Working programm

discipline "Pedagogy"

for specialty

050303 "Foreign language"

Reviewers:

Explanatory note

The working program of the educational discipline "Pedagogy" is designed to implement state requirements for the minimum content and level of training of graduates in the specialty: 050303 "Foreign language".

The educational discipline "Pedagogy" is a general professional discipline.

A special place in the system of professional training of future teachers belongs to the course of pedagogy. Its full-fledged teaching involves: equipping students with knowledge of the theoretical foundations of pedagogy, developing clear positions in professional behavior and activities, linking pedagogical theory with the practice of teaching and upbringing, studying advanced pedagogical experience, organizing students' work in self-education.

As a result of studying the subject, the student must

Know:

- theoretical foundations and leading trends in the development of the education system, pedagogical science;

Basic theoretical approaches, modern concepts of education and training;

Regularities, principles, content and structure of an integral pedagogical process;

Goals, objectives, content, forms, methods and means of education and training;

Know modern innovative technologies in the field of education;

Know the basics of managing pedagogical systems

be able to:

Apply psychological and pedagogical knowledge in various types of educational activities;

Analyze, plan (design) and evaluate the educational process and its results;

- carry out pedagogical communication with pupils, parents, colleagues;

Use modern innovative technologies in the field of education;

Carry out the planning of daily training educational work and keep it in accordance with the program and methodological documentation;

Carry out introspection, self-control of one's own pedagogical activity, be able to imagine it.

The program is designed for 202 hours, of which 30 are devoted to practical work. For independent work - 61 hours. The pedagogy course includes 5 sections:

• introduction to the teaching profession
• general foundations of pedagogy
• school pedagogy
• interaction of the educational institution with the family
• foundations of management of pedagogical systems.

The course "Pedagogy" is closely related to philosophy, general psychology, correctional and special pedagogy, anatomy and physiology, private methods. Skills and skills are formed as a result of professional teaching practice.

The main forms and methods of studying the material are lectures, observation and analysis of demonstration classes, analysis of pedagogical situations, work with a book.

To develop the skills of independent work, various types of independent activities are performed.

The discipline program provides for practical and independent work, writing term papers.

At the end of the study of the discipline, current control is provided in the form of a test and an exam, questions on pedagogy are included in the final exam in psychology and pedagogy with the methodology of teaching a foreign language.

Note

The program contains sections: 4 - "The relationship of educational institutions with the family" and 5 - "The basics of managing pedagogical systems", since it is necessary to give students the basics of knowledge on working with parents and managing an educational institution.

In connection with the organization of professional pedagogical practice in the section "School pedagogy", the theory and methods of education are first considered, and then

SES SPO requirements:

Introduction to the teaching profession:pedagogical activity, its aspects; the emergence of the teaching profession, its development; the role and place of the teacher in the age of the information society; professional and personal qualities and abilities of the teacher; requirements for professional competence and mobility; the role of self-education and self-education in the development of a professional teacher;

General foundations of pedagogy: the emergence and development of pedagogy, its place in the system of the humanities and natural sciences; structure of pedagogical science: theory of education and training (didactics), theory of education, school science; basic pedagogical concepts; integral pedagogical process as a subject of pedagogy study; the child as a subject and object of a holistic pedagogical process; personality-oriented approach to education; methods of pedagogical research; development of the education system in Russia; principles of state educational policy; continuing education; continuity in the work of educational institutions; interaction of educational institutions with the family;

School pedagogy:theory of education and training; content of training; modern concepts of primary and secondary education, their didactic and subject content; essence and driving forces of learning; motives of learning at different age stages; management of educational and cognitive activities of schoolchildren; principles, methods and organizational forms of training; lesson at school, types of lessons, their structure, requirements for implementation and analysis; diagnostics and assessment of educational achievements of schoolchildren; theory and methods of education: the goal and objectives of education; driving forces; modern concepts of education; their socio-cultural foundations, scientific and methodological substantiation and practical applicability; education in educational and extracurricular activities of schoolchildren; the relationship between the team and the individual; educational system of the school; functions, main directions and forms of activity of the teacher - class teacher; assessment of the level of education of the student.

Thematic plan

For specialty 050303 Foreign language

Name topic sections	Max. study load at the stu- dent	Total	Number of audit. hours in full-time education
			Zan. on the lessons	Lab. slave. practical busy
Section 1. Introduction to the teaching profession.
Topic 1.1
Topic 1.2
Topic 1.3 The role and place of the teacher in the age of the information society. Professional and personal qualities andteacher skills.Requirements for professional competence and mobility
Topic 1.4 The role of self-education and self-education in the development of a professional teacher.
Section 2. General foundations of pedagogy.
Topic 2.1
Topic 2.2
Topic 2.3 System and structure of pedagogical science: theory of education and training (didactics), theory of education, school science
Topic 2.4
Topic 2.5 Holistic pedagogical process as a subject of study in pedagogy.
Topic 2.6 The child as a subject and object of a holistic pedagogical process. Person-centered approach in education
Topic 2.7 Methods of pedagogical research
Topic 2.8 Development of the education system in Russia. Principles of state educational policy. Continuing education. Continuity in the work of educational institutions.
Section 3. School pedagogy.
Topic 3.1 Theory and methods of education
Topic 3.1.1
Topic 3.1.2
Topic 3.1.2.1 The content of the upbringing process
Topic 3.1.2.2 Parenting principles
Topic 3.1.3 Education in educational and extracurricular activities of schoolchildren
Topic 3.1.4 The relationship between the team and the individual
Topic 3.1.5 Educational system of the school
Topic 3.1.6 Functions, main directions andforms of activity of the teacher - class teacher
Topic 3.1.7 Assessment of the level of education of schoolchildren
Topic 3.2 Theory of education and training
Topic 3.2.1 The subject and tasks of modern didactics
Topic 3.2. 2 The essence and driving forces of the learning process
Topic 3.2.3 The structure of the learning process. Motives for learning at different age stages. Management of educational and cognitive activities of schoolchildren
Topic 3.2.4 Learning principles
Topic 3.2.5 Learning content
Topic 3.2.6 Teaching methods
Topic 3.2.7 Organizational forms of teaching Lesson at school: typeslessons, their structure, requirements for conducting and analysis
Topic 3.2.8 Diagnostics and assessment of educational achievements
Topic 3.2.9 Modern concepts of primary and secondary education, their didactic and subject content
Section 4. Interaction of the educational institution with the family.
Topic 4.1 Conceptual foundations of family education in different periods of society development.
Topic 4.2 Raising children in the family.
Topic 4.3 Pedagogical guidance of family education.
Topic 4.4 Forms of work of the school with the family.
Topic 5.1 The concept and characteristics of the pedagogical system.
Topic 5.2 RF Law "On Education".
Topic 5.3 Management of an educational institution.
Topic 5.4 Fundamentals of teaching staff management.
Topic 5.5 Socio-psychological climate in the team.
Topic 5.6 Scientific and methodological support of the educational system.
TOTAL

Section 1. Introduction to the teaching profession

Topic 1.1 Pedagogical activity, its aspects

The student must

know:

General characteristics of the concept of pedagogical activity;

The purpose, means, types and specifics of pedagogical

Activities;

be able to:

Classify activities according to different

Signs;

Describe the main approaches to the formation

the goals of pedagogical activity.

The course "Pedagogy" in the teacher training system

Historical aspect professional activity

The concept of pedagogical activity, its features

Pedagogical specialties

Analysis of educational literature on the course "Pedagogy"

Practical lesson number 1:drawing up a table by type of activity.

Independent work:

Essays and tests about the teaching profession.

Topic 1.2 The emergence of the teaching profession, its development

The student must:

know:

The origin of the words "education", "school",

"pedagogy";

Features of the teaching profession;

Basic pedagogical ideas in slaveholding and feudal society.

Be able to:

Highlight the main provisions

Systems of the teaching profession, its development. Educational systems in the slave-owning age. Education, school and pedagogical thought in a feudal society. Features of the teaching profession.

Practical lesson number 2:drawing up a table

Independent work:work with sources

Topic 1.3 The role and place of the teacher in the age of the information society. Professional and personal qualities and abilities of the teacher. Requirements for professional competence and mobility

The student must:

know:

General trends in the modernization of training systems

teachers;

The main problems of teachers of the new millennium;

Professional and personal qualities and

teacher skills;

What is the significance of the development process and

the formation of professionally significant personality traits in the professional self-development of a teacher;

Reasons for professional unsuitability;

be able to:

Outline your social and professional position.

Build a program of professional and personal growth;

Assess the professionally significant qualities of your personality.

Requirements for the personality of the teacher in the writings of the luminaries of pedagogy

The personality of the teacher and its focus.

Teaching profession in the context of the information technology revolution.

Professional and personal qualities and abilities of a teacher (model of a modern teacher).

Requirements for professional competence and teacher mobility.

Pedagogical contraindications.

The specifics of the activity of a teacher in a rural school.

Practical lesson: define the social and professional position of the teacher. building a professiogram

Independent work:work with sources.

Topic 1.4 The role of self-education and self-education in the development of a professional teacher

The student must:

know:

Rational techniques and methods of independent

education;

The essence of professional self-education;

Factors affecting the process of professional

self-education of the teacher;

Stages and methods of professional self-education;

be able to:

Make a program of professional

self-education for the next period;

The basics of self-educational work

Professional self-education

Self-education methods and techniques

Practical lesson number 4:drawing up a professiogram self-education

Independent work:preparation of reports and messages

Section 2 General Foundations of Pedagogy

Topic 2.1 The emergence and development of pedagogy as a science.

The student must

know:

The concept of "pedagogy";

Tasks of pedagogical science;

The main works and contribution of classical teachers to the development of pedagogy as a science.

The concept of pedagogy as a science of education.

The emergence and development of pedagogy.

Ancient educational systems.

The development of pedagogy to Ya.A. Comensky

Jan Amos Comenius - the founder of the classical pedagogical theory

Pedagogical ideas of the 17th-early 20th centuries: D. Locke, J.-J. Russo, I.G. Pestalozzi, I.F. Herbart, F.A. Disterweg.

KD Ushinsky is the founder of scientific pedagogy in Russia.

Ideas of Russian teachers of the XX century: A.S. Makarenko, V.A. Sukhomlinsky

Collaboration pedagogy. Ideas of educators - innovators

Independent work:work with sources

Topic 2.2 The place of pedagogy in the system of humanities and natural sciences

The student must

know:

The relationship of pedagogy with other sciences.

be able to:

Determine the relationship of pedagogy with other sciences

The connection of pedagogy with other sciences.

Practical lesson number 1:Drawing up a diagram - the relationship of pedagogy with other sciences

Independent work:determination of the relationship of pedagogy with other sciences.

Topic 2.3 System and structure of pedagogical science: theory of education and training (didactics), theory of education, school science

The student must

know:

Structural elements of pedagogical science;

The system of pedagogical sciences

be able to:

Use pedagogical terms correctly

The system of pedagogical sciences: history of pedagogy, general pedagogy, age, social, special, preventive, preventive, industrial, military, comparative, medical, religious, folk pedagogy.

The main components of the structure of pedagogical science: the theory of education and training, the theory of upbringing, the foundations of the management of pedagogical systems. Theory of education and training: concept, basic theories, systems and technologies.

Education theory: concept, theory, systems and technology.

Fundamentals of management of pedagogical systems: concept, theory, management systems.

Practical lesson number 2:drawing up a schema-table according to the system of pedagogical sciences

Independent work:work with sources

Topic 2.4 Basic pedagogical concepts

The student must

know:

Basic pedagogical concepts;

Be able to operate in pedagogical terms

The essence of the definition of education in social and pedagogical meaning. The historical nature of education. The purpose of education

The essence of the definition of learning as a holistic, purposeful controlled process. Learning objectives.

Development, formation, socialization.

Pedagogical activity: pedagogical interaction, pedagogical process, self-education, self-education.

Pedagogical system. Educational process.

Education as a process and result of training and upbringing.

Education levels: primary, secondary, higher.

Orientation of education: general, professional, polytechnic

The relationship of basic pedagogical concepts.

Practical lesson number 3:compiling a vocabulary of pedagogical concepts

Independent work:working with conceptual apparatus

Topic 2.5 Holistic pedagogical process as a subject of study in pedagogy

The student must

know:

Goals, objectives, stages, patterns of the integral pedagogical process;

The purpose of education in a modern domestic school.

The main components of a holistic pedagogical process

Functions of a holistic pedagogical process

Conditions for the effectiveness of a holistic pedagogical process be able to:

highlight the stages of a holistic pedagogical process.

The essence of a holistic pedagogical process (concept).

The main components of a holistic pedagogical process.

Functions of an integral pedagogical process: upbringing, educational, developing, social

Regularities and principles of a holistic pedagogical process.

Contradictions as driving forces of a holistic pedagogical process

Stages of a holistic pedagogical process.

Conditions for the effectiveness of the pedagogical process.

Practical lesson number 4definition of stagesholistic pedagogical process, solution of pedagogical situations

Independent work:analysis of lesson summaries, design of the stages of a holistic pedagogical process

Topic 2.6 The child as a subject and object of a holistic pedagogical process. Person-centered approach in education

The student must

know:

The concept of "personality development";

The driving forces of personality development: internal and external contradictions

Heredity, inclinations, developmental diagnostics;

Influence of upbringing on personality development;

The rights and obligations of the child

Psychological and pedagogical features of different age groups

The concept of age periodization

Patterns of age-related development;

Principles of Humanistic Pedagogy;

The system of humane relations between a teacher and children;

be able to:

Organize a "zone of actual development" and "zone

nearest development ";

Carry out developmental diagnostics;

Define a student-centered approach in education

Take into account age and individual characteristics

children of primary school age in teaching and upbringing;

Describe the features of the physical, spiritual,

social development of primary school children

Highlight the main priorities and values ​​in a person-centered approach.

The personality of the child as a subject and object of education.

The concept of educational anthropology.

Factors affecting personality development: heredity, environment, upbringing, personality activity.

The relationship between development and education.

Age periodization. Preparing children for school. Features of training and education of children of primary school age. Uneven development. Consideration of features.

Personality-oriented approach in education: understanding the child, recognizing the child, adopting the child

Difficult and gifted children

The rights and responsibilities of the child. Contents of basic documents on the rights and responsibilities of the child.

Practical lesson number 5:analysis of situations, development of rules for personality-oriented education

Independent work:preparation of reports and messages, work with sources

Topic 2.7 Methods of pedagogical research

The student must

know:

Theoretical and empirical research methods;

Requirements for the teacher as a creator and researcher.

Pedagogical reality and its study.

Methods of pedagogical research: observation, conversation, questioning, experiment and pedagogical testing

Independent work:monitoring the child according to plan.

Topic 2.8 Development of the education system in Russia. Principles of state educational policy. Continuouseducation. Continuity in the work of educational institutions.

The student must

know:

RF Law "On Education";

Types of educational institutions, links of the education system, organization of education management, forms of education, principles of state policy in the field of education

RF Law "On Education"

Principles of state educational policy.

The concept and structure of the educational and upbringing system of society: educational standards and educational programs, the system of educational institutions, educational authorities.

Types of educational institutions and variability of educational programs.

Continuing education.Continuity in the work of educational institutions.

General trends in the development of the education system in the modern world.

Independent work:work with sources.

Section 3 School Pedagogy

Topic 3.1 Theory and methodology of education

Topic 3.1.1 The essence and structure of the upbringing process. Goals and objectives of education. driving forces

The student must

know:

The essence, structure, goals and objectives of education,

features, movement of force and patterns

educational process;

be able to:

To characterize the general laws of the educational process, driving forces, features of the educational process.

Definition of education in the wide and narrow sense of the word. Goals and objectives of education. Features of the upbringing process. The driving forces of the educational process. General laws of the upbringing process (efficiency).

The structure of the upbringing process is a characteristic of the stages of the upbringing process: mastering the knowledge of norms and rules of behavior, the formation of beliefs, the formation of feelings.

Education as socialization. Media and socialization. Peer society and children's subculture.

Topic 3.1.2 Modern concepts of education, their socio-cultural foundations, scientific and methodological substantiation and practical applicability

The student must

know:

Modern concepts of education and their

specifications

Modern concepts of education

Scientific and methodological validity of the concepts of education

Practical applicability of parenting concepts

Independent work:work with sources

Topic 3.1.2.1 The content of the upbringing process

The student must

know:

The essence of the concept of "content of education";

Ideas of the modern upbringing process

Components of the basic culture of personality

The concept of the content of education

The essence of parenting

Ideas of the modern upbringing process

Philosophical and ideological training of schoolchildren: characteristics of the main elements of the content of education

Basic culture of personality

Independent work:work with sources

Topic 3.1.2.2 Principles of education

The student must

know:

The principles of education;

Requirements for the implementation of the principles

education;

be able to:

Describe the system of principles of education;

The concept of the principles of education

Requirements for the principles of education

System of educational principles

Characteristics of the principles of education:

• social orientation of education
• connection of education with life and work
• reliance on the positive in education
• unity of educational influences
• personal approach

Practical lesson number 1: situation analysis

Independent work:Characteristics of the principles of education

Topic 3.1.2.3 Methods and forms of education

The student must

know:

Methods, techniques and forms of education;

Classification of educational methods;

The essence of educational methods;

Types of educational activities;

be able to:

Develop educational affairs of various

focus;

Apply educational methods in practical

activities;

Analyze pedagogical situations.

The concept of methods and techniques of education. The choice of methods of education. Classification of educational methods.

Methods for the formation of personality consciousness: c spruce of a group of methods, characteristics of methods: story on an ethical topic, explanation, ethical conversation, disputes, example

Methods for organizing activities and forming the experience of social behavior: c spruce group of methods, characteristics of methods: exercises, requirements, training, method of instructions

Methods to stimulate behavior and activity: c spruce group of methods,

Characteristics of methods: encouragement, punishment, competition,

The concept of the forms of education. Educational work as a form of education

The concept of the means of education

Practical lesson number 2:situation analysis

Independent work:development of forms and methods of education

Topic 3.1.3 Education in educational and extracurricular activities of schoolchildren

must

know:

The main directions of education in educational and

extracurricular activities of schoolchildren;

Features of various areas of education;

be able to:

Select the content of the material for extracurricular activities;

To compose and conduct educational affairs;

Compose and conduct ethical conversations.

Civic education in the system of formation of the basic culture of the individual.

Features of the process of moral education:

Concept, features at the present stage

• ways and means of moral education

Labor education

Concept, system of labor education

• methodology for organizing various types of labor

Aesthetic education

• concept, content of aesthetic education
• aesthetic education in the classroom and by means of art, the role of nature

Physical education

Concept, means of physical education

• school physical education system

Legal, economic education. Formation of the foundations of ecological culture

• concept, content

Developing Conscious Discipline and Discipline:

Discipline and discipline concept

• discipline in the lesson

Practical lesson number 3:development of ethical conversation, development of collective creative deeds

Independent work:development of KTD forms

Topic 3.1.4 Relationship between the team and the individual

The student must

know:

Concept, signs of the collective

Types, functions, signs, stages, structure,

relationships, developmental pathways and pedagogical guidance

team;

be able to:

Characterize the development of the team at different stages of development;

Formation of interpersonal relationships in the classroom;

Determine the prerequisites that have an effective impact on the formation of the team;

Design actions aimed at rallying the children's team and establishing friendly relations between children;

Create conditions for the positive development of the team;

To highlight the personal qualities that are necessary for a teacher (educator) to effectively interact with students and organize a children's team.

The concept of a team, signs of a team, stages of team development

Types, functions and structures of teams

A.S. Makarenko's teaching about the team

Team and personality: relationships, ways of development

Pedagogical leadership of the team

Practical lesson number 4: situation analysis

Independent work:drawing up the characteristics of the team according to the plan

Topic 3.1.5 Educational system of the school

The student must

know:

The essence and content of the educational system of the school

The concept, essence and content of the educational work of the school. The plan of the educational work of the school.

Independent work:analysis of the plan of educational work of the school, development of play educational technologies

Topic 3.1.6 Activities of the teacher - class teacher

The student must

know:

Functions, directions and forms of classroom activity

the head;

Fundamentals of planning educational work with

a team of students;

be able to:

Planning educational work with the class;

Perform the functions of a class teacher in practical activities;

Determine the tasks of educational work with the team and individual children;

Observe and analyze the behavior of individual students, reveal the reasons for positive and negative phenomena in the classroom.

Practical lesson number 5:analysis of the educational planwork with the class

Topic 3.1.7 Assessment of the level of education of schoolchildren

The student must

know:

Criteria for determining good breeding;

Types of parenting situations;

The concept of diagnostics of good breeding. Criteria for good breeding. Registration of diagnostic results.

Independent work:level criterion definitiongood manners of schoolchildren

3.2 Theory of education and training - didactics

3.2.1 The subject and tasks of modern didactics

The student must

know:

The meaning of the term "didactics";

The tasks of modern didactics

The concept of didactics. The subject and tasks of modern didactics

Formation of didactics as a science.

3.2.2 Essence and driving forces of the learning process

The student must

know:

- the essence of the learning process;

Contradictions in the learning process;

Signs of the learning process

The essence of the learning process. Driving forces of the learning process. Patterns of the learning process. Functions of the learning process.

3.2.3 The structure of the learning process. Motives for learning at different age stages. Management of educational and cognitive activities of schoolchildren

The student must

know:

Stages of the learning process;

The motives of the teaching of schoolchildren at different age stages;

Teacher and student activities at every stage of the learning process

The main stages of the learning process. The motives of the teaching of schoolchildren. Stages of the teacher's activity. Stages of educational and cognitive activities of the student.Management of educational and cognitive activities of schoolchildren

Independent work:identification of the stages of the teacher's activity and the stages of the educational and cognitive activity of the student

3.2.4 Learning principles

The student must

know:

The meaning of the terms "teaching principle" and "rules

training ";

The system of principles;

The essence of the principles and the rules for their implementation;

be able to:

Apply learning principles in practical

activities;

Be able to analyze curricula and textbooks with

positions of teaching principles;

Analyze lessons at school.

The concept of the principles and rules of teaching. System of teaching principles:

The principle of consciousness and activity;

The principle of visibility of teaching;

The principle of systematicity and consistency;

Strength principle;

Accessibility principle;

Scientific principle;

The principle of connection between theory and practice;

The principle of upbringing and developmental education;

The principle of individualization.

Practical lesson number 1:observation and analysis of a computer science lesson

Independent work:analysis of educational and methodological complexes and work programs

33.2.5 Learning content

The student must

know:

The concept of "content of education", requirements for the content of education;

The concepts of "curriculum", "curriculum", federal state educational standard, requirements for the standard;

be able to:

Analyze curricula, programs, textbooks

Schedule lessons based on the curriculum

plan.

The concept of the content of education. Humanization of the content of education

The main components of the content of education. Subject cycles

Federal state educational standard

Unity of general and vocational education

Requirements for the content of education

Curriculum: Concept, Pedagogical Requirements

Types of curricula: basic, standard, general school curriculum

Characteristics of academic disciplines. schedule of lessons

Learning programs.

Concept and methodological requirements for educational programs

Methods of building and structure of programs

Educational-methodical complexes

Requirements for textbooks

Practical lesson number 2:analysis of teachingcomplexes for school

Independent work:scheduling

3.2.6 Teaching Methods

The student must

know:

The concept of "teaching methods";

Functions of teaching methods;

The essence of teaching methods;

be able to:

Analyze lessons in terms of teaching methods;

Apply methods in practice.

The concept of methods, techniques and teaching aids. Requirements for teaching methods. Choice of teaching methods. Various approaches to the classification of teaching methods. Characteristics of verbal teaching methods. Characterization of visual teaching methods. Description of practical teaching methods. Characteristics of teaching methods by the nature of cognitive activity.

Practical lesson number 3:drawing up a methodology for conducting a story, conversation, explanation.

Independent work:characteristics of teaching methods, message "Modern teaching methods", compilation of a summary table of two classifications of teaching methods

3.2.7 Organizational forms of training.Lesson at school: types of lessons, their structure, requirements for conducting and analysis

The student must

know:

The concept of "organizational forms of training";

Features of the classroom teaching system;

Requirements for a modern lesson;

Lesson types and structure;

Additional forms of training organization;

Features of conducting a lesson in a small school

Features of the organization of home independent work

be able to:

Analyze the lesson and the components of the lesson at school;

Analyze calendar-thematic and lesson

plans;

Develop the structure of different types of lessons;

The concept of the forms of training organization.

Ya.A. Comenius on the class-lesson system.

Lesson at school: types of lessons, their structure, requirements for implementation and analysis.

Additional forms of organizing the pedagogical process: excursion, additional classes and consultations, non-standard forms of education.

Organization of home independent work of students.

Lesson in a small school.

Preparing the teacher for the lesson: thematic and lesson planning. Technological map of the lesson. Analysis and introspection of the lesson.

Practical lesson number 4:Lesson observation and analysis

Independent work:Report on the history of the emergence of the classroom-lesson system, development of a summary of a non-standard lesson

3.2.8 Diagnosis and assessment of trainingachievements of schoolchildren

The student must

know:

Requirements for the assessment of the student's educational achievements;

Features of grading in primary grades

Concept, meaning, control functions. Control and diagnostics. Pedagogical Requirements for Assessing Students' Academic Achievements. Types and forms of control. Assessment of learning outcomes. Characteristics of the scoring system. Grading. The role of value judgments. Humanization of control.

Independent work:analysis of the types and forms of control in primary and secondary schools

3.2.9 Modern concepts of primary and secondary education, their didactic and subject content

The student must

have an ideaabout various types of systems and

learning technologies;

know:

- the differences between the traditional education system and the developmental

- know the features of modern concepts of primary and secondary education

be able to:

- develop and deliver lessons using developing technologies

Concept, types of systems and technology. Characteristics of traditional and developmental learning systems. Developmental education: L.V. Zankov and the system of D.V. Elkonin - V.V. Davydov. Problematic learning. Differentiated learning. Collective learning methods. Block-modular learning technology. Game learning technologies. Design in the learning process.

Practical lesson number 5development of lessons using developing technologies, observation and analysis of the lesson at school

Independent work:taking notes of lesson types. Messages on the topic "Characteristics of modern concepts of primary and secondary education, their didactic and subject content"

Section 4. Interaction of educational institutions with the family

Topic 4.1 Conceptual foundations of family education in different periods of society development

The student must

know:

- the history of the development of family education in Russia;

- the rights and obligations of parents;

- principles, specifics of family education;

- family functions;

- to know the reasons for the decrease in the educational influence of the family;

Family concept. Historical aspect. Family functions. The rights and responsibilities of parents. The specifics of family education. Features of the modern family. Legal foundations of family education.

4 Topic. 2 Raising children in a family

The student must

know:

- conditions for successful upbringing and the difficulties of family

education;

be able to:

- to apply the acquired knowledge in practice.

Type classificationfamilies.

The principles of family education.

The essence and content of raising children in a family

Relationship (communication) styles.

Difficulties of family education

Conditions for the successful upbringing of children in a family.

Practical lesson number 1:situation analysis

Independent work:compilation and analysissituations

Topic 4.3 Pedagogical guidance of family education

The student must

know:

- tasks and directions of work with parents;

- the method of studying the family;

be able to:
- work with the methods of studying the family.

Tasks of leadership in family education. The main directions of work with parents. Family study method.

Practical lesson number 2:Development of pedagogical conversations and consultations.

Independent work:analysis of study methodsfamilies

Topic 4.4 Forms of work of the school with the family

The student must

know:

- the main forms of work of the school with the family, methodology

family work;

be able to:
- to develop parenting meetings, family holidays, talks for parents;

- apply various forms of work with the family in practice

Pedagogical conversation. Consulting for parents. Disputes and conferences. Joint holidays for parents and children. Parent's meetings in the form of KTD. Bodies of the parental community at school.

Practical lesson number 3:parent meeting observation and analysis

Independent work:develop a conversation forparents, develop a parenting meeting

Section 5. Basics of managing pedagogical systems

Topic 5.1 Concept and characteristics of the pedagogical system

The student must

know:

-concept, types and properties of systems

- principles and stages of management of pedagogical systems

Concept, types and properties of systems. Characteristics of the pedagogical system. Management stages. Basic principles of management.

Topic 5.2 RF Law "On Education"

The student must

know:

- the main sections of the law "On Education";

- basic requirements of the law;

be able to:
- to work with articles of the law;

- analyze the main sections of the law.

The concept of education. Principles, structure of the law.

Convention on the Rights of the Child.

Practical lesson number 1:analysis of articlesRF Law "On Education", analysis of the main sections of the law.

Independent work:work with sources

Topic 5.3 Management of an educational institution

The student must

know:

- the basics of managing an educational institution;

be able to:
- analyze educational programs, training

plans.

The main directions of management activities in the school. Planning as a type of management activity. Development of school development programs. Development of educational programs, curricula. Educational school management methods. School charter. Management innovation.

Practical lessonanalysis of educational programs, curricula.

Topic 5.4 Fundamentals of teaching staff management

The student must

know:

- the rights and obligations of school officials;

- forms of management of an educational institution;

- criteria for assessing the activities of members of the pedagogical

team;

Traditional and new forms of school-wide management. School Council activities. Functions of the school director and his deputies. Organization of the activities of the teaching staff.

Independent work:compilation and analysis of pedagogical situations

Topic 5.5 Socio-psychological climate in the team

The student must

know:

- types of conflicts in the teaching staff;

be able to:
- to apply the ways out of the conflict situation;

- use techniques to create a positive

socio-psychological climate in the team.

Characteristics of the teaching staff. Conflicts in the teaching staff. Management of a team of teachers.

Practical lesson:determining ways to resolve conflicts in the school team

Independent work:compilation and analysis of pedagogical situations.

Topic 5.6 Scientific and methodological support of the educational system

The student must

know:

- the content and conditions, the effectiveness of the methodological

work, forms methodical work;

- structure of activities and content of work

pedagogical council;

- forms of professional development of teachers;

- types of control and features of their application;

- didactic requirements for intraschool supervision;

- conditions for the effectiveness of pedagogical control;

- control methods;

- general requirements for the assessment of teacher's work;

- the main provisions of the certification of teachers;

- certification procedure

The concept of methodical work. The content of the methodical work. Forms of methodical work. Work of the Pedagogical Council. Forms of professional development of teachers.

Concept, goals, principles of certification. Activity attestation commission... Certification procedure. Criteria for assessing the activities of teachers.

Coursework Topics

1. The influence of the example and authority of parents on the successful upbringing of children.
2. Family holidays as a form of strengthening interpersonal relationships among family members.
3. The influence of interpersonal relations on the improvement of the status of team members.
4. The role of the family in the development of the intellectual abilities of the child in the younger school age(adolescence).
5. .The relationship between academic performance and the level of intelligence development in adolescence (primary school age).
6. Analysis of modern educational systems at school.
7. The influence of the family on the development of the child's intellectual abilities.
8. A differentiated approach to teaching students.
9. The use of active teaching methods in basic school.
10. The use of gaming technologies in the process of teaching schoolchildren.
11. Moral education of schoolchildren.
12. Moral and legal education of schoolchildren.
13. Patriotic education of students in the system of teacher work.
14. Increasing the effectiveness of teaching schoolchildren as a result of the intensive use of visual aids in all lessons.
15. Holidays at school as a means of aesthetic education.
16. The system of educational work of a primary school teacher.
17. Formation of the children's team in the basic school.
18. Aesthetic education of schoolchildren.
19. Fostering a culture of behavior in schoolchildren.
20. The role of methods of organizing activities and the formation of experience of behavior in the upbringing of students.

Questions for credit:

1. Pedagogical activity, its aspects.
2. The emergence of the teaching profession, its development.
3. The role and place of the teacher in the age of the information society.
4. Professional and personal qualities and abilities of the teacher.
5. Requirements for the professional competence and mobility of the teacher.
6. The role of self-education and self-education in the development of a professional teacher.
7. The emergence and development of pedagogy as a science.
8. The place of pedagogy in the system of humanities and natural sciences.
9. The structure of pedagogical science.
10. Basic pedagogical concepts.
11. Methods of scientific and pedagogical research.
12. Holistic pedagogical process as a subject of study in pedagogy.
13. The child as a subject and object of a holistic pedagogical process.
14. Subject and tasksmodern didactics.
15. The essence of the learning process.
16. The structure of the learning process.
17. Learning principles.
18. Learning content.
19. Concept, functions of the family.
20. The specifics of family education. Features of the modern family.
21. Features of raising children in a family
22. Pedagogical guidance of family education
23. Forms of work of the school with the family

Questions for the exam

1. The concept of pedagogical activity, its features. The origin of the words "education", "school", "pedagogy". The emergence of the teaching profession.

2. The role and place of the teacher in the age of the information society: professionally significant and personal qualities and abilities of the teacher.

3. The emergence and development of pedagogy as a science. Jan Amos Comenius is the founder of classical pedagogical theory.

4. Ideas of Russian teachers of the XIX and XX centuries: KD Ushinsky, AS Makarenko, VA Sukhomlinsky.

5. The place of pedagogy in the system of humanities and natural sciences. System and structure of pedagogical science. The relationship of pedagogy with other sciences. Basic pedagogical concepts.

6. Holistic pedagogical process - the subject of pedagogy study: concept, main components, functions, patterns and principles.

7. Holistic pedagogical process: contradictions as a driving force, stages and conditions for the effectiveness of the pedagogical process.

8. Theory and methodology of education. Assessment of the level of education of schoolchildren.

9. The child as an object and subject of a holistic pedagogical process. Age periodization. Features of teaching and upbringing of children of middle and senior school age.

10. The education system in Russia.

11. Theory and methods of education. The essence of the upbringing process: the concept of upbringing in the broad and narrow sense of the word, the goals and objectives of upbringing, the specifics of the upbringing process.

12. Theory and methodology of education. The essence of the upbringing process: the driving forces of the upbringing process, the conditions for the effectiveness of the upbringing process.

13. Theory and methodology of education. The content of the upbringing process: the concept, characteristics of the main components of the basic culture of the individual.

14. Theory and methods of education. The principles of education: concepts, requirements, system of principles. Characteristics of the principles: social orientation of upbringing, the connection of upbringing with life and work.

15. Theory and methodology of education. Characteristics of the principles of education: reliance on the positive in education, the unity of educational influences, a personal approach.

16. Theory and methods of education. Methods and forms of education. The concept of methods, techniques, forms and means of education, the choice of methods, classification.

17. Theory and methodology of education. Characteristics of the methods of forming consciousness: a story on an ethical topic, an ethical conversation, an example.

18. Theory and methodology of education. Characteristics of the methods of organizing the activity and the experience of the behavior of pupils: exercise, accustoming, assignment, method of upbringing situations, pedagogical requirement.

19. Theory and methodology of education. Characteristics of incentive methods: encouragement, punishment, competition.

20. Theory and methodology of education. The relationship between the team and the individual: concept, signs of the team, types and structure of the team. The teachings of A.S. Makarenko about the team.

21. Theory and methods of education. The educational system of the school: concept, content, main directions.

22. Theory and methods of education. The relationship between the team and the individual: the main models of the development of relations between the individual and the team, methods of studying the team.

23. Theory and methods of education. Ways of forming a team, pedagogical requirements of team leadership, styles of pedagogical leadership.

Questions for the exam

1. Theory of education and training. The subject and tasks of modern didactics. Concept, main categories.
2. Theory of education and training Characteristics and functions of the learning process.
3. Theory of education and training.

4. Theory of education and training. Principles of teaching: the concept of the principles and rules of teaching, the system,
5. Theory of education and training. Characteristics of the principles of the upbringing and developmental nature of education, scientific character, accessibility.
6. Theory of education and training. Learning principles. Characterization of the principles of systematicity and consistency, clarity, connection between theory and practice.
7. Theory of education and training. Learning principles. Characterization of the principles: strength, conscientiousness and activity, an individual and differentiated approach to teaching.
8. Theory of education and training. Teaching methods: the concept of methods, techniques and teaching aids. Multidimensional classifications.
9. Theory of education and training. Characteristics of teaching methods according to the source of knowledge acquisition: a group of verbal methods.
10. Theory of education and training. Teaching Methods: Method Requirements. Characteristics of teaching methods according to the source of knowledge acquisition: visual and practical methods.
11. Theory of education and training. Teaching Methods: Choice of Teaching Methods. Characteristics of teaching methods by the nature of the cognitive activity of students.
12. Theory of education and training. The content of education: concept, requirements for the content of education. Theory of education and training. Federal state educational standards. Academic plan.
13. Theory of education and training. Educational programs and educational-methodical complexes.
14. Theory of education and training. Lesson is the main form of organization of educational work. The concept of the classroom-lesson system.
15. Theory of education and training. Requirements for a modern lesson.
16. Theory of education and training. Structure and types of lessons
17. Theory of education and training. Organizational forms of training: excursion.
18. Theory of education and training. Organizational forms of study: home independent work.
19. Theory of education and training. Organizational forms of training: non-standard forms of training.
20. Diagnostics and assessment of educational achievements of schoolchildren. Concept, meaning of control and diagnostics.
21. Diagnostics and assessment of educational achievements of schoolchildren. Pedagogical assessment requirements. Types and forms of control.
22. Diagnostics and assessment of educational achievements of schoolchildren. Characteristics of the scoring system.

Questions on pedagogy for the final exam in psychology and pedagogy with methods of teaching a foreign language

23. The concept of pedagogical activity.

The place of pedagogy in the system of humanities and natural sciences. Pedagogical orientation of the teacher's personality.

24. The child as an object and subject of a holistic pedagogical process.

The personality of the child as an object and subject of education. Factors affecting personality development. Driving forces of development.

25. The principles of education.

Concept, requirements for the principles of education, characteristics of the system of principles of education.

26. Methods and forms of education.

The concept of methods and techniques, forms and means of education. Classification of methods. Characteristics of the methods of formation of consciousness.

27. Methods and forms of education.

Description of methods of organizing activities and behavior. Characteristics of incentive methods.

28. The relationship between the team and the individual.

The concept of a team, signs of a team, stages of development of a team. The teachings of A.S. Makarenko about the team. Team and personality.

29. Theory and methods of education.

Goals and objectives of education. Features of the educational process. The driving forces of the upbringing process. The content of the upbringing process (the basic structure of the personality).

30. Theory of education and training.

The subject and tasks of modern didactics. Concept, main categories. Characteristics and functions of the learning process.

31. Education in educational and extracurricular activities of schoolchildren.

Discipline in the lesson. The system of educational work at school. Diagnostics of good breeding. Forms of extracurricular activities.

32. Theory of education and training.

The structure of the learning process: the main stages of the joint activities of the teacher and students.

33. Theory of education and training.

Principles of teaching: the concept of the principles and rules of teaching, the system, characteristics of the principles of the upbringing and developmental nature of teaching, scientific character, accessibility.

34. Education and learning theory

Learning principles. Characterization of the principles of systematicity and consistency, clarity, connection between theory and practice.

35. Theory of education and training.

Learning principles. Characterization of the principles: strength, conscientiousness and activity, an individual and differentiated approach to teaching.

36. Theory of education and training.

Teaching methods: the concept of methods, techniques and teaching aids. Multidimensional classifications. Characteristics of teaching methods according to the source of knowledge acquisition: a group of verbal methods.

37. Theory of education and training.

Teaching Methods: Method Requirements. Characteristics of teaching methods according to the source of knowledge acquisition: visual and practical methods.

38. Theory of education and training.

Teaching Methods: Choice of Teaching Methods. Characteristics of teaching methods by the nature of the cognitive activity of students.

39. Theory of education and training.

The content of education: concept, requirements for the content of education. State standards. Academic plan. Educational programs and educational-methodical complexes.

40. Theory of education and training.

Lesson is the main form of organization of educational work. The concept of the classroom-lesson system. Requirements for a modern lesson. Structure and types of lessons.

41. Theory of education and training.

Organizational forms of study: excursion, home independent work, non-standard forms of study.

42. Diagnostics and assessment of educational achievements of schoolchildren.

Concept, meaning of control and diagnostics. Pedagogical assessment requirements. Types and forms of control. Characteristics of the scoring system.

43. The activity of a teacher is a class teacher.

Functions of the class teacher. The main directions and forms of activity of the class teacher. Planning educational work with the class.

44. Forms of work of the school with the family.

Tasks of pedagogical leadership in family education. The main directions of work with parents. Educational conversation as a method of studying the family. Forms of work with the family: consultations for parents, conferences, joint holidays for parents and children, parent meetings. Bodies of the parental community at school.

45. Intraschool control.

Concept. Control value. Types of control. Pedagogical requirements. Forms and methods of intraschool control.

Practical tasks

1. Give an analysis of pedagogical situations (according to the scheme)

2. Letter from Oleg T. from the summer camp. “Dear mommy, take me out of here. Our counselor is evil, he punishes me every day. Either he tells him to squat 100 times, then in a quiet hour he makes him stand on the veranda, and in the evening, when everyone goes to the cinema, he sends him to sleep. Mom, take it, please. I will not bother you and will do everything, even walk with the dog. " Your son Oleg.
3. “My son is in the 3rd grade. At school, he is obedient and modest, but at home he is stubborn, irritable, often offends his younger brother. Do not think that we are not educating him. My husband is very strict: he monitors his studies, punishes, if necessary. " Compare parenting methods in school and family; what advice can you give to mom?

4. Olya is a first grader. She's from unsecured a large family... once the teacher saw how Olya took a beautiful pencil from a neighbor's desk and put it in her portfolio.

4. From a conversation between mother and son:

• Why have you been at school for so long?
• I didn’t stick around, they didn’t let us out.
• Like this?
• Well, the counselor did not let out, we had a choir rehearsal.
• Since when have you signed up as a singer?
• I didn’t sign up, they drove us.
• How did you get it?
• Well, what kind of mother are you, dull. The head teacher stood at the door, and the counselor - at the locker room. We were lined up and led to sing.
• What's wrong with that?
• Yes, I do not like to sing when forced.

5. Zhenya K. has the most accurate notebooks; the teacher often draws the attention of the children to this. Zhenya is a good student, fulfills all the instructions of the teacher readily and conscientiously. The teacher praises him constantly. But the guys don't like Zhenya for some reason. This upsets both the boy and his mother. But the teacher reassures Zhenya's mom, says that the guys are just jealous.

6. My brother's family has 2 daughters (12 and 7 years old). The youngest Vera was sick a lot until she was 3 years old. Now she is completely healthy, but managed to pamper her to the limit. All the time they are praised with or without reason, she is inundated with toys and sweets. And he constantly demands some more encouragement, otherwise he arranges tantrums and does not want to do anything.

7. My son is in 8th grade. At every parent meeting, the class teacher praises the same, more often others - Sasha and Oksana. And the guys in the class for some reason do not like them, shun, call them "cramps". Oksana's mom is very worried about this, and the class teacher says that the guys are just jealous of her. But it seems to me that the point is something else.

8. I beat my fifth grader son. Do not rush to judge me. I see no other way out. Children are different. He did not touch his eldest daughter. And what to do with this, if he does not understand anything, is stubborn and spiteful, does not want to study, at home he does everything "out of the blue." “No, I’m sure that it’s impossible to get a wolf cub into a decent family?”

9. Sixth graders in a health camp tore off and trampled down the main flower bed at night in order to collect a bouquet for their beloved teacher.

10. Seryozha is a fifth-grader, a timid boy, downtrodden, unsure of himself. He lives in a dysfunctional family. Seryozha is constantly punished at home, and all this is accompanied by noisy scenes. The boy must constantly lie: - "forgot" the notebook, - "lost" the diary, - it was not me, it was Borya who broke it. He is punished again for lying. Parents do not even suspect that it is the belt that is the reason for the lie.
11. Mom punished six-year-old Pavlik, not letting him go for a walk. Dad came and was indignant: "Why are you kidding me?" He let Pavlik go for a walk, gave money for ice cream.

12. The math teacher was giving the lesson. The class was noisy, the children were talking loudly among themselves. Most often, the teacher came across Yu. Petrenko - the leader in the class, a capable, proud, but not very diligent boy. The teacher thought that he was talking more than others.

- Petrenko, stop talking, otherwise I will remove you from the lesson, - she did several times
remark the teacher.

13. The teacher gave Olya "3" in physics for a quarter. Recently, the girl came from another school, where she had a "5" in physics. Olya complained to her mother. Mom called the teacher on the phone and expressed her displeasure with him. In the lesson, the teacher ironically spoke about how Olya and her mother perceive Olya's marks. In protest, Olya voluntarily left the lesson. The teacher turned to the director with a complaint about Olya and her mother.

14. A 5th grade student lost his diary, where the class teacher and teacher made the following notes: “I behaved ugly in the lesson! Removed from class! “Talked rudely to the teacher. Take action! "

15. Vitya, a second grader, brought home the darned socks and happily handed them to his mother:

• We learned in labor lessons!

Before the mother had time to praise her son, the father intervened:

• This is not a man's business!

16. Kolya, a fifth-grader, is not good with math. Mom cannot help him, and dad does not have enough patience and, as a rule, these classes end with cuffs and tears. Kolya refuses to go to school. To maintain interest in learning, my mother began to give Kolya 20 rubles a day.

17. In 6 "a" grade, a student who is not doing well, has a very famous and influential dad. He is constantly trying to influence the math teacher.

18. There is a history lesson. The teacher tells fascinatingly about events, reads excerpts from books to students, which arouses their keen interest. The teacher encourages students to read books from which passages were quoted, and dictates to students the names of books to write in notebooks. At this time, the student raises his hand.

• I'm listening to you, - says the teacher.
• And here is another interesting book, says the boy.
• Sit down and be quiet, - the teacher upsets him.

1. Give an analysis of pedagogical situations (on questions)

1 Highlight the signs of adaptation disorders. What should a teacher do in this
situations?

Solve the situation: There is a lesson in grade 1. Children carry out an independent task in a notebook. Andrey starts recording together with everyone, but suddenly his gaze breaks away from the notebook, moves to the blackboard, then to the window. The boy's face lights up with a smile, and he pulls out a new multicolored ball from his pocket. His movements are fast and noisy. Demonstrates his toy to a neighbor. Then he takes out pencils from a briefcase. The unsuccessfully delivered briefcase falls with a crash. After the teacher's remarks, Andrei sits down at the desk, but after a moment he starts fiddling again. Finally a call. Andrey is the first to run out of the classroom.

2 Solve the situation. Suggest Behavior Correction Methods.

During breaks, Seryozha can increasingly be seen away from his classmates, noisily and merrily frolicking. He does not know how to run fast and is the first to be caught up in the game of tagging, he does not always get an accurate hit on the ball, and therefore the boys do not invite him to play football. Even girls trying to master jumping through a stretched elastic band brush off Seryozha, because the team will surely lose with him. Seryozha is awkward, awkward. Because of this, in outdoor games with peers, the boy is unsuccessful. Maybe that's why Seryozha doesn't really like changes?

3 Identify the type of impaired behavior. Give recommendations to the teacher on how to work with such
children.

• Restless movements in the hands and feet. Sitting on a chair, the child writhes, squirms.
• Inability to sit still when required.
• Easy distraction to extraneous stimuli.

• Impatience, inability to wait for one's turn during games and in various situations,
  arising in the team (classes at school, excursions, etc.)
• Inability to concentrate: questions are often answered without hesitation, without listening to them before
  end.

• Difficulty (not related to negative behavior or lack of understanding) with
  performing the proposed tasks.

4 Four-year-old Stasik has diathesis, he cannot eat sweets. Parents strictly monitor this, and grandmother secretly buys chocolates for the boy.

Questions:

-What is the condition of family upbringing violated?

-What can this lead to?

5 Nine-year-old Natasha lives with her mother. Dad left them when Natasha was 4 years old. The mother does not allow her daughter to see her father, to visit him at their house, to accept gifts. But his father tries to meet Natasha (at school, on the street), gives her toys, books, chocolate.

Questions:

How should a father and mother behave so as not to have a detrimental effect on the child?

2. Make up questions and give an analysis of the situation

1 My son is ready to do everything at home, but does not want to teach lessons. There is a serious conversation about this every day.

2 Our Seryozha is friends in the yard with teenage boys. I'm afraid they are teaching him the wrong thing.

4 Assignment - compose situations, identify questions and provide analysis:

-on the problems of raising an only child in the family;

-on the problems of upbringing in a large family;

-on the problems of upbringing in an incomplete family;

- on the problems of pedagogical communication in the family.

5 Analyze what the parents say:

- When guilty, should be on duty in the kitchen for 3 days (grade 8)

- When he brings "3", he washes the floor in the kitchen and in the hallway (grade 4)

- If he got a "2", he loses his walk for a week, washes the dishes after dinner (grade 7)

6 Answer questions:

1. What types of encouragement are used in family education, in your opinion?

2. Give an example of the positive impact of various types of encouragement on a child.

3. How do you feel about punishment? (should the child be punished, how and when?)

4. Can children be punished with labor? What can this lead to?

Main literature

1. Kodzhaspirova, G.M. Pedagogy: A textbook for students of educational institutions of secondary vocational education [Text] / G.M. Kodzhaspirova. - M .: VLADOS, 2004 .-- 352 p.

2. Polyakova, A.A. Pedagogy. Tests and assignments [Text]: textbook. manual for students of secondary specialized educational institutions / A.A. Polyakova. - M .: Humanitarian ed. center "Vlados", 2004. -159s.

additional literature

1. Podlasy, I.P. Primary school pedagogy [Text]: textbook. for students of pedagogical schools and colleges / I.P. Sour. - M .: Humanitarian publishing center "VLADOS", 2004. - 399 p.

2. Pedagogy [Text]: textbook. manual for students of pedagogical universities and pedagogical colleges / under. ed. P.I. Perky. - M .: Pedagogical Society of Russia, 2004. - 608 p.

3. Podlasy, I.P. Pedagogy [Text]: textbook. for students of higher educator. study. institutions / I.P. Sour. - M .:VLADOS, 1996 .-- 432 p.

5. Podlasy, I.P. Pedagogy. New course: a textbook for students of pedagogical universities: in 2 kn. [Text] / I.P. Sour. - M .:VLADOS, 2003 .-- 832 p.

6. Ryzhov, V.N. Didactics [Text]: textbook. manual for students of pedagogical colleges and lyceums / V.N. Ryzhov. - M .:UNITY - DANA, 2004 .-- 318 p.

7. Smirnov, S.A., Kotova, I.B., Shiyanov, E.N. and other Pedagogical theories, systems, technologies [Text]: textbook. for students of higher and secondary pedagogical educational institutions / ed. S.A. Smirnov. - M .: Academy, 2001 .-- 512s.

8. Titov, V.A. Primary school pedagogy. Lecture notes [Text]: a guide for preparing for exams /V.A. Titov. - M .: Prior-ed., 2003 .-- 224 p.

1. Amonashvili, Sh.A. Unity of purpose [Text]: a guide for the teacher / Ш.А. Amonashvili. - M .: Education, 1987 .-- 208 p.

2. Amonashvili, Sh.A. How do children live? [Text]: a guide for the teacher / Sh.A. Amonashvili. - M .: Education, 1987 .-- 176 p.

3. Amonashvili, Sh.A. Hello children! [Text]: a guide for the teacher / Sh.A. Amonashvili. - M .: Education, 1983 .-- 208 p.

4. Andreev, V.I. Pedagogy [Text]: textbook. course for creative self-development / V.I. Andreev. 3rd ed. - Kazan .: Center for Innovative Technologies, 2003. - 608 p.

5. Wolfov, B.Z., Ivanov, V.D. Fundamentals of pedagogy in lectures, situations, primary sources [Text] / BZ. Wulfov, V.D. Ivanov. - M .: Publishing houseURAO, 1997 .-- 283 p.

6. Dmitriev, A.E., Dmitriev, Yu.A. Training and control tasks on didactics [Text]: textbook. manual / A.E. Dmitriev, Yu.A. Dmitriev. - M .: Flinta: Nauka, 1998 .-- 96 p.

7. Zasobina, G.A. and other Workshop on pedagogy [Text] / ed. prof. N.V. Savina. - M .: Education, 1986 .-- 111 p.

8. Law of the Russian Federation "On Education" [Text] - 3rd ed. - M .: Marketing, 2001 .-- 36 p.

9 Kodzhaspirova G.M., Kodzhaspirov A.Yu. Pedagogical dictionary: for students of higher. and Wednesday. ped. study. institutions [Text] / G.M. Kodzhaspirova, A.Yu. Kojaspirov. - M .: Humanitarian publishing center "Academy", 2000. - 176 p.

10. Convention on the Rights of the Child. - M .: Marketing, 2001 .-- 24 p.

11. Kondrashova, L.V. Collection of pedagogical problems [Text] / L.V. Kondrashov. - M .: Education, 1987 .-- 114 p.

12. Masharova, T.V. Pedagogical theories, systems and technologies of teaching [Text]: textbook. allowance / T.V. Masharova. - Kirov .: ed. Voronezh State Pedagogical University, 1997 .-- 160 p.

14. Moreva, N.A. Pedagogy of secondary vocational education [Text]: textbook / N.A. Moreva, Moscow: Academy, 2001, 345 p.

15. Podlasy, I.P. Pedagogy. 100 questions - 100 answers [Text] / I.P. Sour. - M .: VLADOS, 1996 .-- 311 p.

16. Selevko, G.K. Modern educational technologies of teaching [Text]: textbook. allowance / G.K. Selevko. - Kirov: publishing house of VSPU, 1998 .-- 256 p.

18. Sitarov, V.A. Didactics [Text]: textbook. manual for students of higher educational institutions / V.A. Sitarov. - M .: Academy, 2002 .-- 368.

19. Soloveichik, S.L. Discipleship hour. Life of great teachers [Text] / S.L. Soloveichik. - ed. 2.-M .: Children's literature. - 19728 .-- 256 p.

19. Stolyarenko, L. D. Pedagogy [Text] / L.D. Stolyarenko. - Rostov n / a .: Phoenix, 2000 .-- 448 p.

20. Titov, V.A. Primary school pedagogy. Lecture notes [Text] / В.А. Titov.- M .: "Prior-Izdat", 2003.224 p.

21. Yasnitskaya, V.R. Social education in the classroom: Theory and methodology: [Text]: textbook. manual. for stud. higher. ped. study. institutions / ed. A.V. Mudrik. - M .: Academy, 2004 .-- 352 p.

22. Shevchenko, L.L. Practical pedagogical activity [Text] / L.L. Shevchenko. - M .: Sobor, 1997 .-- 647s.

Means of education

1. Computer class with Internet access
2. Automated teacher's workplace
3. Electronic educational complexes

The work program of the academic discipline

"MODERN SYSTEMS OF PRESCHOOL EDUCATION AND ELEMENTARY SCHOOL ABROAD"

Direction of training

"050100.62 Pedagogical education"

(code and name of the direction of training)

Preparation profile

Preschool and primary education

(name of the training profile)

Qualification (degree) of the graduate

Bachelor

Form of study

correspondence

Tobolsk

	Goals and objectives of mastering the discipline ………………………………………………
	Place of discipline in the structure of PLO HPE ....... …………………………… .............
	Requirements for the results of mastering the discipline ............................................. .........
	The structure of the discipline ................................................ .................................................
	Educational technologies ................................................ .......................................
	Independent work of students ……………. ………… ..................................... ....
	Competence-Based Assessment Tools …………………………
	Evaluation tools for diagnostic control …………………… ....................
	Evaluation means of current control: modular-rating technology for evaluating students' work ………………………………………… ..................
	12. What new trends have emerged in the education system in recent years? 13. What are the main problems of preschool and primary school education in Germany? 14. How is the pedagogy of East and West Germany related? 15. What does German society want to see future citizens? 16. What are the features of the structure of the educational system in Germany? 17. What are the traditional characteristics of the attitude of the British towards childhood? 18. Are there contradictions between national conservatism and European globalization? 19. What is the structure of the educational system in the UK? 20. What is the role of national and international in education? 21. In what ways is the national culture reviving? 22. What are the requirements of the European Union to the guarantees of women's rights and how are they ensured? 23. What is the most interesting and unusual in the Japanese education and training system? 24. What are the pedagogical efforts of adults directed to? 25. What is the ratio of traditional and modern in Japan? 26. Could it be modern Russia to set up a traditional kindergarten and what would be the rules for its operation (by analogy with how it is developed in Japan)? 27. What problems of Russian national education does Turkey's experience make you think about? 28. What problems of education and upbringing are the most urgent now in Turkey and why? How are they resolved? 29. In what way is a high level of upbringing and education of children ensured in Finland, regardless of their place of residence and the socio-economic status of the family? 30. What is the relationship between the national and the universal in Finland? 31. What is close to Russians in the educational system of Finland and what distinguishes it from the Russian one? Section # 4 Actual problems of modern foreign pedagogy of childhood 1. What is the essence of environmental education of preschoolers abroad. - Which of these problems are the most urgent for Russia as well? 2. What range of issues is involved in environmental education? What can this give for the upbringing of a personality? 3. Freedom and independence in education. What is the role of funding in the operation of kindergartens and schools? 4. How is a particular education model selected and applied? 5. Educator and teacher in the pedagogical process. How has the role of the teacher changed recently? 6. How does a teacher become a good teacher? What should a good teacher be happy with? 7. What is the role of conflicts and disputes in creating a working atmosphere in a team? 8. What is the essence of the problem of safety education? 9. How to prevent the formation of traits of violence? 10. Is peace education relevant for all countries? 11. How to cultivate a positive attitude towards the environment, the desire to live with everyone in the world? 12. What is the role of games and toys in this? 13. In what ways do the views of states and families on upbringing and education converge and diverge? 14. How are girls and boys brought up in different countries, in different cultures? 15. Gender identification, its problems. 16. How and when is literacy learning in foreign systems? 17. What is the attitude towards legacies? 18. How should speech be formed? 19. What is included in the concept of multi-ethnic education? How should the majority and minority learn to understand each other? 20. In what areas of multi-ethnic education is it important to work in any child care institution? 21. Why are the age groups in preschool institutions in many countries? 22. What are the advantages and disadvantages of different age groups? 23. What are the three types of cognitive styles or learning modalities? 24. Is it possible to correct what is or is not built by nature? 25. How to bring up geeks? 26. What is the problem with the quality of education? How is it determined? Who is responsible for quality? How to measure the effectiveness of education? 7.2.3. Abstract topics 1. Modern foreign concepts of upbringing and development of a child. " 2. Pedagogy Reggio Emilia. 3. The pedagogical system of Loris Malaguzzi. 4. Educational system "fair community" L. Kohlberg. 5. Features of sensory education systems in foreign pedagogy (F. Frebel, M. Montessori). 6. Modern systems of preschool and primary education in the UK. 7. The modern system of preschool and primary education in Hungary. 8. Preschool and primary schools in Finland. 9. Preschool and primary education in China. 10. Game theory in the works of Russian and foreign scientists. 11. Environmental education in one of the Western European countries. 12. Planning of work in preschool institutions of foreign countries. Questions for credit (11 semester) 1. The influence of modern social problems on the world of childhood. 2. Comparative analysis of preschool and primary education systems in foreign countries. 3. General characteristics of Western preschool educational programs. 4. The concept of "practice appropriate to the level of development of children." 5. Characteristics of the "Anti-stereotyped training course". 6. "Situational approach" to education: general characteristics. 7. Integrative education of preschoolers and younger students abroad. 8. Characteristics of the Montessori system. 9. Ecological education of preschoolers and younger schoolchildren abroad. 10. Sex education of preschoolers and younger schoolchildren abroad. 11. Acquaintance with the diversity of cultures. Multicultural education. 13. Education in the spirit of peace abroad. 14. Cooperation of the kindergarten and school with the family. 15. Creation of a subject-spatial environment. 16. The problem of training teachers abroad. 17. The practice of using foreign pedagogical systems in domestic preschool and primary education 18. Home education. The principles of home education. 19. Outstanding Russian teachers and thinkers on the purpose and meaning of elementary school (,). 20. Waldorf pedagogy of R. Steiner (kindergarten and school). 21. Pedagogy by Celestin Freinet 22. Modern preschool education and primary education in Europe. 23. Modern preschool and primary education in China, India, Turkey and Japan. 24. Modern preschool education and primary education in the United States. 25. The practice of using foreign pedagogical systems in domestic preschool and primary education 26. Differentiated and individual approach to education and training of preschoolers and younger students. Gender education. 8. Educational-methodical and informational support of the discipline a) main literature 1. Vinogradov pedagogy: textbook /,; ed. ... - Moscow: Yurayt, 2013 .-- 510 p. 2., Protasova and primary education abroad. History and modernity. - M., 2001. 3. Poddubnaya protection of childhood in Russia and abroad: textbook. manual for students of higher. study. institutions /. - M .: Academy, 2008 .-- 320 p. 4. Popov of pedagogy and education [Text] /; ed. .-M .: Academy, 2010.-208 p. 5. Titov, pedagogy. Lecture notes: study guide /. - M.: A-Prior, 2008 .-- 158 p. - (Lecture notes). - [Electronic resource]. - Access mode: http: // biblioclub. ru / index. php? page = book & id = 56312 6. Turchenko pedagogy: textbook.-M .: Flint, 2012.- 256 p. b) additional: 1. Anisimov, foundations of pedagogy [Text] /, .- M .: Education, 2006.-574s. 2. Butova, the sphere of preschool services: regulation problems [Electronic resource]: monograph /,. - Krasnoyarsk: Sib. Feder. un-t, 2011 .-- 176 p. [Electronic resource] .- http: /// catalog. php? bookinfo = 492736 3. Gradusova, pedagogy [Electronic resource]: Uch. manual. /. - M.: Flinta: Nauka, 2011 .-- 176 p. http: /// catalog. php? bookinfo = 406029 4. Zeer, vocational education: a competent approach [Text] /, .- M .: Moscow Psychological - Social Institute, 2005 5. The history of pedagogy and education: from the birth of education in a primitive society to the end of the 20th century / under total. Ed. ... - M: TC Sphere, 2007.- 496 p. 7. Cluster approach as the basis for building a new type of interaction between a preschool institution and social partners | "Bulletin of the Volgograd State Pedagogical University", 2013, No. 10. [Electronic resource] .- http: // e. / view / journal / 108020 / page2 / 8. Kozyrin legislation and educational systems of foreign countries / ed. ... - M .: Academy, 2007 .-- 432 p. 9. Educational space: problems and prospects: materials of the All-Russian scientific-practical. conferences. - Tobolsk: TGPI, 2007 .-- 192 p. 10. Pedagogical dictionary: textbook. manual for stud. universities / ed. ,. - Moscow: Academy, 2008 .-- 352 p. 11. Development of education in European countries in the context of globalization and integration processes /. - M.: Institute of Effective Technologies, 2013. - 466 p. [Electronic resource]. - URL: http: // biblioclub. ru / index. php? page = book & id = 232309 12. Rysakov, Education in Chinese Society: Sociological Analysis of Sociocultural Evolution /. - SPb: Aleteya, 2010 .-- 219 p. [Electronic resource]. - - Access mode: http: // biblioclub. ru / index. php? page = book & id = 119616 13. Current trends preschool education/ Bulletin of the Baltic federal university them. I. Kant, 2010, No. 11. [Electronic resource] .- http: // e. / view / journal / 65774 / 14. Standards and monitoring in education, 2014, No. 2 (95) / Standards and monitoring in education, No. 2 (95), 2014 - SIC Infra-M. [Electronic resource] .- http: /// catalog. php? bookinfo = 466187 15. Stepanova child's play activity: a review of preschool education programs /. - Moscow: TC Sphere, 2009 .-- 128 p. 16. Fedorov, in pedagogical universities /. - M.: Direct-Media, 2013 .-- 125 p. - [Electronic resource]. - Access mode: http: // biblioclub. ru / index. php? page = book & id = 210410 17. Emich paradigm of modern education. Philosophical and anthropological foundations [Electronic resource]: - M .: Logos, 2012. - 174 p. Access mode: http: // www. biblioclub. ru c) periodicals 1. Magazine "Preschool education" 2. Magazine "Reference book Senior educator of preschool educational institution" 3. The magazine "Child in kindergarten" 4. The magazine "Hoop" 5. Magazine "Preschool Pedagogy" 6. Magazine "Primary School" 7. Magazine "Primary School plus Before and After" d) Internet resources 1.www. pedlib. ru (pedagogical library) 2.window. edu. ru (single window of access to educational resources) 3.www. proshkolu. ru (school Internet portal) 4.www. fictionbook. ru / author / natalya_viktorovna_miklyaeva / doshkolnaya_pedagogika 9. Logistics of the discipline - Study room, including with multimedia equipment Technical teaching aids - TV, computer, media projector Teaching aids - slides, films, portraits, didactic material, tables, diagrams, lectures with computer support. 10. Passport of the work program of the discipline Developer: Ph.D., Associate Professor The program was approved at a meeting of the Department of Theory and Methods of Primary Education dated "___" ______________ 2012, minutes No. _____ Agreed: Head department __________________ "___" ___________ 2012 Agreed: UMR Specialist _______________ "___" ___________ 2012

MINISTRY OF EDUCATION AND SCIENCE OF THE RUSSIAN FEDERATION

Federal State Budgetary Educational Institution of Higher

vocational education "Karachay-Cherkess State University

named after W.D. Aliyev "

Modern problems of science and

education

working programm disciplines (modules)

assigned to the department: theory and methods of vocational education

curriculum: in the direction 050100.68 "Pedagogical education", the profile of the master's program " higher education»

hours for the state educational standard (from the RUE): hours for the work curriculum: 144 total labor intensity (in ZET): hours for the work program: 144 hours for independent work on the RUP: 76 (53%) hours for independent work on the RAP: 76 (53 %) coefficient of uniqueness of the discipline:

types of control in semesters exams1,2 credits course projects coursework (on courses) Distribution of hours of discipline by semester Type of occupation number of semesters, number of academic weeks in semesters Total

UP RPD UP RPD UP RPD UP RPD

Lectures 18/8 18/8 16/6 16/6 34/14 34/14 Laboratory Practical 18/8 18/8 16/6 16/6 34/14 34/14 DAC Aud. lessons 36/16 36/16 32/12 32/12 68/28 68/28 Sam. work 36 36 40 40 76 76 Total 72 72 72 72 144 144

The program was (s):

Candidate of Pedagogical Sciences, Associate Professor of the Department of Theory and Methods of Professional Education Lavrinets K.Yu.

Reviewer (s):

Candidate of Pedagogical Sciences, Associate Professor of the Department of Theory and Methods of Professional Education Urusova Z.M.

Discipline work program:

Modern problems of science and education.

Compiled on the basis of the curriculum: in the direction 050100.68 "Pedagogical education", the profile of the master's program "higher education" and the Federal State Educational Standard of Higher Professional Education in the direction of preparation 050100 pedagogical education (qualification "Master") was approved by order of the Ministry of Education and Science of the Russian Federation of January 14, 2010 No. 35.

The work program was approved at a meeting of the Department of Theory and Methods of Professional Education Minutes of ___ June 11_2014. No. ___ 10___ Program duration: 2014-2015 academic year.

Head Chair of Candidate of Pedagogical Sciences, Associate Professor Borlakova S.A.

Sighting of the RPD for use in the next academic year Approved by: head of the educational institution, Ph.D. Assoc. Sartsilina A.I.

Objectives of mastering the discipline 1.

development of conceptualization of pedagogical thinking;

comprehending the specifics of pedagogical science and education as sociocultural phenomena;

acquaintance with modern trends in the development of pedagogical science and education;

mastering the techniques of philosophical analysis of the processes taking place in the system of pedagogical 1.4 knowledge and education;

1.5 mastering the methodological foundations of research activities in the field of 1.6 pedagogy;

the emergence among masters of substantive ideas of the methodological foundations of 1.7 systemocentric and anthropocentric paradigms of education, methods of obtaining modern scientific knowledge, the educational system as an object of monitoring, the formation of the professional competence of the future master of pedagogy, identifying development trends, studying the state, patterns of educational innovations 1.8 XX century in domestic and foreign experience ; monitoring as a scientific and practical phenomenon; international system for assessing the quality of education;

- & nbsp– & nbsp–

Requirements for the training of the student:

For the successful mastering of the discipline, the undergraduate must have basic training in the course 2.1.

pedagogy in the scope of the university program.

Disciplines and practices for which mastering this discipline (module) is necessary as 2.

preceding:

Relationship with other disciplines: "Pedagogy", "Psychology", "Philosophy".

“Historical Ethnology”, “Ethnology”, “Ethnic Component in the Content of Education”, “Cultural Anthropology”, “Comparative Study of Civilizations”, “Sociology of Religion”, “History and Methodology of Science and Education (History and Methodology of Ethnological Education)”.

- & nbsp– & nbsp–

Be able to:

develop and improve their general intellectual and general cultural level, apply modern methods and technologies for organizing and implementing the educational process at various educational levels in various educational institutions, analyze the results of scientific research and apply them in solving specific educational and research problems.

Own:

skills of humanitarian thinking, to form pedagogical knowledge and skills necessary both for professional activity and for increasing general competence in interpersonal relations.

the skills of solving issues related to the development of a humanistic worldview in future specialists, skills of stimulation for their personal growth and self-development.

Willingness to systematize, generalize and disseminate methodological experience (domestic and foreign) in the professional field (PC-9)

Know:

structure of student's independent work in the system of multilevel education modern educational technologies modern methods science for scientific research

Be able to:

independently acquire knowledge: work with lectures, educational, educational-methodical, reference literature and other sources of information; perceive and comprehend information; apply the knowledge gained to solve the assigned tasks; summarize the work; perform self-control; consolidate and expand the knowledge gained.

Own:

the skills of an independent search for ways to solve the assigned tasks with individual creative abilities for the original solution of research

- & nbsp– & nbsp–

Willingness to use knowledge of modern problems of science and education in solving educational and professional problems (OK-2)

Know:

Modern problems of science and education

- & nbsp– & nbsp–

Improve and develop the general intellectual and general cultural level

Be able to:

independently acquire knowledge: work with abstracts, educational, educational-methodical, 1 reference literature and other sources of information; perceive and comprehend information; apply the knowledge gained to solve the assigned tasks; summarize the work; perform self-control; consolidate and expand the knowledge gained.

independently acquire knowledge; to deepen knowledge on the basis of concepts, to separate essential features from insignificant ones; to clarify the boundaries of the use of knowledge.

independently acquire knowledge for solving creative problems.

Own:

Possess the skills of an independent search for ways to solve the assigned tasks 1 Possess the skills of using various technologies in solving problems Possess a foreign language for working with professional texts Ability to carry out professional and personal self-education, design a further educational route and professional career (OPK-2)

Know:

Designing further educational route 1 Systematization, generalization and dissemination of methodological experience

Outreach strategies

Be able to:

Work with scientific literature and other sources of scientific and technical information:

2 correctly understand the meaning of texts in a professional environment Carry out professional communication in the state and foreign languages

Own:

Possess the skills of an independent search for ways to solve the assigned tasks 1 Possess the skills of professional and personal self-education 2 Possess the skills of using modern information and communication technologies 3 for solving problems As a result of mastering the discipline, the student must

Know:

The specifics of the development of social sciences in the most important historical periods of human society 3.1.1 (antiquity, the Middle Ages, modern and modern times);

The specifics of the development of modern social sciences in general, and pedagogy in particular at the current stage of their development;

Modern paradigms in the field of pedagogy;

Current state and main trends in the development of education;

Theoretical foundations of the organization of research activities in the field of education;

The structure and functions of educational projects;

Functions and types of monitoring in the field of education;

International systems for assessing the quality of education;

Features of designing ways for the development of general secondary and vocational education.

Be able to:

Interpret the issues of relations between society and school, school and state;

Apply the skills of independent search, selection, analysis, accumulation and systematization of information on modern problems of science and education;

Analyze trends in the development of pedagogy;

Adapt modern achievements of science and high technologies to the educational process;

Evaluate innovative educational projects in terms of their effectiveness;

Justify the directions for the implementation of monitoring activities in an educational institution;

Compare the functionality of various systems for assessing the quality of education.

Own:

Techniques, methods and ways of presenting modern achievements of socio-humanitarian sciences 3.3.1;

Culture of public speaking, tolerant attitude to other points of view, readiness for constructive dialogue;

Methods of comprehending and critical analysis of scientific information;

Skills to improve and develop their scientific potential;

The main procedures for integrated target design in education;

Master the basics of designing ways for the development of the educational system.

- & nbsp– & nbsp–

5. Educational technologies By educational technologies we mean the ways and means of forming 5.1 competencies.

The discipline provides for:

Practical classes, during which questions of lectures, homework are discussed, 5.4 control and audit independent work is carried out, oral reports are made on the topic of the lesson, business games are held, etc.;

Independent work of students, including the assimilation of theoretical material, 5.5 preparation for practical and laboratory studies, the implementation of individual assignments, essays, work with textbooks, other educational and educational-methodological literature, preparation for the current monitoring of progress, for tests and examinations;

Testing on certain topics of the discipline, on the modules of the program;

Consulting students on educational material, writing abstracts, articles, 5.8 reports at the conference;

The implementation of the program involves the use of interactive forms of 5.9 laboratory and practical classes. Conducting laboratory and practical classes implies training based on group joint activities of students, including using computer technology systems.

6. Evaluation tools for monitoring progress, intermediate certification based on the results of mastering the discipline

6.1. Control questions and assignments The work program of the discipline is provided with a fund of evaluation means for the input, current control of intermediate certification. The fund includes standard design assignments, assignments for control, laboratory work, assignments in the Visual Testing Studio test system, questions for the exam and test. The fund of assessment tools is presented in the educational-methodical complex of the discipline.

Used forms of current control: control works; classroom independent work;

typical design assignments; laboratory works; oral questioning; oral communication; testing (including in the computer test system Visual Testing Studio).

6.2. Written topics

1. Modern Philosophical and Pedagogical Doctrines.

2. Globalization processes and education.

3. Educational space: methodology and research methodology.

4. Features of reforming modern Russian pedagogy and education.

5. Systemocentric and anthropocentric paradigms of pedagogical science.

Problems of modern pedagogical anthropology.

Aspect of pedagogical science of science of permanent and temporary tasks solved by pedagogical 7.

Regularities in pedagogy as connections between intentionally created or objectively 8.

existing conditions and achieved results.

The connections are natural and causal.

The causal nature of the relationship as a criterion for its regularity, as the results 10.

the pedagogical process is predetermined by a strict set of factors, the combination of which irresistibly leads to the desired results of training, upbringing, and personal development.

Criteria for classifying connections as natural: universality as their manifestation in the work of anyone 11.

teacher who follows the prescriptions of this method.

Repeatability as the ability of a connection to be reproduced in similar situations. Verbal 12.

descriptions as the main form of presentation of pedagogical laws. Restrictions on their metric, i.e. mathematical reflection.

Knowledge as the main element of content general education as a result of cognition 13.

reality, the laws of development of nature, society and thinking.

Place of methodology in common system methodological knowledge.

activity approach.

Characteristics of different types of scientific research, their stages and elements: hypothesis, object and 17.

subject of research, purpose, objectives, etc.).

methods, research principles and procedures applied in a particular special scientific discipline).

Methodology of special science as a problem specific to scientific knowledge in this 19.

areas in their application to pedagogy.

Relate pedagogical systems"New schools" of the twentieth century with the type of innovation.

Compare and highlight the common and distinctive features of the schools studied.

Educational standards in the context of Russia's entry into the market economy 23.

Expert system of educational institution innovation activity.

Quality of education: concept, approaches, trends.

The specifics of teaching an adult.

The position of adults in the educational process.

Directions of informatization of education.

Bologna Declaration.

Lisbon Convention.

Prague communiqué. Berlin communiqué.

National report of the Russian Federation to the meeting of ministers of education (for 2004-2005).

- & nbsp– & nbsp–

8. Material and technical support of the discipline (module) Premises for conducting lectures, practical classes are equipped with the necessary 8.1 specialized educational furniture and technical means for presenting educational information to students. Laboratory work is carried out in computer labs. Software for laboratory work: computer mathematics system WMaple.

Similar works:

“Considered: I approve at a meeting of the pedagogical council Director of MBOU“ Secondary School No. 3 ”, p. Purpe Minutes No. 1 of 09/01/2014 L.I. Filimontseva Order No. 210 of 09/01/2014. The main general educational program of basic general education for grades 6-9 of the municipal budgetary educational institution "Secondary comprehensive school No. 3" of Purpe, Purovsky district (as amended by order of 09/01/2014 No. 210) Term of implementation of the program: 4 years, p. Purpe 2014 .... "

"ADDITIONAL EDUCATIONAL PROGRAM" I WANT TO KNOW EVERYTHING "Students age - 5-7 years Program implementation period - 1 year Program authors: Zorkina Irina Anatolyevna, teacher of additional education, Kirilyuk Anna Vladimirovna, teacher of additional education, Elena Vasilievna Barannikova, teacher of additional education. Krasnoyarsk 2015 EXPLANATORY NOTE ADDITIONAL EDUCATIONAL PROGRAM "I WANT TO KNOW EVERYTHING" The additional general developmental program "I want to know everything" has ... "

“Results of the activity of the Committee of Education and Science of the Volgograd Region for the 2014-2015 academic year 1. General information on the development of the education system of the Volgograd Region: the number of institutions, their types and types, the number of students, students, pupils, the number of teaching staff (including others. departments, higher education) In the Volgograd region in the 2014/2015 academic year, there were 74 municipal, 2 departmental and 4 non-state preschool educational organizations. Besides..."

"Ministry of Education and Science of the Russian Federation Federal State Budgetary Educational Institution of Higher Professional Education" Orenburg State Pedagogical University "ENTRANCE TEST PROGRAM in the discipline" Foreign Language " ., Ph.D., professor, Mangushev S.V., Ph.D., associate professor Orenburg I. EXPLANATORY NOTE The program of entrance examinations in a Foreign language is intended for applicants to ... "

“Annotation to the working program. The working program of the teachers of the first junior group No. 1 was developed by the educator Zykova M.V. It determines the model of the organization of the educational process in the group, is focused on the personality of the pupils of the group and is based on the Federal State Educational Standard of DO. The purpose of the program is to create favorable conditions for a full-fledged life of a child of preschool childhood, the all-round development of mental and physical qualities in accordance with age and individual characteristics. Working ... "

"Department of Education and Science of the Kemerovo Region State educational institution of secondary vocational education Mariinsky Pedagogical College Approved Director of GOU SPO Mariinsky Pedagogical College _ B.V. Verbenko" _ " Kalininsky APPROVED: AGREED: By the Cycle Commission Chairman of the State Electricity Commission L. Scherbitskaya .... "

"CHAMBER OF CONTROL OF THE REPUBLIC OF KARELIA INFORMATION BULLETIN No. 2 (1) PETROZAVODSK CONTENTS REPORT on the activities of the Chamber of Control and Accounts of the Republic of Karelia in 2014. disposal in 2013 "REPORT on the results of the control event" Checking the legality and effectiveness of use ... "

“Ministry of Education and Science of the Republic of Kazakhstan National Academy of Education named after Y. Altynsarin Project CONCEPT OF 12-YEAR SECONDARY EDUCATION OF THE REPUBLIC OF KAZAKHSTAN Astana 2010 CONTENTS Introduction 3 1. Justification of the search for a new model of school education 3 2. Values ​​and goals of the education system of the Republic of Kazakhstan 5 3. The structure of secondary education 8 4. Content of secondary education 10 5. Assessment of educational achievements of students 13 6. Organization of the educational process 16 7. Providing ... "

"Ministry of Education and Science of the Russian Federation Federal State Budgetary Educational Institution of Higher Professional Education" Gorno-Altai State University "WORK PROGRAM Disciplines Psychology and Pedagogy of Higher Education Level of the main educational program: training of highly qualified personnel direction of training 06.06.01 Biological sciences Direction (profile) 03.03.01 Physiology The program was drawn up in accordance with the requirements ... "

“Accepted: Approved by: by the Pedagogical Council Head of the Kindergarten No. 86 of the Kindergarten No. 86 of the combined type of the combined type of Krasnogvardeisky District of Krasnogvardeisky District of St. Petersburg, St. Petersburg / Nedbailo I.A. / Minutes No. 1 of August 31, 2015 Order No. of August 31, 2015 ... Work program Group No. 8 senior speech therapy Educators: Makarova N.А. Bogomolova M.V. State budgetary preschool educational institution No. 86 of Krasnogvardeisky ... "

The modern concept of "education" includes not only knowledge, skills and abilities as a result of learning, but also the ability to think critically, create, evaluate from a moral standpoint everything that passes around as a process endlessly unfolding in the activity and communication of a person with others like him, which this is achieved by including a person in the most important activities. Thus, the education of a person (in the procedural sense) is a socially organized and normalized process (and its result) of the constant transfer of socially significant experience by previous generations to subsequent generations, which, in the ontogenetic plan, is the formation of an individual in accordance with the genetic program and socialization of the individual.

In modern domestic pedagogy, science, as described in detail in the works of V.V. Kraevsky, there are different concepts of the content of education, the roots of which go back to the past - to the theory of formal and the theory of material education. Each of them is associated with a certain interpretation of the place and function of a person in the world and society. One of the concepts of the content of education interprets it as pedagogically adapted foundations of sciences, studied at school, leaving aside other personality traits, such as the ability to be creative, the ability to realize freedom of choice, a fair attitude towards people, etc. This approach is aimed at introducing schoolchildren to science and production, but not to a full-fledged independent life in a democratic society. In fact, a person acts here as a factor of production. Another concept considers the content of education as a set of knowledge, abilities and skills that must be mastered by students. "The content of education should be understood as that system of scientific knowledge, practical skills and abilities, as well as worldview and moral and aesthetic ideas that students need to master in the learning process." This definition is quite consistent with conformist attitudes, since it does not reveal the nature of this knowledge and skills and is not based on an analysis of the entire composition of human culture. It is assumed that the mastery of knowledge and skills (related mainly to the same foundations of the sciences) will allow a person to function adequately within the existing social structure. It is enough to require a person to know and be able - no more. In this case, the requirements for education are appropriate.

In the modern conditions of the development of the Russian educational system, all this is not enough. The fundamental principles of updating the content of school education, highlighted in the Concept of the structure and content of general education in a 12-year school, are: personal orientation of the content of education, which involves the development of students' creative abilities, individualization of their education, taking into account interests and inclinations; humanization and humanization, cultural consistency, reflection in the content of education at each stage of education of all aspects of human culture, providing physical, intellectual, spiritual, moral, aesthetic, communicative and technological education of students; fundamentality, strengthening of the methodological component of the content of education, ensuring the universality of the knowledge obtained, the study of basic theories, laws, principles, concepts, fundamental problems and generally recognized cultural and historical achievements of mankind, the possibility of applying the knowledge gained in new situations; the priority of preserving the health of students, including by unloading educational material (at least by 20% in basic school), bringing the content of education in line with the age characteristics of schoolchildren;

Providing practical orientation to general secondary education through a rational combination of productive and reproductive activities of students; strengthening the content of education of the activity component, which is the main types and methods of educational activities associated with the studied educational areas, individual subjects, their sections and topics; optimization of the volume of the study load due to the psycho-pedagogically grounded selection of the content of education, the correspondence of the issues and problems being studied to the age characteristics of students, ensuring the integrity of students' ideas about the world by integrating the content of education;

The concept stipulates that the content of academic subjects changes in the following directions: updating the educational material in accordance with changes in the surrounding world and the achievements of the basic sciences; the inclusion of new sections and topics necessary for life in modern society, which have general cultural significance; exclusion of obsolete sections; redistribution of educational material between the main and high school in order to reduce the teaching load of the students of the main school.

The basis for the selection of the content of education is the general principles that determine the approach to its design and the criteria that act as a tool for determining the specific content of the content of educational material in academic disciplines. What are the principles underlying the construction of the content of education? There is no unequivocal answer to this question in pedagogical science. AND I. Lerner, M.N. Skatkin and B.T. Likhachev, formulating a number of such principles, proceed from the fact that each of the listed principles, and there are more than ten of them, means that the content of education should be saturated with such educational material that helps to ensure the achievement of the goals facing educational institutions. However, realizing the fact that the principles they enumerate can only indicate a general direction for the selection of a specific educational content and are supposedly instrumental in the implementation of the selection itself, the authors try to substantiate more particular grounds. They boil down to the following principles:

 in the foundations of sciences, it is necessary to reveal the main areas of practical application of theoretical knowledge - the principle of connection between labor and science;

Consciousness of assimilation and development of scientific thinking requires the inclusion of methodological knowledge in the content of education, disclosure of the process and history of cognition, the movement of ideas - the principle of polytechnism, correlation of educational material with the level of development of modern science, the aesthetic aspect of the content of education;

 it is necessary to implement inter-subject connections - the principle of interconnectedness and interdependence of related subjects.

These principles are the main guideline of what should and what should not be included in the content of education. In accordance with the listed factors and principles of the formation and design of the content of education in pedagogical science, the following general didactic system of selection criteria has been developed (Yu.K. Babansky, I. Ya. Lerner, MN Skatkin).

Holistic criterion reflection in the content of education of the tasks of forming a creative independent, thinking man a democratic society, providing for the identification of typical aspect problems of those areas of knowledge that are studied in school and methods of sciences that are important from a general educational point of view and available to students. High criterion scientific and practical significance of the content educational material included in each separately taken academic subject and system of academic disciplines. The academic subjects should include important in the general educational relation knowledge about knowledge - what is a definition, scientific fact, theory, concept, process and others. Compliance criterion the complexity of the content of educational material to the real educational opportunities of students of a given age. Volume matching criterion content of the available time to study the subject. Accounting criterion international experience and building the content of education. The criterion of compliance of the content with the existing educational, methodological and material base.

Modern concept of the education system

The concept of socio-economic development of Russia until 2020 provides for a high level of public participation in the management of the educational system through state and public administration bodies. December 29, 2012 adoptedthe federal lawNo. 273-FZ "On Education in the Russian Federation", which, with the exception of certain provisions, entered into force on September 1, 2013. It was developed and adopted in order to improve the legislation of the Russian Federation in the field of education, is a fundamental (basic) regulatory legal act in this area and covers all legal relations in the field of education (from preschool to higher education).Changedsystemlevels of education: preschool education and primary general education are identified as levels of education, primary vocational education and postgraduate vocational education are excluded from educational levels .

V eof December 29, 2012 273-FZ "On Education in the Russian Federation" contains the definition of the standard: federal state educational– a set of mandatory requirements for education of a certain level and (or) for a profession, specialty and direction of training, approved by the federal executive body in charge of developing state policy and legal regulation in the field of education.FSES of primary general education and basic general education are an integral part of the federal state educational standard of general education and represent a set of requirements that are mandatory in the implementation of basic educational programs of general education by educational institutions that have state accreditation .

Federal state educational standards (hereinafter - FSES) of primary, basic and secondary (complete) general education (FSES of primary general education was approved by order of the Ministry of Education and Science of Russia No. 373 of 06.10.2009, FSES of basic general education was approved by order of the Ministry of Education and Science of Russia of 17.12.2010 N 1897, FSES of secondary (complete) general education was approved by order of the Ministry of Education and Science of Russia of 17.05.2012 No. 413)represent a set of requirements that are mandatory in the implementation of basic educational programs of general education by educational institutions that have state accreditation.

In connection with the formation of a modern rich information and educational environment, it is equally important to ensure the transition to a new educational paradigm of system-activity learning. The standards of general education of the first generation, regulating the content of education in didactic units, corresponded to the classical educational paradigm of the late XX century. At the beginning of the XXI century. they have ceased to perform the function of pedagogical support for the development of the educational space. Awareness by the expert scientific and pedagogical community of the need for new tools for the development of the educational space of Russia in the XXI century. led to the development of new educational standards.

The fundamental difference between the state educational standards of the second generation is the strengthening of their focus on educational results as a system-forming component of the construction of standards. In the new standards, the object of standardization was not the content of education, focused on achieving relatively specific subject educational results, but the system of requirements for educational results - personal, metasubject, subject. The standard of general education of the second generation represents a set of requirements that are mandatory in the implementation of the main educational program of basic general education by educational institutions that have state accreditation .

FSES of basic general education is viewed as a tool for consolidating state, social and civil orders to education. The democratization of education and educational activities in general is ensured by the standard, providing for the direct and direct participation of the public, that is, parents of students, representatives of public organizations and business in the management of education, solving key issues of its development through municipal public councils, governing councils of schools, public examination procedures.

The document states that the modern information society requires the formation of a new didactic model of education based on the competence-based educational paradigm. The latter assumes an active role of all participants in the educational process in the formation of a motivated competent personality. To achieve this goal, it is necessary to change the role of the participants in the educational process. If the traditional teaching system assumed the transmission of information as the main function of the teacher, and the main function of the student– its reproduction, then in the innovation system the functions of the participants in the educational process change. The teacher turns from a source of information into a consultant. He must organize the student's activities to work with information on the basis of the lesson model used, and the student– search, select, analyze, organize and present information. The teacher's task– teach a child to learn, that is, independently master knowledge and apply it in practical activities .

The individual, society and the state are a trio of customers who determine the goals, content and results of the educational process, form a social order for the education system: the state needs a healthy and free person. The education system should do everything possible to educate citizens - patriots who have a full-fledged general education, psychologically ready to compete, change the style and place of life, work; possessing freedom of thought and readiness for creativity, striving for self-realization; able to maintain their health. The social order is also reflected in the civil order of the education system, expressed by the direct consumers of educational services - students and their parents. In its most general form, the civil order can be formulated as a requirement for the provision of modern high-quality education accessible to every student, regardless of where he lives.

The formation of a civil order at the level of an individual educational institution is to reflect the educational requests of students and their parents in the main educational program of the educational institution. The center of any educational program is the child, regarding the satisfaction of whose educational interests two parties agree - the school and the parental community .

Federal state educational standards of general education reflect the understanding of the scientific and pedagogical community of the challenges faced by the domestic education system in the context of its integration into the global educational space. At the present stage of the information revolution, the requirements for an educated person have changed significantly. Today it is impossible for him to know everything about

achievements in natural and humanitarian sciences, but it is very important to learn how to apply your knowledge in specific life situations.

The introduction of the Federal State Educational Standard is a complex and multifaceted process, including the solution of a number of issues of regulatory, informational and methodological, organizational support.The organization of the introduction of the Federal State Educational Standard means a set of measures, the implementation of which is necessary (at the federal, regional and municipal levels) for the introduction of the Standard after its approval in the manner established by the Government of the Russian Federation. These activities should be mutually linked in terms of content, timing, resources and those responsible for their implementation. .

In accordance with the Action Plan for the modernization of general education for 2011-2015, approved by the order of the Government of the Russian Federation dated September 7, 2010 No. 1507-r"On the action plan for the modernization of general education for 2011– 2015 "provided:

the introduction of the federal state educational standard for primary general education in all educational institutions of the Russian Federation in the 1st grade in 2011;

the introduction of the federal state educational standard for primary general education in all educational institutions of the Russian Federation in 2 grades in 2012;

introduction of the federal state educational standard of basic general education as soon as they are ready in 5th grade in 2012 .

The leading mechanism for the implementation of the Federal State Educational Standard is the main educational program. The main educational program is a regulatory legal document that characterizes the content of education and the organization of the educational process in a particular educational institution. In accordance with Article 9 and Clause 5. Article 14 of the Law "On Education in the Russian Federation" educational programs are developed and approved by the educational institution independently ... It is the main educational program that determines the activities of the educational institution to achieve the planned educational results. The Federal State Educational Standard establishes requirements for the structure of basic educational programs, which reflect the main directions of the educational process at the corresponding level of education.

According to clause 6 of article 9 and clause 5 of article 14 of the Law of the Russian Federation "On Education in the Russian Federation", the PLO must:

include curriculum, work programs training courses, subjects, disciplines (modules) and other materials that provide spiritual and moral development, education and the quality of training students;

ensure that students (pupils) achieve the results of mastering OEP, established by the corresponding FSES;

be formed on the basis of the corresponding exemplary PLO, the development of which is within the competence of federal state bodies .

In the structure of the main educational program in accordance with the law "On Education in the Russian Federation" there is no national-regional component, but two parts are distinguished: the obligatory and the one formed by the participants of the educational process. The ratio of these parts (in primary school it is 80% and 20%, in the main one - 70% and 30%) provides sufficient opportunities for varying the content of education, taking into account the requests of students and their parents. In addition, extracurricular activities are included in the main educational program, the content and forms of implementation of which are fully determined by the participants in the educational process.

According to the Law "On Education in the Russian Federation", an approximate basic educational program is created at the federal level by levels of study and is the main one for the development of basic educational programs of educational institutions .

During the transition from the FSES of primary general education to the FSES of the main level, the continuity of requirements for the results of education is ensured in accordance with the age characteristics of students and the goals of the main educational programs.

The main goal of education in accordance with the requirements of the Federal State Educational Standard is to develop the personality of schoolchildren through the formation of universal educational actions (hereinafter UUD), creating conditions for the development of creative abilities and the acquisition of experience. Therefore, the requirements for the results of mastering the basic educational program are formulated in the form of a system of subject, meta-subject and personal results of students.

Federal Law of December 29, 2012 No. 273-FZ "On Education in the Russian Federation". // Url: www.consultant.ru/law/hotdocs/23125.html [Date of treatment 04/12/2014]

« The introduction of the FSES of basic general education as a factor in the modernization of the education system of the Stavropol Territory "// Under scientific. ed. A.A. Volkova,- Stavropol, 2012.S. 7