In modern pedagogy, two concepts are actively used - "individual educational trajectory" and "personal educational route". These categories are considered as particular and general. Simply put, an individual educational trajectory is specified in the route. The latter, in turn, is more widely used in the system of additional education. The route is considered an important component that determines the success of the work of the personality-developing environment in a pedagogical institution. An individual trajectory is a personal way of realizing the student's potential in the educational process. Let's consider it in more detail.

Key directions

As the analysis of psychological and pedagogical publications shows, the organization of an individual educational trajectory is of key importance in science and practice. It is implemented in the following areas:

Content - through pedagogical programs.
Activity - through non-traditional teaching technologies.
Procedural - determining the types of communication, the organizational aspect.

Characteristic

An individual educational development trajectory can be considered as a certain sequence of activity components aimed at realizing one's own goals of cognition. At the same time, it must correspond to the capabilities, abilities, motivation, and interests of a person. This activity is carried out with the organizing, coordinating, consulting support of the teacher and in cooperation with parents.

Summarizing this information, we can derive the definition of the category under consideration. Individual educational trajectories of students are manifestations of the style of activity, depending on motivation, ability to learn and implemented in cooperation with the teacher. Structural elements connect a category with such a concept as a pedagogical program. They allow students to master a specific level of education.

Key Aspects

The educational program is considered as:

IN broad sense ideas of personalization and differentiation are laid in the program. In the first case, the pedagogical process takes into account the personal characteristics of children in all methods and forms of teaching. Differentiation involves grouping students on the basis of highlighting certain features. With this approach, the personal path is a purposeful modeled program. It is focused on creating the necessary conditions for self-expression with the obligatory achievement of established standards.

Principles

In order to form an individual educational trajectory of a child, it is necessary to implement psychological, pedagogical and subject knowledge and determine specific goals. Several principles operate within this process.

The first is the need to create such a program in which the position of a person receiving knowledge would be clearly manifested. It should begin building an individual educational trajectory, which would take into account its potential, especially its weaknesses.

The second principle implies the need to correlate environmental conditions with the advanced abilities of a person. This principle is expressed in permanent definition tasks adequate to modern conditions and prospects for the development of education. Ignoring this principle can provoke the destruction of the integrity of the entire pedagogical process. Moreover, this can contribute to the loss of either the personality itself or the values of cognitive activity from the system.

The third fundamental provision reflects the need to bring a person to technology, with the help of which his initiative construction of an individual educational trajectory will be carried out.

Specificity

The individual educational trajectory of the student is built while mastering the methods of activity and knowledge. This process can take place at the level of conscious memory. Outwardly, it manifests itself in close to the original and accurate reproduction of the material. Assimilation can occur at the level of application of methods of activity and knowledge according to a model or in a similar situation. In addition, a creative approach to the process is also used.

Required Capabilities

Studies show that a student's individual educational trajectory can be successfully completed in all cognitive areas under certain conditions. In particular, it should be possible to:

Key Ideas

The key feature of the process in which the individual educational trajectory of the student is formed is that the primary role is given to the abilities, due to which a person creates new cognitive products. This work is based on the following ideas:

Any person is able to find, formulate and offer their own solution to a particular, including didactic, task related to their process of learning.
An individual educational trajectory can only be completed by providing the opportunities indicated above.
A person is placed in a situation of searching for his own version of solving the problem. In doing so, he uses his creativity.

Summarizing what has been said, we can draw the following conclusion. An individual educational trajectory is formed using a creative approach. In this regard, in the process of its creation, the corresponding patterns operate.

Navigators

They are a kind of visual matrix of the cognitive process. At present, especially in the course of improving remote forms of learning, navigators have shown their effectiveness. Without them, an individual educational trajectory is simply unthinkable. In the matrices, by means of symbols, signs, abbreviations, the level of a person's ascent to a cognitive product is noted. Simply put, the navigator is a visual and detailed map. In it, the student easily identifies his position, as well as the tasks that he faces in the near future. The matrix allows you to determine the coordinates of the four-link system "I know - I study - I will study - I know new things." Such a process is presented in the form of a spiral path of ascent to the truth. The components of the matrix are projections, addresses, names, directions of activity on the sheet plane. The work of a student aimed at mastering a discipline, subject, block, course, acquiring knowledge, skills, abilities, professions is depicted as a vector. It registers the content of the activity.

Formation of conditions

An individual educational trajectory is realized with the realization of the need for independent movement, the formulation of particular and general subject problems and tasks related to the acquisition of a specialty. Productive activity is carried out according to the personal characteristics of each person. A teacher who wants to see and develop a unique personality in each student will have to decide difficult task- train everyone differently.

In this regard, the organization of the process along an individual trajectory will require a special technology for the interaction of all participants. In modern didactics, this problem can be solved in two ways. The most common is the differentiated approach. In accordance with it, during individual work with each student, it is proposed to divide the material according to the level of complexity, focus and other parameters.

In the second approach, one's own path is formed in accordance with each area of study. In this case, the student is invited to form his own trajectory. It is worth saying that the second option is almost never used in practice. This is due to the fact that its application requires the simultaneous development and implementation of different models, each of which is unique in its own way and correlates with the personal potential of an individual student.

conclusions

As part of the educational program, the student must learn to determine his personal steps towards the achievement of knowledge. They can be additionally recorded in the form of various kinds of entries (diaries, for example). This, in turn, will require the student to have a high planning culture and the ability to summarize. As observations show, this activity is quite easily carried out by modern schoolchildren with the help of computer technology. At the same time, the work does not cause any rejection on their part. Formalization and, to a certain extent, detailing of programs and plans using drawings, maps, logical-semantic models, tables, according to the students themselves, make it possible to regulate and clearly see the cognitive strategy and perspective in life. The navigators widely used today are becoming, in some way, guides in the world of knowledge.

Conclusion

IN modern education a paradoxical situation emerges. It consists in the fact that the complication of the process is opposed by the emergence of new technologies. Their essence lies in the desire for a certain formalization of the content of the cognitive process through splitting in accordance with the way the computer language is perceived. Apparently, this trend will continue in the future and may become one of the main directions for improving education or a related aspect. Meanwhile, the idea of creating navigation components in an increasingly complex cognitive process is, of course, a positive thing.

The article discusses the possibility of younger students building their individual educational trajectories, the importance of independent determination of the plan and the path of their self-development in certain educational areas. In the aspect of federal state standards (FSES) of primary general education the existing basic concepts of the individual educational trajectory of younger schoolchildren are analyzed. The Federal State Educational Standard reveals the need to create an individual educational trajectory of learning, which is a targeted educational program that provides the student with the position of the subject of choice, development, implementation of the educational standard when the teacher provides pedagogical support, self-realization. In this regard, an algorithm for constructing an individual educational learning trajectory was developed, as well as an algorithm for introspection when moving on to the next topic. Approbation of this algorithm for constructing an individual educational trajectory makes it possible to identify its effectiveness in teaching younger students.

individual educational trajectory

student-centered education

algorithm

introspection

result (product)

1. Evdokimova Yu.V., Skybina E.I., Dmitrenko Yu.M. Individual educational trajectories of primary school students in the framework of the implementation of the GEF IEO. belschool40.ru/component/k2/item.

2. Krylova N.B. Individualization of the child in education: problems and solutions / N.B. Krylova // School technologies. - 2008. - No. 3. Khutorskoy A.V. Development of Giftedness in Schoolchildren: Methods of Productive Learning: A Teacher's Guide. - M., 2000.

4. Khutorskoy A.V. Methodology of personality-oriented learning. How to teach everyone differently?: A teacher's guide. - M.: Publishing house VLADOS-PRESS, 2005. - 383 p.

5. Federal state educational standard of primary general education. Basic provisions. http://standart.edu.ru/ catalog.aspx?CatalogId=730.

The last decade has become a period of intensive search for new conceptual ideas and ways of development for school education. In theory and practice, issues of differentiation and individualization of education were developed, and in recent years the leading role has been assigned to the problem of the quality of education. Particularly significant in the context of the modernization of school education is the task of ensuring the quality of education, the development of students, and meeting in full the individual educational needs and needs of students.

Humanization, differentiation and democratization of education have made the education system more flexible, varied and open. As a result, prerequisites have arisen for the students themselves to choose individual educational trajectories that would most fully meet their personal needs and aspirations.

A significant contribution to the development of the problem of formation of individual educational trajectories of students in line with the problem-reflexive and activity approaches is presented in the psychological and pedagogical research of R.C. Vaysman, V.V. Davydova, I.A. Zimney, I.S. Kona, V.D. Shadrikova, I.O. Yakimanskaya, A.B. Khutorsky and others. Individual educational trajectories of schoolchildren are associated with the implementation of personally significant activities in the works of L.Ya. Dorfman, I.Ya. Lerner and C.B. Vorobyeva and others. They believe that the individual trajectory of education is a personal way of realizing the personal potential of each student in education.

The trend of individual learning is reflected in the regulatory document - the basic curriculum of the school, which provides for the allocation of separate hours for the student component. The “learning component” is not limited to individual work with a student. But this term allows us to bring the understanding of not only scientists, but also the administration of educational organizations and teachers to the recognition of the role of the student in his own education. It is not only about the selection of the individual content of education, but also about the student's ability to choose his own style of learning, its philosophical foundations, the optimal pace and rhythm, diagnosis and evaluation of results.

Accounting for individual characteristics and the nature of learning is necessary already in primary school. Each student is given the opportunity to create their own educational trajectory for mastering all academic disciplines. The task of education is to provide an individual zone of creative development of the student, allowing him to create educational products at each stage, based on his individual qualities and abilities.

The individual trajectory of education is the result of the realization of the student's personal potential in education through the implementation of appropriate activities. The organization of student-centered education of students sets the goal for the realization of their following rights and opportunities:

The right to choose or identify individual meaning and goals in each academic subject;

The right to personal interpretations and understanding of fundamental concepts and categories;

The right to draw up individual educational programs;

The right to choose an individual pace of learning, forms and methods for solving educational problems, methods of control, reflection and self-assessment of their activities;

Individual selection of subjects studied, creative laboratories and other types of classes from those that are in accordance with the basic curriculum;

Exceeding (leading or deepening) the mastered content training courses;

Individual choice of additional topics and creative works on subjects;

The right to an individual picture of the world and individually justified positions in each educational field.

The main elements of an individual educational activities student - this is the meaning of the activity (why am I doing this); setting a personal goal (intended result); activity plan; implementation of the plan; reflection (awareness of one's own activity); grade; adjustment or redefinition of goals.

The condition for achieving the goals and objectives of student-centered learning is the preservation of the individual characteristics of students, their uniqueness, diversity and diversity. For this, the following methods are used:

Providing a choice of ways to build an individual educational trajectory;

Individual tasks for students in the classroom;

Organization of pair and group work;

Formulation of open tasks for children, which involve their implementation individually by each student (“My image of winter”, “My mathematics”, etc.);

An offer to students to draw up a lesson plan for themselves, choose the content of their homework, the topic of creative work, an individual educational program in the subject for the foreseeable period of time.

The main task of student-centered learning is the construction by each student of such an individual trajectory of his education, which would correlate with the generally accepted achievements of mankind. A student's education is not limited to achieving his personal goals. After the demonstration of the student's educational products, they are compared with their cultural and historical counterparts. This stage can give rise to a new learning cycle with appropriate goal setting. In the course of the reflexive-evaluative stage of training, the educational products of the student are identified, related both to the individual results of his activity, and to the studied general cultural achievements, including educational standards.

The organization of training on an individual trajectory requires a special methodology and technology. To solve this problem in modern didactics, it is usually proposed in two opposite ways, each of which is called an individual approach.

The first way is the differentiation of training, according to which it is proposed to approach each student individually, differentiating the material studied by him according to the degree of complexity, orientation. To do this, students are usually divided into groups (by type: capable, average, lagging behind) or levels (high, average, low).

The second method assumes that each student builds his own educational path in relation to each educational area he studies. In other words, each student is given the opportunity to create their own educational trajectory for mastering all academic disciplines.

The first approach is most common in schools, the second is rare, since it requires not just individual student movement against the background of common goals set from outside, but the simultaneous development and implementation of different models of student learning, each of which is unique in its own way and is related to the personal potential of any individual student. student. The task of training is to provide an individual zone of creative development for each student. Based on individual qualities and abilities, the student builds his educational path. The simultaneity of the implementation of personal models of education is one of the main goals of student-centered education.

The student will be able to move along an individual trajectory if he is given the following opportunities: to choose the optimal forms and pace of learning; apply those methods of teaching that best suit his individual characteristics; reflexively realize the results obtained, evaluate and adjust their activities.

When drawing up an individual educational trajectory, the teacher gives the student the opportunity to choose, acting as a consultant, taking into account his individual interests, features of educational activities, ways of working with educational material, features of assimilation of educational material, types of educational activities. At the same time, in the process of drawing up an individual trajectory, the most important thing for a student is to assess their capabilities, abilities, prospects, interests, efforts that they intend to make to study this or that material in order to achieve the planned result.

The possibility of choosing an individual trajectory of the student's education suggests that the student, when studying a topic, can, for example, choose one of the following approaches: figurative or logical cognition, in-depth or encyclopedic study, introductory, selective or extended assimilation of the topic. Preserving the logic of the subject, its structure and substantive foundations will be achieved with the help of a fixed volume of fundamental educational objects and related problems, which, along with an individual learning path, will ensure that students reach the standard educational level.

The educational products of students differ not only in volume, but also in content. This difference is due to individual abilities and their corresponding activities. The teacher can and should offer students various types of activities for assimilation, both emotional-figurative and logical, but, given the priority activities individually for each student, children should be allowed to choose these types when studying the same educational objects. IN this case not one common educational trajectory will be provided for all students, differing in the amount of assimilation of standards, but individual trajectories leading students to create personal educational products that differ both in volume and content. Even with the same knowledge about the objects being studied, the educational products of different students are different, since the types of activities they have mastered and the level of their development are different.

The results of progress along the educational trajectory can be checked, focusing on the product created by the student: the knowledge gained, which is realized in the skills (thinking, cognitive, communicative) to operate with them in a standard or creative situation. In addition, there is a need for constant Feedback, which allows you to evaluate or correct in time the path of the student along his trajectory. To build with students their individual educational trajectories to help the student in the research process, a memo "Algorithm for constructing an individual educational trajectory of learning" was developed, which is shown in Fig. one.

Rice. 1. Memo "Algorithm for constructing an individual educational trajectory of learning"

Also, this algorithm for constructing an individual educational learning path can be depicted in the form of a block diagram shown in Fig. 2.

Rice. 2. Block diagram "Algorithm for constructing an individual educational trajectory of learning"

Following the points of the memo or flowchart "Algorithm for constructing an individual educational trajectory of learning", students fill in the table according to the form shown in Fig. 3.

Rice. 3. Table for a step-by-step way to implement an individual educational learning path

It should be noted that when moving from one topic to another, students also perform introspection using the algorithm shown in Fig. 4.

Rice. 4. Algorithm for self-analysis of a certain topic studied by the student

The use of this algorithm for constructing individual educational trajectories when working with younger students has a positive effect on their level of learning.

Bibliographic link

Mikerova G.Zh., Zhuk A.S. ALGORITHM FOR CONSTRUCTION OF AN INDIVIDUAL EDUCATIONAL LEARNING TRAJECTORY // Modern science-intensive technologies. - 2016. - No. 11-1. - P. 138-142;
URL: http://top-technologies.ru/ru/article/view?id=36374 (accessed 03/28/2020). We bring to your attention the journals published by the publishing house "Academy of Natural History"

Page 24 of 26

Individual educational trajectory of a student

The trend of individual learning is reflected in the regulatory document - the basic curriculum of the school, which provides for the allocation of separate hours for the student component.

The "student component" is not limited to individual work with a student.
But this term makes it possible to deduce the understanding of not only scientists, but also administrators and teachers to the recognition of the role of the student in his own education. It is not only about the selection of the individual content of education, but also about the student's ability to choose his own style of learning, its philosophical foundations, the optimal pace and rhythm, diagnosis and evaluation of results.

Accounting for individual characteristics and the nature of education is necessary already in elementary school. Each student is given the opportunity to create their own educational trajectory for mastering all academic disciplines. The simultaneity of the implementation of personal models of education is one of the goals of education in a senior specialized school. The task of education is to provide an individual zone of creative development of the student, allowing him to create educational products at each stage, based on his individual qualities and abilities.

Individual trajectory of education- this is the result of the realization of the student's personal potential in education through the implementation of relevant activities. The organization of student-centered education of students aims to realize the following rights and opportunities:

- the right to choose or identify individual meaning and goals in each training course;

– the right to personal interpretations and understanding of fundamental concepts and categories;

– the right to draw up individual educational programs;

- the right to choose an individual pace of learning, forms and methods for solving educational problems, methods of control, reflection and self-assessment of their activities;

- individual selection of subjects studied, creative laboratories and other types of classes from those that are in accordance with the basic curriculum;

- excess (advance or deepening) of the mastered content of training courses; individual choice of additional topics and creative works on subjects;

– the right to an individual picture of the world and individual justified positions in each educational field.

The main elements of the student's individual educational activity are the meaning of the activity (why am I doing this); setting a personal goal (anticipating result); activity plan; implementation of the plan; reflection (awareness of one's own activity); grade; adjustment or redefinition of goals.

a) individual tasks for students in the classroom;

b) organization of pair and group work;

c) the formulation of open tasks for children, which involve their implementation individually by each student (“My image of winter”, “My mathematics”, etc.);

d) an offer to students to draw up a lesson plan for themselves, choose the content of their homework, the topic of creative work, an individual educational program in the subject for a foreseeable period of time.

The main task of student-centered learning is the construction by each student of such an individual trajectory of his education, which would correlate with the generally accepted achievements of mankind. A student's education is not limited to achieving his personal goals. After the student's educational products are demonstrated, they are compared with their cultural and historical counterparts. This stage can give rise to a new learning cycle with appropriate goal setting. During the reflexive-evaluative stage of learning, the student's educational products are identified, related both to the individual results of his activity, and to the studied general cultural achievements, including educational standards.

The first way is the differentiation of training, according to which it is proposed to approach each student individually, differentiating the material studied by him according to the degree of complexity, focus. To do this, students are usually divided into groups according to the type: “physicists”, “humanities”, “technicians”; or: capable, average, lagging behind; levels A, B, C.

The task of training is to provide an individual zone of creative development for each student. Based on individual qualities and abilities, the student builds his educational path. The simultaneity of the implementation of personal models of education is one of the goals of student-centered education.

An individual educational trajectory is a personal way of realizing the personal potential of each student in education.

Student's personal potential- the totality of his abilities: organizational, cognitive, creative, communicative and others. The process of identifying, implementing and developing these abilities of students occurs in the course of the educational movement of students along individual trajectories.

From this it follows that if we single out the specific personal abilities of students as guidelines for their educational activities in each academic subject, then the path of mastering these subjects will be determined not so much by the logic of these subjects, but by the totality of the personal abilities of each student. The main role among these abilities will belong to those thanks to which the student creates new educational products, that is, creative abilities.

In student-centered learning, the following provision is fundamental: any student is able to find, create or offer his own solution to any problem related to his own learning. The student will be able to move along an individual trajectory in all educational areas if he is given the following opportunities: to determine the individual meaning of studying academic disciplines; set your own goals in the study of a particular topic or section; choose the optimal forms and pace of learning; apply those methods of teaching that best suit his individual characteristics; reflexively realize the results obtained, evaluate and adjust their activities.

The possibility of an individual trajectory of the student's education suggests that the student, when studying a topic, can, for example, choose one of the following approaches: figurative or logical cognition, in-depth or encyclopedic study, introductory, selective or extended assimilation of the topic. Preserving the logic of the subject, its structure and substantive foundations will be achieved with the help of a fixed volume of fundamental educational objects and related problems, which, along with an individual learning path, will ensure that students reach the standard educational level.

To organize the learning process “everyone is different”, it is necessary to have common methodological and organizational foundations. The individual way of mastering educational topics and sections by students presupposes the presence of reference points.

fiducial points- points, relative to which the learning trajectory of each will be built. These points will make it possible to compare and compare the personal content of education of different students, to assess the individual nature of their activities.

Structural and logical schemes, algorithmic prescriptions, and generalized activity plans can be used as universal foundations for individual education. Algorithmic plans can be reviewed and drawn up by students.

Let us consider the stages of the student's educational activity organized by the teacher, which make it possible to ensure his individual trajectory in a particular educational area, section or topic.

1ststage. Diagnosis by the teacher of the level of development and the degree of manifestation of the personal qualities of students necessary for the implementation of those types of activities that are characteristic of a given educational area or part of it. The initial volume and content of the subject education of students is fixed, that is, the quantity and quality of the ideas, knowledge, information, skills and abilities that each of them has on the upcoming subject topic. The teacher establishes and classifies the motives of the students' activities in relation to the educational field, preferred types of activities, forms and methods of classes.

2nd stage. Fixation by each student, and then by the teacher, of fundamental educational objects in the educational field or its topic in order to designate the subject of further knowledge. Each student makes up the initial concept of the topic that he will have to master.

3rd stage. Building a system of personal relationship of the student with the educational area or topic to be mastered. The educational area appears to the student in the form of a system of fundamental educational objects, problems, questions.

Each student develops a personal attitude to the educational field, self-determines in relation to the formulated problems and fundamental educational objects, establishes what they mean to him, what role they can play in his life, how his activity influences or will influence this sphere of reality. The student (and the teacher) fix the priority areas of their attention in the upcoming activity, clarify the forms and methods of this activity.

4th stage. Programming by each student of individual educational activities in relation to "their own" and common fundamental educational objects. At this stage, students create individual training programs for a designated period. These programs are an educational product of an organizational activity type, since they stimulate and direct the realization of the student's personal educational potential. When evaluating the students' organizational activities, the same methods of diagnostics, control and evaluation are used as for the products of the subject type.

5th stage. Activities for the simultaneous implementation of individual educational programs for students and the general collective educational program. The implementation of the planned programs by students takes place over a certain period of time: for a first-grader it can be a lesson, for older children it can be a week or more. The student carries out the main elements of individual educational activity: goals - plan - activity - reflection - comparison of the products obtained with the goals - self-assessment.

6th stage. Demonstration of personal educational products of students and their collective discussion. The introduction by the teacher of cultural analogues of student educational products, that is, ideal constructs belonging to the experience and knowledge of mankind: concepts, laws, theories and other products of knowledge. Students are organized to enter the surrounding society in order to identify in it the same issues, problems and products, the elements of which were obtained by students in their own activities.

7th stage. Reflective-evaluative. Individual and general educational products of activity are revealed (in the form of schemes, concepts, material objects), types and methods of activity used (reproductively assimilated or creatively created) are fixed and classified. The results obtained are compared with the goals of individual and general collective training programs.

The achievements of each student are correlated with the identified common set of means of cognition and activities as a collective product of learning, which gives him the opportunity not only to understand the collective results, but also to assess the degree of his own progress in the development of these methods of activity and the realization of personal qualities.

Based on the reflexive comprehension of individual and collective activities, as well as with the help of control tools, there is an assessment and self-assessment of the activities of each student and all together, including the teacher. The completeness of the achievement of goals, the quality of products are assessed, conclusions and conclusions are drawn.

Thus, the range of opportunities provided to the student in his movement along an individual educational trajectory is quite wide: from individualized knowledge of fundamental educational objects and personal interpretation of the concepts studied to the construction of an individual picture of the world and personal lifestyle.

Table of contents
Individual training.

INDIVIDUAL EDUCATIONAL TRAJECTORY AS A NECESSARY CONDITION FOR THE PERSONAL PROFESSIONAL DEVELOPMENT OF STUDENTS

COLLEGE

Uvarova N.M., Maksimchenko T.V.

The article analyzes the possibilities of implementing individual trajectories of students in the educational process of the college. The principles of building individual educational trajectories are generalized.

The article analyzes the possibilities of realization of individual trajectories of college students in the educational process and summarizes the principles of the individual educational trajectories.

“The whole life of a person is a campaign for professional excellence” - these are the words of Academician V.P. Bespalko highlight the path of becoming a person in the profession. This requires a whole life and a constant movement towards mastery.

But everyone has their own path. It would seem that no one argues against this axiom. Moreover, the frequency of repetition of the combinations "educational trajectory", "educational route", "educational program" has increased, moreover, with the obligatory definition of "individual". And from that moment the difficulties begin. Individualization in education is proclaimed and declared tirelessly, especially in connection with the introduction of new Federal State Educational Standards and the assertion of the priority of students' independence in activities.

The paradox lies in the fact that for a long time the pedagogical community spoke about the need for individualization educational process, and today, when formed the necessary conditions(employers formulate requirements for the training of specialists and workers, based on the characteristics of the activities of their enterprises, students clearly indicate their educational needs, educational institutions received relative freedom in the development of the OBEP and the opportunity to conduct training according to individual educational programs), pedagogical practice was not ready for this step. And although many educational institutions introduce a new position - a tutor, which is considered as a panacea in solving the problem of individualization of the educational process, it is obvious to everyone that without a clear answer to the questions: what is the individual trajectory of a college student, on what principles is it built, what conditions are needed to create in the college for its implementation (at the level of student mastering certain disciplines, professional modules, the entire basic professional educational program), the introduction of this position will remain an ineffective (but fashionable) innovation.

In practical terms, it is possible to fix an increase in questions about this, because the transition to the pedagogy of individualization is not sufficiently supported by the development of the theory of the problem. The questions sound like this:

How to recognize the innate predetermination of the physical, physiological and intellectual characteristics of students for a certain professional activity?

How can you take into account the pace of mastering the educational material by each student?

Is targeted training for professional activity possible in the context of group heterogeneous learning?

How to train everyone in different ways at the same time?

Is it possible to talk about the technology of supporting individual educational trajectories if each of them is unique and cannot be algorithmized?

Need is known to advance science faster than a dozen universities. And these questions that practice asks testify to the actualization of the need to understand what an individual is.

dual educational trajectory and how to build it for college students. In this article, we will try to answer the following questions:

What is the purpose of individualization in the context of the personal and professional development of college students;

What conditions of a modern college support the processes of individualization of students;

What's new needs to show up in colleges soon to make individual student learning paths a reality and not a myth.

An immutable law of the development of each person is the awareness of oneself as a subject of activity, the author of one's own biography. This awareness does not always coincide with a certain age, sometimes it comes too early (“matured early” - they say about such people), and sometimes it drags on indefinitely. And then we are dealing with infantilism and irresponsibility. According to the periodization proposed in the psychological and pedagogical studies (E.A. Klimov, E.F. Zeer, T.V. Kudryavtseva, A.K. Markova, N.S. Pryanikov, etc.), the years of college education coincide with the period professional development of a person. If in general this process takes 15-20 years - from the emergence of professionally oriented interests to professional skills, then at the stage of professional training (in college) the main task is to acquire a new social role and master the basics of the profession. It is important to understand this so that our claims for the training of professionals within the walls of colleges are corrected by the truth of life.

And it is such that when entering the professional world, a college graduate faces a number of systemic difficulties. Firstly, young people have no work experience, no working reputation, and the employer has no idea about the quality of the workforce. Secondly, there is the problem of clearly insufficient qualifications of graduates, which makes them uncompetitive with the older generation: the time when education will replace experience has not yet come. Thirdly, through the development and implementation of new GEFs, modernized education has just begun to bridge the gap between dynamic technological changes in production and the level of training of students in colleges. Fourthly, young people for the most part are not included in professional social media, which blocks their ability to access jobs. This context requires strengthening the psychological and pedagogical support for the personal and professional development of students in college. And here the ideas of a modular-competency-based approach, student-centered learning and, most importantly, personalized education, are connected. natural, nature-like, "cut to individual standards". The purpose of individualization in college is to prepare each student for independent professional activity in accordance with his natural inclinations and inclinations. This idea can be implemented through the development of individual educational trajectories for each student.

It should be noted that the mass appeal of college teachers to student-centered learning (in the 90s - 2000) could not make the process of vocational training individualized. General goals and principles of organizing the secondary vocational education continue to make teachers hostages of the situation of mandatory bringing students to a certain level of knowledge, skills, skills, the only possible way, and students - hostages of the mandatory passage of all stages of education laid down in educational programs. Individualization "violently sprouted" only in teaching methods, where teachers successfully began to implement the principles of an individual (differentiated) approach and find effective ways of teaching even for "unsuitable" children. Questions about identifying the individual characteristics and abilities of students, organizing special support for these abilities and organizing support for students in those types of activities in which they can realize themselves as much as possible or in which they are interested, the teachers did not raise.

Today the situation has changed: the teaching staff of colleges, formulating the strategic goals of their development, are guided by the formation of multifunctional, multidisciplinary, multilevel educational institutions and complexes that create an educational

diversity, to create an open educational environment that provides conditions for the maximum professional and personal development of students, the implementation of their individual educational trajectories.

The very concept of "individual educational trajectory" in Russian pedagogy is being actively discussed with the advent of the pedagogy of cooperation and student-centered education. We rely on a clear and capacious formulation of this phenomenon, which was given by A.V. Khutorskoy: "Individual educational trajectory is a personal way to realize the personal potential of each student in education." It follows from the definition that the path of a person in education is determined not only by the logic of subjects and areas of knowledge, but to a greater extent by the personal potential of the student, i.e. his gifts and abilities.

When “determining” the trajectory, the choice today may be:

The level of mastering the professional educational program;

The subject field, which includes both the variety of programs of disciplines and professional modules of the variable part, and the choice of additional education programs;

Methods and forms of teaching, forms of independent work of students;

Forms of control of learning outcomes;

The pace of learning;

The number and content of professional tests offered as part of the training (participation in competitions, olympiads, etc.);

Information resources reflecting the content of the BRI being mastered;

Place of internship;

Topics of research and design work;

Topics of the final qualifying work, etc.

It is possible that students of secondary vocational education will soon have the opportunity to choose a teacher who implements both their author's program and the usual work program of the discipline, professional module, interdisciplinary course; the ability to build your educational route using the resources of several educational institutions. To date, all these issues are actively discussed in scientific research carried out as part of the profile training of students in a general education school, distance education, and the organization of individual training in universities. Along with thinking about individual educational trajectories, there is a need to design individual educational programs.

We consider an individual educational program (IEP) as a document that formalizes an individual educational trajectory and reflects the result of a student's choice in the variety of available educational opportunities. Based on this understanding, the IEP must meet the following requirements:

Should be targeted and flexible;

Provide an opportunity for students to achieve the level of education they demand and necessary for the implementation of the social order;

Comply with GEF;

To promote the integration of educational and extracurricular activities of students (project, research, independent learning, creative);

To promote the integration of the content of vocational education;

Reflect technologies that meet the individual educational needs and characteristics of students;

Comply with the personnel, material and financial capabilities of the college and sanitary and hygienic requirements;

Ensure the maximum possible attraction of resources for the development of the student.

To give the student comprehensive information about the organization of the educational process.

An individual educational program performs normative, informational, motivational, organizational functions and the function of self-determination (Fig. 1).

Its correct development allows teachers to form study groups in accordance with the individual characteristics of the students.

The design of an individual educational program is carried out on the basis of the interaction of the student and teachers and involves close cooperation and co-creation. However, the IOP cannot be formed once and for all. The needs of the students are changing, the external conditions of the organization of the educational process are also changing, new educational resources are appearing. The normative and methodological support of the IEP should provide for mechanisms for its correction and mechanisms for its maintenance. Today, one of the effective mechanisms for supporting the IEP is the development of tutor support programs. Such a program reflects three layers of tutor support: assistance aimed at developing the autonomy and independence of the subject of education; facilitation (facilitating the interaction of the student with all participants in the educational process); support in solving problems in professional development. The study of the etymology of the term "accompaniment" allows us to consider it in the context of tutoring as social interaction, whose functions are the development of the student in various educational, social, personal situations through special means (tutor technologies). Purposeful development of the personality accompanied by creating conditions for successful learning, professional and self-development is the leading idea of tutor support for a college student.

Fig 1. Functions of an individual educational program

The analysis of the possibilities of organizing training in colleges according to individual educational programs made it possible to identify many problem points. As separate blocks, it is possible to formulate the difficulties of the heads of educational institutions, teachers, students, the difficulties of various types of educational institutions. The main problem of heads of educational institutions, which blocks the introduction of individual educational programs, is the financial support of educational institutions. As a rule, in educational institutions there are not enough funds even to organize the division of groups into subgroups and micro groups. In this connection

it is necessary to clarify and supplement the financial mechanisms for organizing training based on the IEP. Possible risks of the implementation of the IEP are also associated with insufficient legal support for the process of individualization of education, network interaction of educational institutions in the use of available resources for the implementation of the IEP of students.

Among teachers, a large number of difficulties are fixed in mastering the tutor position. Teaching staff must be specially trained to ensure that assistance to students in the design and implementation of the IEP is effective. A tutor should appear in colleges - as a specialist in supporting individual educational trajectories.

Among students, there is a small percentage of students who are ready to take responsibility in building individual educational routes. Today, our guys do not know how to take responsibility for themselves. This is most clearly manifested when they comment on their educational failures. Among the most typical reasons they single out are lack of luck, teacher bias (“bad luck on the exam”, “the teacher was too strict or in a bad mood”). The percentage of children who fix the insufficiency of their own efforts in preparing for credit procedures in colleges is traditionally small.

A common problematic point in the context of developing the openness of the educational space of SVE institutions is the desire of colleges to maximize the range of educational services provided by an educational institution, promptly responding to the special educational needs of each student. The worst embodiment of this idea can be a large list of implemented variable and additional programs of dubious quality. At the same time, the college may become similar, according to the apt expression of M.P. Cheremnykh, "to the supermarket", in which students will randomly move between shelves with an abundance of goods. In order for a student to be able to make a choice, he must be able to navigate well in an open educational space or have an accompanying person who helps him build an optimal educational trajectory - a professional tutor.

These problems should already be recognized by the teaching staff of colleges today in order to build a systematic work on the transition to teaching based on the IEP, creating conditions for its effective use.

An analysis of scientific research shows that the leading conditions for the implementation of IEP in colleges should be:

Development and implementation in the educational process of the college of educational programs of various levels and directions, the creation of an excess environment of resources (educational programs);

Ensuring the continuity of the content of primary, secondary and higher vocational education, which allows the release of programs to be successfully implemented;

Development of mechanisms for the interaction of the college with vocational schools, resource centers, universities, employers, social partners;

Implementation of models of psychological, pedagogical and tutor support for individual educational trajectories of students;

Information and technological development of the educational environment, development of multi-level information resources;

Development of a system for monitoring the student's personal progress.

Bibliographic list:

1. Bespalko V.P. Natural pedagogy: lectures on non-traditional pedagogy prof. - M.: People's education, 2008. - 512 p.

2. Erykova V.G. Formation of an individual educational trajectory for the preparation of bachelors of informatics: Dis. ... cand. ped. Sciences. - Moscow, 2008. - 204 C.

3. Revolution in tutoring: an applied study of excellence, policy issues and student achievement / Edward Gordon E, Ronald Morgan, Charles O'Malley, Judith Ponticell - Izhevsk: ERGO, 2010. - 332 p.

4. Chernyaeva E.P. Implementation of individual educational trajectories of university students in the process of using an electronic textbook: Dis. ... cand. ped. Sciences. - Vladikavkaz, 2005 - 178 C.

5. Elkina A.G. On the organization of an individually-oriented educational process// Vocational education.-2011.-№9.-p.21-22.

6. Khutorskoy A.V. Methodology of personality-oriented learning. How to teach everyone differently?: A teacher's guide. - M.: Publishing house VLADOS-PRESS, 2005. 383 S.

Keywords: individualization, individual educational trajectory, individual educational program, tutor support of individual educational programs.

Keywords: individualization, individual educational trajectory, individual educational program, support of the tutor of individual educational programs.

Municipal educational institution

"Secondary school No. 19"

Severodvinsk

"Creating individual educational trajectories"

Prepared

mathematic teacher

Prelova Larisa Viktorovna

Severodvinsk

2014

We cannot teach a person anything. We can only help him discover it in himself.

Galileo Galilei

IN modern school the main task is to create the conditions necessary for the most complete creative self-realization of the student's personality, including by meeting the needs of students in self-education and obtaining additional education.Today, there is an active search for models and learning technologies that would provide each student with their own learning trajectory. One of the main ideas of the renewal of education is that it should become individualized, functional and efficient. One of the ways to implement the task of individualization of the educational process is the development and implementation of individual educational routes for students.

As a math teacher, I have been working for several years to create individualized educational paths for students who show aptitude in the field of mathematics.As a teacher, the concept of an individual educational trajectory, given byA.V. Khutorsky, who understands this process as an individual way for each student to realize personal potential in education. The student's personal potential is understood as the totality of his organizational, cognitive, creative and other abilities.The value of an individual educational route, in my opinion, lies in the fact that it allows a talented child to achieve high results in the area of interest to him on the basis of an operatively regulated self-assessment, an active desire for improvement.

The teacher is assigned the role of assistant, partner in a common cause and consultant. He performs the difficult task of creating optimal conditions for the self-realization of the child in the educational environment as a free person. Thus, the activity of the teacher is directed, first of all, to creating conditions for the meaningful choice of an individual educational strategy by children, to individual assistance to each child in planning their activities, to advising on the use of certain information sources.

An individual educational trajectory includes a combination of educational and extracurricular activities.

The main conditions for the implementation of educational activities using an individual educational route, in my opinion, are as follows:

the availability of diagnostic materials to determine the student's abilities;

the ability for students to choose the level of difficulty;

the expediency of combining various forms of organization of educational activities;

organization of differentiated assistance from the teacher;

learning should become predominantly an active independent activity of students;

creation of the psychological comfort of the student, taking into account his individual characteristics.

There is currently no universal recipe for creating an individual educational route. It is impossible to determine this route for the entire period of schooling at once.I consider the most optimal preparation of an educational route for 1 academic year.The individual educational route should reflect the process of change in the development and learning of the child. With its help, timely correction of the pedagogical process takes place.

In my work, I defined the structure of the IOT, which includes the following components:

- target(setting goals for obtaining education, taking into account the motives and needs of the student);
- meaningful(substantiation of the structure and selection of the content of the subject, their systematization and grouping, the establishment of inter-subject and intra-subject communications);
- technological(determination of the used pedagogical technologies, methods, techniques);
- diagnostic(definition of the diagnostic support system).

In order for the IEM structure to be understandable not only to the teacher, but also to the student, it is possible to present it in the form of a table with questions:

Component

The most convenient for work, in my opinion, is the presentation of IOT in the form of modules, where each of them has a final product (result):

1 module: psychological and pedagogical monitoring of student development as a basis for developing an individual development route

When developing this module, various diagnostic methods are used:

monitoring the daily work of students, checking homework, monitoring homework in the classroom, control and independent work, creative work. In addition to the above, tests can be used to determine the ability to study specific subjects. In my work at the initial stage I use mthe Amthauer method, which is one of the most famous tests for intelligence (its abbreviated version was developed by A. N. Voronin and S. D. Biryukov).

2 module: type of individual program, due to the type of identified abilities of the child

The purpose of this program is to improve the forms of organizing the educational process of teaching a gifted child, deepen his knowledge, develop skills for independent analytical activity and the basics of project thinking. It should be noted that an individual program should perform four main functions:

Target (specifies the goals and objectives of training, taking into account individual needs),

Regulatory(fixes the student's workload, fixes the order of the curriculum implementation and the choice of the educational route),

Informational (informs about the totality of the student's educational activities for a certain time),

Organizational (determines the types of educational activities of the student, intermediate and final control).

An integral part of the program is the plan. It is convenient to use the presented grid plan:

date of

Appendix 1 presents a plan for the 1st quarter of a 9th grade student

3 module: areas of activity that implement the strategy for the development of children, taking into account the individual profile of education;

These areas include: selection educational resources required to perform a specific educational task; solving a learning problem using a special software; search for information and work with the information received; presentation of the results of the implementation of the assigned training tasks. When developing this module, it is necessary to take into account the pedagogical technologies used. A feature of the use of pedagogical technologies is the combination of educational and extracurricular activities for the purpose of self-realization of the individual:

Participation in subject Olympiads;

Participation by students in subject decades;

Participation in the development of educational projects, multimedia products, etc.;

Participation in research conferences;

Certification of students' achievements (intermediate and final control).

4 module: portfolio of children and teacher

This module is a clear evidence of the achievement of the student's goals, a source of pride for the student, as well as an incentive for further work. When compiling individual educational routes with students, I do not offer a specific portfolio structure, giving the student the opportunity to independently show their creative abilities, arrange the results of work at their own discretion. However, the portfolio should not be just a folder with enclosed diplomas and awards. Analyzing the portfolio, it should be clear whether there is a dynamic in development, whether intermediate goals have been achieved, why there are difficulties...

5 module: coordination of the individual development route of the child with the social order and family expectations

When developing this module, it is necessary to work not only with the student, to identify his goals and motives, but also with parents, explaining to them the capabilities of their child, finding out their wishes regarding the future son or daughter. The joint work of the teacher, student and parents should make it possible to determine the prospects for the development of the child.

6 module: monitoring, reflecting the intermediate and final results of the development of individual educational programs.

This module takes into account, of course, the results obtained in the course of studying at school: marks for oral and written answers, control and test work…

However, not only the results of lesson activities are important, but also the results of the student's participation in olympiads, competitions, the results of project and research activities. Special tests also help to evaluate the results of the work. I use school mental development test designed to diagnose the mental development of adolescents - students in grades 7-9. The authors of the test are K.M.Gurevich, M.K.Akimova, E.M.Borisova, V.G.Zarkhin, V.T.Kozlova, G.P.Loginova. I carry out this work, as a rule, once every three years, together with the school psychologist. The results obtained allow us to see the presence (absence) of the dynamics of the mental development of a teenager, not only within the framework of my subject, but also in general.

I will dwell in more detail on the features of creating an individual educational route within the framework of the subject of mathematics.

5 - 6 grades, at this age there is a determination of the subjects of the field in which the student is most successful. This stage allows you to identify the educational request of the student. Five hours a week are allotted in the curriculum for mathematics to ensure that students master the content of the educational standards. One hour in our school is devoted to the special course "Visual Geometry", within the framework of which the propaedeutics of the geometry course takes place. The traditionally presented course in grades 5-6 for children with mathematical abilities, as part of an individual educational route, I supplement the following topics:"Combinatorics", "Even and Odd", "Weighing", "Transfusion", "Euclid's Algorithm", "Dirichlet Principle", "Logical Problems", "Percentage Problems", "Algebraic Fractions", "Modulus of Number", " Counting system, binary counting system.

For primary school students, traditional subject (mathematical) weeks and cognitive games are held. Subject Olympiads for schoolchildren are an integral part of work with gifted children. Traditionally, school students participate in the following Olympiads: subject Olympiads for grades 1-4, 5-7, 8-11, international game"Kangaroo", distance mathematical olympiads. The school began to create a data bank "Gifted children", where the success of the child from grades 1 to 11 should be traced (today, work is being done in elementary school)

7 - 8 class, the formation of a subject trajectory is carried out, during these years of study, models of an individual educational route are created. In order to increase the effectiveness of work during all types of classes, it is necessary to adhere to the basic principles of developmental education:
-training with the leading role of theoretical knowledge;
-training for high level difficulties;
- study of program material at a fast pace.

Along with traditional topics, individual educational programs include the following: m method of mathematical induction, proof of inequalities, assignment of figures on the coordinate plane by equations and inequalities, the largest and smallest values expressions, theorems of Menelaus and Ceva.
One of the conditions that ensure the intellectual development of children in both educational process, and after school hours, is the introduction of the project method of teaching, the formation of research competencies of students. Interdisciplinary educational projects of students using ICT occupy a separate place in the work with students who have the ability to mathematics. In our school, the annual scientific and practical conferences "First Step in Science" have become traditional.
One way to work with gifted children is to use information technologies about distance learning. The fundamental difference between distance education and traditional types is that it is based on teaching, that is, the independent cognitive activity of a gifted child. Distance education allows you to acquire knowledge where and when it is convenient for the student. In our opinion, the following is important so that the child not only masters a certain amount of knowledge, but also learns to independently acquire it, work with information, master the methods of cognitive activity, which he could later apply in conditions of continuous self-education. Today my students use the Internet to prepare for the Olympiads (websites http://www.zaba; http://www.math.mioo.ru. in the list of educational Internet resources of the most frequently used sites).

Grade 9, time to adjust the individual educational route. Elective hours come to the rescue, additional hours allocated for the study of mathematics and preparation for the final certification. Adjustments are made to the target component of the individual educational route; this is due to the choice of the profile of education in high school, the choice of the future profession.

Appendix 3 presents the preparation plan for the GIA

Attachment 1The work plan of a 9th grade student for the 1st quarter of the 2013-2014 academic year