Dear countrymen!
We invite you September 21 from 7:00 to 14:00 for agricultural fair, which will take place in the village of Rassvet!
Administration of the Rassvetovsky rural settlement
Dear our young friends!
The editors of the newspaper "Victory" invites you to take participation in creative competitions young journalists, the results of which will traditionally be summed up November 21 at the regional meeting of cadets at the address: Aksai,
st. Chapaev, 163/1, Center for Creativity of Children and Youth of Aksai District.
"The world of childhood is a world of discoveries, creativity, achievements"- on the activities of children's public associations, on participation in all-Russian and regional events.
"Time of the Young"- about talented children, their achievements.
"Growing Patriots"– materials dedicated to the 75th anniversary of the Victory in the Great Patriotic War,
about search work, about the work of school museums.
"We are volunteers"– about the activities of volunteer teams aimed at supporting people who find themselves in a difficult life situation.
"In the lens"- photographs reflecting the life of youth.
We are waiting for the materials until November 12, 2019.
Open Day
The territorial department of the Office of Rospotrebnadzor informs that 09/19/2019 there will be an action "Open Day for Entrepreneurs: advising on legislation in the field of sanitary and epidemiological welfare of the population
and consumer protection.
We are waiting for everyone at the address: Rostov region, Novocherkassk,
per. Yunnatov, 3.
Let's choose a precinct?
On September 11, the All-Russian annual competition "People's District Officer" started. Precinct police officers of the Ministry of Internal Affairs of Russia in the Aksai district, recognized as the best according to the results of operational and service activities, are fighting for the title of “people's district police officer. The service of the district police officer is connected around the clock with the population living in its administrative area, and it is he who is the first to come to the aid of people in difficult times.
In order for users to get a complete picture of each applicant for the title of "People's District Police Officer", the official website of the Main Directorate of the Ministry of Internal Affairs of Russia for the Rostov Region contains information about the district police officers participating in the first stage of the competition, which runs from September 11 to 20, by online voting on the official website
Main Directorate of the Ministry of Internal Affairs of Russia for the Rostov Region.
D.V. Golubeyko, Deputy Head for PLO of the MIA of Russia for the Aksai District
Traffic police services can be obtained online
Receive government services
in the registration and examination divisions of the traffic police, located
in Rostov-on-Don, citizens can daily.
Improving the quality of public services provided to citizens by registration and examination units is one
one of the priority areas in the activities of the State traffic inspectorate. In this regard, the work schedule of the MREO traffic police points located
on the territory of Rostov-on-Don, is organized in such a way that citizens have the opportunity to contact these units on any day of the week.
You can contact the MREO traffic police point located at the address: 50th anniversary of Rostselmash, 15, on Sunday from 08-00 to 17-00, from Monday to Wednesday -
from 08:00 to 18:00, on Thursday from 09:00 to 13:00.
On Friday and Saturday, public services are provided by the MREO traffic police point, located at the address: st. Dovator, 154-a, from 08:00 to 18:00 and from 08:00 to 17:00, respectively.
On Tuesday and Wednesday, this unit is open from 08-00 to 18-00, on Thursday -
from 09:00 to 13:00.
To reduce the time spent in MREO, you can pay the state fee in advance using the details posted on the official website of the State Traffic Inspectorate
https://traffic police.rf/r/61/divisions/4334.
We also remind you to sign up for a convenient time for receiving public services
MREO traffic police can be through the Internet portal www.gosuslugi.ru.
Movies about our area!
The Gubernia program made a film for the anniversary of the Aksai region. Saturday, August 24
On the TV channel "Russia-1" a documentary film about the Aksai district was released, dedicated to the 95th anniversary of the municipality.
Crimson ringing for Aksai
The Holy Dormition Cathedral in Aksai is raising funds for a new belfry. It will consist of nine bells, spreading velvet ringing around the city.
As is known, financial situation parishes of the Russian Orthodox Church has always been not very prosperous. It depends
from the welfare of our people. Our people are rich, our church is rich. The people are impoverished - the temples are also impoverished. Sometimes in churches, incomes are lower than expenses, so churches are forced to seek help from parishioners and people who are not indifferent to the problems of the church.
There were no bells in the Holy Assumption Cathedral for many years, despite the fact that the temple is central in our city. To date, the Church of the Assumption of the Mother of God has organized a collection of donations for the purchase
and installation of the belfry. The total amount is very impressive - almost 2,000,000 rubles. The factory made concessions and gave the temple the possibility of paying by installments on the condition that the full amount would be paid within a month. Therefore, the cathedral organized the collection of part of the required amount.
We ask all caring people to help the church in this blessed work. Let's gather together at the belfry, and the temple will have its own voice!
Requisites to help the cathedral:
Full name: local religious organization Orthodox parish of the Church of the Assumption Holy Mother of God Aksai, Rostov region Religious organization Rostov-on-Don Diocese of Russia Orthodox Church(Moscow Patriarchate).
Name abbreviated:
MRO Orthodox parish of the Church of the Assumption of the Blessed Virgin Mary in Aksai.
TIN 6102007870 KPP 610201001
R / sch. 40703810000100000016
in PJSC CB "Center-invest", Rostov-on-Don
BIC 046015762
Corr./calc. 30101810100000000762
Address: 346720, Rostov region,
Aksai, st. Chapaev, 175.
Leader: rector of the parish Makarenko Gennady Borisovich.
Phone of the Holy Assumption Cathedral:
8-928-166-23-13.
Together against corruption!
Prosecutor General's Office Russian Federation the competition “Together Against Corruption!” was organized.
The competition is held within the framework of the activities of the Interstate Anti-Corruption Council, created to organize constructive international cooperation and take joint effective measures in the field of combating corruption.
The rules of the competition can be found on the official website of the competition.
on the Internet: www.anticorruption.life.
Acceptance of works will be carried out on the official website of the competition www.antukorruption.life from June 1 to October 1, 2019 in two nominations - "Social Poster" and "Social Video".
The solemn ceremony of awarding the winners of the competition will be timed to
to international day fight against corruption
(9th December).
R.A. Sinelnikov, acting district prosecutor
Pay your taxes and live in peace!
In the current year, the deadline for paying property taxes by individuals - owners of real estate, land plots and vehicles - expiring
December 2nd.
The tax authorities of the Rostov region completed the calculation of property tax, land and transport taxes for 2018, and the branches of FKU "Nalog-Service" of the Federal Tax Service of Russia (Volgograd and St. Petersburg) began mailing consolidated tax notices to taxpayers in the region
to pay property taxes.
Changes have been made to the consolidated tax notice for 2018 that make the procedure for paying taxes more simple and understandable for citizens. Now the notification contains all the necessary data for transferring taxes to the budget, including full payment details and a unique identifier that allows you to enter information automatically, as well as a barcode and a QR code for quick payment of taxes through bank terminals and mobile devices. Therefore, along with the notification, the taxpayer will not receive the usual payment documents - receipts in the form of PD. Information about objects for which tax payments are not presented is excluded from the form if an individual has a tax benefit or an overpayment covering the amount of tax.
The website of the Federal Tax Service has a promotional page (section) "Tax notice of individuals 2019" (https://www.nalog.ru/rn77/snu-2019/), which describes in detail how to receive and execute a tax notice, and also contains a number of other information relating to the payment of property taxes by citizens.
If the owner of residential real estate, land plots, vehicles recognized as objects of taxation,
until November 1, 2019, he does not receive a consolidated tax, he must report the presence of such property to any tax authority.
It is not necessary to submit a report if the taxpayer has previously received a tax notice in relation to a specific object or if the notice was not sent to him due to the right to a tax benefit. As in previous tax periods, consolidated tax notices are not received in paper form. individuals having access to Personal account taxpayer for FL". They receive notifications for the payment of property taxes only in electronic form through the personal account.
For more information on the procedure for accruing and paying property taxes, please contact the help desk of tax inspections located on the website www.nalog.ru and the contact center of the Federal Tax Service of Russia at a single federal number: 8-800-222-2-222 .
Interdistrict IFTS of Russia No. 11 for RO
News calendar
If you hear a siren, be alert!
September 18, 2019 from 11-20 to 12-00 annual complex training to inform the population of the region
with the launch of electric sirens and the transmission of text
on radio, television and broadcast
and telephone networks.
In the event of a threat of occurrence or in the event of an emergency situation - an accident, catastrophe, natural disaster, air hazard, threat of chemical, radioactive contamination- in settlements, objects of the national economy, sirens, beeps and other sound signaling means are turned on. THIS IS A SINGLE SIGNAL MEANING "ATTENTION EVERYONE!".
Having heard the signal, you must turn on: the radio broadcast receiver for the first or second wire broadcast program; radio receiver for one of the programs
VHF band: GTRK Don TR (frequency 72.95 MHz), Humor FM (frequency 91.2 MHz), Hit FM (frequency 100.1 MHz), Radio Record (frequency 100.7 MHz), Radio Rostov (frequency 101 .6 MHz), Radio 7 (frequency 102.2 MHz), Russian Radio (frequency 103.0 MHz), Monte Carlo (frequency 103.7 MHz), Di FM (frequency 104.6 MHz), Lighthouse (frequency 107, 5 MHz) or a television receiver to the Russia 1 channel or to one of TV channels: 3, 7, 28, 32, 35, 38, 49 - and listen to a message about possible natural disasters, major industrial accidents, disasters and your actions in the current environment.
The report indicates: the fact of the threat, the direction of the spread of contaminated air, the settlements that fall into the zone of infection, the nature of the actions of production personnel and the population. Civil defense signals in wartime are: "Air Raid",
"Air alarm end", "Radiation hazard", "Chemical alarm".
Dear residents of the region!
Be alert to alert signals, skillful action on signals
Alerts are the key to your safety!
To receive an individual SMS message to your own number mobile phone in the event of a threat or emergency, any resident of the Aksai district can apply by calling the following phone number:
8(863-50) 5-51-75 dispatcher on duty EDDS-112 Aksai district. This service for the population of Aksai district is provided free of charge at the expense of Money Office for the Prevention and Elimination of Emergency Situations.
Department for the Prevention and Elimination of Emergency Situations of the Aksai District Administration
SMS will tell about the emergency
Dear residents of Aksai region!
In order to implement the Decree of the President of the Russian Federation of November 13, 2012 No. 1522 “On the creation of an integrated system of emergency notification of the population about the threat of occurrence or the occurrence of emergency situations”,
as well as for the timely and guaranteed delivery to each person of reliable information about the threat of occurrence or
about the occurrence of an emergency, the rules of conduct and ways to protect the municipal budget institution Aksai district "Management
for the Prevention and Elimination of Emergency Situations” concluded an agreement
with a mobile operator for the transmission of SMS messages from a single duty dispatch service 112 of the Aksai district
(hereinafter - EDDS-112).
The general education school has always considered the formation of a comprehensively developed personality as its main task, but the specific ways and forms of organizing this work are often reduced to unified events. They were focused on the "average" student, who was considered not as an individual, but as a carrier of socially given patterns of behavior, learning activities, selected for the assimilation of knowledge. The teacher, to the best of his ability, transmitted these patterns of behavior (action), the student somehow assimilated them, applied them in his own experience. And such a scheme of communication between the teacher and the student dominated the organization of the educational process for many years. Our teaching staff decided to abandon it.
In innovative mode
For several years now, our school has been developing in an innovative mode, like a gymnasium school. Therefore, the landmarks have become different. We strive to develop the personality of each student as an individual, to create a single educational space that allows teaching any student in the zone of his proximal development, in accordance with his psychological and physiological characteristics. The goals and objectives of our educational activities.
This is, firstly, the creation of optimal conditions for the development of each student on the basis of knowledge of his individual abilities, inclinations, needs.
Secondly, the dominance among students of the mechanism of self-education, self-realization through the creation of sustainable motivation for learning as a vital activity.
Thirdly, the education of civic and moral qualities.
And, finally, fourthly, the development of creative thinking, necessary for cognition, practical activity, orientation in a rapidly changing world around.
A lot of work is being done on the curriculum. Not only is its content updated, but mainly there is a "docking" of the main directions of the child's personal development: cognitive, linguistic, musical. Another direction is the organization of the educational environment on the basis of co-creation, cooperation between children and adults (teachers, parents, representatives of the creative intelligentsia). The entire teaching staff of the school is familiar with "these goals and objectives, shares them, and is actively involved in the implementation. I must say that the professional level of many teachers allows you to constantly update didactic material, actively look for forms and methods of an individual approach to each student, creatively apply new teaching technologies Teachers use in their work various methodological techniques that allow not only to diversify the process of mastering knowledge, but also to recommend to the student an individual training program depending on his educational interest, work productivity, certain difficulties.And this gives the teacher important information about the cognitive abilities of the student .
The new orientation prompted our team to turn to the analysis of theoretical approaches existing in science to the organization of student-centered learning. We signed an agreement on scientific and practical cooperation with the Institute of Pedagogical Innovations of the Russian Academy of Education and for several years now we have been fruitfully cooperating with its laboratory for designing a student-centered learning system (headed by Professor I.S. Yakimanskaya).
Concept and Program
As part of this cooperation, the Concept and Program for the development of the school for the period of the formation of the gymnasium were jointly developed. The concepts include the following:
The central figure of the educational process is the student as a person. All other participants (teachers, parents, school psychologist, social worker, administration) only help the formation of the student's personality, purposefully ensure his age-related development, taking into account natural prerequisites, aspirations, individual inclinations and abilities;
admission to the gymnasium school and the acquisition of the first grades is carried out in the microdistrict in accordance with the regulations on the school. We accept children from other districts of the city only for vacant places. We have abandoned the early selection of children;
when a child is enrolled in school, work begins on the study of his personal characteristics, which, according to a special program, is carried out by a first-grade teacher together with a school psychologist, social worker, and parents. The goal is to maximize not only the cash, but also the potential of the student in the dynamics of his individual development in the course of training. For a more complete disclosure of cognitive capabilities in the first grade, intensive (developmental) training programs are used. Based on the results of their assimilation, pedagogical characteristics are given for each student, they are compiled jointly by the teacher and the psychologist;
when organizing gymnasium classes (in parallel with the usual ones), the teacher, based on the study of the student's personality in primary school(his real expressions, didactic abilities), together with a school psychologist, gives recommendations on enrolling in a gymnasium class, where training requires special intellectual readiness not only to master the subject content (more voluminous, in-depth), but also to display such qualities of mental activity as flexibility , creativity, criticality, increased efficiency;
purposeful study of the student's personality in the course of mastering knowledge presupposes reliance on a criteria base that is different from the one that has developed in a traditional school that mainly implements an information model of learning. The basis of such a base, in our opinion, should be an assessment not so much of the productive as of the procedural side of the teaching as the subjective activity of the student, fixed in individual, personally significant ways of his educational work. The accumulation of a data bank about the student, which is based on the knowledge of the methods that he uses when working out the educational material, gives the teacher the opportunity to more optimally correlate the educational achievements of each student in the framework of mastering the program content.
How is a high school different from a regular school?
An important aspect of our joint work with scientists is the development of the Charter and Regulations on the gymnasium school, as a special educational institution transitional period. Model documentation was analyzed, the history of creation, the traditions of the school, the conditions for its functioning in this moment taking into account the composition of teachers, the sociocultural microenvironment, the number of students, etc. When developing the Charter and Regulations, it was taken into account that for the formation of a gymnasium, communication with cultural, educational, sports and recreational organizations and universities is very important. These documents are a kind of school passport and can be used for various purposes: for orientation of parents, for high school students graduating from it, for regulating relations with public education authorities and other social services.
We paid special attention to the status of the high school student as a person. Despite the fact that there are already quite a few gymnasiums, in our opinion, it is not clear enough how, in fact, a gymnasium student differs from an ordinary schoolchild. Accordingly, it has not been revealed how a gymnasium teacher should differ from a traditional teacher in a regular school. There is still no scientifically substantiated regulatory framework for admission to a gymnasium (gymnasium class).
The difference in education between a traditional school and a gymnasium is often reduced to differences in the content of knowledge (their depth, volume, nature of presentation, requirements for grades). In our opinion, the gymnasium should pay more attention to the dominance of the intellect in its students, the method of scientific thinking, which includes the ability to learn, i.e. acquire knowledge independently.
He must reflect and predict the results of his educational work, use rational ways of working out the program material, be able to think logically and conclusively. Therefore, in gymnasium classes, both the construction of the subject and the requirements for mastering it must have significant features. In the meantime, they enroll children more advanced in academic performance. while the rest remain in regular classes. This criterion is not sufficient.
In our opinion, the regulation on a high school student should fix the requirements for general culture, morality (including behavioral etiquette), the level of intelligence, its content, and forms of manifestation. This position will be a kind of code for those who wish to become a high school student. We provide for the possibility of transferring students from a regular class to a gymnasium (or vice versa) depending on their progress and personal intentions.
Uncovering subjective experience
In the classroom, teachers seek to reveal the subjective experience of schoolchildren, and in the future to rely on it in teaching. By this experience, we mean the picture of the world that the child has developed in the course of his life and under the influence of previous education. These are accumulated knowledge, ideas about the world of people and things, personal meanings, value orientations. In this context, the subjective experience of each child is unique, original, inimitable. True, it does not always coincide with the scientific picture of the world, but it is personally significant for its bearer. Therefore, we constantly focus teachers on special work to: 1) identify the subjective experience of each student; 2) its maximum use (rather than ignoring); 3) stimulating the student to freely agree on “his” and “someone else's” experiences; 4) an encouraging assessment of the richest in content and forms of expression of subjective experience. The latter is manifested not only in its subject content, but also in the individual ways of working out the educational material by the student, and the methods are the most stable, individually significant for him. It is clearly seen that students in the course of mastering knowledge use various methods of educational work. Some people memorize the acquired material more easily by ear, others - visually, others - in the course of manipulating educational objects. Their interest in the form of representation of educational material is also heterogeneous. Some people work with colorful visualization with pleasure, others use conditionally symbolic images (diagrams, graphic sketches, symbolic symbols, etc.) to express their thoughts, others prefer to use “their own” visualization: models, paper crafts, layouts, designs, etc. etc. The teacher (whatever subject he teaches) must take into account these individual characteristics of children, create conditions for their early manifestation, taking them into account when presenting knowledge and checking mastery, evaluating not only the productive, but mainly the procedural side of mastering knowledge. To do this, it is necessary to have a set of training tasks that differ both in content (level of complexity) and in the form of its representation (verbal, symbolic, graphic). The educational process, saturated with such tasks, implies a good knowledge of the teacher not only the content of his subject, but also the ability to diagnose the cognitive abilities of each student on this basis. Employees of the scientific laboratory, together with our teachers, develop such tasks and actively use them in the educational process. So, systems of assignments in geometry in high school, as well as in mathematics in elementary school, and in theology have been developed and implemented. Their use allows the teacher to accumulate data on the student's learning abilities not during testing, which is usually carried out on extracurricular material, but in the process of assimilation of the program content of knowledge, in everyday educational work, where each student is revealed comprehensively and systematically.
We believe that by moving in this direction, it is possible to reveal the process of the student's work, offering him a choice not only of the subject area of knowledge (within electives, courses of individual choice), but also the type, type and form of material within the same subject knowledge. By creating such an opportunity for the student in the study of various school disciplines, teachers can thereby identify sustainable ways of working for everyone, correct them and, on this basis, judge cognitive abilities as stable personal formations. On this path, we see great prospects for the development of didactic, material that allows the actual implementation of the diagnostic and correctional function of training programs.
Learning Profile Identification
In addition to the work on the creation and testing of student-centered didactic material, once a year (in November-December) we conduct a survey of all students in grades 8-11 on the basis of a set of methods developed at the Institute of Pedagogical Innovations in order to identify the educational profile of each student . By this, scientists understand a stable predisposition (selectivity) to work with a certain scientific and subject content of the material, as well as a preference for ways of working it out, already developed by the student, personally significant for him.*
These techniques make it possible to reveal the student's steady orientation towards the content of a particular scientific field of knowledge; ways to work it out; interest in mastering it. Without this, the requirements of the subject teacher, the pedagogical techniques used by him in relation to some students, can often stimulate their development, and in relation to others, on the contrary, restrain them. The identification of the educational profile helps to implement a differentiated approach, distinguishing external stimuli (interest in the personality of the teacher, forms of organization and conduct of classes) from internal ones, based on the student's ability to work independently in the subject content chosen by him, achieving great productivity.
To conduct a mass comprehensive examination of high school students, a permanent group of teachers from various school disciplines with the involvement of a psychologist has been created at the school. All of them underwent special training under the guidance of S. G. Abramova, an employee of the scientific laboratory. An organizational and activity game was held, during which the content and tasks-tests were comprehended. Before and after the survey and during the processing of its results, consultations were held. This helped our teachers to master the survey technique, the procedures for processing the data obtained, and interpreting the results. A special card was created for each student, where the results of his performance of tasks-tests were recorded (each completed about 100 of them), attitude towards them, academic performance, interest in the subject. And although our academic plan does not provide for the profile differentiation for which the methodology is designed, with the help of which we manage to identify the area of scientific knowledge, to work with which this stage of his development, the student is most inclined, as well as the methods that appeal to him. The value of the technique lies in the fact that it allows you to repeat the survey more than once (from class to class) and thereby reveal the stability of the student's selectivity to the subject area, methods of study and content. The teacher, relying on the results of an intermediate or final examination, can offer individual training programs, conduct appropriate work with parents and students themselves. All this helps the teacher to reveal the selectivity of students to the subject content of knowledge, their ability to independently choose the methods of educational work, maintain their hope for success, and teach new forms of working with the material. Yes, and the high school students themselves, passing the examination, began to better understand themselves, more adequately assess their capabilities.
These surveys were supplemented by a questionnaire containing questions about the plans of students for the future, about what assistance the school can provide in their implementation, about their desire to study elective subjects, in addition.
We see that the educational environment of the school has become diverse, psychologically richer and more interesting. About -lom, in particular, says the desire of students for additional education. According to the results of the survey, 84% of schoolchildren in grades 8-11 expressed a desire to additionally study certain subjects.
This is our still small experience in creating a student-oriented gymnasium school. Work continues, and we will be glad if it turns out to be interesting and useful to others.
(The article was prepared under the scientific guidance of Doctor of Psychology, Professor, Head of the Laboratory of the Institute of Pedagogical Initiations of the Russian Academy of Education I. S. Yakimanskaya.)
_________________________________________
* See Methods for identifying the features of cognitive activity of schoolchildren in conditions of differentiated learning, ed. I. S. Yakimanskaya M., - 1992; S. G. Abramova, A. Yu. Lebedev, O. V. Moskalenko, I. S. Yakimanskaya. A set of methods for determining the curriculum of the educational profile of a student M., - 1993.
"Goals of education" - Dividing the goal into parts (subgoals). The goal is the expected result. Definition of a strategic goal that reflects the problem situation as a whole. Goals in education. Rules for constructing a "tree of goals". Indicators for assessing the quality of plans. Classification of goals: goals-tasks, goals-orientations, goals of the system. Completeness of decomposition (at each level of the hierarchy, a complete list of subgoals is formulated).
"On Education in the Russian Federation" - Correlation between educational and civil legislation? Then invite me to participate in such a pedagogical council. Approximate subjects of groups. Changes in legislation. 2. The initial professional education. 5. Measures of social support for students are being reduced. Inconsistency of education legislation.
"The figure of a man" - Fair with a theatrical performance. Children were portrayed as adults, but much smaller in size. 2. Making parts of a little man figurine from an album sheet. Renaissance. Butter. Colour. Artists and architects of the XX century. In the lesson we will need: The shape and movements of the human body are largely determined by the skeleton.
"Education system" - Development of a qualifications framework for the system higher education of the Ural region Correlation of national frameworks with the European Qualifications Framework Dermot Kalon Director of Continuing Education Department University of Limerick Ireland. Professional life must be understood as a trajectory consisting of periods of formal learning, which provides the individual with opportunities to formalize the acquired knowledge and prepare for subsequent development.
"Content of education" - The conceptual principle of understanding "content of education" should be changed. A new understanding of "knowledge" is being formed. The modern student is not like his peers of the recent past. New quality of education. New understanding of knowledge. Thematic group "New quality and new content of education".
"Symmetry of geometric shapes" - When beauty attracts, and research captivates. Purpose of the study: Regular hexagon. Isosceles triangle has one axis of symmetry. Hypothesis. Equilateral triangle. Square. In planimetry, there are figures that have axial symmetry. A square has four axes of symmetry. Examples of figures that do not have any axis of symmetry.
The personality of the child in the modern educational process
Alieva Dinara Asylkhanovna
Kazakh National Pedagogical University them. Abaya,
Almaty, Republic of Kazakhstan
Strategic directions in the education system require the search for new organizational forms, methods of training and education. In this regard, there is a need to prepare teachers for innovative activities, to familiarize them with progressive technologies of the pedagogical process. It is necessary to determine the priorities in the field of pedagogical technologies, taking into account the goals of education, taking into account the interests of personality development. Changes in the field of education, which are largely determined by the provisions of the Bologna Declaration, have influenced the content of education, which is aimed at preparing an independent, developed personality capable of creativity, self-identification, and maximum self-realization.
Modern transformations in society, economic reforms place high demands on the education system, which needs to be modernized. In this context, the role and importance of education is growing, the most urgent task of which is to train a highly qualified specialist with fundamental knowledge, able to independently, actively act, make decisions, adapt flexibly to changing living conditions.
Hence the importance of the dialogue between the teacher and the child, based on a deep study of the psychology of the child's personality, respect and interest in his individual characteristics, revealed in the educational process.
The main direction in the field of improvement and modernization of the educational process, which determines the main directions of pedagogical activity, is personality-oriented education, which includes the pedagogy of cooperation, the technology of free education, etc.
The new paradigm of education is characterized by modularity, manufacturability, and flexibility. An essential quality of education is the transition from mechanical memorization - learning - to learning, which involves the educational and creative activity of students who themselves construct and discover new knowledge.
The student-centered approach also shifts the emphasis in understanding the results of education, which is seen in the formation of a personality with a system of knowledge, skills, and experience. creative activity and experience of emotional-volitional relationships. The transition to student-centered learning, together with fundamental knowledge, should, first of all, contribute to the assessment of competence, creativity, adaptability, mobility, communication skills of a specialist, focusing on the formation of the ability to live in situations of choice, overcoming and productive activity, professional and personal self-realization of a person.
Penetrating technology is the individualization of the learning process, when the psychological characteristics of the child, his pace of work are taken into account. Many teachers and psychologists have come to the conclusion that the failure of many children is due to the lack of consideration of their individual characteristics. In the pedagogy of cooperation, one of the main provisions is, as you know, the concept of education, which reflects the most important trends in this technology.
When planning educational process, a teacher who seeks to improve the traditional methodology by using the technology of cooperation, builds it in such a way as to achieve cooperation in various aspects of children's life.
Education is based on the principle of decentralization, according to individual programs. The main principles of such training are: individual approach, responsibility for one's own success, cooperation, focus on continuous education. The life of the student, his emotional sphere, his interests, and not education in the narrow sense of the word, is put forward in the first place. The activity of students, wholly placed under the personal responsibility of the children themselves, is very high. Students are given assignments to complete on their own.
Widespread in domestic practice receivedPedagogy Sh.Amonashvili. He developed original methods of teaching language and mathematics, replacing traditional classes with lessons in linguistic flair, cognitive reading, mathematical imagination; comprehension of high mathematical concepts (infinity, eternity, universe, diversity, etc.); comprehension of the beautiful (lessons about nature); comprehension of high spiritual matters and values (Spirit, Soul, Heart, Good, Love, Life, Death, etc.); comprehension of the beauty of everything around (music, fine arts, ballet, theater, etc.).
His Treatise on the Primary Stage of Education, Built on the Principles of Humane-Personal Pedagogy, outlines the main provisions of his theory, original methods and techniques that contribute to the maximum realization of all the child's personal reserves (2).
Modern teachers recognize that in the development of creative abilities, intellectual activity, the technology of problem-based learning presents the maximum opportunities. N.A. Menchinskaya, P.Ya. Galperin, N.F. Talyzina, T.V. Kudryavtsev, Yu.K. .M. Matyushkin, I.S. Yakimanskaya and others.
Within the framework of this technology, the student really becomes an active subject of the educational process, independently owning knowledge and solving cognitive problems. For this, he needs to develop not only the skills of attentive perception of educational information, but the independence of learning, the ability to perform training exercises, conduct experiments, and also solve problematic problems.
A valuable means of developing the skills of independent solution of educational problems are tasks for students to find the scope of application of the studied issues in the surrounding reality and, on this basis, to draw up new tasks in various subjects. The main element of problem-based learning is a problem situation, with the help of which the thought, the cognitive need of students are awakened, and thinking is activated.
Students show interest in learning activities if they know that they can make original assumptions, give arguments to prove them. The knowledge acquired in this way, as practice shows, is more durable and forms the basis of teaching and research activities, which, of course, will be useful in the future and will become the main one in subsequent university education.
In modern concepts of primary education, the development of the personality of younger schoolchildren is called the main, main and determining goal. The assimilation of knowledge, skills and abilities by children should become a means of achieving this goal.
Analysis of scientific data on the prospects for the development of education, on trends in the development of domestic and foreign educational systems, the study of experts' forecasts indicates that in the third millennium it is the personality-developing pedagogical systems that will occupy a dominant position in the global context.
Thus, the leading trend in modern primary education is the orientation towards the mental and personal development of the child in the learning process.
List of used literature.
1. Nikitin A.F. Pedagogy of human rights. M., 1993.
2. Amonashvili Sh.A. Personal and humane basis of the pedagogical process. - Minsk, 1990.
3. World educational technologies: main trends, problems of adaptation and efficiency. Materials of the republican scientific and methodological conference, April 25-26, Almaty, 1997.
annotation
The article reveals the main aspects of the modern educational process, the central figure of which is the child. Important areas in the education system are humane-personal pedagogy, individualization and democratization of the educational process, which contribute to the maximum self-realization of the child. It is these processes that are leading in the global context.
1. Alieva Dinara Asylkhanovna
2. Candidate of Pedagogical Sciences.
3. Associate Professor of the Department "Russian Philology for Foreigners" KazNPU named after. Abay, Almaty.
A.I. SAVENKOV
Doctor of Psychology, Professor, Department of Developmental Psychology, Moscow State Pedagogical University
The most important factor in the development of children's giftedness is traditionally and quite rightly considered the content of education. Before considering the current state of the problem, let us briefly dwell on how the problems of developing the child's intelligence and creativity were solved in the concepts of the content of education in the past. Modern education largely retains many features of old approaches and solutions. Their consideration allows not only to see the causes of many phenomena, but also to predict the future.
From a large number concepts of the content of education developed by scientists from different countries of the world over the centuries-old history of the development of education (“formalism”, “materialism”, “pragmatism”, “structuralism”, “exemplarism”, etc.) from the considered point of view, two opposite ones are most interesting: “formalism” and "materialism". None of these approaches to the problem of the content of education exist and, apparently, never existed in a "pure form". They are designated in the psychological and pedagogical theory as some theoretically existing poles. Real concepts, including those currently in force, can be considered as models gravitating either towards one or the other pole, the degree of this attraction is different and is expressed in the dominance of some educational guidelines over others.
These polar approaches took shape at the theoretical level not so much due to the efforts of supporters as due to the efforts of opponents. Following the old, trouble-free rule of unscrupulous critics, according to which the easiest way to discredit an idea is to reduce it to the point of absurdity. Experts who looked differently at the content of education accused each other not of underestimating any aspects, but of completely denying some and absolutizing others. So, the author of the term "materialism" (in other words, "encyclopedism") was his resolute opponent F.V. Doerpfeld. Supporters of "encyclopedism (materialism)" were attributed, as is known, to the absolutization of the importance of transferring to students the greatest possible amount of knowledge from various fields of science. This knowledge should become the foundation for further education and professional activities.
In fact, everything was somewhat different. The dispute about what to emphasize in education: teaching a child a sum of specially selected knowledge or developing his thinking is one of the most ancient disputes. Moreover, as history shows, it is eternal and at each new stage in the development of pedagogical thought it manifests itself again, being filled with new content. Everyone knows that about the need to focus in teaching children on the development of the ability to acquire knowledge, and not on the knowledge itself, it was quite clearly expressed by the philosophers of the first European civilizations ( Ancient Greece and etc.). Many similar statements sounded from the mouths of various philosophers in times closer to us. The intensification of this confrontation, which led to a clear, conceptual design in the theory of the polar points of view we are considering (“encyclopedism” and “formalism”), fell on the middle of the 18th century. This was due to the objectively arising crisis of the content, traditional for that time, "classical" education and the growing need to strengthen the line on the so-called real education.
The rapid development of industry that occurred at that time required strengthening the natural science component of the content of education. Change of "classical" education to "real". Supporters of “real” education, to whom the concept of “encyclopedism” was attributed, argued that children should be armed with natural scientific knowledge, and the degree of utilitarian suitability of this knowledge for life, for practical activities in the future, should be the criterion for their selection. While the "classical", traditional for that time, education focused mainly on the study of ancient languages and the humanities. Defensively, supporters of "classical" education argued that, for example, the study of ancient languages is devoid of utilitarian value, but necessary for the development of thinking. In this, of course, an element of slyness is clearly visible. But we must admit that it was this dispute that once again sharpened the ancient problem of what to teach a child - knowledge or the ability to think, to independently acquire this knowledge. Historians include T. Huxley, Ya.A. Comenius, J. Milton, I.B. Basedov, G. Spencer and many other famous scientists.
The assimilation of a large amount of knowledge, according to the adherents of "encyclopedism", almost automatically leads to the development cognitive abilities. Therefore, opponents were inclined to accuse them of exaggerating the importance in teaching a large amount of knowledge and underestimating the importance of the development of thinking and cognitive needs. Relapses of this approach still occur today.
It is enough to take an unbiased look at the content of modern Russian education to make sure that under the soothing talk about the dialectical unity of both points of view, our education is built on the basis of the concept of "encyclopedism". In practice, this is expressed in a relatively rigidly structured curriculum, clearly divided into separate academic subjects, each of which has its own “rank”, determined by the same “degree of utilitarian value”. With such an approach to the construction of the content of education, attention to general conceptual ideas may not be specially accentuated and, on the contrary, may be present in a veiled form at the level of theory. Their relative autonomy this case is not an obstacle for the true "creators of the content of education" - subject methodologists. The latter, firmly believing that not only the level of awareness of children, but also the level of their intellectual and creative development is directly proportional to the amount of material learned in their subject, are in a state of continuous struggle to increase both the volume of hours on their subject and the saturation of existing programs with a large amount of information. The talk about "overloading students" with unnecessary information that accompanies this process, as a rule, does not achieve its goal.
The subject methodologist, like the teacher, in this system is deprived of the need and opportunity to look at the education of the child holistically. The tasks of developing intelligence and creativity, cognitive needs for them exist only formally, but in reality no one ever demands this from them. The quality of a teacher's work, under this system, is traditionally judged by the amount of material learned by his students, by the subject he teaches. It is assumed that the implementation of the two remaining functions of the learning process (especially developmental) occurs almost automatically.
The theoretical justification for the explicit and implicit increase in the volume of the taught material is the simplified interpretation of the statement of L.S. Vygotsky that “learning leads to development”. This approach does not meet modern requirements, and when modeling the education system for gifted children, it loses all meaning. Orientation to the amount of knowledge seems meaningless due to the well-known features of the cognitive development of this category of children. The volume of information can be increased many times over. But following the question of increasing it, the next question arises: why is this needed? The answer to it in the psychology and practice of teaching gifted and talented children was found at the general theoretical level. The model of the content of education for the gifted should be built mainly on the basis of the opposite concept - "formalism".
"Formalism" is based on an idea diametrically opposed to "encyclopedism", its essence can be expressed by the fact that learning is primarily a means of developing the thinking and cognitive needs of children. When selecting educational material (study subjects and developing their content), this approach takes into account, first of all, its developmental capabilities. Hence the increased interest of the first supporters of "formalism" in mathematics, languages, and subsequently in interdisciplinary, integrated courses, which, more than others, allow teachers to focus their attention not so much on the "training" as on the "developing" function of the learning process.
One of the basic psychological ideas underlying this approach is the idea of the universality of cognitive abilities. Formed on a relatively small content base, they can easily be transformed into other areas (J. Bruner and others). This idea is shared by many domestic psychologists (Z.I. Kalmykova, A.M. Matyushkin, V.I. Panov, A.I. Savenkov, etc.). Supporters of this approach to the development of the content of school education can be found in ancient times.
So, Heraclitus is credited with the assertion that "much knowledge does not teach the mind." I. Kant insisted that the child should be taught "not by thoughts, but by thinking." Similar ideas have been expressed in different time I.G. Pestalozzi, A. Diesterweg and many other famous teachers.
The problem of the correlation of abilities for creative (productive) thinking and past experience (knowledge) is reflected in most detail in the experimental studies of representatives of Gestalt psychology (M. Werheimer, K. Dunker, L. Szekely, etc.). When assessing the creative potential of the individual, the ability to acquire new knowledge has always been taken into account. A creative person is a person who is open to new experiences, able to learn quickly and, most importantly, relearn. But it was also noted that extensive versatile knowledge often becomes an insurmountable barrier to solving new, non-standard, creative tasks. It turned out that a large amount of knowledge can interfere with creativity. Thus was born one of the most important contradictions in the psychology of creativity. The contradiction between past experience (knowledge) and the ability to create something new. In psychology, the concept of "barrier of past experience" appeared.
The well-known psychologist K. Dunker, relying on his experiments, noted that a person who tries to reproduce in memory something about the “solution of a given problem” may remain blind to the inner nature of the problem facing him. In other words, this person is like someone who, instead of independently solving a problem, turns to a source (reference book) that already has a ready-made solution. His colleagues echoed him, at the same time clarifying the essence of the observed phenomenon. So, for example, psychologist L. Szekei argued that the effectiveness of knowledge lies "in its operational value, and not in verbal reproduction." A problematic situation requires the involvement of past experience to solve new problems, but the solver himself usually does not realize this. Past experience in thinking is used on a subconscious level. This creates the material basis of "insight" (enlightenment), so important in productive thinking. Many psychological experiments were carried out aimed at studying the interdependence of the volume of information stored in the memory and the ability to solve problematic, creative tasks. As a result, it was revealed that the barrier of past experience exists. But one should not think that knowledge interferes with creative thinking. Just different people Possessing the same knowledge, they differ sharply in their ability to apply it creatively.
But this does not remove the question of how the creative abilities themselves participate in the process of acquiring new knowledge and whether a creative person is really someone who learns easily. Special studies show that the human brain, as we have already noted, is a self-organizing network of neurons. The product of the brain is the intellect, and the main function of the human intellect, thinking, works in the same way as self-organizing systems. Self-organizing systems are called such complex structures that are able to improve themselves, constantly updating and rebuilding. And, following this logic, it is not difficult to guess that any self-organizing system with mathematical inevitability involves creativity.
The most important function of the intellect and its product of thinking is the processing and assimilation of information. Every minute we encounter in our lives gigantic information flows. But we do not assimilate all the information, only an insignificant part of it becomes our personal acquisition - knowledge. Information becomes knowledge only when it comes into contact with a person's previous experience. Figuratively speaking, if she finds support in her previous knowledge, she finds something for which she can cling.
But what is the mechanism of this linkage? Maybe everything is as simple as in a child's game with a building kit: new information, like new parts of a kit, is attached to an existing building? And so you can endlessly improve the building, adding more and more new elements to it? Special studies in the field of the psychology of thinking convince us that everything looks different and more complicated (J. Bruner, J. Greeno and others). New information, having come into contact with a person's previous experience, not only builds on what has already been, but completely restructures, or, as experts say, restructures all existing knowledge. Each new information, having turned into a personal acquisition of a person - knowledge, completely rebuilds them, makes them completely different. That is why a creative person is a person who is open to new experience, a person who is able to assimilate new knowledge. It turns out that creative thinking is not only what is required for those who are engaged in creativity. Creative thinking is what every person needs for the successful functioning of his intellect in the educational environment. For the successful acquisition of seemingly ordinary knowledge.
A very peculiar approach to this problem is characteristic of many domestic psychological studies of the Soviet period. Most domestic researchers did not oppose productive and reproductive thinking, as well as creative abilities and past experience (knowledge) (V.V. Davydov, Z.I. Kalmykova, N.A. Menchinskaya, O.K. Tikhomirov, D.B. Elkonin and others. ). At the same time, many of them tried to "hindsight" explain and justify the actual practice of teaching. For example, Z.I. Kalmykova considers productive thinking as the basis of learning, thereby trying to reconcile the growth of knowledge with the development of intellectual and creative abilities.
The attempt itself, undertaken by a number of researchers (V.V. Davydov, L.V. Zankov, D.B. Elkonin, I.S. Yakimanskaya and others), to create a system of “developmental education” is indirect evidence of an underestimation of development tasks. intellectual and creative abilities in domestic theory and mass school practice. The emergence and widespread use of this term (“developmental education”) in domestic didactics involves considering traditional education, if not as neutral, then at least as insufficiently focused on the solution of the developmental component of the learning process. The curricula created as a result of these studies are very popular with teachers who are focused on serious work. This fact can be regarded as evidence of the effectiveness of this approach and as a trend towards the growing popularity of a fundamentally different conceptual model of the content of education (“formalism” instead of “encyclopedism”).
Considering the problems of the content of education in the manner described above makes the problem more acute, but at the same time, in a certain sense, it simplifies it and is therefore relatively vulnerable. But focusing on this moment is very important, in modern conditions, especially when developing educational models focused on the development of children's giftedness. In terms of specifying this point of view, it is important to remember the idea emphasized by K.D. Ushinsky, about the didactic unity of the processes of development of thinking (mind) and the acquisition of knowledge. However, in itself its adoption and proclamation is not yet a guarantee of its implementation in practice.
An important aspect of this problem is considered in the studies of J. Piaget and the psychologists of his school. The idea expressed by J. Piaget about the existence of a close connection between the content and form of intellectual activity, or, in other words, between certain facts and the intellectual operations conditioned by them, was partially proved experimentally. Thanks to this, the concepts of “mathematical thinking”, “biological thinking”, etc., came into use. This idea is opposed to the more popular and experimentally confirmed idea of the universality of intellectual and creative abilities. The truth in this case, as usual, can be found when considering the problem from the standpoint of the dialectical relationship of these phenomena.
The idea that the first supporters of both "materialism" and "formalism" did not realize this dialectical relationship is beyond doubt. But the statement about the understanding of this connection by modern specialists and the constant references to it, unfortunately, do not allow us to say that this problem is adequately solved in modern theory and Russian educational practice. The practitioner is placed in such conditions that, regardless of his subjective desires, he is forced to focus on transferring the maximum amount of information (knowledge) to the child. That is, in fact, to work on the basis of the concept of "encyclopedism". And he should see the overcoming of the above-mentioned one-sidedness in the statement, repeated by the majority of domestic didacticists as a prayer, that “learning leads to development” (L.S. Vygotsky). At the same time, among practitioners, as we have already noted, an extremely simplified idea of the content of the concepts of "training" and "development" has been established, which is very different from the ideas of the same L.S. Vygotsky.
Ultimately, all this leads to the fact that the main criterion for evaluating the teacher's activity is learning, but not the level of development of thinking and not even the "learning ability" of his students. Children know math well, which means they have a good math teacher, they know biology well - a good biology teacher. In itself, the objection is not this, but the fact that with this approach, none of these, of course, good teachers is responsible for the development of the intellectual and creative abilities of the child. Theoretically, teachers are entrusted with such a task, but domestic educational practice is modeled in such a way that these tasks remain nothing more than good wishes. The tasks of teaching gifted children to develop children's giftedness in the educational environment require a serious reorientation of the concept of the content of education. A shift in emphasis towards "formalism" in the modeling of curricula is one of the most important requirements for modernity. The task of developing intellectual and creative abilities acts as the main line of reorganization of the content of modern school education.
The two conceptual models of the content of education presented above, despite the noted differences, have in common that both of them are focused on a didactic system that has roots in the Herbartian psychological and pedagogical model. The teaching process dominates over the learning process in them, the adult acts as a dictator, he determines on behalf of society what to teach - “thoughts or thinking”. Both of these concepts of the content of education are largely focused not on a living, real, unlike other child, but on a child “in general”. Such a "child" cannot but be divorced from the contemporary cultural and historical situation. In this case, we are not talking about a special "entourage of the era" (computers, children's TV shows, etc.), but about a global change in the status of childhood in the cultural system of modern civilization. Ideas about the independent value of childhood manifested themselves first in the form of a trend, then took shape in relatively harmonious philosophical and psychological ideas. They had a real impact on the content of education at the turn of the 19th-20th centuries. and are associated with the approval and dissemination of the theory of "free education".
The idea that a child's interest in learning largely depends on the content of education is hardly in doubt. Therefore, this problem is traditionally not just studied by the psychology of education and pedagogy, but occupies one of the central places in them. The need for "mental impressions" is a property that is genetically inherent in the child. He is naturally curious. This property is also typical for other living beings, and the higher the level of mental organization, the higher this genetically predetermined craving for knowledge of the environment. In humans, this level incomparably exceeds the level of development in this regard of any living organism. From this root, with proper education, a cognitive need grows.
Figuratively speaking, a child comes into the world with a genetically predetermined desire to know it. And we sincerely want to teach him, to attach him to social experience. Given this mutual interest, it would be natural to assume that the learning process should be easy, free and very productive. But in real life, things usually line up quite differently. Hence the question arises: why does the learning process for a child turn into a heavy duty, difficult, unattractive work that needs to be done (but “I really don’t want to”). And for teachers and parents, this is also a hard, very burdensome work, and not at all a pleasant and, it would seem, natural response for a highly experienced adult to a child’s desire to learn new things. These questions have been asked by many scientists.
The answer turned out to be, as often happens, quite simple: it is necessary to take into account the nature of the child, she herself is focused on the knowledge of the environment. The idea that properly structured teaching should be carried out without coercion, without violence against the student, has a long history, dating back to Socrates. In mass education, this approach manifested itself most prominently in the late 19th and early 20th centuries. E. Claparede was one of his active supporters. He bases his teaching on education on the ideas of functional biological anthropology. Man, in his opinion, is a living, acting being. Education can count on success only if it is united with the functioning of the child. It should become a natural expression of his activity and development, and not turn into a heavy burden and forced occupation for thousands of children.
What should these conclusions of specialists in the field of developing the content of education lead to? To the same simple, in theory, idea - to develop content, listening to the capabilities, interests and needs of a real child, and not be guided by some general ideas of society or the state about the need for certain knowledge and the development of certain mental abilities. According to the figurative expression of A. Maslow, the main task of the teacher and the school is to help the student discover what is inherent in him, and not to teach him, “casting” into a certain form, invented by someone else in advance.
One of the first in the early 20th century. the American scientist J. Dewey began to promote and implement ideas of this kind in his concept of the content of education. Education, he rightly believed, should be guided by the natural growth and development of the natural, innate properties of the child. And therefore, figuratively speaking, the center of the development of the content of education should not be an “all-knowing adult”, with some pre-prepared plans and training programs, but a child with his own, individual desires, interests and needs. The child is the central figure in the learning process, "he is the sun around which the entire pedagogical process revolves." His powers must be brought to light, his interests satisfied, his faculties must be exercised.
E. Claparede speaks about the same. He notes that childhood plays a biologically important role. Therefore, when developing the content of education, it is necessary to study the natural manifestations of children and organize educational activities in accordance with them. It is necessary to ensure that methods and programs revolve around the child, and not the child tries his best to revolve around a program drawn up without any regard for his characteristics. In fact, the significance of this reorientation in education can be compared with the significance of the discovery of Nicolaus Copernicus for astronomy.
In many respects, similar approaches to the development of the content of education were proposed by many specialists of the late 19th and early 20th centuries. These ideas are largely consonant with the pedagogical views of the representatives of the “free education theory” (E. Parkhurst - USA, K.N. Ventzel - Russia, O. Decroly - France, P. Kergomar - France, M. Montessori - Italy, etc. .), European “new schools” (E. Demolin - France, A. Ferrière - Switzerland, S. Frenet - France, etc.), “labor school” (G. Kershensteiner - Germany, etc.), “pedagogy action" (V.A. Lai - Germany, P.F. Kapterev - Russia, etc.), "experimental pedagogy" (E. Meiman - Germany, E. Thorndike - USA, etc.).
The child himself must determine both the qualitative and quantitative parameters of learning. In practice, this meant that not adults (teacher, parents, etc.) should dictate what and how to teach, but an adult and the child himself, based on the inclinations, interests, needs of the latter, should determine the content of education. This content should be as close as possible to the subjective, individual needs of students. Only in this way, as J. Dewey rightly argued, can education be given a “natural character”, school can be made a place of “social life” for the child, and educational activity a means of realizing and developing individual, personal characteristics.
Interest is considered in this case as the central concept of pedagogy. However, interest is not limited to what is interesting. Both J. Dewey and E. Claparede see in him, rather, what is in the interests of man. Hence the active use of the ideas of pragmatism, which is characteristic, first of all, of the works of J. Dewey. He argued that the only way to master the social heritage is to introduce the child to those activities that "allowed civilization to become what it is." Therefore, the main attention in the content of education should be given not to the assimilation of knowledge and not to the development of thinking, but to constructive studies. The main postulates approved by J. Dewey include “the rejection of pre-designed curricula (courses)”, “reliance on the child’s experience”, “the child must determine both the quality and quantity of education”, “teaching the child by the method of practical, research actions " and etc.
Based on these theoretical principles, the American educator William Hurd Kilpatrick developed the “project-based learning system” (“project method”), widely known in international educational practice. Its essence was that the children, based on their interests, together with the teacher, designed and found a solution to any practical problem. Including, thus, in practical activities, they mastered new knowledge.
The traditional approach involves, for example, the study of the laws of physics, spelling rules, the basic laws of life of plants and animals, as well as other important and interesting things and phenomena. And after this study, it is supposed to consider where this knowledge can be applied (if, of course, there is time left). Supporters of the concept of J. Dewey would have approached this in a fundamentally different way. Everyone would have done just the opposite - first a "practical problem", and then the search for its solution with the involvement of theoretical knowledge. This search must create the need for learning and therefore become the main condition under which it can take place.
Despite the rejection of these ideas by domestic pedagogy, in Soviet and Russian educational practice one can find quite a few successful experiences in implementing similar ideas. In special and popular literature, many cases are described of how a child who did not show interest in studying mathematics, physics, chemistry, was included in the number of "lazy", "unpromising" and even "stupid". But the same child, having been carried away by the design of automobiles, radio devices, computer technology or other creative work, began to feel the need to study these sciences, and no longer under duress, but on his own, eagerly studied the same chemistry, physics and mathematics.
These ideas, which are rooted in a distant history, have also influenced domestic educational practice. Developed by the already mentioned contemporary and follower of J. Dewey William H. Kilpatrick to implement these ideas, the “project method” became widespread in our country in the 20s, but was significantly modified, refined and called the “team-laboratory method” (I.G. Avtukhov, P. P. Blonsky, B. F. Vsesvyatsky, Sh. I. Ganelin, V. F. Natali, B. E. Raikov, A. P. Pinkevich, I. F. Svadkovsky, V. Yu. Ulyaninsky , ST. Shatsky and others).
Then, in the early 1930s, it was abandoned, and only in the 1990s were these ideas partially rehabilitated. Now elements of this approach (“research education”, “project method”, etc.) are widely used in Russian schools, especially where they care about the intellectual and creative development of each child and pay special attention to gifted children. This is extremely important. Thus, it can be argued that in order to develop the creative abilities of the child, he is now invited not only to “sing and dance in amateur performances” or to design models of ships and aircraft in his free time, but also to create in the field of the main activity - educational. Not only to obediently swallow and assimilate the “portions of knowledge” prepared by someone, but also to acquire knowledge on their own, in the course of a real, creative, research search. School-wide, regional and republican and even international competitions for children research work and creative projects are becoming a good tradition, and this cannot but inspire great hopes.
The three concepts briefly outlined above do not exhaust all the richness and variety of existing conceptual approaches to the design of the content of education, but we focused on them, since they are the most significant from the point of view of the development of children's giftedness in the context of educational activities. The endless debate about what to teach children - "thoughts or thinking" continues in Russian pedagogy and finds its continuation in programs for gifted children. In turn, the entire American pedagogical system is literally saturated with the ideas of J. Dewey. And to a large extent, therefore, American pedagogical developments in the field of teaching the gifted turn out to be of little use for the national school, which persistently disowns the orthodox "didactic system" (I.G. Herbart), but really continues the traditions of Herbart's didactics.
The experience of different educational systems based on the concepts of the content of education described above allows us to consider them as theories that have been tested in the mass longitudinal. As a result, it can be noted that not all the statements of the authors of these theories have confirmed their vitality in mass practice. By itself, mass practice, in contrast to the one we encounter in private experiments, is able to surprisingly cut off “everything superfluous” that is not really inherent in this model, but acts only in the form of the author's wishes.
So, for example, concepts rooted in the “free education theory” (K.N. Ventzel, A. Diesterweg, J. Dewey, etc.) consider the manifestation, disclosure, liberation in educational process mental potential of the child. But, thus, it is assumed that this potential already exists. It is present as something originally given (inherited or acquired). The task of education in this case is reduced only to awakening, activating this potential. Such training in modern psychology and pedagogy is sometimes called "activating" (V.T. Kudryavtsev) and is considered as an option that opposes models built on the classical (Herbartian) theory, as well as the theory of "developmental education" (V.V. Davydov, L.V. Zankov and others).
Ideally (we emphasize that life is usually far from it), such training creates conditions for the self-development of personal potential based on the already achieved level of their development. After all, learning is based on previous experience, and opponents emphasize the desire of theorists of this approach to fetishize this experience and the interests of children, which usually turn out to be spontaneous in practice. This approach assumes that the developed potential itself has already taken shape and acts as a kind of “semi-finished product” for the teacher.
Another feature of this approach to learning is noted by a number of psychologists - this is the difficulty of generalizing and disseminating the experience gained (V.T. Kudryavtsev and others). Education under these conditions is extremely close to art and contains elements that are closely related to the individual characteristics of the teacher who implements it. But this should not be seen as a negative quality of this system. In most schools for the gifted, around the world, this provision has the status of a principle. Authorship in educational activities is considered here as a way to move away from the traditional “school assembly line” for mass education.
Otherwise, the so-called developmental education is built. According to its supporters and creators, “developmental education”, on the one hand, includes moments of manifestation and disclosure of abilities and talents, their self-development, on the other hand, creates conditions for the manifestation and development of such mental abilities and properties in a child that he is currently does not have. Thus, the development process is directed not only from the outside (as in the Herbartian model), but also through activation, motivation from within. This is done by designing and building joint activities of the teacher and the child, based on some ideal model of development. The latter cannot and must be initially hardcoded.
The task of this model is not to close the free, and therefore largely unpredictable, course of child development within some limits, which, in fact, will necessarily turn out to be narrowed. The task is to give the process of development in the field of education a trajectory that is justified from the cultural, historical and psychological points of view.
"Gifted Child". - 2011 . - No. 5 . - S. 6-20.
