It is obvious that different approaches to the problem of the internal connection between culture (its types, paradigms, tendencies) and education reveal the contradictions accumulated in the history of civilization between the prevailing "educational" stereotype of social consciousness and the knowledge accumulated by humanity about the child, childhood and his world. modern education and is characterized by the search for a solution to this contradiction.

One of the leading researchers in the psychology of higher education, A.A. Verbitsky singled out the following trends in education, which are manifested from the end of the 20th century to the present.

First trend - awareness of each level of education as an organic component of the system of continuous public education. This trend involves solving the problem of continuity not only between the school and the university, but also, given the task of improving the professional training of students, between the university and the future production activities of students. This, in turn, poses the problem of modeling in learning activities students of production situations, which formed the basis for the formation of a new type of learning - sign-context, according to A.A. Verbitsky.

Second trend - industrialization of education, i.e. its computerization and accompanying technologization, which allows you to effectively enhance intellectual activity modern society.

Third trend - transition from predominantly informational forms to active methods and forms of education with the inclusion of elements of problematic, scientific research, extensive use of reserves independent work students. In other words, as A. A. Verbitsky metaphorically notes, the trend of transition from the “school of reproduction” to the “school of understanding”, “the school of thinking”.

Fourth trend corresponds, according to A. A. Verbitsky, “with the search for psychological and didactic conditions for the transition from strictly regulated controlling, algorithmic methods of organizing the educational process and managing this process to developing, activating, intensifying, playing ...”. This involves stimulation, development, organization of creative, independent activities of students.

Fifth and sixth tendencies relate to the organization of interaction between the student and the teacher and fix the need to organize learning as a collective, joint activity of students, where the emphasis is shifted "from the teaching activity of the teacher to the learning activity of the student."

Trends in the general situation of education at the end of the 20th century coincide with general principles its reforms in the world and in Kazakhstan. Although these principles were formulated in relation to secondary education, they apply to all levels of general education. educational system for all education. These are the following main principles:

- integration all the educating forces of society, the organic unity of the school and other special institutions for the purpose of educating the rising generations;

- humanization- increased attention to the personality of each child as the highest social value of society, setting on the formation of a citizen with high intellectual, moral and physical qualities;

- differentiation and individualization, creating conditions for the full manifestation and development of the abilities of each student;

- democratization, creating prerequisites for the development of activity, initiative and creativity of students and teachers, interested interaction between teachers and students, broad public participation in education management.

The implementation of these principles presupposes a change in the very image of the educational system, its content and organizational forms.

The considered principles and directions of education reflect global trends modern world that are revealed in the processes of democratization, globalization, regionalization, polarization, marginalization and fragmentation. It is obvious that the trends changing in the educational space reflect the general directions of change in the world, and vice versa - these directions are a reflection of the emerging trends in education.

"Modern education in the Russian Federation:

problems, development and reform trends”

1. Problems:

in the Russian Federation (in the period up to 2025):

The strategic goals of education are closely linked to the problems of the development of Russian society, including:

Creation of the basis for the sustainable socio-economic and spiritual development of Russia, ensuring High Quality people's lives and national security;

Strengthening the democratic rule of law and the development of civil society;

Staffing for a dynamically developing market economy, integrating into the world economy, highly competitive and investment attractive;

Assertion of Russia's status in the world community as a great power in the field of education, culture, art, science, high technology and economy.

The competition of various education systems has become a key element of global competition, which requires constant updating of technologies, accelerated development of innovations, and rapid adaptation to the demands and requirements of a dynamically changing world. At the same time, the possibility of obtaining a quality education continues to be one of the most important life values citizens, a decisive factor in social justice and political stability.

Federal target program for the development of education for 2016 - 2020(hereinafter referred to as the Program). The program establishes the most priority institutional elements of the educational sphere, in which the most efficient and effective use of financial resources is possible to achieve the goals and solve problems of socio-economic development Russian Federation. At the same time, the Program not only determines priority "points of growth", but also determines specific mechanisms for the participation of subjects educational activities in the implementation of priority areas for the development of education.

In the Federal Law "On Education in the Russian Federation" as one of the main tasks of regulating relations in the field of education, the need to create conditions for the free functioning and development of the education system of the Russian Federation is established .

In fact, it normalizes the content of education and training programs, the organization of educational and educational activities for individual academic subjects defining the elements of scientific knowledge, culture and functional literacy, without the development of which or familiarity with which the level general education, achieved by a graduate of a Russian school early XXI century, cannot be considered sufficient for a full-fledged continuation of education and subsequent personal development.

The fundamental core as a means of universalizing the content of general education makes it possible to implement the most important requirements of society for the educational system:

Preservation of the unity of the educational space, the continuity of the levels of the educational system;

Ensuring equality and accessibility of education with various starting opportunities;

Achieving social consolidation and harmony in the context of the growth of social, ethnic, religious and cultural diversity of our society on the basis of the formation of Russian identity and community of all citizens and peoples of Russia;

Protection of the educational space from false knowledge and pseudo-knowledge;

Formation of a common activity basis as a system of universal educational activities that determine the ability of an individual to learn, cognize, cooperate in cognition and transformation of the world around.

GEF TO: The document defines only targets, these are social normative and psychological characteristics children of certain age groups, such as initiative and independence, self-confidence, developed imagination, creativity in drawing, developed large and fine motor skills of the hand, the ability to volitional efforts, curiosity. Here are some targets, they are not subject to direct assessment, including in the form of pedagogical diagnostics, and are not the basis for their formal comparison with the real achievements of children. They are guidelines for teachers in order to solve problems. professional activity and the formation of programs and guidelines for parents.

GEF SPO: On the present stage economic, political and social development of the Russian Federation, the country is increasingly in need of qualified specialists, the quality of training of which remains an urgent problem of modern vocational education. The policy of our state on the introduction of a new generation of federal state educational standards (hereinafter referred to as GEF) is also aimed at training such specialists. The external factors necessitating the introduction of the Federal State Educational Standards were the recommendations of the Bologna process and Russia's participation in building a single pan-European educational space. On the other hand, Russia also has its own internal interests, which consist in building a system of vocational education that flexibly responds to the demands of employers in various industries in the context of a rapid change in technology and the development of science and technology.

new approaches, methods and techniques to achieve the goal set by the educational standards.

The teacher is a key figure in the reform of education. “In the matter of education and upbringing, in the whole school business, nothing can be improved without the head of the teacher” (K.D. Ushinsky). In a rapidly changing open world, the main professional quality that a teacher must constantly demonstrate to his students is the ability to learn. Readiness for change, mobility, ability for non-standard work activities, responsibility and independence in decision-making - all these characteristics of the activity of a successful professional fully apply to the teacher. The acquisition of these valuable qualities is impossible without expanding the space of pedagogical creativity. The work of a teacher should be freed from petty regulation, freed from total control.

Existing cumbersome qualifications and job descriptions Those that constrain the initiative of the teacher, burdening him with formal requirements (for example, prescribing educational programs) and additional functional responsibilities that distract him from direct work with children, do not correspond to the spirit of the times.

The professional standard of the teacher, which should replace the obsolete documents that have so far regulated his activities, is intended, first of all, to liberate the teacher, to give a new impetus to his development.

2. Development and reform trends:

National Doctrine of Education in the Russian Federation (in the period up to 2025): The education system is designed to provide:

Historical continuity of generations, preservation, distribution and development national culture, education of respect for the historical and cultural heritage of the peoples of Russia;

Education of patriots of Russia, citizens of a legal, democratic state, capable of socialization in a civil society, respecting the rights and freedoms of the individual, possessing high morality and showing national and religious tolerance, respect for the languages, traditions and cultures of other peoples;

Formation of a culture of peace and interpersonal relations;

Versatile and timely development of children and youth, their creativity, the formation of self-education skills, self-realization of the individual;

Formation in children and youth of a holistic worldview and a modern scientific worldview, development of a culture of interethnic relations;

Formation in children, youth, and other categories of citizens of labor motivation, an active life and professional position, teaching the basic principles of building a professional career and behavior skills in the labor market;

Organization of the educational process, taking into account modern achievements of science, systematic updating of all aspects of education, reflecting changes in the field of culture, economics, science, engineering and technology;

Continuity of education throughout a person's life;

The variety of types and types of educational institutions and the variability of educational programs that ensure the individualization of education, personally oriented learning and education;

Continuity of levels and stages of education;

Creation of programs implementing information technologies in education and development of open education;

academic mobility students;

Development of national traditions in work with gifted children and youth, participation teaching staff in scientific activity;

Training of highly educated people and highly qualified specialists capable of professional growth and professional mobility in the conditions of informatization of society and the development of new science-intensive technologies;

Education of a healthy lifestyle, development of children's and youth sports;

Opposition to negative social processes;

environmental education, forming a careful attitude of the population to nature.

The concept of long-term socio-economic development of the Russian Federation until 2020:

by 2020: Increasing the competitiveness of Russian education will become a criterion for its high quality, and will also ensure Russia's positioning as one of the leaders in the export of educational services.

As the Concept is implemented and institutional reforms are carried out to improve the efficiency of spending budgetary funds in the field of education, current expenditures on education will increase. This will require an increase in the share of spending on education in the gross domestic product.

The implementation of the innovative option for the development of the economy assumes an increase in total spending on education from 4.8 percent of gross domestic product (in 2007-2008) to 7 percent in 2020, including an increase in budget system spending from 4.1 percent to 5.5 percent. - 6 percent of gross domestic product.

Federal target program for the development of education for 2016 - 2020: One of the main mechanisms for the formation of the projects of the Program is the feedback mechanism, which ensures the wide involvement of the public and the scientific and pedagogical community in the development of the projects of the Program, as well as in its implementation and evaluation of the results of the Program.

The projects of the Program include a set of measures to prevent negative consequences and risks that may arise during their implementation.

When shaping the activities of the Program, special attention is supposed to be paid to modern educational and information and communication technologies, the introduction of new methods and forms of education, if they comply with legal and strategic documents in the field of education.

The fundamental core of the content of general education: In the era of the formation of the knowledge economy, the importance of the principle of the fundamental nature of education not only increases, but becomes the most important factor in the development of innovative technologies that determine the country's competitiveness. At the same time, realizing this principle, it is necessary to resolutely get rid of outdated, secondary, pedagogically unjustified material. Along with fundamental knowledge, the document defines the main forms of activity and the corresponding classes of tasks, the ability to solve which indicates functional literacy.
The theoretical basis of the Fundamental Core of General Education is the ideas previously formulated in Russian pedagogy and psychology:
The "core" and "shell" of school courses (A. I. Markushevich);
allocation of the "amount of knowledge" in the subject (A. N. Kolmogorov);
· cultural approach to the formation of the content of education (M. N. Skatkin, I. Ya. Lerner, V. V. Kraevsky);
system-activity approach (L. S. Vygotsky, A. N. Leontiev, D. B. Elkonin, P. Ya. Galperin, L. V. Zankov, V. V. Davydov, A. G. Asmolov, V. V. Rubtsov).
In the course of the reform of general secondary education, carried out in our country in the 60-70s. XX century, in order to solve the problems associated with the fundamental novelty of the content in a number of subjects and the overload of students, A. I. Markushevich put forward the idea of ​​highlighting the "core" of the school course (i.e., its most important part) and its depending on the interests and abilities of the student, the type of school, etc. This idea underlies the variability of education. It has not been fully implemented in relation to the content of education: the “core” of the content of education has not been explicitly identified.
At the same time, anticipating the development of a new program in mathematics, the Commission for Mathematical Education of the USSR Academy of Sciences, chaired by Academician A. N. Kolmogorov, developed a short document "The volume of knowledge in mathematics for an eight-year school." It contained a description of the key facts, concepts, ideas, methods, theories that a student should master after completing an eight-year school. The distribution of material by class, as well as the distribution of study time by topic, was not carried out in this document. After extensive discussion, detailed learning programs. In the early 80s. 20th century similarly, a program in mathematics was created, describing the content of education at the end of each stage and leaving more freedom to textbook authors. According to the concept of cultural approach to the formation of the content of education.

GEF TO: The targets of the Program serve as the basis for the continuity of pre-school and primary general education. Subject to the requirements for the conditions for the implementation of the Program, these targets involve the formation in children preschool age prerequisites for learning activities at the stage of completion by them preschool education.

GEF SPO: The modern Russian education system has a number of trends that are important to take into account both in theoretical and practical aspects.

1. Availability. Already a successfully implemented area of ​​improvement educational environment is to create conditions for comfortable and accessible education for children with handicapped health, through the use of new teaching methodologies, educational technologies, information and telecommunication technologies and distance learning.

2. Variation. Improved educational institutions make it possible to take into account the interests of a particular student, to use a student-centered approach in teaching and upbringing. Profile institutions offer applicants to get new specialties, with increased fundamentalization of programs.

3. Additional education. In the system of vocational education, programs of additional services with a focus on adult education are gaining popularity among the mature population. They include educational programs and services implemented, for example, in institutions of advanced training, retraining courses, vocational guidance centers, etc.

4. Mass character. The debatable trend in higher education is the growth of its mass, which in Russia is happening at an accelerated pace. This is due to the process of transition from the industrial economy to the "knowledge economy". Also, to this is added the factor of the lack of wide institutional opportunities for the young generation in professional self-realization.

5. Continuity. So, in the Concept of long-term socio-economic development of the Russian Federation for the period up to 2020, the most important task to achieve the accessibility of education is to create a system of continuous education, training and retraining of personnel. The system is based on the principles of adaptation of the population to the constantly changing conditions of professional activity, ensuring the possibility of constant self-development in accordance with individual aspirations, and increasing the educational resources of society.

However, there are a number of issues that need to be identified.

Firstly, excessive theoretical orientation of training. This affects the complication of the process of adaptation of a graduate of a higher educational institution directly in the workplace. In our opinion, the main difficulty for many is the impossibility of comparing theoretical knowledge with their practical application.

Secondly, a high degree of depreciation of fixed assets, equipment necessary for the implementation of highly efficient educational process both in schools and higher education institutions. Obviously, the obsolescence of educational equipment slows down the process of learning and mastering new technologies.

Thirdly, manifestations of corruption in the Russian education system. This phenomenon blocks the possibility of vertical mobility through obtaining a quality education for children from disadvantaged families, and also does not contribute to the formation of high-quality intellectual potential in the country.

Fourth, insufficient financing of the Russian sphere of education and science. Lack of financial resources leads to a reduction educational institutions and highly qualified personnel, which undermines the prestige of work in this area. In addition, a lack of funds can lead to a decrease in the level of education and, as a result, a drop in economic growth in general, which will negatively affect the socio-economic development of the state.

Finally, fifthly, the absence, often of a direct direct close relationship between higher educational institutions and the labor market, which becomes the final stage of summarizing the quality of intellectual potential and use human capital in the country. Most graduates after graduation go to work not in their specialty, or even completely retrain, which undermines the effectiveness of the educational system. However, even when looking for a job “in their specialty”, graduates are not ready to choose low-paid initial vacancies, but at the same time, the employer is not willing to hire a university graduate without relevant work experience and necessary skills for a responsible position. The problem develops into a conflict of interests between employers and university graduates.

Summing up all of the above, I would like to note that at this stage of development, the Russian education system maintains signs and features that were not previously inherent in it, actively developing and setting new vectors for socio-economic growth. However, there are definitely problems and shortcomings in the current education system, but at the same time, through an active policy, the state is trying to solve them. The successful implementation of all goals and objectives in the field of education development requires careful planning, a well-developed strategy, attention to resources, provision of retraining and development of appropriate procedures.

Professional standard of the teacher:

The preschool teacher should

1. Know the specifics of preschool education and the organization of educational work with children of early and preschool age.

2. Know general patterns child development in early and preschool childhood; features of the formation and development of children's activities at an early and preschool age.

3. To be able to organize the leading types of activities at preschool age: object-manipulative and play, ensuring the development of children. Organize joint and independent activities of preschoolers.

4. Own theory and pedagogical methods physical, cognitive and personal development of children of early and preschool age.

5. Be able to plan, implement and analyze educational work with children of early and preschool age in accordance with the Federal State Educational Standard for Preschool Education (FGT).

6. Be able to plan and adjust educational tasks (together with a psychologist and other specialists) based on the results of monitoring, taking into account the individual characteristics of the development of each child of early and / or preschool age.

8. Participate in the creation of a psychologically comfortable and safe educational environment, ensuring the safety of children's lives, maintaining and strengthening their health, supporting the emotional well-being of the child during their stay in an educational organization.

9. To master the methods and means of analyzing psychological and pedagogical monitoring, which allows to evaluate the results of the development of educational programs by children, the degree of formation of the necessary integrative qualities of preschool children necessary for further education and development in primary school.

10. Own methods and means of psychological and pedagogical education of parents (legal representatives) of children of early and preschool age, be able to build partnerships with them to solve educational problems.

11. Possess ICT competencies necessary and sufficient for planning, implementation and evaluation of educational work with children of early and preschool age.

Briefly characterize modern trends in the development of education :

Humanization of education- consideration of the student's personality as the highest value of society, emphasis on the formation of a citizen with high intellectual, moral and physical qualities. And although the principle of humanization is one of the traditional general didactic principles, at the present stage of development of education, its implementation is ensured by other conditions, first of all, by the complexity of traditional and new trends in the functioning of the educational system.

Individualization as an effort of another traditional didactic principle of the need for an individual approach.

The implementation of this principle is manifested, first of all, in the organization of the personal-activity approach in education. The emergence of such a comprehensive, systematic approach to the upbringing and education of children is due not only to the natural development of pedagogical science, which, like any field of human activity, is characterized by a constant desire for progress, but also to the imminent crisis of the existing education system. A feature of this approach is the consideration of the learning process as a specific form of subject-subject relations between a teacher and a student. The very name of this approach emphasizes the relationship between its two main components: personal and activity.

The personal (or personality-oriented) approach assumes that the student with his individual psychological, age, gender and national characteristics is at the center of learning. Within the framework of this approach, training should be built taking into account the individual characteristics and the "zone of proximal development" of the student. This account is manifested in the content of curricula, forms of organization of the educational process and the nature of communication.

The essence of the activity component is that education contributes to the development of the individual only if it encourages him to activity. The significance of activity and its result affects the effectiveness of a person's mastery of universal culture. When planning educational activities, it is necessary to take into account not only General characteristics activity (subjectivity, subjectivity, motivation, purposefulness, awareness), but also its structure (actions, operations) and components (subject, means, methods, product, result).

The allocation of each of the considered components of the personal-activity approach (personal and activity) is conditional, since they are inextricably linked due to the fact that a person always acts as a subject of activity, and activity determines its development as a subject.

Democratization- creation of prerequisites for the development of activity, initiative and creativity of the participants in the educational process (students and teachers), wide involvement of the public in the management of education.

One of the distinguishing features of the modern education system is the transition from state to state-public management of education, the main idea of ​​which is to combine the efforts of the state and society in solving the problems of education, to provide teachers, students, parents with more rights and freedoms in choosing content, forms and methods of organizing the educational process, various types of educational institutions. The choice of rights and freedoms makes a person not only an object of education, but also its active subject, independently determining his choice from a wide range of educational programs, educational institutions, types of relationships.

For the current state of the education management system, the process of decentralization is most characteristic, i.e. transfer of a number of functions and powers from supreme bodies management of the lower, in which federal bodies develop the most general strategic directions, and regional and local bodies concentrate their efforts on solving specific financial, personnel, material, and organizational problems.

variability, or diversification (translated from Latin - diversity, diversified development), educational institutions involves the simultaneous development of various types of educational institutions: gymnasiums, lyceums, colleges, schools with in-depth study of individual subjects, both state and non-state.

It manifests itself in structural changes in the educational system. The realization that high-quality education and upbringing is possible only in conditions of real continuity of all parts of the educational system leads to the emergence of complex educational institutions (kindergarten - school, school - university, etc.). The trend towards integration is also noticeable today in the content of education: there is a strengthening of interdisciplinary connections, integrative courses are created and implemented in different types of educational institutions, etc.

Integrity manifests itself in structural changes in the educational system. The realization that high-quality education and upbringing is possible only in conditions of real continuity of all parts of the educational system leads to the emergence of complex educational institutions (kindergarten-school, school-university, etc.). The trend towards integration is also noticeable today in the content of education: interdisciplinary connections, integrative courses are created and implemented in different types of educational institutions, etc.

Psychologization modern educational process of integration, however, it is legitimate to single it out as an independent direction. This not only reflects an increased social interest in psychology (which is typical during periods of social crises and, as a result, frustration and neuroticism in society), but also suggests that today the very formulation of pedagogical tasks is changing.

In addition to the task of forming students' knowledge, skills and abilities (KAS), the teacher is faced with the task of developing mental abilities that will allow the child to receive them. If the formation of the ZUN field is a pedagogical task, then the formation of mental properties is a psychological and pedagogical task. However, the level of psychological preparation of our teachers today does not allow us to successfully solve this problem.

To solve this problem, it is necessary to conduct special studies, the results of which would help to better implement the current trend towards the practical integration of pedagogy and psychology.

Transition from informative to active teaching methods includes elements of problematic, scientific research, widespread use of reserves of independent work of students, it implies the rejection of strictly regulated controlling, algorithmic methods of organizing the educational process in favor of developing, stimulating the creativity of the individual.

Today, the need for specialists with high potential, the ability to systematically set and solve various problems, is quite clearly expressed. Creativity as the most important adaptation mechanism in a broader sense can be considered not only as a professional characteristic, but also as a necessary personal quality that allows a person to adapt to rapidly changing social conditions and navigate in an ever-expanding information field. The formation of such a quality requires a systematic approach and can be successfully implemented at all levels of education, taking into account the age and individual characteristics of the individual.

Standardization the content of education is characteristic of modern international education practice and is caused by the need to create a unified level of general education, regardless of the type educational institution. It is understood as a system of basic parameters accepted as the state norm of education, reflecting the social ideal and taking into account the ability of the individual to achieve this ideal.

Industrialization learning, i.e. its computerization and the accompanying technologization, which allows creating and using new models of learning and testing the effectiveness of mastering its content (for example, programmed learning). In addition, the computerization of the educational process greatly expands the possibilities of distance learning, especially for people who, for health reasons, are not able to attend educational institutions.

functional the purpose of the computer in teaching is different in relation to students and teachers. For a teacher, computer technology is a tool of his work, for students and students it is a means of their development. On the one hand, computers facilitate the learning process in terms of increasing the efficiency of transferring educational information, monitoring its assimilation, and correcting various kinds of deviations in learning. On the other hand, excessive enthusiasm for computers, their inept use can become a source of loss of cognitive interests, laziness of thinking and other undesirable consequences for students.

With fundamental changes in the field of education, changing our understanding of its role in modern society. These transformations are based on the development of new approaches to learning based on the use of modern innovative technologies in education.

The role of education at the present stage of Russia's development is determined by the tasks of its transition to a democratic and rule of law, the need to overcome the danger of the country lagging behind world trends in economic and social development. It is education that is associated with an increase in the influence of the quality of human capital on social development, with the process of accumulation and transfer of knowledge from generation to generation. Therefore, modern and future generations need an effective dynamic education system based on innovative technologies.

In this regard, the main task of the Russian educational policy is to ensure the modern quality of education on the basis of preserving its fundamental nature, meeting the current and future needs of the individual, society and the state.

The most important global trend of modern education is its integration and internationalization, leading to the rapprochement of countries, creating conditions for the formation of a single world educational space. Russia's accession to the Bologna Declaration (2003), adopted by the majority European countries, means the movement of our country in the direction of convergence of educational systems. The main provisions of the Bologna Declaration can be reduced to the following important points: the introduction of a two-level (three-level) system of training specialists (bachelor-master); introduction of a credit system; ensuring quality control of education; increased mobility; ensuring the employment of graduates.

Integration and internationalization of education form the world market of educational services. Already today, more technological open educational systems have appeared and are operating, which provide educational services regardless of distances and state borders. Along with traditional (classical) education, non-traditional methods of education based on modern educational and information technologies have become widely used. First of all, we are talking about open and distance learning systems, which are based on Internet technologies or e-education.

To modern trends in the development of education include such as diversification, internationalization, individualization, the development of advanced and continuous education, its intensification and computerization, as well as the development of the principles of cyclicity and multi-stage. All these trends should contribute to an increase in the quality of education in accordance with modern requirements socio-economic development of society. Diversification is manifested in the expansion of various approaches to the content of education, with the development of new disciplines and specialties, forms of education, methods and technologies of education. On this basis, a new quality of specialties and disciplines, methods and technologies in education management arises.

The diversification of education is manifested in its various characteristics: organization, methodology, methodology, technology, knowledge control. An equally important trend is the individualization of education, aimed at moving from the past system of uniform education for all to modern quality education for everyone. This approach can be implemented through the development of various educational programs in accordance with the individual capabilities of both students and teachers using modern and promising information technology tools.

In the conditions of individualization of education, modern education should be continuous. The need for continuous education is due to both the human need for constant replenishment of knowledge during their professional activities, and the progress of science and technology.

Innovations in education are actual significant and systematically self-organizing innovations that arise on the basis of a variety of initiatives and innovations that become promising for the evolution of education, positively affect the development of all forms and methods of education. The concept of innovative activity in relation to the development of modern education can be considered as a purposeful transformation of the content of education and the organizational and technological foundations of the educational process, aimed at improving the quality of educational services, the competitiveness of educational institutions and their graduates, and ensuring the comprehensive personal and professional development of students. Innovations in the system of Russian education have a natural character, their content, forms and methods of implementation depend both on the global problems of human development and on the socio-economic, legal, spiritual and political processes of reforming Russian society.

The basis of social innovations is the modernization and informatization of Russian education. The main goal of the modernization of education is to create a mechanism for the sustainable development of the education system, ensuring its compliance with the challenges of the 21st century, the social and economic needs of the country's development, the needs of the individual, society and the state. The modernization of Russian education is an innovative process of transforming the entire education system, aimed at maximum satisfaction of the educational needs of students in the widest range of specialties, levels of education, educational institutions and information and educational resources.

At the same time, education should give the expected effect, regardless of the location of both the student and the educational resource or service that he needs, carried out using the most modern information and telecommunication technologies. The result of modernization should be the achievement of a new quality of Russian education, which is determined, first of all, by its compliance with the current and future demands of the modern life of the country. Informatization of education is aimed at realizing the idea of ​​improving the quality of the content of education, at conducting research and development, their implementation, involves the replacement of traditional information technologies with more efficient ones in all types of activities in the national education system of Russia.

The introduction of innovative technologies in education requires new approaches to teaching based on modern educational technologies. Educational technology is the targeted application of the system of means in education, which determines the receipt of the specified characteristics of some educational phenomenon (certain qualities of graduates, the content of education, advanced training of educators, etc.). Modern educational technologies, first of all, should work for creative education, contributing to creative development personality of each student.

Educational technology includes a set of actions related to any educational processes (management of the education system, development of an educational institution, formation of a teaching staff, etc.). The structure of educational technology includes such components as goal-setting, monitoring and evaluation, while the basis of the modern education system is information technology. At the same time, it is essential that innovative technologies in education require not only the development of education based on information technologies, but also the creation of an appropriate information and educational environment.

A unified information and educational environment can be defined as a controlled psychological and pedagogical system created by the people themselves, based on modern information and educational technologies and providing everyone with the same technological means to conduct the educational process in the Internet environment.

Within the framework of a unified educational information environment, the formation and development of an innovative education system is taking place, provided with organizational, pedagogical and information technology. In this environment, with the help of architectural and structural solutions, open standards are provided for interfaces, formats and protocols for information exchange in order to ensure mobility, stability, efficiency and other positive qualities achieved when creating open systems.

The purpose and principles of modern education are focused on preparing students for full and effective participation in the public and professional fields in the conditions of market relations. Giving the education system the qualities of an open system entails a fundamental change in its properties in the direction of greater freedom in planning education, choosing a place, time and pace, in the transition from the principle of "education for life" to the principle of "education through life". In practice, this system is implemented using network technologies. Initially, network learning technologies became widespread among representatives of those age and social groups who are forced to give preference to learning without interrupting their main work activity.

Today open and distance learning provides an opportunity for various groups of the population with the help of the Internet to receive additional education. Many Russian universities are actively using information and network technologies in the system of full-time education. As a result of this, more effective use modern educational technologies in the traditional education system is gradually leading to the fact that the line between full-time, part-time and remote forms learning, which is feature systems of innovative education.

At the present stage, global changes in the goals and content of education orient students towards the development of a qualitatively new model of preparing people for life and work in a post-industrial society, the formation of completely new personal qualities and skills necessary for these conditions. All this dictates new requirements for specialists.

Modernization of the Russian education system and the introduction of information and communication technologies in the learning process in a new way question the quality of education. Already today, many countries pay great attention to the problems of quality and efficiency of education, combining their efforts in the development of methodology, technology and tools for comparative studies of the quality of education, thereby creating a system for monitoring the quality of education in the world.

Today, a new model of training specialists is being formed in the Russian education system, taking into account not only the qualification model of a specialist, but also the competency-based model. The competence of a specialist includes both knowledge, skills, and ways of their implementation in activities and in communication. In the competence model of a specialist, the goals of education are associated with interdisciplinary integrated requirements for the result of the educational process. In the first place are the qualitative characteristics of the individual, which are formed by modern educational technologies. It is not so much about the control of knowledge, skills and abilities, but about the quality of the educational system.

An important direction in improving the quality of education is the training and retraining of teaching staff. In many ways, the quality of training of specialists depends on teachers. Universities have a system of advanced training for teaching staff, which fully meets the requirements of the time and pays great attention to new technologies in education. For example, in MGUA them. O.E. Kutafin at the Institute of Additional Professional Education, the advanced training of scientific and pedagogical workers of the Academy is carried out according to the following short-term advanced training programs “Transition to a two-level higher legal education based on a competency-based approach”, “Improving the information competence of university teachers”, based on innovative educational technologies.

The unified education quality management system being created in Russia is methodological basis to transfer educational systems to a new state, providing openness and a new quality of education, adequate to the needs of a developing individual, society and the labor market.

Modern innovative education is advanced education, the distinctive feature of which is the development of advanced methods and ways of acquiring knowledge that form a personality in a single global information and educational space.

The reforms taking place in the modern educational system set a high level of requirements for professional competence and personal maturity of the teacher, which can be achieved in the mode of a continuous process of professional self-development.

"Problems and prospects for the development of education in the modern world"

Education reforms: implementation of a new generation of GEF

The reforms taking place in the modern educational system set a high level of requirements for the professional competence and personal maturity of the teacher, which can be achieved in the mode of a continuous process of professional self-development.

The main feature of modern society is the transition of mankind to a historically new state, which a number of researchers define as a civilizational demolition. A special place is given to the impact of information, the role of its new technological systems, forms, nature and scope of influence, in fact, on all spheres of human life.

Of course, an important component of the successful implementation of tasks in the implementation of new education standards is the implementation of the continuity of the Federal State Educational Standards of primary and basic general education. All the requirements of the Federal State Educational Standard for the achievement of personal, meta-subject and subject results involve the organization of complex conditions for the development of the child as a subject of students' activities, as well as for measuring results and tracking their dynamics at different age stages.

The conceptual basis of modern educational standards is system-activity and competence-based approaches that are aimed at developing the key competencies of schoolchildren.

Our country is currently experiencing a huge number of problems of a political, economic, environmental and social nature. Cardinal transformations in the historical and cultural development and socio-economic life required a change in the paradigm of education. The direction of the reforms taking place in Russian education, should lead to the creation of such a system, the basis of which is formed by the ideas of self-development of the individual, expanding its capabilities in choosing its life path.

The current stage of development of the pedagogical system is focused on the ideas of humanization and humanitarization. Numerous studies that consider the tasks and prospects for the formation of a new education converge on a common understanding distinctive features of this process, defining it as a necessary condition for the presence of dialogue and cooperation between the subjects of the educational process.

From these positions, the humanization of education can be defined as the orientation of the educational process towards the development of interaction relations between its subjects, and humanitarization as an orientation towards the development of the content of education, aimed at solving the problems of personality development and its self-actualization.

And the world cannot stand in one place. “Time is the greatest of innovators,” said the English philosopher Francis Bacon. Time affects all spheres of human life, including education, periodically requiring its renewal. Today it is already clear to everyone: it is impossible to “enter” into the “new” time with the old standards. As mass practice has shown, the main task of the Russian educational policy is to ensure the modern quality of education. The modernization of education is a political and national task. Teach - learn - the slogan of the II generation standards.

Along with the consistent solution of the global task of the development of education, the problems of the educational system concerning its goals, content, methods, forms, as well as changes in the subjects of the educational process themselves are subjected to comprehension and concretization. The most significant are the following:

Updating and complicating the tasks, content and structure of education;

Active introduction of innovative technologies in the absence of criteria for the effectiveness of innovation and the presence of the phenomenon of resistance to innovation;

Overcoming the deterioration of the physical and mental health of schoolchildren and teachers in connection with the intensification of the educational process;

The inertia of the educational system during implementation scientific achievements in studying proccess, obsolete material base of schools;

Decline in the prestige of pedagogical activity in the eyes of the public, resulting in a decrease in the influx of young personnel into the school, the aging of teaching staff;

Shortage of qualified teachers for further expansion of educational services;

The downward trend in the quality of Russian education (according to PISA surveys).

Crisis phenomena in modern society require the search for directions that determine the prospects for the development and improvement of general education.

Primary School- this is the first step from which the ascent of the student into the future begins; it is the basis on whose strength depends what our future will be like. In the hands of the teacher is the future of our children, and hence the future of Russia. These are not just words - this is a great responsibility, today's children are our tomorrow, our future. Will it require new school new teachers? I think yes. The new standards place high demands on the level of preparation of primary school graduates. So, first of all, we ourselves, the teachers, must change.

We should not forget that the main worker in the classroom at the new school is the student. The teacher's task is to try to replace the methods of "explanation" of the new with the construction of ways of independent "discovery" of new knowledge. Only then will the world of knowledge, interest, the search for something new open up before the children, they will understand that there are no problems in the world that they could not solve. And, of course, the main mission of the teacher of the new school is to awaken a creator in every child, a person capable of creating something new, as well as to educate a person with modern thinking, able to realize himself in life. “All children are talented, but everyone is talented in their own way” - this is what teachers of the new school should remember.

Along with these issues, the close attention of teachers and leaders primary education addressed to many other pressing issues. Their presence is indicated by both psychologists and educators:

Implementation of continuity between preschool education and primary school, between primary and secondary school;

An increase in the number of first-graders who are not ready for school-type education due to the transition to a 4-year primary education and a decrease in the age of children entering school;

An increase in the number of children with borderline somatic and mental health disorders at the stage of entering school;

The introduction of new pedagogical technologies into the educational process of a mass school while maintaining traditional methods and forms of pedagogical influence.

In the standards of the new generation, the focus is not on knowledge, skills, skills, but on universal learning activities - the ability to learn independently. What is important is not the "baggage" of knowledge accumulated during schooling, but the ability to use it. The need to move to new standards has arisen due to the fact that many graduates after graduation face difficulties in adapting to adult life, where there are no teachers who guide them, tell them what to do and how. Knowledge alone is not enough in life.

The graduate must learn to solve their problems on their own. The first experience of the implementation of the Federal State Educational Standards showed that, in general, the conceptual ideas and prescribed ways of implementing new educational standards are relevant and in demand by the modern educational system. The requirements for the conditions for the implementation of the main educational program primary general education.

Entered hours on extracurricular activities students, which increase the school's capacity and create conditions for organizing individual design and research work with students. The nature of students' activities has changed - research, creative, productive; increased the proportion of independent work of students in the classroom; it became possible to apply knowledge in the performance of practice-oriented tasks; decreased anxiety, increased motivation to learn.

Extracurricular activities are carried out with the help of the following components included in it: traditional school affairs, planning of school affairs and holidays, festivals, competitions of various levels. All activities included in the plan educational work schools are built on the mass participation of schoolchildren and are aimed at the versatile development of the child's personality.

The scenario plan of traditional events is drawn up in such a way that as many students, teachers and parents as possible can take part in them. This year, the school actively participated in various events at the school, district, regional, All-Russian level. Events dedicated to significant dates: Teacher's Day, Mother's Day, New Year's event, the month of Serving the Fatherland, dedicated to February 23, International Women's Day, in regional events dedicated to the anniversary date of the 200th anniversary of the Patriotic War of 1812, the 1100th anniversary of the birth of the Russian statehood,70th anniversary of victory in the Great Patriotic War.

Extra-curricular activities of schoolchildren - a concept that unites all types of schoolchildren's activities (except educational), in which it is possible and expedient to solve the problems of their upbringing and socialization - this is an integral part of the educational process at school. It contributes to the implementation of the requirements of federal educational standards for general education. Its advantages: providing students with the opportunity for a wide range of activities aimed at the development of the student.

The Law of the Russian Federation "On Education" (Article 9, paragraph 1) establishes that "the main general education programs elementary general, basic general and secondary (complete) general education ensure the implementation of the federal state educational standard, taking into account the type and type of educational institution, educational needs and requests of students, pupils and include academic plan, work programs training courses, subjects, disciplines (modules) and other materials that provide spiritual and moral development, education and quality of training of students.
Thus, the spiritual and moral development and education of students is the primary task of the modern educational system and is an important component of social order for education.

Spiritual and moral education of schoolchildren is a key requirement of the Federal State Educational Standard. The priority areas in our school are the education of citizenship, patriotism, respect for the rights, freedoms and duties of a person; education of moral feelings; industriousness, creative attitude to teaching, work, life; education of a value attitude to nature, the environment.

The new standards are aimed at the interaction of teachers, students and parents. The interest of parents in participation in educational activities, school management has increased; enthusiastically take part in joint school activities; the nature of interaction with the teacher has changed; Parents have the opportunity to continue their education.

In the future, schools should expand the interaction and continuity of basic and additional education for the effective organization of high-quality extracurricular activities.

The spiritual and moral development of a Russian citizen is a process of consistent expansion and strengthening of the value-semantic sphere, the formation of a person’s ability to consciously build and evaluate attitudes towards himself, other people, society, the state, the world as a whole on the basis of generally accepted moral standards and moral ideals, values.

The main content is spiritual-moral development, education and socialization are the basic national values. We keep these values ​​in cultural and family traditions and pass them on from generation to generation. Relying on these values ​​helps a person resist destructive influences.

What are our traditional sources of morality? This is Russia, our multinational people and civil society, family, work, art, science, religion, nature, humanity. Accordingly, the basic national values ​​are determined:

- Patriotism - love for one's small Motherland, one's people, for Russia, service to the Fatherland;

- citizenship - law and order, freedom of conscience and religion, the rule of law;

- social solidarity - personal and national freedom, trust in people, institutions of the state and civil society, justice, mercy, honor, dignity;

– humanity – world peace, diversity of cultures and peoples, progress of mankind, international cooperation,

- science - the value of knowledge, the pursuit of truth, scientific picture peace;

- family - love and fidelity, health, prosperity, respect for parents, care for older and younger, care for procreation;

- work and creativity - respect for work, creativity and creation, purposefulness and perseverance;

- traditional Russian religions - the idea of ​​faith, spirituality, the religious life of a person, tolerance, formed on the basis of interfaith dialogue;

– art and literature – beauty, harmony, spiritual world human, moral choice, meaning of life, aesthetic development, ethical development;

Basic values ​​should underlie the way of school life, determine the lesson, extracurricular and extracurricular activities of children.

Modern society needs a person who does not select a way to solve a problem from the known, mastered by him, but is able to independently choose a strategy for solving a specific problem, using the experience of subject apprenticeship.

Under these conditions, it becomes obvious that cardinal changes must take place in the education system. The school as an institution, built in the logic of an industrial society, found itself in a sharp and unproductive conflict not only with the future, but also with the present.

In this regard, the changes taking place in Russia put forward the task of developing domestic education in the ranks of national priorities (UNESCO's Education for All Program, the draft Law on Education, the national initiative Our New School, the Second Generation Federal State Educational Standards). “The world needs education aimed at the formation of a personality capable of a versatile, holistic vision and analysis” (D.A. Medvedev).

In order for the reform in education to take place, it is necessary to resolve several fundamental issues, among which the most important is, of course, the understanding of the new place assigned to the teacher. In an educational institution, it is necessary to create conditions for the teacher's self-development, plan systematic work to develop creativity, motivational readiness for innovation.

The teacher often asks the question, "why do we need new technologies, is it possible to get by with the usual forms and methods." Probably, everything can be left as it is, including at school, but a teacher on planet Earth has always had and has a mission to give wings to his student to fly. A modern young person must respond flexibly to changes in the economy, live in a multicultural society, master the skills of communicative interaction, and be able to work in a team. Difficult to release modern life student, using only well-known and time-tested technologies, and the question “why new technologies are needed” is more rhetorical. When moving forward, we use the experience of previous generations and create and implement something new for the future.

Thus, the task of developing the ability to learn in schoolchildren becomes significant for their primary professional self-determination. Its successful and consistent solution in the educational space of the school can entail a wide range of positive consequences: from readiness and aspiration to continuing education throughout life and the corresponding behavior in the labor market until the formation of the foundations of civic consciousness and self-awareness in a significant part of the younger generation. To the extent that the education system will acquire a powerful resource for self-development, being modernized primarily by the internal forces of its own subjects - children and adults.

Summing up what has been said, we can state with a considerable degree of confidence that the solution of topical issues of general and primary education relates not only to psychological and pedagogical, but also to acmelogical issues and is directly related to the progressive development of an individual subject and the nation as a whole.

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