposeful activity of teachers (teachers, teachers, mentors, parents, educational institutions), which consists in managing the process of educating and educating the younger generation, becoming its full member of society. The structure of the continuing education of the pedagogical system consists of the following components:

1) reproduction, change and transformation of needs, trends in social development, cultural values, worldview features, requirements, necessary qualities presented to a modern member of society;

2) reproduction, change and development of ideas about the essence of knowledge, a socially approved ideal model of an educated person and a successful specialist, diverse scientific knowledge, skills, experience, mental habits accumulated by mankind and relevant for the formation of a future member of society;

3) reproduction, change and development of pedagogical knowledge proper, pedagogical skills and experience, that is, the laws by which the process of mastering knowledge, skills and abilities, methods, principles and ways of teaching and educational influence on the student, methods and methodology of pedagogical activity.

At the level of the educational system, continuous education is carried out through reproduction, change and development educational institutions and the nature of the relationship between them, as well as the unification (synergy) of the efforts of communities and the individual efforts of individual subjects educational activities in solving the problems of pedagogical manageability, self-organization, self-development, self-improvement in conditions of instability, instability, speed of information circulation and society's requirements for the nature of educational services. In this context, the structure of continuing education will include the following components:

1) reproduction, change and development of education as a state-public institution, taking into account specific historical requirements, concentrated in the totality of socio-economic, political, moral, legal and cultural needs of society in educated and developed people;

2) reproduction, change and development of an appropriate infrastructure that is able to meet the needs of society in a culturally developed spiritually developed person, a high-quality specialist and an educational process that meets the requirements of functionality, manageability and adaptability;

3) reproduction, change and development of the educational system that contributes to the student's individual-personal self-promotion, the disclosure of abilities, talents, talents, interests, the formation of special psychological qualities that help to eliminate ossified clichés and stereotypes of habitual thinking in individual consciousness and skills and form an individual cognitive algorithm .

The system of continuous education cannot exist by discarding the practice of the traditional education system. While the traditional education system, in the form in which it exists now, does not meet the needs of modernity and hinders the development of human potential. Therefore, we can talk about the need to reform education, which consists in the transition to a system of continuous education, which includes a traditional education system that uses its experience, while maintaining the priority of the value of new education compared to the values of simple accumulation and reproduction of knowledge. Thus, the traditional education system will perform the function of a kind of soliton - a structurally stable, indestructible unit of the continuous education system, which absorbs new knowledge without changing either the relationship or the nature of previously accumulated information. The system of continuous education at the level of creating a new portion of knowledge will perform the function of a phantom, that is, modeling, constructing images of future knowledge (variants of knowledge interpretation). Interaction, communication, cooperation between the system of continuous education and the traditional system of education is carried out through the properties of individual and social memory, that is, the ability to store information for a long time and repeatedly enter it into the sphere of consciousness and behavior, thus carrying out neoformation. Neoformation is scientifically formalized knowledge, ready for implementation in practice and reproduction in social experience (project, program, strategic plan). The result of such interaction between the traditional education system and the system of continuous education is:

1) at the human level - the formation of individual research mentality;

2) at the level of the pedagogical system - the formation of methods and ways of modeling and motivating the research skills and abilities of the student and teacher;

3) at the level of the educational system - the formation of a friendly infrastructure for the development and self-development of research skills and developments;

4) at the level of society as a whole - the formation of a system of continuous education as the main social value and means of actualizing social and individual needs and opportunities through research activities.

Lifelong education is not a process of development, in view of the fact that its goal is not perfection as such, but the desire of a person (system) to be relevant in the existing social reality and adapt social reality to the internal potential needs of a person (system), that is, it is the implementation of the integration of an individual and universal. The process of continuous education is not unconscious and not aimless, but is aimed at a certain goal achievement, which means we are goal-setting, therefore it is aimed at an ideal result, which, in turn, indicates its infinity, reproducibility, a constant qualitative change in its discontinuity (end of the cycle and setting a new goal). ).

Now they are talking not only about "continuous vocational education", but also about"Advanced Education". Comparing lifelong and advanced education, it is necessary to pay attention to the fact that advanced education in its practiced understanding is not and should not be an alternative (education "throughout life"). Advanced education determines the need, first of all, for the formation and constant growth of knowledge of a fundamental nature - in the form of its stable core (knowledge "for life") at each of the levels of basic education.

Advanced education purposefully prepares students for life and work in an information-rich environment that requires people to be more responsible, wider and at the same time more flexible general educational base, subject to continuous enrichment and development. It is designed to combine the preparation of a new generation for the future with meaningful and full-blooded today's life of students. As it prepares the individual for the fulfillment of his functions in the society of the future, it must teach children to cope effectively with the tasks of the present day.

Advanced education includes, first of all, general education as the basis for any subsequent specialization, inclusion in various types of activities. It focuses primarily on the development general abilities, inclinations, interests, beliefs, ideals, worldview, personality orientation, while creating opportunities for identifying and forming a vocation, helping young people in their life and professional self-determination.

The goal is to promote general cultural development, especially the formation of a moral and intellectual inner world, the formation of a systematic scientific worldview and a constructive worldview. Its tasks include preventing deviant behavior, arming with the means of effective self-development, preparing for continuing education.

A system of social, educational and personal values has developed, which advanced education seeks to bring to life: 1) responsibility to the present and future; love for truth, goodness, beauty, homeland, people, life, world, nature, labor, science, knowledge, art, creativity, technology, construction and design; 2) practically effective, constructive outlook; modernized scientific and technical knowledge, the ability to navigate the latest technologies; information literacy; 3) a persistent inclination and ability for intensive productive work and changes in the types of labor; skills of collective labor and cognitive activity; high work culture; 4) the inclination and ability for continuous education, for cooperation with peers, older and younger generations; to a conscious choice of profession; to full-fledged creative leisure; 5) the ability to adjust their activities, readiness for difficulties and trials, the ability to cope with the contradictions of reality; 6) deep and strong sense of justice; the ability to value, rationally organize and use time; possession of methods of technical, industrial and public management; experience in making responsible decisions and their implementation; 7) discipline and emotional saturation of mental activity, mental abilities.

The achievement of these goals is facilitated by such means of advanced education as providing a systematic moral, aesthetic and scientific worldview, attitude, worldview; introduction of evolving learning; appeal to reflection, self-knowledge and self-development of trainees; organization of their practical activities, communication, mutual assistance and cooperation; development and compensation of abilities; application in the educational process of new information technologies.

The formation of a new type of personality is served by the updated content of education created in educational institutions psychological, pedagogical and vocational guidance service, pedagogical general education for parents and educators of students, a permanent system of advanced training for teachers, active methods learning and teaching, various forms of organization of school life, diverse amateur activities of students, etc.

The full course of general advanced education is designed to ensure the assimilation of systemic knowledge from the following areas: 1) history, economics, sociology, state and law, ergonomics, science of science, geography, ethnography, linguistics, logic, psychology, pedagogy, ethics, aesthetics, literature, art, design, drawing and drafting, music; 2) technique and technology, production and agriculture; 3) mathematics, informatics, astronomy, physics, chemistry, geology, biology, physiology, hygiene; four) Physical Culture and sports.

General advanced education is divided into four age stages: I–III grades (6–8 years old), IV–VI grades (9–11 years old), VII–IX grades (12–14 years old), X–XI grades (15– 16 years). At the first stage, simple computer games are introduced into the curriculum, at the second - the initial course of informatics, the widespread use of computers in the educational process begins, compulsory subjects (about 60% of the study time) are combined with electives. New academic disciplines: modern world, production, technology, labor culture, laws of thinking, history of world culture, ethics and psychology, development of nature and society, the foundations of self-education and self-education, artistic pursuits and etc.

At the third stage, along with the course of computer science and computer technology, compulsory subjects are taught (50% of the study time), including philosophy, political economy, engineering and technology, production and agriculture, ethnography, as well as concentrically extended courses of the previous stages. Elective disciplines cover, in particular, the development of various types of practical activities, design and modeling, teaching translation and methods of scientific information services, typing and shorthand, making visual aids, programming and maintenance of computers; work is provided for in various production associations.

ADVANCED EDUCATION

The state of education is worrisome, as it no longer meets the needs of modern society.

Today's education is built on the model of man as a "natural" being. Such a person is considered only in the system of causal interactions. The "natural" man is always either the effect or the cause.

Education built on causal interactions is inherently limited in nature. Because the limit of a "natural" person is the possibilities of his activity, given either genetically or socially. A limit in the sense that a "natural" person is not capable of reflecting on his own capabilities. A "natural" person realizes himself in activity, but the activity of a "natural" person is not a way for a person to create himself.

For a “natural” person, the reason that determines him never becomes an object of reflection. The “natural” person himself cannot be considered as the cause of himself, and even more so, as the cause of society.

Therefore, education based on the model of a “natural” person is not capable of acquiring a leading character. But it is the leading nature of education that becomes the leading requirement of modern society for modern education.

Education based on causal determination is of a “retarded” nature. The problem of creating a "leading" education based on the model of a "natural" person cannot be solved. The psychological nature of this problem lies in the fact that a person, in fact, is not a "natural", but an "artificial" being. Those. a being not so much participating in causal interactions as capable of constructing (creation) its own determinants and possibilities. This may be because an "artificial" person is able to build and complete the ideal spaces of his capabilities (sign-symbolic spaces).

An “artificial” person is a creature that simultaneously exists in both real and ideal spaces. But it is only in an ideal space that the creation of new possibilities begins, the advancement of the actual one. Education as the development and creation of one's own capabilities by a human individual is "anticipatory" education.

The anticipatory nature of education is possible because the “artificial” person is determined not by an external cause, but by his own ideal form, which he himself produces. This way of human existence as an "artificial" being allows him to overcome any limits, both external and internal, because he is able to build an ideal space of possibilities for his own activity of any level of complexity.

In this regard, the formation of a person as an “artificial” being (i.e., the formation of an advanced type), in contrast to the formation of a person as a “natural” being (i.e., the formation of a “retarded” type), is not built as a process accumulation of individual experience (acquisition of new opportunities as a consequence of external natural and social causes affecting a person), but as a process of creating one's own opportunities (an ideal space of activity) and mastering the very method of creation.

The creation of new opportunities in the process of education leads to the complication of the structure of the ideal space of human activity. Therefore, the efficiency and effectiveness of advanced education can be assessed by the complexity of the structure of the ideal space of individual activity.

On the other hand, the levels of complexity of the ideal space of activity can be considered as stages of the educational process. They seem to separate one educational era from another.

Based on the goals of advanced education, it is necessary to build the process of advanced education in a special way. It should be based on a system of problem situations, the psychological content of which is the construction and reconstruction of the ideal space of their own capabilities by each student. Resolution method psychological problem is reflection as a way of creating ideal (and then real) spaces of activity.

It is reflection as a way of constructing an ideal space (creation of ideal space) that is the goal and result of anticipatory education.

Advanced education requires special technologies, the essence of which is that the solution of any subject problem inevitably turns into a solution to the psychological problem of changing one's own capabilities. At the same time, the psychological solution of the objective problem consists in building up one's capabilities (one's own ideal space) to the level specified by the conditions of the objective problem.

In this way,the essence of advanced education- not only in focusing on developing production, and not even in promoting the development of production (bringing it up to the level of specialists), but most importantly (in psychological sense) - focus on the intended perspective. At the same time, skillful forecasting of the development of production and society itself becomes the most important task, which means constant thinking about it. This is precisely what constitutes the essence of a full-fledged professional - to be able to see oneself (and one's activity) in the context of more global social processes.It is this willingness of a professional to correlate himself with cultural and historical processes that brings him to a completely different level of development of his dignity in work.. The opposite of such readiness is the orientation towards the "benefits" and "philistine joys" received by the worker in return for his labor. As a result, any person is given the right to choose one or another option for implementing his idea of dignity in work.

B.M. Bim-Bad

Advanced education includes, first of all, general education as the basis for any subsequent specialization, inclusion in various types of activities. It is aimed primarily at developing general abilities, inclinations, interests, beliefs, ideals, worldview, personality orientation, while creating opportunities for identifying and forming a vocation, helping young people in their life and professional self-determination.

To be ahead means to be capable of constant, purposeful and systematic assimilation of a system of knowledge, skills, values, attitudes, orientation, norms of behavior, ways and forms of communication. Advanced education organically includes new information technologies. Computers here serve the student and the teacher both as a means of cognition and as an instrument of practical activity.

Implementation of the developed model of advanced education becomes the most important source of its improvement and the criterion of its compliance with the proclaimed goals. For the operational improvement of the theory and practice of the system being created, it is important to constantly study each pilot (experimental) school and the degree of progress towards goals and systematically evaluate the progress and results of activities. Interchange of experience in the work of experimental schools is envisaged, in particular, with the help of a well-established information service. The nature of improvement and its results should be assessed by the level of development of students. The general public, parents, teachers, scientists, university professors, etc. take part in this kind of state acceptance.

The model of the integral development of the personality is checked, taking into account the difficulties of its growth, age-related difficulties and contradictions. The goal is to promote general cultural development, especially the formation of a moral and intellectual inner world, the formation of a systematic scientific worldview and a constructive worldview. Its tasks include the prevention of deviant behavior, the arming with the means of effective self-development, and preparation for continuous education.

The formation of a new type of personality is served by the updated content of education, the psychological-pedagogical and vocational guidance service being created in schools, pedagogical general education of parents and educators of students, a permanent system of advanced training for teachers, active teaching and learning methods, various forms of organizing school life, diverse amateur activities of students, etc. .d. The full course of general advanced education is designed to ensure the assimilation of systemic knowledge from the following areas: 1) history, economics, sociology, state and law, ergonomics, science of science, geography, ethnography, linguistics, logic, psychology, pedagogy, ethics, aesthetics, literature, fine arts , design, drawing and drafting, music; 2) technique and technology, production and agriculture; 3) mathematics, informatics, astronomy, physics, chemistry, geology, biology, physiology, hygiene; 4) physical culture and sports.

General advanced education is divided into four age stages: I–III grades (6–8 years old), IV–VI grades (9–11 years old), VII–IX grades (12–14 years old), X–XI grades (1 5– 16 years). At the first stage, simple computer games are introduced into the curriculum, at the second - the initial course of informatics, the widespread use of computers in the educational process begins, compulsory subjects (about 60% of the study time) are combined with electives. New academic disciplines are being introduced: the modern world, production, technology, labor culture, the laws of thought, the history of world culture, ethics and psychology, the development of nature and society, the foundations of self-education and self-education, art classes, etc.

In the last two grades of the school, a furcation of the curriculum is introduced on the basis of subjects that are mandatory for all biases, occupying approximately 40% of the study time. The mandatory ones include: a scientific outlook, scientific communism, sociology, ecology, professiography, public utilities, military affairs, etc. The technological bias provides for an in-depth study of polytechnic subjects, including ergonomics; natural science - mathematical logic, mathematics, operations research, mechanics, astronomy, physics, chemistry, biology; social science - in history and sociology, state and law, politics, art, literature, philology, aesthetics, psychology, ethics, pedagogy.

The direction of in-depth study of subjects is chosen by students purely voluntarily, with the help of a psychologist and a career counselor working in close contact with him. In this case, it is also easier to determine the type of work experience for different groups of students. The tasks of the advisory service also include taking care of mental hygiene, psychoprophylaxis, prevention and resolution of various conflicts, and the overall development of students.

A special role in the formation of general (and partly special) abilities of schoolchildren belongs to developmental education. It provides for a consistent consideration of the dependence of perception, ideas and concepts that are formed in schoolchildren on their previous experience, the prevailing motives and conditions of activity, and the orientation of the personality. In developing education based on the jointly divided activity of the teacher and students, the importance of the cognitive and productive independence of students increases. First, with the help of a teacher, and then more and more independently, schoolchildren learn the material being studied, taking into account the conditions for the correct implementation of specific actions (“an indicative basis of actions” according to P.Ya. Galperin). Ideas are also widely used here. problem learning(I.Ya. Lerner, M.N. Skatkin, M.I. Makhmutov and others).

The training sessions are based on active, creative and practical teaching methods. Among them are various variants of the Socratic (heuristic, search) method: modeling, design, design, experimental laboratory, research, design. Game methods are widely used, in high school - business games(adapted). Space is being created for artistic, scientific and technical creativity.

Classroom lessons are supplemented by group and individual lessons, in particular, after school hours, in teams of different ages. The guys deepen their knowledge by participating in design bureaus, a small academy of sciences, etc. Lectures are widely practiced, including school-wide, seminary forms of classes, colloquia, discussions, excursions and local history trips, self-educational activities of students are developing. A flexible, flexible class schedule is introduced, diversity is allowed educational material, benefits, individual and group types, forms and methods of educational and extracurricular work.

For all years schooling designed a special training course on the study of the laws of thinking (reflection). Students should be aware of the ways and mechanisms of their own actions, be able to evaluate their rationality, and look for the best ways of productive activity. It is important to show the logic of development from genetically initial premises in the study of objects to more and more analytical, more and more concrete and enriched content, their conscious comprehension (according to V.V. Davydov). Formed representations, concepts, hypotheses, theories, facts and other elements of knowledge, as well as knowledge about the methods of obtaining them, must be permeated with historicism and perceived by students as a process open to the future. The objective of this course is to teach to see the opposites in the content of knowledge, to promote a deep awareness of the productive nature of the elements and units of knowledge being assimilated, to provide ample opportunities for their transfer to new situations.

The role of self-education and self-education of schoolchildren is being strengthened. They are taught the skills of self-observation and self-assessment, self-control and self-improvement, volitional efforts in self-development are stimulated. Priority is given to working capacity, this most important human ability, and the diligence associated with it.

A special role is given to compensatory pedagogical work. In each individual case, with the weakness of some abilities (for example, theoretical), others develop (for example, practical). Their maturation, strengthening, growth are served by a flexible combination of compulsory subjects with optional ones, the choice of classes by students, a variety of activities in workshops, in the field, in laboratories, in the library, in circles and interest groups.

Purposeful work is also envisaged to overcome the difficulties that students experience in communication, work, knowledge, as well as non-pathological delays in physical, moral, aesthetic, and mental development. Much attention is paid to eliminating the shortcomings of oral and writing. Prevention and correction of undesirable deviations are carried out more successfully when taking into account existing positive qualities and personality traits by restructuring negative ones (turning curiosity into curiosity, etc.), repressing bad habits useful, with the help of psychotherapeutic techniques. This approach is combined with work on the further development of capable and gifted children, in particular with the help of a special organization of their individual and joint activities.

In the system of advanced education, the share of practical activities of schoolchildren is increasing. This is an important source of connection of study with life, improvement of personality, active participation in changing the surrounding circumstances. All practice and Internship are organized in parallel with studies, in strict accordance with the content of theoretical education. In the specific cases of students, polytechnical knowledge is combined with logical, ethical and aesthetic, and economic and ergonomic - with psychological and pedagogical. Particular attention is paid to the culture of work, its scientific organization.

The communication of students with each other, with older and younger is enriched, relations of mutual assistance and cooperation are strengthened. The activation of interpersonal relationships and group interaction is achieved in. joint practical and theoretical, productive and reproductive work, in particular in groups of different ages. The same purpose is served by special training in law, ethics, psychology; the introduction of a self-governing school-wide “court” (according to J. Korchak), the prevention and correction of prejudices, prejudices, aggressiveness and other asocial attitudes, the creation of a healthy psychological climate in school teams.

Accounting and evaluation of the results of the pedagogical process will be carried out objectively by the councils at the school. They are planned to include production workers, teachers from vocational schools, technical schools, universities, as well as members of the public from the immediate surroundings of the school. Students will be given creative tasks - both theoretical and practical, based on the results of which their progress can be assessed. Recommendation types of such tasks are being developed. The councils will also judge the degree of advancement of schoolchildren with the help of independent characteristics compiled by a fairly wide circle of people.

Attestation councils are given the right to recommend to the administration the replacement of teachers in the event that an objective assessment of the results school work testifies to their low qualifications. Of course, councils must be armed with criteria for the minimum level of achievement for schoolchildren and reliable ways to apply these criteria. Transfer exams are canceled. Final exams are also held by public councils at the school.

An important source of improving educational work is the use of new information technologies, in particular, computer-based learning. Pedagogical software products being prepared for this purpose will help educators and consultant psychologists to diagnose the individual characteristics of students, prevent and overcome developmental delays, and accelerate the achievements of especially gifted students. They are designed to create for students a new, additional sign environment for learning, to condense the currently existing sign environments, to coordinate their impact with the characteristics of individual perception.

The task of computer training is to develop the ability of schoolchildren to model the world, to master complex skills under experimental conditions, provided that they are combined with theoretical, reflective and practical work, to synthesize their knowledge, increase justified self-confidence, improve formal-logical operations and form innovative thinking, design and design abilities. Its possibilities are great in the development and adjustment of activity plans, its implementation, in the use of large arrays of reference and documentary information, in increasing interest in cognition in general, to computer science, computer technology and related professions.

The teaching staff of laboratory schools in the system of advanced education is involved in a continuous retraining course, the main content of which is the methodology, technique and organization of purposeful systematic work on self-control, self-development, self-education of teachers, contributing to the growth of their professional skills. The most important tasks of the continuous course include the modernization of the training of teachers in the field of human knowledge. After all, the famous formula of K.D. Ushinsky: "If pedagogy wants to educate a person in all respects, then she must first recognize him in all respects too." Along with the materials of the social and natural sciences of a person, the continuous retraining course for participants in advanced education also includes a practically oriented system of pedagogical sciences, including defectology, correctional pedagogy, etc. All participants in the experiment must study the tools and techniques for conducting scientific research.

An integral part of the continuous course is collective discussions, listening and evaluation of videotape recordings with fragments of educational and extracurricular activities, analysis of difficulties and obstacles on the way to goals, ways to improve pedagogical work. Practicing teachers become full participants in advanced education, they, along with scientists, develop the strategy and tactics of the experiment, correct its course, amend the content of education, and look for new forms and methods of work.

AT new school the work of teachers and educators cooperates and specializes. In particular, they can be combined into groups that cover everyone who works with this class. Their task is to coordinate the content of the work and methods of education and training, to develop interdisciplinary connections, to implement uniform requirements for teachers and students. All this contributes to the purposefulness of learning, prevents fragmentation, patchwork of knowledge when children study individual subjects.

The training of new personnel should be carried out in parallel with the retraining of existing ones. In a number of pedagogical schools and higher education institutions, it is planned to open experimental groups that train specialists for the advanced education system. Students will practice in laboratory schools of a temporary scientific and technical team according to a specially developed curriculum. In the same schools, parents undergo psychological and pedagogical general education. It is planned to cover also those members of the public who will take an active part in the activities of the school, chefs and other interested parties. Parent general education is complemented by computer training for adults.

Currently experimental studies conducted in accordance with the concept of advanced education, are aimed primarily at the use of new information technologies in the context of current curricula. This is an important stage in the gradual transition from today's school to the school of the future. The first options are being tested in the laboratory schools of our temporary scientific and technical team teaching materials in Informatics (under the editorship of A.P. Ershov) for grades IX–X, as well as for grades VII–VIII, the methodology for teaching the basics of informatics and computer technology is being tested, and appropriate manuals for teachers are being prepared.

Practical work is underway to simulate situations when using software products in the lessons of literature, history, physics, mathematics, biology, labor, music in secondary schools in Moscow, Leningrad, Pereslavl Zalessky, Pushchino and other cities. Much attention is paid to the pedagogical support for the development of students in the conditions of computerization of the school. The study of cognitive and communicative factors of learning using new information technologies in the lessons of native and foreign languages is being carried out.

Experimental work has begun to create a new content of education. In this direction, the efforts of the team are concentrated mainly on the first two classes. elementary school, where a new methodology for teaching literacy is tested in combination with elements of mathematical logic, the theory of algorithms. junior schoolchildren study an elementary course in ethics, as well as a course of English language. A "talking primer" is being created - a computer version of teaching children 6-7 years old to read and write. For poorly performing students in the first two grades, corrective courses in mathematics (in extracurricular work) and general development (in the context of normal academic work). Checked computer program"Magic Tales" for the development of the imagination of younger students.

The article outlines approaches to the development of the school model, launched in 1986 by the temporary scientific and technical team "School-1", led by E.P. Velikhov.

LECTURE No. 34. Principles of learning

The principles of the learning process are the basic requirements for the organization of education, which guide the teacher.

There are several fundamental principles of education:

1) the principle of developing and nurturing education;

2) the principle of consciousness and activity;

3) the principle of visibility;

4) the principle of systematicity and consistency;

5) the principle of scientific character;

6) the principle of accessibility;

7) the principle of strength;

8) the principle of the relationship between theory and practice;

9) the principle of completeness of the learning process.

The principle of developing and nurturing education aims to achieve the goal of all-round development of the individual. For this you need:

1) pay attention to the personality of the student;

2) to teach the student to think causally.

The principle of conscious activity carried out subject to the following rules:

1) understanding the goals and objectives of the forthcoming work;

2) reliance on the interests of students;

3) fostering activity among students;

4) the use of problem-based learning;

5) development of independence in students.

The principle of visibility- training is carried out on specific samples perceived by students with the help of visual, motor and tactical sensations. In this case, you need:

1) use visual objects;

2) jointly produce teaching aids;

3) use technical teaching aids.

The principle of systematic and consistent. It meets the following requirements:

1) educational material should be divided into parts, blocks;

2) it is necessary to use structural and logical plans, schemes, tables;

3) there must be a logical lesson system;

4) it is necessary to apply generalizing lessons to systematize knowledge.

Scientific principle passes using the following rules:

1) training should take place on the basis of advanced pedagogical experience;

2) teaching should be aimed at forming students' dialectical approach to the subjects being studied;

3) it is necessary to use scientific terms;

4) it is necessary to inform students about the latest scientific achievements;

5) it is necessary to encourage research work.

The principle of accessibility based on age and individual features students in the learning process. For its implementation, the following rules must be observed:

1) organization of training with a gradual increase in the difficulty of the educational material;

2) taking into account the age characteristics of students;

3) accessibility, use of analogies.

Strength principle based on the following rules:

1) systematic repetition of educational material;

2) freeing the memory of students from secondary material;

3) the use of logic in teaching;

4) application of various norms and methods of knowledge control.

The principle of the relationship between theory and practice. To implement this principle, you should:

1) practice to prove the need for scientific knowledge;

2) inform students about scientific discoveries;

3) introduce the scientific organization of labor into the educational process;

4) teach students to apply knowledge in practice.

The principle of completeness of the learning process based on achieving maximum assimilation of the material. For a successful result you need:

1) after studying a major topic or section, check the assimilation of educational material by students;

2) use such training methods that allow you to achieve the desired results in a short period of time.

This text is an introductory piece. the author Sharokhina E V

LECTURE No. 29. The learning process The learning process is a pedagogically sound, consistent, continuous change of learning acts, during which the tasks of developing and educating the individual are solved. In the learning process, its subjects participate in interconnected activities