Evplova Ekaterina Viktorovna,
Candidate of Pediatric Sciences, Associate Professor of the Department of Economics, Management and Law, Chelyabinsk State Pedagogical University

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The article substantiates the relevance of the transition of the main general education to the next generation standard. The main characteristics of the Federal State Educational Standard of Basic General Education are listed. An attempt was made to analyze the shortcomings of the traditional education system and the advantages of the second generation standard. A comparative description of the standards of the old and new generations was carried out according to the following indicators: the role of the teacher, the learning task, the structure of the concept of "education", the content of education, the transfer of knowledge, the attitude of parents to school, learning outcomes, material and technical equipment educational organizations, last stage of the lesson, documentary support of the lesson, differentiation of learning objectives, teaching methods used, forms of organization cognitive activity students. The definition of the concepts: "personal results", "meta-subject results", "subject results", "universal learning activities" (cognitive, regulatory, communicative)", "learning task", "learning actions" is disclosed. The role of the teacher in the education system is changing. Today, the teacher ceases to be a source of information. The role of the teacher is expanding. Modern teacher - researcher, consultant, organizer, project manager, navigator effective work with knowledge, tutor. The main task of the teacher is to create and organize conditions that initiate independent learning activities of schoolchildren, leading to educational results. Based on the results of studying this problem, it was concluded that significant differences between the standards of the old and the new generation are already noticeable. The biggest difference, however, will be seen by comparing the personalities of students trained to the old and new standards. It will be possible to assess the effectiveness of the Federal State Educational Standard for Basic General Education only after its widespread introduction.

Keywords: Federal state educational standard, planned results, basic school, schoolchild, teacher, etc.

Today, the Russian Federation is implementing a phased transition to training according to the second generation standard - the Federal State Educational Standard for Basic General Education (FGOS LLC).
However, in the process of introducing and implementing the Federal State Educational Standard, practicing teachers and the administration of educational organizations experience many questions:
1) What is the relevance of this standard?
2) What is the difference between the new generation standard and the old standard?
3) How to work according to the new standard? and much more.
The answers to these and some other questions are presented in this article.
The relevance of the transition of the education system to a new standard is determined by the need. The reality is that at present, the technologies for the production of goods are changing, the political system is changing, economic system, even the borders of the state are changing. The environment is changing dramatically, becoming more mobile and informational. Accordingly, society is changing. Moreover, the changes in society are most noticeable if we compare the children of the 1980s-90s. and children of the "zero era" and later. Modern children practically from the cradle are perfectly oriented in information technology, it is not difficult for them to open the Internet and find any information they are interested in, they easily adapt to the external environment, easily assimilate new information(taking into account the fact that they are interested in it), etc.
As society changes, the standards by which we educate and educate the younger generation must also change.
The introduction of second-generation standards is also conditioned by the aggravated recent times shortcomings of the education of the old format.
Education of the old format was largely aimed at the formation of subject knowledge, skills and abilities. School graduates knew the subject material very well, but not everyone was able to work in a group, competently carry out the communication process, defend their point of view, resolve conflicts, and quickly relearn.
The situation is aggravated by the decrease in the cognitive activity of the modern student. In the last decade, the age of cognitive loss has fallen to 10–11 years and continues to decline steadily.
The relevance of introducing a new generation standard also lies in the so-called “paradox of an excellent student”. Practice shows that the current excellent student is not able to succeed in the real world. He knows and (theoretically) knows more than his peers, but gives the impression of a less developed, less mature, much more dependent person. Then people who usually received unsatisfactory grades at school often achieve more in life only due to their developed communication skills, the ability to interact in a group, take risks, and much more.
This idea in no way compromises the basic general education, however, it proposes to shift the emphasis in it.
Even the role of the teacher in the education system is changing. Today, the teacher ceases to be a source of information. The role of the teacher is expanding. The modern teacher researcher, consultant, organizer, project manager, navigator of effective work with knowledge, tutor.
The main task of the teacher is creation and organization of conditions that initiate independent educational activities of schoolchildren, leading to educational results.
In addition, in connection with the introduction of a new generation standard, new concepts have appeared in the vocabulary of education system workers: personal, subject, meta-subject results. educational activities, universal learning activities, etc.
Let us characterize the above concepts.
Yes, under personal results of educational activities the standard understands the system of value relations of students - to themselves, to other participants educational process, the educational process itself and its results, formed in the educational process .
It is customary to refer to personal results such characteristics as:
self-determination;
motivation to learning activities;
family love;
moral and aesthetic assessment;
patriotism, etc.
Under metasubject results understand the methods of activity applicable both within the framework of the educational process and in solving problems in real life life situations mastered by students on the basis of one, several or all subjects. In other words, meta-subject results are − universal learning activities (UUD), the formation of which will allow students to independently master any academic subject, socialize in society, continuously self-learn, etc., that is, “do”, not “know”.
It is customary to refer to the types of UUD:
cognitive - the ability to extract, transform and present information, etc.;
regulatory - the ability to organize one's affairs: set a goal, plan, receive and evaluate the result, etc .;
communicative - the ability to convey one's position, understand others, agree to do something together, etc.
As can be concluded, the main thing is not the achievement of the subject results of education, but the development of personal and meta-subject results.
And this is far from the only difference between the standards of the old and the new generation. Next, we present a comparative description of the two standards of interest to us (Table 1).

Table 1

Comparative characteristics old and new generation standards

Indicators	Old generation standard	New generation standard
The role of the teacher	Source of knowledge	Researcher, consultant, organizer, project manager, navigator of effective work with knowledge, tutor
learning task	The teacher's goal	The goal set by the student
The structure of the concept of "education"	Training, education, development, health protection	Development, education, self-realization (as a result)
	Dictated by higher organizations	Socially constructed and updated depending on the needs of society and the state
Knowledge Transfer	Carried out from the teacher to the students	Knowledge is obtained by students independently in the course of individual and / or joint activities.
Parents' attitude towards school	As one of the stages of education - the stage of preparation for a higher educational institution	Opportunity for children to learn to learn
Learning Outcomes	Mainly subject (knowledge, skills, abilities)	Personal, metasubject (UUD), subject
Material and technical equipment of educational organizations	Weak, insufficient	The school is equipped with everything necessary, the material and technical base is used everywhere and regularly
Lesson ends	Issuing homework	Reflection of the educational activities of students
Documentary support of the lesson	Lesson summary	Routing
Differentiation of learning objectives	Learning objectives are the same for all students	Learning objectives are different depending on the individuality of the students.
Used teaching methods	Predominantly passive	Active and interactive teaching methods
Forms of organization of cognitive activity of students	Frontal, individual	Steam room, group

As presented in the table, "learning task" from the point of view of the new standard, the goal that the student sets for himself. Accordingly, such a concept as "independence", since work according to the new standard assumes an active independent role of students. Concerning, educational activity understood as independent activity student in the assimilation of knowledge, skills and abilities, in which he changes and realizes these changes.
In turn, the concept of "learning actions" will be understood as algorithms that the student has built to independently complete the task.
Innovations of the education system introduces into active circulation such concepts as "self-control" and "self-esteem". As the standard suggests, for successful learning activities, students must be able to determine the quality of their work, the degree of compliance of the results of the activity with the standard and carry out reflection.
Comparative characteristics of the standards of the old and new generation can be continued. However, even now, with the help of the presented table, significant differences in standards are noticeable.
Of course, the greatest difference can be seen by comparing the personalities of students prepared according to the old and new standards. However, it will be possible to evaluate the effectiveness of the Federal State Educational Standard of LLC only after its widespread introduction.

Bibliography:
1. Federal state educational standard. Glossary [Electronic resource]. – Access mode: http://standart.edu.ru/catalog.aspx?CatalogId=230. - Zagl. from the screen.

INTRODUCTION OF GEF AS ONE OF THE DIRECTIONS OF MODERNIZATION OF RUSSIAN EDUCATION

State educational standards are introduced into the system of regulatory and legal support for the development of the quality of education on the basis of the Law Russian Federation"On Education". In this regard, educational standards act as the most important regulatory legal act of the Russian Federation, which establishes a system of norms and rules that are mandatory for implementation in any educational institution that implements basic educational programs.

The priority goal of modern Russian education it becomes a full-fledged formation and development of the student's abilities to independently outline the educational problem, form an algorithm for solving it, control the process and evaluate the result obtained - to teach to learn.

The mandatory introduction of the Federal State Educational Standard in accordance with the Federal Law "On Education" begins on September 1, 2011, and the gradual transition to new standards over the years is one of the key provisions of the presidential initiative "Our New School", which ensures the continuity of the main directions of the Concept for the Modernization of Russian Education, the implementation of which is being completed this year.

As conceived by the developers of the national educational initiative "Our New School", the main result school education should be its compliance with the goals of advanced development. The emphasis is on mastering schoolchildren in ways and technologies that will be useful to them in the future.

The main results of education in primary school, according to the Federal State Educational Standard of the new generation, should be:

· the formation of subject and universal methods of action, providing the possibility of continuing education in the basic school;

education of the ability to learn - the ability to self-organize in order to solve educational problems;

individual progress in the main areas of personal development.

The introduction of a new standard of general education will introduce a number of long-discussed innovations into education, ensuring at the system level their coordinated and positive impact on the educational process, educational and educational result. These innovations include the introduction various forms organization of educational activities of students; the possibility of organizing activities of students of interest in the afternoon; the use of various types of assessment of students' achievements; increase in the share of the variable part of the curriculum.

The new educational standard provides an unblocking of the main concerns that exist in society around the development of education:

education will not become paid - the standard includes guarantees and mechanisms to ensure the right to free education;

· the standard will fix medical and sanitary - hygienic restrictions for loadings for the first time;

· The standard is based on a variable approach to the choice of programs and textbooks.

The strategic goal of the development of Russian education today is to update its content and, most importantly, to achieve a new quality. The task is to orient the entire education system to new educational results that are associated with the understanding of personality development as the goal and meaning of education. To create conditions for the achievement of these goals and called educational standards of the second generation.

support and development creativity teacher;

· development of social ties between the school and the family, institutions of the social sphere, culture and health care, various public organizations.

New generation standards can and should help Russian system education to contribute to the development of the country according to an innovative scenario through the formation of high-quality and competitive human capital. There is a good principle: "Do what you must, and come what may." Let's stick to this principle, realize the standards of the new generation and continue to believe in the best.

Second generation standard in elementary school

The educational standard is a tool for ensuring the quality of education for the younger generation. The author of the article introduces the concept of the new federal state standard, gives recommendations on the study of materials and documents that ensure its implementation.

Development and introduction of education standards, improvement educational systems – global problem pedagogical community of the advanced countries of our planet. Until the end of the 90s. 20th century most of them did not use education standards as a tool to improve the quality of educational outcomes. In the Federal Republic of Germany, Switzerland, and Austria, a reform of education based on standards is being carried out at the present time. The picture is similar in other countries. That is why, on the eve of the introduction of second-generation standards in primary school, international experience in solving this problem is of interest.

Significant experience has been accumulated in this regard in the United States: in 1984, after the publication of the report of the US Department of Education "The Nation Responds: The Latest Measures to Improve the Education System", the reform of the state educational system began: standards and tests appeared. And the discussions are still ongoing. On the necessity and expediency of introducing unified educational standards educators and politicians around the world are arguing. The publication "Will State Standards Save Education" by D. Mayer, Professor of the Faculty of Education at New York University, director of a school in Boston, a prominent international scientist, says that more than 25 years of reforming the American school have not solved all its problems.

The new state educational standard for primary general education (hereinafter referred to as the Standard) was prepared in Russian Academy education by a team of Russian teachers-scientists with the involvement of a wide range of practitioners. The standard of education is one of the main elements of the modernization of Russian education. The new concept of structuring educational standards has already received the household name "Three Ts" in the pedagogical community. The bottom line is that the structure of the standards includes three main requirements:

conditions for the implementation of basic educational programs (human resources, financial, material and technical, etc.);

the results of mastering the main educational programs.

The development of the Standard is based on a target setting that provides for the transition from a "catching up" to a "leading" model of the development of Russian education. The priority in the creation of the Standard was the Russian value, scientific and cultural component, taking into account the national characteristics of the national education system. At the same time, the Standard was developed as a tool for implementing state policy in education, providing:

maintaining unity educational space Russia;

equality and accessibility of education with different starting opportunities;

continuity of levels of general education.

When developing the Standard, the process of formation of a new didactic model of education based on the competence-based educational paradigm, objectively taking place in the conditions of the information society, was fully taken into account. The main educational result in this paradigm is the formation of a motivated competent personality. The main purpose of the Standard is the regulatory consolidation at the federal level of the requirements for the conditions necessary to achieve the strategic goal of Russian education, the fulfillment of the social order - the upbringing of a successful generation of citizens of the country who possess knowledge, skills and competencies adequate to the time.

Let us dwell on some substantive aspects of the proposed concept, in particular on the "Requirements for the results of mastering the basic educational program of primary general education" (hereinafter referred to as the Requirements). This is the one educational resource, with which children will come to the 5th grade of the main school.

The requirements contain a description of the target settings, competencies of the graduate elementary school determined by the personal, family, social, state needs and capabilities of the youngest child school age, individual features of its development and state of health.

These Requirements are invariant and binding on the entire territory of the Russian Federation. They can be supplemented within the framework of the general resource of study time by the requirements of the constituent entities of the Russian Federation, educational institutions, teachers, parents and other participants in the educational process in order to more fully reflect the needs of the subjects of educational activity.

The requirements define the planned results of primary general education, the possibility of achieving which must be guaranteed by all institutions implementing the main educational programs of primary general education, regardless of their type, location and organizational and legal form. Planned results are mandatory integral part the main educational program of primary general education.

Requirements set guidelines for assessing personal, meta-subject and subject learning outcomes. The requirements are listed according to the educational areas studied in elementary school, i.e., it is presented, for example, what opportunity to achieve the planned results gives a specific subject area "Russian language", etc. Personal and meta-subject learning outcomes are achieved through the development of all subjects and extracurricular activities .

Personal learning outcomes are the level of the formed value orientation of primary school graduates, reflecting their individual and personal positions, motives for educational activities, social feelings, personal qualities.

Meta-subject learning outcomes are universal learning activities, inter-subject concepts mastered in the study of several or all subjects.

The subject learning outcomes are the experience of the subject-specific activity for obtaining new knowledge, its transformation and application, assimilated by students in the course of studying the subject, as well as the system of fundamental elements of scientific knowledge that underlies modern scientific picture peace.

Requirements for the conditions for the implementation of the main educational program of primary general education are a system of standards and regulations for personnel, financial, logistical and other support necessary for the implementation of the main educational program and the achievement of the planned results of primary general education.

The process of familiarization of primary school leaders and teachers with the materials of the standard will obviously be accompanied by a massive advanced training of teaching staff in regional institutes for advanced training and methodological services. However, a positive result from any organized forms of mastering the standards through courses and seminars is possible with a preliminary personal acquaintance of teachers with the development materials. This statement is based, on the one hand, on a thorough study of the presented standardization materials, and on the other hand, on many years of experience in the system of additional teacher education. The concept of standards with applications is the responsibility of each elementary school worker to study personally. The appendix provides a list of draft documents and materials that ensure the implementation of the standard. This is the case when everyone should remember the need for self-education. Maybe not everything will be clear at the same time, something will make it necessary to discuss the problem with colleagues in the "round table" mode or at a meeting (or a series of meetings) of the school methodological association of elementary school teachers.

It is also important to work with parents, because in elementary school they almost always try to help children with homework, participate in their educational activities. Now this practice can do more harm than help the teacher, since not only the requirements for the educational process have changed, but also the content of education itself.

Application

List of draft documents and materials,

ensuring the implementation of the Standard

The concept of federal state educational standards of general education.

The concept of spiritual and moral education of Russian schoolchildren.

The needs of the family, society and the state in primary education.

Coordination of the requests of participants in the educational process in primary general education as the basis of a social contract. Recommendations.

Risks of introducing a federal state educational standard for general education. Analytical review.

Organization of the introduction of the federal state educational standard of primary general education (main approaches).

The fundamental core of the content of general education.

Planned results of primary general education.

The basic plan of educational institutions of the Russian Federation that implement the main educational program of primary general education.

An exemplary program for the formation of universal educational activities in elementary school. A guide for the teacher "How to design universal learning activities in elementary school.

From action to thought.

Exemplary programs of primary general education.

Evaluation of the achievement of planned results in primary school.

Exemplary program of education and socialization of students.

Requirements for the conditions for the implementation of the main educational program of primary general education.

Requirements for the conditions for the implementation of the main educational program of primary general education. hygiene requirements.

In Russian education, the concept of "education standard" first appeared in the early 1990s. Over the past years, the school has been offered several options for the first generation standards, which scientists and practitioners have been working on, building a chain of norms and rules that streamline the content of education.

Abilities of a motivated competent person:

quickly navigate in a dynamically developing and updated information space;

receive, use and create a variety of information;

make informed decisions and solve life problems based on the acquired knowledge, skills and abilities.

The requirements for the structure of the basic educational program of primary general education determine:

the ratio of the part of the main educational program of primary general education, mandatory for implementation in an educational institution, expressed in the number of training sessions, and the part formed by the participants in the educational process;

composition of compulsory subjects studied in primary school;

2) the planned results of mastering the main educational program by students;

3) curriculum;

4) a program for the formation of universal learning activities for students;

5) programs of individual subjects, courses;

6) program of spiritual and moral development, education of students;

7) a program for the formation of a culture of a healthy and safe lifestyle;

9) a system for assessing the achievement of the planned results of mastering the main educational program.

The main educational program in an educational institution with state accreditation is developed on the basis of the Exemplary Basic Educational Program.

third position : the result of education is not only knowledge in specific disciplines, but also the ability to apply them in everyday life, use them in further education. The student must have a holistic view of the world in its unity and diversity. This is possible only by combining the efforts of teachers of different subjects.

The standard establishes requirements for the results of mastering the main educational program:

personal, including the readiness and ability of students for self-development, the formation of motivation for learning and cognition, the value-semantic attitudes of students, reflecting their individual-personal positions, social competencies, personal qualities; the formation of the foundations of civic identity.

metasubject, which includes the universal learning activities mastered by students, which ensure the mastery of key competencies that form the basis of the ability to learn, and interdisciplinary concepts.

subject , including the experience, mastered by students in the course of studying the subject area, of activity specific to this subject area in obtaining new knowledge, its transformation and application, as well as the system of fundamental elements of scientific knowledge that underlie the modern scientific picture of the world.

fourth position : the school should create personnel, financial, material and technical and other conditions that ensure the development of educational infrastructure in accordance with the requirements of the time.

The integrative result of the implementation of these requirements should be the creation of a comfortable developing educational environment:

providing high quality education, its accessibility, openness and attractiveness for students, their parents (legal representatives) and the whole society, spiritual and moral development and education of students;

guaranteeing the protection and strengthening of the physical, psychological and social health of students;

comfortable in relation to students and teaching staff.

In order to ensure the implementation of the main educational program in an educational institution, conditions must be created for participants in the educational process that provide the opportunity to:

achievement of the planned results of mastering the main educational program by all students, including children with handicapped health;

identifying and developing the abilities of students through a system of clubs, sections, studios and circles, organizing socially useful activities, including social practice, using the possibilities of educational institutions of additional education for children;

work with gifted children, organization of intellectual and creative competitions, scientific and technical creativity and design and research activities;

the participation of students, their parents (legal representatives), teachers and the public in the development of the main educational program, the design and development of the intra-school social environment, as well as in the formation and implementation of individual educational routes for students;

effective use of the time allotted for the implementation of a part of the main educational program, formed by the participants in the educational process, in accordance with the requests of students and their parents (legal representatives), the specifics of the educational institution, and taking into account the characteristics of the subject of the Russian Federation;

use in the educational process of modern educational technologies activity type;

effective independent work students with the support of teaching staff;

inclusion of students in the processes of understanding and transformation of the out-of-school social environment ( locality, district, city) to gain experience in real management and action;

updating the content of the main educational program, as well as methods and technologies for its implementation in accordance with the dynamics of the development of the education system, the requests of children and their parents (legal representatives), as well as taking into account the characteristics of the subject of the Russian Federation;

effective management of an educational institution using information and communication technologies, as well as modern funding mechanisms.

Fifth position : in order for the work on standards to be effective, it is necessary to develop a system for assessing the quality of education. An independent examination of the knowledge of schoolchildren is envisaged, including during the transition from the fourth to the fifth and from the ninth to the tenth grades. In addition, monitoring and a comprehensive assessment of the student's academic achievements and his competencies and abilities are being introduced.

sixth position : the legal field for the introduction of educational standards. Specific educational programs that are implemented in each educational institution in accordance with Article 114, paragraph 5 of the Law "On Education" on the basis of Model Basic Educational Programs should ensure that students achieve the results of mastering the basic educational programs established by the relevant federal state educational standards.

Through federal state educational standards in the field of education, the main directions of state policy are implemented:

1) creation of conditions for equal opportunities for exercising the right of citizens to education;

2) mutual consent of the individual (family), society and the state in the development, adoption and implementation of state educational standards (Standard as a social contract);

3) achieving a new quality of general education in the Russian Federation, creating conditions for the full development of the individual, continuing education, for integrating the individual into national and world culture;

4) the humanistic nature of the content of the standard, focus on the free development of the personality of a person and a citizen, the formation and manifestation of its individual, subjectively significant equivalents of norms and rules, moral, ethical, social and legal values ​​adopted in a democratic society;

5) preservation of the unity of the educational space of the Russian Federation. The development of national-regional educational systems as a condition for the sustainable development of education in a multinational Russian state;

6) ensuring the rights of students to quality education and protecting teachers from a biased assessment of their work;

7) balance of mutual obligations and balance of requirements in the field of state standards. The duty of the state to provide the conditions necessary to achieve the expected results. The obligation of students to use the provided opportunities to receive a quality education;

8) state control and responsibility for the usefulness of education received by a citizen within the limits of state educational standards.

Material

for correspondence " round table» to magazine

"Effective Pedagogy"

on this topic:

"Introduction of Federal State Educational Standards

in MOU SOSH No. 54 ".

Egorova Galina Viktorovna

Material for the correspondence "round table" in the journal "Effective Pedagogy" on the topic: "Introduction of federal state educational standards in the MOU secondary school No. 54."

The development and introduction of educational standards, the improvement of educational systems is a global problem of the pedagogical community of the advanced countries of our planet. Until the end of the 90s. 20th century most of them did not use education standards as a tool to improve the quality of educational outcomes. In the Federal Republic of Germany, Switzerland, and Austria, a reform of education based on standards is being carried out at the present time. The picture is similar in other countries. Educators and politicians around the world are arguing about the need and expediency of introducing unified educational standards.

In Russia, the 2010-2011 academic year was the year of the introduction of the second generation standards. MOUSOSH No. 54 among the schools of the city of Tula has become a pilot site for the introduction of new educational standards.

This is due to the fact that the development of the Standard is based on a target setting that provides for the transition from a “catching up” to a “leading” model of development of Russian education. The priority in the creation of the Standard was the Russian value, scientific and cultural component, taking into account the national characteristics of the national education system. At the same time, the Standard was developed as a tool for implementing state policy in education, providing:

• - maintaining the unity of the educational space of Russia;
• - equality and accessibility of education with different starting opportunities;
• - continuity of levels of general education.

Characterizing a typical elementary school, it is necessary to highlight the following features of the design of its content:

firstly, for many decades only the subject content of education has changed;

secondly, there was a constant change in the range of subjects (when some courses disappeared from the curriculum, while others appeared in it);

thirdly, there was an "infringement" of some objects at the expense of others ("flux" content)

The reason for this was insufficient attention to goal-setting - the definition of priority, the most important goals of education for the development of a younger student. Pedagogical community at the moment realized that fundamental changes in the education system are not associated with the adjustment of its subject content.

Analyzing the updated structure of the methodological system primary education in MOUSOSH No. 54, it should be noted that, compared with standard variant such important components as the motivation of learning, the differentiation of the educational process, and the activities of control and evaluation have appeared in it. The inclusion of these components makes it possible to ensure the implementation of the new goal of educating a modern student - the development of his personality on the basis of leading activities, since the main results are not only formalized achievements (knowledge, skills), but also significant personality changes student.

The school should abandon the priority of reproductive education, which should be organized as a process of “discovery” by each student of specific knowledge. The student does not accept it in finished form, the work in the lesson is carried out in such a way that it requires effort, reflection, search from him. The student is given the right to make a mistake, to collectively discuss the hypotheses put forward, the evidence put forward, the analysis of the causes of errors and their correction.

Today, the entire teaching staff is faced with the task of developing research and search educational tasks ( problem situations, alternative questions, tasks for modeling).

To organize the process of introducing the GEF, the school took the following steps:

• establishment of the council and working group to develop and manage a program of changes and additions to the educational system of the school;
• determination of changes and additions in the educational system of the school;
• development of a consolidated program of changes and additions;
• development of a schedule of changes and additions to the educational system of the primary school;
• implementation and control of planned changes in the educational system of the institution.

The material and technical conditions for the implementation of the main educational program MOUSOSH No. 54 comply with building codes and regulations, sanitary and hygienic standards, fire safety standards, health protection requirements for students and labor protection for employees of an educational institution. The effectiveness of the educational process should be ensured by a system of information and educational resources and tools that create conditions for the implementation of the main educational program. However, the information and educational environment does not provide information and technical support for the educational process.

The organization of classes in the areas of the "Extracurricular Activities" section is an integral part of the educational process in an educational institution. In accordance with the requirements of the Standard, extracurricular activities are organized in the areas of personality development (spiritual and moral, social, general intellectual, sports and recreational, general cultural, etc.)

The school provides students with the opportunity to choose a wide range of activities aimed at their development. The content of the classes is formed taking into account the wishes of students and their parents and is directed to the implementation of various forms of organization extracurricular activities. For students of grade 1A, the following types of classes are offered: project activity “I draw the world”, music classes “Children of the XXI century”, origami, classes “We play, learn German”, “Tulyachok”, choreography. School for parents full day- the solution to many problems.

The process of familiarization of primary school leaders and teachers with the materials of the standard is accompanied by a massive advanced training of teaching staff in regional institutes for advanced training and methodological services. In 2009 – 2010 academic year teacher training program launched in Tula primary school to the new standards. The director of MOUSOSH No. 54 Konyaeva T.M., deputy. director Dedova N.P., primary school teacher Egorova G.V.. In the same year, they studied and developed their own courses in the system distance learning at the Institute of Economics and Informatics director Shkarupa N.V., deputy director Konyaeva L.L., primary school teacher Egorova G.V.

Second generation standards are one of the most important educational topics today. Moreover, the principals of Russian schools will have to directly implement the new GEF. The heads of educational institutions need to develop a mechanism for step-by-step actions to change or supplement the educational system already established in the school in order to bring it into line with the requirements of the new standard. It must be remembered that the ongoing changes in the primary level cannot but affect the middle and senior levels of the school in the future. Only purposeful work on the development of techniques aimed at solving the problems of the standard will help teachers orient themselves in the new conditions.

The concept and legal nature of the SOS. Along with the principles and criteria for selecting the content of education, the state educational standard is now a reliable reference point in its definition. Educational standards in the Russian Federation today are becoming a reality of the theory and practice of education, as well as educational law. But it was not always so. For the first time in the history of rationing in education, a provision was introduced into the text of the Constitution that The Russian Federation sets state educational standards(Article 43). Thus, the long-existing problem of regulation in education was transferred to a qualitatively new level. This is due to the fact that the school, the author of the textbook, the teacher, received the exclusive prerogative of developing and using the main regulatory documents in education (curricula, educational programs, textbooks).

The disclosure of the concept of the state educational standard involves an appeal to the original concept of the educational standard, a variety of which is the state standard. A well-known researcher of the problems of the State Educational Standard V.I. Baidenko provides an extensive list semantic meanings the term "educational standard":

Rethinking tool on present stage goals and content of education, ways to update them;

The form of the increasing responsibility of the state for the level of education of the nation and the achievement of consensus on the socially significant national content of education;

The method of society's reflection on the renewed purpose and role of education as a modern socio-cultural project and social technology;

A way to maintain educational diversity, to streamline a varied and diversified educational practice (and not a way, by the way, to stifle freedoms, a variety of innovations and creativity in education, which is so feared by opponents of standards);

The key to solving the problem of objectifying control over the effectiveness of educational systems and the quality of education;

A factor of dynamic (in optimal rates and forms for each country) growth of citizens' education at each of the stages, stages and levels of education adopted in these countries;

A method of predictive design of a national educational product that harmonizes the needs of the individual, society and the state to the greatest extent;

The mechanism of paradigm re-equipment of education within the national educational culture;

Direction of the democratization of educational policy and the fight against discrimination in the field of education;

A means of maintaining the general civilizational level of education in the world;

The basis for the typology of educational institutions according to their types, types and categories, in which the educational standards themselves do not lead to the standardization of educational institutions;

One of the ways to streamline the academic and professional recognition of educational documents.

According to the UNESCO definition in the narrow sense, an educational standard is defined as a standard learning outcome that an educational program should help students achieve. More broadly and descriptively, it can be defined as the level of learning at which this standard aims, taking into account the full range of characteristics of the educational program, for example, student / teacher ratio, teacher qualifications, necessary textbooks, material and technical conditions, etc., associated with this standard. AT broad sense the term "educational standard" is actually a synonym for "quality of education".

The developers of educational standards always face a lot of questions, the answers to which express both the actual educational and political and legal nature of this phenomenon. The most significant of these issues include, in particular:

· What legal and administrative mechanisms need to be put in place to promote equity in education?

· What protection should be introduced for students from minority groups and from low-income families?

· How to deal with cultural and linguistic differences?

· How to ensure sufficient and fair distribution of resources?

· How to ensure the academic and financial accountability of schools and education authorities at all levels to society?

· How to achieve a balance between the general culture and the general needs of society as a whole and the diverse perspectives, needs and opportunities of subgroups and individuals within it?

• What principles and methods should be used to select the content of the standards?

Does the assessment model that has developed in schools meet modern requirements, or, following the example of developed countries, should it be replaced national system testing?

The current state of Russian secondary education provides access to higher education in Europe?

Finally, attention should be paid to those ideas that also, on the one hand, express the legal nature of the educational standard and, on the other hand, model the actions of its developers. These ideas include the following.

1. Standards should be concise and focused. Domestic and foreign experience testifies to the difficulties that arise in the process of developing and implementing standards, and, as a rule, all efforts end with minimum standards with a long list of easily measured, but often completely unnecessary indicators. Brevity, i.e. having multiple standards based on a clear and justified conceptual model of what we want to evaluate should help solve this problem. At the same time, using generally accepted international terminology, the problem of the European dimension of secondary education, the international comparability of Russian standards and the fulfillment of Russian obligations under international conventions and agreements of UNESCO and the Council of Europe, including the International Standard Classification of Education (ISCED) of UNESCO, is being solved.

2. The purpose of content-oriented standards should be to develop operationally detailed definitions for assessing whether a school provides its students with the opportunity to learn the content and master the skills defined and core curriculum. Focusing on the content of the core curriculum and training ensures the standard is concise and clear.

3. Standards have the potential to align key components of the educational infrastructure (teacher training, assessment, continuing professional development, curriculum materials and assessment) that form the basis for identifying the necessary core of appropriate resources that ensure equity in education and all students the opportunity to master the content of the core curriculum. plan, regardless of the geographic location of the school and family income.

3. The standards consist of 3 parts that clearly and comprehensively describe the criteria that determine:

a) resource standards;

b) implementation standards;

c) performance and results standards.

4. The standard is a dynamic phenomenon that contributes over time to improving the quality of education throughout the school system.

5. The standard includes the following components: institutional, local, regional, federal, international.

6. Standards ensure the academic accountability of educational authorities, schools, teachers and students to society, as parents, representatives of all social groups, movements and parties, as well as the academic community, participate in their development.

7. Standards ensure school financial accountability.

8. Being a reflection of national traditions, experience, culture, socio-economic relations, norms and values, Russian standards should be addressed to the world community in order to be recognized and ensure the formation of intercultural communication skills, because education should form closer ties between peoples, cultivating international understanding and harmonious cooperation in a multicultural society.

9. Standards reflect the most advanced knowledge about learning and how to most effectively teach a particular area.

10. Standards are internationally competitive and comparable to the best in the world.

One of the main "moral and pedagogical" principles, in which, as it were, all the above ideas of developing state educational standards accumulate was and remains do no harm”, that is, norms and components of the content of education that are not theoretically substantiated and not tested by practice cannot and should not be included in the standard.

In the educational system of Russia, educational standards, occupying a “deservedly” important place, are state standards, since they are approved by state regulatory legal acts. And this is both fair and justified, since the state, being the main socio-political institution, is able to most fully and adequately reflect, provide and guarantee the most pressing social needs and interests, including those of an educational nature. Therefore, when it comes to what kind of education we should have in Russia - state, public or public-state, there is a mixture (often artificial, politicized) of various meanings and concepts. In any "situation", any approach, the state cannot and should not remain aloof from the solution of education issues, and above all, those related to their legal regulation. It is in this sense that education itself has always been, is and will remain a matter of national importance, and education standards will also always have a state character.

Based on what has been said, state educational standard is understood as the mandatory level of requirements imposed by the state (in the face of laws and by-laws) for the training of students of various categories and the content, methods, forms, means of training and control corresponding to these requirements. In other words, SES are state-defined and established educational "norms", "examples", "measures" of knowledge, skills and abilities. Another researcher is a specialist in the field of scientific justification for the standardization of education V.S. Lednev believes that the standard of education is a system of basic parameters used as a state norm of education, reflecting the social ideal and taking into account the possibilities of a real person and the education system to achieve this ideal.

At the legislative level, Article 7 of the Law of the Russian Federation "On Education" is devoted to state educational standards. The main provisions of this article are as follows.

1) In the Russian Federation, state educational standards are established, including federal and national-regional components.

2) The procedure for the development, approval and introduction of state educational standards is determined by the Government of the Russian Federation, except as otherwise provided by law.

3) State educational standards are developed on a competitive basis and updated on the same basis at least once every ten years. The competition is announced by the Government of the Russian Federation.

4) State educational standards are the basis for an objective assessment of the level of education and qualifications of graduates, regardless of the forms of education.

As can be seen from the text of the law, the content of educational standards is heterogeneous and includes components: federal and national-regional. However, in the practice of educational institutions there is a third component of the standard - the component of the educational institution (sometimes called local(in relation to higher educational institutions - university)component).

Let us briefly consider the content and purpose of each component.

Federal component of the standard includes standards that ensure the unity of the pedagogical space in Russia and the integration of the individual into the system of world culture. It is associated with academic disciplines of general cultural and national importance. For example, for high school- this is the Russian language, mathematics, physics, chemistry, history of Russia, for higher educational institutions- philosophy, foreign language, concepts of modern natural science.

National-regional component constitute norms corresponding to that part of the content of education, which reflects the national and regional significance of culture (native language and native literature, history, geography, art of the region).

Educational Institution Component reflects the specifics of a particular educational institution and thus allows it to independently develop and implement educational programs and curricula, which, in accordance with Article 32, paragraph 2 of the Law of the Russian Federation “On Education”, is the exclusive prerogative of the educational institution.

Within the framework of the federal and national-regional levels, the standard of education includes :

a description of the content of education at each of its levels, which the state is obliged to provide to the student;

requirements for the minimum necessary training of students within the specified scope of content;

The maximum allowable volume of study load by year of study.

1) possession of basic concepts and skills;

a) learn and reproduce the basic concepts of the studied branch of knowledge; b) give them definitions; c) reveal the content of the concept, its scope; d) establish interconceptual links with above-, below-, adjacent concepts; e) give a practical interpretation of the concept;

2) knowledge of theories, concepts, laws and regularities of the foundations of science, its history, methodology, problems and forecasts;

3) the ability to apply scientific knowledge in practice when solving cognitive (theoretical) and practical problems both in a stable (standard) and in a changing (non-standard) situation;

4) have their own opinions in the field of theory and practice of this educational area;

5) knowledge of the main problems of society (Russia) and understanding of one's role in solving them: social, political, economic, environmental, moral, industrial, managerial, national, international, cultural, family, etc.

6) possession of the technology of continuous self-education by branches of knowledge, sciences and types of activity.

State educational standards are becoming a real embodiment in formation of the content of education in the following regulatory documents: curriculum, curriculum and educational literature (textbooks, teaching aids, problem books, etc.). Each of these normative documents corresponds to a certain level of designing the content of school education. Curriculum - the level of theoretical ideas; curriculum - the level of the subject; educational literature - level educational material.

The characterization of state educational standards would be incomplete without determining their role, significance in society and the education system, which is directly expressed in functions standards. These main functions include:

· Criteria-evaluative- the standard is the standard on which the educational process is oriented.

· Preservation of the unity of the educational space of the country- standards fix the volume and level of full-fledged basic education in the context of a variety of types and types of educational institutions.

· Improving the quality of education- the standard sets the level of quality of education that must be achieved.

· Ensuring the constitutional right of citizens to a full-fledged education which is guaranteed by state educational standards.

· Humanization of education– standards open the way to multi-level education, in which the content of curricula can exceed the norms of the standard. This contributes to student-centered learning according to the interests, abilities, and capabilities of students.

· Management of the process and quality of education- standards are used by education authorities to create an effective system for monitoring the quality of education.

The foregoing is the general basis for the standardization of education by stages, levels of education and is specified by educational areas, specific academic disciplines, and already on the basis of the requirements for the level of presentation of educational material and the mandatory preparation of the student, a system of tasks (tests) is developed that serve as tools for monitoring and evaluation the level of training of students.

Of course, the above approaches to the standardization of education will eventually undergo changes, refinements, be adjusted in the course of restructuring the education system in the course of accumulating experience in using the standard as a normative document. But the very fact of the introduction of educational standards raises the question of the guaranteed achievement by each student of a certain, predetermined level of basic training, allows each student to study at the highest possible level, and forms positive motives for learning.

EDUCATIONAL PROGRAMS

The concept, legal nature and structure of the educational program. The concept of "educational program" is well known, but at the same time its content is infinitely diverse. Below we will try to give the most common definitions of this concept:

The educational program is:

· A document that fixes and logically, argues the purpose of the educational process, the thematic plan and curriculum, ways and methods of their implementation, criteria for evaluating results in a particular educational institution;

· Regulatory text that defines the goals, values ​​of education, curriculum, curricula, pedagogical technologies and methods of their practical implementation and determination of the result;

· Individual educational route a student during the passage of which he can reach one or another level of education, in accordance with the standard guaranteed by this program;

· A set of educational, leisure and other programs that meet the educational needs of the child, aimed at his self-realization, the achievement of a certain level of education, harmonious development and adaptation in the social environment;

Organizational and managerial knowledge, which allows to implement the principle of personal orientation of the educational process through the definition of conditions conducive to the achievement of students with different educational needs and the possibilities of the established standard of education.

· Determination of the "image of the future" and organization of one's own activities in the movement towards it.

Translated from Greek, the word "program" means "order, announcement." The Law on Education does not direct definition educational program, but they establish its place and significance in the education system. The educational program determines the level of the document on education or the level of education of the individual. The competence and responsibility of an educational institution, the management and regulation of its activities is established depending on the indicators of the educational program.

So, an educational institution is called such if it carries out an educational process - it implements one or more educational programs. The content of the educational process in the institution is divided into training courses, disciplines and years of study in them, provided in without fail curricula and course programs.

Thus, the educational program is the regulatory and management document that, together with the charter, serves as the basis for licensing, certification, changing the parameters of budget financing and introducing paid educational services in accordance with the needs and interests of children and parents.

Types of educational programs. There are several categories of educational programs:

· Exemplary educational programs are developed on the basis of state educational standards.

Basic and additional programs in the structure of the general and vocational education There are a certain level of orientation of the content of education.

Additional educational programs, as programs of various directions, are implemented:

a) in educational institutions and educational institutions of vocational education outside the main educational programs that determine their status;

b) in educational institutions of additional education;

c) through individual educational activities.

Please note that the division into basic educational and additional educational programs is given within the framework of two educational structures, where there is a mandatory minimum content of the main program (general education or professional), established in accordance with state educational standards. The main educational program has clearly defined terms for mastering in educational institutions, which is approved by the Law "On Education" and the Model Regulations on an educational institution, or educational standard.

Based on this, it follows that additional educational programs of general and vocational education develop, deepen, change, correct the educational standard and adjust the timing of its development.

The emergence of innovative and alternative schools, recognition by the state of the right to experiment in education have become serious factors in supporting pedagogical creativity.

All teachers have the right to the author's program. the content, nature and characteristics of the organization turn this right first into a need, and then into a conscious necessity. Teachers have the right to make their own choice, they can use exemplary educational programs for their activities different levels and direction of general education or may develop a new program, in accordance with their professional interests and creative abilities. It can be a subject curriculum - a program of one thematic focus or a comprehensive integrated program that combines different thematic areas, educational areas or area of ​​activity.

Widespread today modified educational programs in which the main parameters of the content of subject programs are preserved, but the means, methods, methods, forms of achieving the goal and objectives are changed, which does not require a great creative effort from the teacher.

Currently in Russian schools two types of curricula are used: standard and working curricula. In some cases, personal-individual author's programs are practiced, which are compiled and applied by innovative teachers, masters of pedagogical work.

Model programs outline only the most generalized, basic range of general educational knowledge, skills, abilities and a system of leading scientific worldview ideas, as well as the most general recommendations methodical nature with a list of the necessary and sufficient means and methods of teaching specific to a particular subject. model programs serve as the basis for the preparation of working school and individual curricula. They are approved by the Ministry of General and Vocational Education of the Russian Federation and are advisory in nature.

On the basis of typical work programs which, as a rule, reflect the national-regional component, local or school, take into account the possibilities of the methodological potential of teaching, as well as information, technical support and, of course, the level of preparedness of students. As for the author's programs, they differ both in the logic of building the course, and in the depth of the questions and theories raised in them, and in the nature of their coverage by the author of the program. They are most often used in the teaching of special elective courses, compulsory electives and other academic subjects. Such programs, subject to reviews, are approved by the school council.

The curriculum is structurally composed of three main components:

· explanatory note or introduction, which defines target areas studying this particular subject in the system academic disciplines secondary school;

· methodological comment about the ways of implementing the program, concerning the methods, organizational forms, teaching aids, as well as assessing the knowledge, skills and abilities acquired by students in the process of studying this academic subject. Particular attention in the programs of the last decade is given to interdisciplinary links, which are summarized at the end of the content of the main sections. This allows the teacher to be creative in designing work program, to lesson planning and implementation of interdisciplinary connections in real pedagogical reality.

A problem, a well-known shortcoming of school education was that students are required to master, memorize a variety of information that has no personal or life meaning for them. The cultural ways of thinking and activity, developed by past generations of people and fixed in this knowledge to solve exclusively practical issues, remained unknown to graduates of secondary schools and technical schools. Assimilation by students of skills and abilities was reduced to working out and bringing the known automatism of a simple set of specialized operations in a standard situation. The ability to improvise, respond flexibly to non-standard situational changes, competently build their actions and bring decisions to the end, was practically not instilled on a personal level. This trend, unfortunately, can be traced, sometimes, even today.

To correctly determine the content of education, it is important to shift attention from the results of activities to the activity itself and go further - to the recognition of the content of education as a way of developing a person.

An educational program, drawn up correctly, creatively, is a means of developing cognitive motivation, the child's abilities in the process of joint voluntary activity with peers and adults. means of active communication. This is not a policy document that is drawn up once and is mandatory for everyone who will do what is fixed in it.

No less significant is the purpose of the program as the development of individuality through the creation of an environment for the "birth and development" of the individual, through the child's assimilation of culture, its values ​​and self-identification in this culture, a specific historical process. This means that in teaching and learning, everyone acquires the ability to build various types of activities, ways of thinking and styles of behavior, taking into account the relevant norms and on the basis of reflection. In other words, in order to learn something, it is important not only to assimilate, to accumulate in your memory, a certain amount of information, skills, but also to master the means, ways of thinking and acting, the ability to use, reproduce them in your life, i.e. e. be competent.

Based on practice and state of the art program activities of the institution, one can trace the trend of understanding public consciousness educational program as an alternative, returning to education a developing function.

Educational programs are also diverse and in each particular institution constitute a unique hierarchical structure and a certain type of connection (modular, complex association, integration, autonomy) between its individual steps.

In addition to the main educational programs in an educational institution, there may also be additional educational programs. In the Model Provision, the term additional educational programs is also used as an expression of assistance to teaching staff of other educational institutions in organizing leisure, extracurricular activities, as well as children's and youth public associations and organizations under an agreement with them (paragraph 24). In this case, additional educational programs are a type of temporary or permanent service that an institution can provide. In the section characterizing the foundations of the institution's activities, the concept is introduced activity program. This is a program independently developed by the institution, taking into account the needs of children, families, educational institutions, various public organizations, features of the socio-economic development of the region and national cultural traditions. Obviously, a completely different semantic content of this concept in comparison with the concept of "educational program", and it needs a special explanation. For the educational program, the definition of the purpose and objectives of educational activities is of paramount importance. The activity program is a thoughtful, systematically organized instrumental, technical part of ensuring the implementation of conceptually justified goals and objectives. The relationship between the educational program and the program of activities of the institution is obvious.

Each school develops its own educational program, which is understood by the Law of the Russian Federation "On Education" as a regulatory and managerial document of an educational institution that characterizes the specifics of the content of education and the features of the organization of the educational process. The educational program shows how, taking into account specific conditions, an educational institution creates its own model of teaching, educating and developing students. The educational program of the school is purely individual, as it is designed to take into account the needs of specific students and their parents. That is why the educational program must have a creative beginning.

· Specially organized methods and procedures for optimizing the activities of an educational institution in the context of increasing interconnection, dynamics and renewal of social processes.

· A method of developing an educational program based on its rational division into procedures and operations with their subsequent coordination and synchronization of the choice of optimal means and methods for their implementation.

The educational program should clearly and clearly represent the peculiar features of the pedagogical system and those educational opportunities that are interesting or may become attractive in the future for children and parents. The content of the educational program of the institution cannot remain unchanged and be that “detached document” that is formally created once and for all. Changes in society, in the education system in connection with the formation of its variability, the emergence of innovative pedagogical systems and new types of educational institutions. However, the content of this document should always retain those fundamentals that correspond to its main purpose - the mission.

The focus of the educational program- this is a generalized, ideal definition of the result - the result (goal) of the implementation of the educational program, on which its content, methods, technologies, forms of organization of the educational process depend. The mandatory minimum content of each basic educational program is established by the relevant educational standard.

According to the Law of the Russian Federation "On Education", general education programs aimed at solving the problems of forming a general culture of the individual, adapting the individual to life in society, creating the basis for a conscious choice and development of professional educational programs.

Professional educational programs are aimed at solving the problems of consistent improvement of professional and general educational levels, training of specialists of appropriate qualifications (Article 9).

The results of mastering the content of educational programs by students depend on the level of education (level of the program), but in any case, this is a certain, unified amount of subject knowledge, skills that guarantees personality social adaptation and profiling.

The Law of the Russian Federation "On Education" formulates General requirements to the content of education. They oblige all educational institutions in their program activities (orientations of educational programs) to focus not only on the goals of preserving and reproducing the civil and professional potential of society, but also on the following goals:

Ensuring self-determination of the individual, creating conditions for its self-realization;

· Development of society;

· Strengthening and improvement of the rule of law.

Adequate world level of general and professional culture society;

Formation of a picture of the world adequate to the modern level of knowledge among students;

· Formation of a person and a citizen integrated into contemporary society and aimed at improving this society;

· Integration of personality into national and world culture;

· Development human resources society.

This is the main mission of the education system in the Russian Federation, which sets the general direction of educational programs implemented by all educational institutions on the territory of the Russian Federation.

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Questions for self-examination and reflection, practical tasks

One of the modern trends in the development of the content of education is its standardization, which is caused by two circumstances. First of all, the need to create a single pedagogical space in the country, thanks to which a single level of general education will be provided for young people in different types educational institutions. The standardization of the content of education is also due to the task of Russia's entry into the system of world culture, which requires taking into account the trends in the development of the content of general education in international educational practice.

The concept of a standard comes from English word standart, meaning norm, sample, measure. The main purpose of standards is the organization and regulation of relations and activities of people, which is aimed at the production of products with certain properties and qualities that meet the needs of society.

Standardization, which is understood as the development and use of standards, is an objectively necessary activity to streamline practice, its stabilization into integral systems that meet the historically changing needs of society.

The standard of education is understood as a system of basic parameters accepted as the state norm of education, reflecting the social ideal and taking into account the possibilities of a real person and the education system to achieve this ideal (V.S. Lednev).

In this sense, the standardization of education in the developed countries of the world has long been carried out through the development of curricula and programs, the establishment of a certain level of education, etc. However, the term "standard" in relation to education has been used relatively recently.

Along with the law "On Education", the standard of education is the main normative document, bearing the interpretation of a certain part of the Law. It develops and concretizes such characteristics of education as the content, its level and form of presentation, indicates the methods and forms of measurement and interpretation of learning outcomes. The standard ensures the stability of the required level of education, its constant reproduction and improvement, which meets the prospects for the development of society.

An important indicator of the education system is the degree of democracy of its standard, which is primarily characterized by the ratio of the share of education, centrally normalized by the authorities, with the share of education, independently determined by educational institutions.

The Law of the Russian Federation "On Education", as amended in 1996, stipulates that state authorities regulate only the minimum required level of education. Determination of the content of education in excess of this norm is within the competence of educational institutions. That's why in state standard There are three levels of general secondary education: federal, national-regional and school.

The federal component determines those standards, the observance of which ensures the unity of the pedagogical space in Russia, as well as the integration of the individual into the system of world culture.

The national-regional component contains regulations in the field mother tongue and literature, history, geography, art, labor training, etc. They are within the competence of the regions and educational institutions.

Finally, the standard establishes the scope of the school component of the content of education, reflecting the specifics and direction of a particular educational institution.

So, the standard of education, on the one hand, reflects the obligations of the state to its citizen, and on the other hand, the citizen to the state in the field of education. The state requires its citizen to achieve a certain standard of education and guarantees, in turn, the level of educational services necessary for this.

The federal and national-regional components of the education standard include:

Description of the content of education at each of its levels, which the state provides to the student in the amount of necessary general education;
requirements for the minimum necessary such training for students within the specified scope of content;
the maximum allowable amount of teaching load for schoolchildren by year of study.

The essence of the standard of general secondary education is revealed through its functions, which are diverse and closely related. Among them, the functions of social regulation, humanization of education, management, and improvement of the quality of education should be singled out.

The function of social regulation is caused by the transition from a unitary school to a variety of educational systems. Its implementation implies a mechanism that would prevent the destruction of the unity of education. During the period of active search for new ways and models of education, educational standards are called upon to play a stabilizing and regulatory role, without limiting the development of specific regional approaches, the emergence various types schools, creating variable programs.

Educational standards fix the volume and level of a full-fledged basic general education. Real programs in their content may differ significantly from the standard both in terms of the breadth and depth of the training they offer to students, but all of them are required to provide a level not lower than that specified by the standard. This makes it possible to achieve within the country some guaranteed quality of training for school graduates, which can be relied upon when organizing further education. This ensures the equivalence of education - the most important factor in solving many demographic and social problems: the possibility of population migration, the recognition of educational documents received in different regions, etc.

The function of the humanization of education is associated with the approval of its personality-developing essence with the help of standards.

A clear definition of the minimum requirements for the general education of students opens up opportunities for differentiation of education, providing for the possibility of mastering the material at different levels. Thus, prerequisites are created for resolving the contradiction between the rights and obligations of the student: the student is obliged to fulfill state requirements for the level of general education and has the right, if there is a corresponding desire, to move further in mastering the content of education.

The right to limit oneself in the study of a difficult or unloved subject minimum requirements frees the student from the unbearable total academic load and allows him to realize his interests and inclinations. Wherein open information about standards enables the student to consciously choose an individual trajectory of his development.

Such an approach to the content of general education largely removes the unjustified emotional and psychological stress of students, allows everyone to study at the highest possible level, forms positive motives for learning and creates conditions for the full development of the student's personality.

The management function is associated with the possibility of reorganization existing system monitoring and evaluating the quality of learning outcomes.

The introduction of standards makes it possible to exclude spontaneity and voluntarism in the development of a system of criteria for the quality of education for schoolchildren, to increase the objectivity and information content of control, and to unify assessments. Obtaining reliable information about the real state of affairs in the school will create conditions for making reasonable management decisions at all levels of education.

State educational standards make it possible to carry out the function of improving the quality of education. They are designed to fix the minimum required volume of the content of education and set the lower acceptable limit of the level of education. Prior to their introduction, nationwide mandatory norms did not exist. The existing guidelines and ideas about the quality of general education developed spontaneously, were aimed at the most prepared schoolchildren and were inaccessible to a significant part of the students. The absence of clearly defined limits of assimilation led to the fact that the real level of knowledge of many graduates turned out to be extremely low, and high level The level of education of individual students did not solve the problem of the quality of education in general.

The introduction of educational standards makes it possible to solve the issue of guaranteed achievement by each student of a certain, predetermined level of basic personality culture, contributes to an increase in the general level of education and, consequently, to an increase in the quality of education in general.

Thus, the implementation of the main functions of the standard of general education helps to ensure the unity of the educational space in the context of a variety of types of schools, national and regional models of education; the formation of students' positive motivation for learning due to the increase in the availability of educational material, the normalization of the teaching load, knowledge of the requirements for the level of education and the criteria for its assessment; the transition to assessing the results of the teacher's work on the basis of the compliance of the educational achievements of schoolchildren with the standard of education; making informed management decisions; guaranteed allocation in the curriculum of time for classes of students' choice in accordance with their abilities, interests and inclinations.

Until now, general education standards in our country and abroad have been presented in the form of programs and requirements for the level of preparation of schoolchildren in individual academic subjects. General structure the content of education was determined by the standard curriculum, which was formed in a purely empirical way. The standard of education makes it possible to designate not empirically assigned academic subjects, but basic educational areas, the set of which is scientifically substantiated. Based on the totality of these areas, which constitute the invariant (basic) core of general secondary education, a wide variety of working curricula can be developed.