Our school has accumulated a lot of experience in economic training and economic education of schoolchildren. If at the very beginning it was just the subject of "economics" in the curriculum, today we can already talk about the creation of specialized economic classes in which students study not only economic theory, but also have the opportunity to gain knowledge, develop economically significant qualities and skills, communication skills.

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The system of continuous economic education of schoolchildren as a stage in the civil development of a person.

Malakhova Marina Viktorovna, teacher

Economy MAOU "Secondary School No. 5"

For many people in our country, it has become an axiom that without economic knowledge one cannot feel like a full member of society, and economic training is a necessary attribute of any expedient activity. On the other hand, the society's need for an economically literate person who is able to combine personal interests with the interests of society, business qualities with moral ones is clearly tangible.

If earlier economic problems were artificially moved away from the student and he, sometimes before graduation from school, remained aloof from them, today life urgently requires that even an elementary school student knows what needs are and the limited ability to satisfy them; able to make an informed choice; imagined the purpose of money; understood what the budget of the family and school consists of; what is the price of goods and what does it depend on; how wealth is created and what are its sources, etc.

Our school has accumulated a lot of experience in economic training and economic education of schoolchildren. If at the very beginning it was just the subject of "economics" in the curriculum, today we can already talk about the creation of specialized economic classes in which students study not only economic theory, but also have the opportunity to gain knowledge, develop economically significant qualities and skills, communication skills.

AT primary school where economics is taught, the primary task is to develop interest in the subject. The study of some economic issues is included in the minimum content of educational areas and academic disciplines (social science, technology, geography). The teaching of economics in grades 7-8 of the basic general education school is organized according to the program of I.V. Lipsitz, Economics: History and Modern Organization economic activity". In the 10th grade, elective courses "Fundamentals of Consumer Knowledge", "Economics and Law", "Three Steps to the World of Business", "Management" are conducted on the basis of economic profile classes.

Each subject of the economic cycle has its own focus, its own goals and objectives, but there is also a common thing that unites them: complementing and enriching each other, they allow you to educate a person with adequate ideas about the essence of economic phenomena ("Economics"), consciously choosing their own future profession(“Management”), with a sense of the importance of one's own personality and knowledge of one's personal, economic rights and freedoms (“Fundamentals of Consumer Knowledge”, “Economics and Law”).

Use of various forms learning activities, conducting non-standard lessons, applying modern pedagogical technologies(pedagogical workshops, project activity etc.) allow you to get the following results: the formation of an independent position of students, the ability to set goals, achieve them, evaluate the results of their work, get satisfaction from joint activities.

Much attention at the school is paid to the organization of extracurricular activities with students. Holidays “Initiation into Economists”, business games between classes, economic evenings, KVNs, intellectual games and competitions have become traditional at the school. Students of economic classes have their own anthem, an oath of economists, they are awarded certificates. Work on economic education includes contacts with the BSUEP branch. Together with the innovation and educational center on the basis of the branch, a special training course "Basics of business: for a novice entrepreneur" is held. Such work increases the prestige of economic education, creates a certain emotional mood, and influences the growth of enthusiasm for a rather complex subject.

An analysis of statistical data and a survey of students allows us to conclude that interest in the economy is not a tribute to fashion, but a conscious need to obtain basic economic knowledge. Interest in economics and other economic disciplines is not only not weakening, but there is a tendency to increase the number of students who want to study economics.

Monitoring progress and quality of education, the results of the final certification in economic disciplines confirm a serious attitude to the study of the subject. With 100% progress in economic subjects, the quality of education ranges from 79 to 92%.

The same conclusion can be drawn on the basis of the analysis of the results of city and regional Olympiads in economics.

All this points to the demand and necessity of school economic education.

We do not set ourselves the task that all graduates of the economic classes enter economic universities or choose professions related to the economy. The acquired knowledge is needed today by every civilized person. But if students make their choice in favor of the economy, then this choice is quite deliberate and conscious.

It is quite obvious that our school is in constant creative search, trying to keep up with the times, and we believe that if we use the continuous economic training of schoolchildren from grades 1 to 11 and involve students in extracurricular activities with an economic focus, this will contribute to social maturation students, their self-affirmation, which ultimately will have a positive impact not only on the level of adaptation of students to the changing conditions of the surrounding reality, but also on the state of society as a whole.

S. A. Mikheeva

The article was accepted for publication in November 2009.

annotation

FORMATION OF SCHOOL

economic

EDUCATION IN RUSSIA

The necessity of economic education of schoolchildren as an important component of humanitarian education is substantiated. The analysis of normative-legal, educational-methodical and personnel provision of teaching economics in Russian schools was carried out. The main problems in the development of school economic education are identified and a number of measures are proposed to change the current situation.

Keywords: school economic education, higher Teacher Education, social science, Federal state educational standard, textbooks.

The transition to market relations in our country is accompanied by the transformation of all parties public life. An important indicator of its implementation is shifts in the worldview of the population and a change in individual mentality, the replacement of some value dominants by others. One cannot but agree with the opinion of S. V. Grineva, who believes that the system of values ​​that forms the basis of people's worldview can act both as a factor accelerating development and as a difficult to overcome barrier to such development. Institutional transformations become irreversible only when they are accepted by society and fixed in the system of values ​​that this society is guided by. In this regard, the words of S. L. Frank sound relevant: “In order to change the social system, it is not enough just to order it to be done; it is necessary to teach people to live differently, it is necessary to re-educate them intellectually and morally, it is necessary that elements and forms of relations that can serve as a model further development» .

The most important resource for the value and social transformation of society is schooling. The whole nation passes through the school, and it is just that period of life of each person, when there is an addition of "particles into a whole", individual traits into a personality. In his work “The Fading of the Educational Ethos”, L. L. Lyubimov writes: “Education is an institution that has been created for millennia

S. A. Mikheeva

reproduction of a person not only as a thinking being and taught some kind of work, but also as a subject in which the spiritual foundations of his existence are formed.

a special role in the formation of new value orientations future generations plays the humanitarian education of schoolchildren. Emphasizing its importance, K. D. Ushinsky wrote: “The lack of a general humane education, the lack of familiarity with the special social sciences and the predominance of mathematical and technical direction are, without a doubt, one of the last reasons for the remarkable impotence and sterility of our administration, which, despite its immensity, mathematical calculation and the perpetual movement of its innumerable wheels, gives so few positive results. Today in Russia, the weight of liberal education is absolutely incomparable with the weight and significance of liberal education in school systems western countries. In the structures of the curricula of Western schools there is a specially allocated block of humanitarian subjects (humanities), which combines history, the foundations of philosophy and the sciences of society, as well as an “art” block, which has a significant resource of study time. As a result, humanities in general account for up to 60% of study time. Particularly important is the inclusion in this scope of the science of society, which equips the child with socio-cultural and socio-economic competencies. An extensive humanitarian block of the western general education- the most important factor in the sustainable value unity of society, which makes it possible to keep all local communities within cultural integration.

Being an important component of humanitarian education, the course of economic knowledge becomes for schoolchildren a source of formation of norms of behavior, understanding and recognition of democratic values, respect for property rights, ethical standards entrepreneurship. It is impossible to imagine a holistic worldview of a modern student without knowledge of the fundamentals of economic relations, institutions, processes that exist and develop in the country and abroad. The time for active discussions about the need to study economics in Russian schools has passed, and today school economic education has practically no opponents left. Anyone interested in development Russian education- the state, family, employer and society as a whole - have already realized the importance of economic knowledge in human life. The demand for school economic education is evidenced by the data of numerous sociological studies, during which parents, school administrations, teachers and students were interviewed. Despite this, the development of school economic education can hardly be characterized as progressive. the purpose of this article: to analyze the formation

Practice

school economic education in Russia, identify existing problems and formulate the main measures necessary for its successful development. It is important to note that in this work we are not talking about specialized training in economics. We are primarily interested in the situation with the mass school, namely: what kind of economic education does (or does not receive) the "average" Russian student in an ordinary general education school.

Teaching economics in the Soviet school. International projects of the early post-Soviet period

Economic knowledge in the Soviet general education school was presented mainly within the framework of the subject "social science" and partly in the course of economic geography. The teaching of civics at school was introduced in the 1920s. This course combined information about history, economics and law. Social science was called upon to form an integral Marxist worldview among schoolchildren. As for the economic component of social science, the issues of organizing industrial and agricultural labor (handicraft, handicraft, small peasant farming, collective farm, state farm), economic relations between town and countryside, etc. were studied here. social science as an academic subject in general education schools was abolished and re-introduced only from the 1962/63 academic year.

In the second half of the 80s of the XX century. the content of the school social science course was revised to meet the requirements adequate to the ongoing processes of democratization of society. At this time, the subject " The world»; Three courses of history are taught in grades 5-7: The World History, the history of the peoples of Russia and the history of individual national-state formations; in grades 8-11, the course "Man and Society" is introduced.

The study of economics as a separate subject began in Russian schools from the 1991/92 academic year. The formation of school economic education in Russia took place in close cooperation between leading Russian universities and educational organizations in the USA and Europe. There are three main areas of this cooperation.

The first direction is associated with the arrival in our country of the American non-profit organization Junior Achievement (JA)1. The Russian interregional public organization "Achievements of the Young" was registered in December 1991. Academician E. P. Velikhov became its founder and president. One of the first JA programs in Russia was Applied Economics. It became widespread in the 1990s. Swift

JA was founded in the USA in 1919. Distribution of programs abroad began in the late 30s of the last century. In 1989, a special international branch of Junior Achievement International was created, which distributes JA programs in other countries of the world.

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Formation of school economic education in Russia

The development of the program is largely due to the fact that, firstly, it had practically no competitors, and secondly, it was held in various regions of the country big number workshops for school teachers and each teacher who completed such training received a set of textbooks free of charge. But the main reason for the wide distribution of the program, of course, was the demand for economics as an academic subject, both in schools and universities, and in society as a whole. By this time, many parents and school administrations had already realized the need for economic knowledge for children and contributed to the formation of demand for school economic education.

The second direction was formed on the basis of the activities of the non-profit educational organization "International Center for Economic and Business Education" (ICEBO), established in 1992 with the support of the New York Institute "Open Society" (Open Society Institute)2. The founder and director of the MtsEBO is S. A. Ravichev. Since 1993, the National Council for Economic Education (NCEE)3 has become the largest foreign partner of the ICSEC. Thanks to the activities of the ICEBO and its regional centers, high-quality educational and methodological materials on economics have appeared in Russia, developed by domestic teachers and their American colleagues. The ICSEC has also made a great contribution to the training of economics teachers.

The third direction was launched within the framework of an international project in the EU TACIS4 program “Teaching economic and business disciplines in secondary schools, technical and general universities”. In 1994, the competition was won by a new Russian university - the Higher School of Economics. The HSE, which already had a high reputation in the TACIS program, became the operator of the project. In the process of its implementation (1994-2008), retraining programs for teachers of economic disciplines for systems of secondary and higher education, written textbooks on economic disciplines for secondary and higher education. The HSE attracted Novosibirsk State University and the Russian State Pedagogical University named after V.I. A. I. Herzen. Gained access to the project programs

The fund was created on the initiative of the famous American financier J. Soros. The Moscow branch of the Open Society Institute is a non-governmental non-profit charitable organization that has implemented a number of humanitarian projects and programs in Russia.

NCEO is a non-profit organization dedicated to promoting economic literacy. The Council was founded in the USA in 1949. The NCEA implements two programs: Economics America - national comprehensive program economic education in American schools, Economics International is an international exchange program aimed at spreading economic education in countries with emerging market economies.

TACIS (TACIS) - Program of technical assistance to the CIS countries. Established at the initiative of the European Union with the aim of assisting economic, social and democratic reforms.

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The development of school economic education at the turn of the XX-XXI centuries.

hundreds of university and school teachers from Novosibirsk, Tambov, Krasnoyarsk, Samara, Perm, Nizhny Novgorod, Moscow, St. Petersburg, Tula and other regions. In total, as part of the project, the HSE trained about 1,000 economics teachers in 350-600-hour programs who received certificates from the Ministry of Education with the right to teach this subject at school.

HSE lecturers (L. L. Lyubimov, I. V. Lipsits, A. A. Mitskevich, E. V. Savitskaya, etc.) developed the Concept of Economic Education in a General Education School, which defines the goals, objectives and content of economic education in elementary, middle and high school. V. A. Avtonomov, L. L. Lyubimov and I. V. Lipsits are the authors of school textbooks on economics, recommended by the Ministry of Education and Science of the Russian Federation and widely used in the country. Faculty of Economics, Russian State Pedagogical University named after A. I. Herzen, since 1992, has been training teachers of economics. For many years, seminars for teachers of economics and social studies have been held on the basis of the faculty. Faculty teachers have developed two educational and methodological kits: 1) for schools with in-depth study of economics (edited by S. I. Ivanov) and 2) for humanitarian classes in general educational schools(under the editorship of A. Ya. Linkov). Both sets are stamped by the Ministry of Education and Science of the Russian Federation. Since 1992, the Faculty of Economics of Novosibirsk State University (NSU) has also been conducting research and educational and methodical work in the field of school economic education.

In formation and development modern system School economic education in Russia can be divided into three stages, differing in the degree of legal regulation and in the level of educational and methodological support (Table 1).

The data presented in table. 1 allow us to trace how the foundations of the normative regulation of school economic education are being formed at the federal level: from the complete absence of normative documents to the approval of the federal component of the State Standard for General Education in Economics, how the number of textbooks and teaching aids on economics published by central publishing houses (Fig. 1).

We separate the concepts of "textbook" and "textbook" because, in accordance with Russian law, in state and municipal educational institutions, only textbooks that are approved or "Recommended" by the Ministry of Education and Science of the Russian Federation and include in annually updated federal lists of textbooks. For subjects introduced by the constituent entities of the Russian Federation as a regional component of the standard, it is permissible to use textbooks included in the corresponding regional lists. All the rest methodical literature, in

S. A. Mikheeva

Formation of school economic education in Russia

Table 1 Stages of school development

economic education

Stages Regulatory regulation Educational and methodological support

First stage (1992-1998) Absence at the federal level of normative documents regulating the economic education of schoolchildren Widespread use in the country of the Applied Economics (JA) program and the educational methodological package of the same name

In many regions, regional standards in economics for schoolchildren have been developed and approved. Lipsica (1993)

Economics is introduced in schools at the expense of the regional component and most often as an optional or elective course Textbooks for grades 10-11 have been published: L.L. Lyubimov, N.A. Ranneva "Fundamentals of Economic Knowledge" (1997), V.S. Avtonomov "Introduction to Economics" (1998)

The second stage (1999-2003) By order of the Ministry of Education of the Russian Federation No. 56 of June 30, 1999, the Mandatory minimum content of secondary (complete) general education for educational field"Economics" Published educational kit Fundamentals of Economic Theory, ed. Professor S.I. Ivanov for schools with in-depth study of economics (1999)

The information letter of the Ministry of Education of the Russian Federation No. 707/11-12 dated May 12, 1999 “On the organization of teaching economics in general educational institutions” was published. The educational and methodological set of T. Protasevich and I. Ermakova “The Beginnings of Economics” for elementary grades was published (2000). )

Published « Guidelines on experimental approbation of the structure and content of economic education in general education institutions” The educational and methodological set “Economics” was published, ed. AND I. Linkov for 1011 classes of humanitarian schools (2001)

The third stage (2004 - to the present) By order of the Ministry of Education of the Russian Federation No. 1089 dated March 5, 2004, the federal component of the State Standard of General Education was approved Annual reprint of textbooks published in previous years (I.V. Lipsitsa; V.S. Avtonomova; UMK under the editorship of S.I. Ivanov; under the editorship of A.Ya. Linkov)

By order of the Ministry of Education of Russia dated March 9, 2004, the Federal Basic academic plan for educational institutions of the Russian Federation implementing general education programs Publication of textbooks for elective courses. Among them: A. Arkhipov "The ABC of Insurance"; A.P. Balakin "Taxes of Russia"; V.Z. Chernyak "Introduction to Entrepreneurship", etc.

In the basic school, the FBUP involves teaching the economic block as part of the social science course. For secondary (complete) general education - two standards in economics: at basic and profile levels A number of manuals for elementary and basic schools are published: I.A. Sasova "Economics for junior schoolchildren"; textbook I.V. Lipsitsa for grades 7-8 “Economics. History and modern organization of economic activity”, etc.

In accordance with the decision of the Government of the Russian Federation in 2005, the development of the Federal State Standard of General Education of the second generation began. Four new textbooks for grades 10-11 (basic level) are published: 1) under the general. ed. F.-I. Kaiser; 2) A.P. Kireeva; 3) ed. A.G. Gryaznova (2007); 4) G.E. Koroleva, T.V. Burmistrova (2009).

Practice

Rice. 1. Dynamics of publication of textbooks and educational

economic benefits for primary, basic and secondary (complete) education

1-4th cells 1-4th cells 5th-9th cells 5th-9th cells 10-11th grade 10-11th grade

Uch. allowances Textbooks Uch. allowances Textbooks Uch. manuals Tutorials

AND Stage I B Stage II S Stage III

including teaching aids, can only be used in optional classes.

Thus, over two decades, a lot of work has been done to develop the normative and educational and methodological support for the school subject "economics". A large number of programs, textbooks and manuals have been developed for senior grades of general education schools. The most problematic is the educational and methodological support of economic education in grades 5-9. There are practically no quality programs and textbooks for this stage. To a large extent, this can be explained by the fact that the current standard provides for the study of economics as a separate subject only in grades 10-11. As for the federal component of the social science standard for basic general education, the approximate program compiled by the Ministry of Education and Science on its basis allocates 28 hours for studying economics within the framework of the Social Science course in four years: in the 6th grade, four hours; in the 7th, 8th, 9th grades - 22 hours. Considering that only a textbook can be a textbook, the content of which fully complies with the standard, it is easy to understand the reasons for the lack of textbooks on economics for this level: it is impossible to write a textbook designed for four to six lessons. The existing teaching aids for this age, in our opinion, do not correspond well to the goals and objectives of school economic education.

In recent years, a number of scientific and methodological journals have been published in our country, publishing the results scientific research in the field of school economic education. Among them is Economics. Issues of School Economic Education” (Publishing House of the Siberian Branch of the Russian Academy of Sciences, Novosibirsk State University, the magazine is based

S. A. Mikheeva

Formation of school economic education in Russia

in 1997), "Economics at School" (published by the State Higher School of Economics and the Ministry of Education and Science, founded in 1996), the journal has a tab "School Economic Journal".

It should be noted that the rapid development of school economic education in the early stages in the conditions of almost complete non-intervention of the state was largely ensured by the enthusiasm of individual scientists, university teachers, textbook authors, among whom I would like to highlight L. L. Lyubimova, V. S. Avtonomov, I. V. Lipsitsa, A. L. Mitskevich, E. V. Savitskaya, A. Ya. Linkova, V. V. Sheremetov, and N. A. Zaichenko. A great contribution to the development of teaching economics at school was made by the Vita-Press publishing house and its general director L. V. Antonova. It was in "Vita-Press" that in the period from 1992 to 2006 all school textbooks on economics were published.

If we count from the 1991/92 academic year, then the school subject "economics" has barely reached its majority. Therefore, it would be unfair to approach it with the same standards as other school subjects, whose history is calculated in centuries. Nonetheless current situation in school economic education as a whole must be characterized as a period of stagnation. If we rely on such quantitative indicators of its development as the number of normative documents and the number of educational and methodological publications, then the situation seems to be quite favorable. However, since 2004 there has been a sharp decline in the number of schools teaching economics as a separate subject5. An analysis of the causes of the current situation inevitably reveals at least three main factors hindering the development of school economic education: features of the current Federal Basic Curriculum (FBUP), staffing problems, and a lack of quality textbooks. But the main reason for the rollback in the teaching of economics at school was the policy of the Ministry of Education and Science.

In the first year of compulsory and universal surrender USE social science passed over 50% of graduates. This was an objective and accurate signal from society about the demand for economics both at school and in universities, since of these more than 50%, about three-quarters of applicants rushed to programs of an economic and managerial profile. In previous years, this demand was no less. However, the Ministry of Education and Science categorically did not want to introduce the USE in economics. Moreover, in autumn

5 Recall that in this paper we are talking about the study of economics at a basic level, therefore, we excluded from consideration schools in which economics is studied as an independent subject within the socio-economic profile. Profile study is aimed at students who have chosen economics as their future professional activity. We are interested in economic education for all students who receive a certificate of secondary education.

Main problems in modern development school economic education

Practice

2004, it canceled this subject during All-Russian Olympiads schoolchildren. This was the first signal to school principals. The mass protest of the regions forced the ministry to return the economy to the Olympiads. But the clear prospect of not getting the right to the USE in economics with the universal introduction of the USE created a rational motive for most school principals to remove economics (and law too) from the curricula and leave only social science. In the 2008/09 academic year, economics and law, as separate subjects, almost disappeared from school teaching practice.

According to the current FBUP, economics, like law, is studied at the basic level in the basic school as part of the integrated subject "social science", and only at the level of secondary (complete) general education (grades 10-11) is it allowed to be taught as an independent educational subject. To allow oneself to "admit" economics as a separate academic subject in modern conditions can only a small number of schools in the country. This requires at least the consent of the administration and the presence of a trained teacher in the school who is able to teach this not the easiest subject.

The situation with personnel developed similarly. Taking into account the explosion in demand for school economic education, in 1992 the Ministry of Education of the Russian Federation included specialty 030300 "Economics" in the List of areas and specialties of the "Education" group (qualification "teacher of economics"). Based on the State Educational Standard of Higher vocational education(GOS VPO) in 1995, which includes this specialty, many pedagogical universities in Russia launched the training of teachers of economics. However, already in 1999, by order of the Ministry of Education of the Russian Federation, this specialty was excluded from the list. Today, in accordance with the current SES VPO, pedagogical universities can train teachers of economics within the framework of the bachelor's training program 540400 "Socio-economic education" (profile - economics). According to our data, more than ten pedagogical universities in the country are currently training teachers in this area. Among them are Moscow State Pedagogical University (Moscow), Russian State Pedagogical University. A. I. Herzen (St. Petersburg), BSPU (Belgorod), VSPU (Volgograd), IGPU (Irkutsk), PSPU (Perm), OGPU (Omsk) and other universities. However, only a small proportion of graduates of pedagogical universities (5-10%) come to work in the school. The main reason, of course, is the low status of the teaching profession. According to a survey conducted by VTsIOM in 2008, only 23% of Russians consider this profession prestigious, while 35% unequivocally refuse to characterize it in this way; 64% of Russians would not want their children to become teachers in the future. Almost half of Russians are sure that, while working as a teacher, one cannot count on material well-being.

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Formation of school economic education in Russia

others (48%) . Teacher education as component The education system needs serious reform.

The problem of staffing school teaching of economics has two aspects. First: in staffing non-core school today there is no position of teacher of economics. In addition, with the onset of the economic crisis in educational institutions, all vacant positions were reduced. This has led to the fact that today a non-core school cannot hire a teacher with a good knowledge of economics and cannot pay extra for an additional workload to a teacher who has received appropriate training and wishes to teach economics as a second subject. Another aspect of the personnel problem is the training of qualified economics teachers. Currently, economics in schools, as a rule, is taught by teachers of history, geography and social studies, who do not have sufficient knowledge in the field of economics. In some cases, university professors who do not know school didactics and teaching methods are involved in teaching economics in schools.

An extremely important problem is to provide the school course in economics with high-quality textbooks. All published textbooks, as noted above, are designed only for high school students (see Fig. 1). It follows from this that if students do not intend to become economists in the future and are not students of a specialized school, then they should receive all the necessary economic knowledge from the social science course. Analysis curricula and textbooks on this course from the point of view of the economic component shows their complete failure in solving the problems of school economic education. In our opinion, the main goal of studying economics in a secondary school is the formation and development of the economic culture of a modern student, which involves the assimilation of knowledge, skills, value orientations, certain norms of behavior in economic activity, understanding the meaning of dozens of roles that a graduate will have to play in life (consumer and manufacturer, buyer and seller, borrower and lender, shareholder and shareholder, employee and employer, etc.). The study of economics at school should be aimed at developing the economic competence of schoolchildren, allowing them to become competitive members of the modern society. Let's try to understand to what extent the content of modern textbooks contributes to the achievement of these goals, using the example of one of the most common textbooks in recent years - "Social Science" edited by Academician of the Russian Academy of Education L. N. Bogolyubov. This textbook is included in the Federal list of textbooks recommended by the Ministry of Education and Science of the Russian Federation for 2009/10 academic year. The textbook consists of two books - for students of the 10th and 11th grades, respectively.

Practice

FSUE allocates 140 hours for studying the course "Social Science" at the senior stage of education, of which 30 hours (21.4%) for studying the economic block. In the first book of the textbook, two paragraphs of 25 pages (7.4%) are allocated for the economic block, in the second book - 11 paragraphs of the textbook (38.6%). Thus, almost the entire school course in economics is transferred to the 11th grade. In the second book, the materials of the economic block are presented in the chapter “Man and Economy” 6. It should be recognized that the textbook for 11th grade students contains all the economic concepts presented in federal component State standard in social science. This is understandable, since it is this fact that allows the textbook to be called a textbook and be included in the federal list. It should be noted that the mandatory minimum content in economics within the framework of the course "Social Studies" and the mandatory minimum content in economics as a separate subject have some differences. A comparative analysis of the relevant documents shows that, unlike the standard in economics, the standard in social science does not contain such fundamentally important economic concepts as “choice” and “opportunity cost”, “market mechanism”, “competition”, “market equilibrium”, “family budget”, “real and nominal family income”. Exactly following the "letter of the law" (in our case, the standard), the authors released the above concepts from consideration. There is no doubt that "choice" and "opportunity cost" are key to economics, since "economics is the science that studies human behavior in terms of the relationship between ends and limited means that may have other uses" . A survey of social science teachers working on this textbook showed that the vast majority of teachers are not familiar with the concept of "opportunity cost" 7.

The textbook is not very correct, but the concepts of "demand" and "supply" are still considered, but there is no concept of "market equilibrium". However, the study of supply and demand is aimed mainly at the analysis of market pricing. After all, it is the mechanism of market pricing that is the key to understanding the functioning of the market. In the chapter devoted to the study of economics, there is not a single graph and not a single formula. If we recall that, according to one of the leading theoretical economists of the 20th century, the laureate Nobel Prize(1970) P. Samuelson, “the language of mathematics is the only

The survey was conducted in 2005-2007. at advanced training courses for teachers of social science on the basis of the Faculty of Economics of the Russian State Pedagogical University. A. I. Herzen.

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Formation of school economic education in Russia

a possible language for presenting the main provisions of economic theory, it becomes not very clear what science information is contained in the textbook. The authors themselves define the subject of the science presented in the textbook as follows: "Economics as a science studies the use of society's limited resources for the production of material goods in the face of ever-growing needs of people." This means that the main purpose of economics is to help producers produce as many "material goods" as possible. Such a definition is incorrect, since it reduces the problem of the relative scarcity of resources exclusively to the sphere of production. The main advantage of this textbook, according to teacher surveys, is that it is “convenient to prepare” students for passing the exam. This quality of the textbook is beyond doubt, since the Unified State Examination in social science itself is "tailored" specifically for this textbook. Both of them, in our opinion, need serious changes.

Problems in the development of school economic education at this stage relate to all its components: regulatory, educational, methodological and staffing. And these problems need to be addressed comprehensively. In other words, the time of formation has passed, it is time to move on to development. For the successful development of school economic education, it is necessary to solve a number of tasks in the near future, among which we single out three main ones.

The first task: economic education should become a real component of general education. In other words, every graduate of a general education school should receive the necessary amount of economic competencies. To do this, it is necessary: ​​1) to formulate tasks and determine the results of economic education (a list of competencies) for each stage of general education: primary, basic and secondary (complete) education; 2) develop and approve economic education standards for all levels of general education; 3) introduce the Unified State Examination in the subject of "economics" and allow specialized universities to use the results of this exam when entering them.

Currently, the work on the standard of general education of the second generation, which began in 2005, continues. Already published by GEF primary education and the GEF project for basic general education. The invariant (mandatory) part of the basic plan for the initial stage includes the subject "The World around", integrating two subject areas: social science and natural science. At the level of basic general education, economics is traditionally included in social science. From which it follows that there are no plans to change the place of the economy in the curriculum of schools.

A set of tasks to ensure high-quality teaching of the course of economics in a secondary school

Practice

In our opinion, integrated courses that combine knowledge from various subject areas can and should be at school, but only at the junior level. As the developers of the standard rightly point out, integrated subjects - mathematics, natural science, social science - "provide preparation for the study of systematic courses and social maturation of students." Primary school students can get the necessary economic knowledge from the course "The World Around The World", however, for this it will be necessary to revise its content. It is necessary from the first grade to form the foundations of a socio-economic culture among students, to acquaint them with such economic concepts as "limitation", "choice", "property rights".

The integrated course "Social Studies" is also fully justified in grades 5-6. For this age group, the course may include a small propaedeutic module on economics, aimed at mastering such important value-forming economic categories as "labor", "entrepreneurship", "market", "competition", "taxes".

Starting from the 7th grade, it is necessary to abandon the practice of studying economics within the framework of the integrative course "Social Science" in its modern interpretation. We are close to the position of L. L. Lyubimov: “It is categorically unacceptable to continue the practice of caring for the “common grave” of the so-called integrative course “Social Science”. We are not aware of a single module in such courses that would meaningfully meet the elementary requirements of modern economic science. A. I. Lyubzhin adheres to the same point of view in evaluating this subject: “This subject seems to us to be something like a comedy of manners, written in a pompous, scientific language.”

In grades 7-11, economics should become a separate subject, which will be taught by a competent teacher who has not only deep knowledge in the field of economics and mathematics, but also modern methods teaching economic disciplines (case method, project method, modeling exercises, essays, etc.). Only in this case, one can hope that economic knowledge will become "a tool that a graduate of a general education school can use to properly build their relationships with a future employer, colleagues in professional activities, government and commercial economic structures" .

The second task is to develop and publish high-quality educational and methodological support for all age groups of a general education school. To achieve qualitatively new learning outcomes, expressed in competencies, it is necessary to create completely new textbooks in structure and content, which would not only be a source educational information,

S. A. Mikheeva

Formation of school economic education in Russia

revealing the content provided for by the curriculum, but would also act as a means of forming skills and values. Modern textbook must teach to learn. Its functions should be greatly expanded. As for a textbook on economics, it must necessarily include factual and statistical material, problematic assignments aimed at developing economic thinking. Such a textbook should be developed taking into account the age-related psychological and cognitive characteristics of students. It should be emotionally colored, fascinating to read and be sure to rely on the personal life experience of students. This should be a textbook about life, not about economic theory. This, of course, does not mean at all that there should be no theory in it. But each time, reading the formulation of economic laws and definitions of complex economic concepts, the student must understand why and why this knowledge is necessary for him, where and how he can apply it.

The third task is to provide the school with modern competent teachers of economics. None of the most remarkable technical equipment of schools within the framework of ongoing reforms will bring results until a modern, highly educated teacher comes to school. To solve this problem, it is necessary to: a) reform teacher education and revise the system of retraining and advanced training of teachers; b) raise the status of the teaching profession.

The FSES HPE of the third generation includes the profile "Economic education" within the framework of the training of bachelors (masters) "Pedagogical education". This means that the Ministry of Education and Science has realized the need to train economics teachers. In recent years, a large number of publications have appeared on the issues of reforming teacher education8. Today, the need to modernize teacher education and the training of a new teacher is discussed at the highest level.

In his message to the Federal Assembly, the President of the Russian Federation D. A. Medvedev noted that the system of teacher education in Russia is waiting for a serious modernization. In particular, on the basis of the best Russian universities and schools, mandatory retraining and advanced training courses will appear, and "pedagogical universities will be gradually transformed either into basic teacher training centers or into faculties of classical universities." A landmark event was the official opening by the President of the Year of the Teacher at the Pedagogical Assembly in the Russian State Pedagogical University named after A. I. Herzen January 21, 2010 In his speech, D. A. Medvedev noted: “In the Year of the Teacher, a variety of events will be held aimed at

8 See for example .

Practice

on strengthening the authority of the teacher and strengthening, no less important, his social status. But such work, of course, needs to be done for more than one year. You and I understand that no amount of campaigning and no annual events will lead to results if this kind of work is not continued later on. Therefore, the Year of the Teacher is just a convenient occasion to start such work.”

Of course, one Year of the Teacher is unlikely to change the situation, but a consistent state policy in the field of education should in the foreseeable future lead to an increase in the prestige of the teaching profession, and the teacher of economics should take its rightful place in this worthy profession. It is necessary to make sure that university graduates are admitted to schools on a competitive basis, so that only the best can work there. This is the case in many foreign countries Ah, for example, in Germany. The teaching profession in Germany occupies its rightful place in the scale of the most prestigious specialties. The school teacher has the status of a civil servant, and his salary is above the national average.

The main role in solving these problems belongs to the Ministry of Education and Science of the Russian Federation. In this regard, we must emphasize the need for a radical change in the policy of the Ministry of Education and Science regarding the school teaching of economics, which is a compulsory subject in the curricula of schools in OECD countries, and in our country has been replaced by a surrogate component of the course "Social Studies".

However, as Ya. I. Kuzminov rightly points out, “education is not a purely local matter of the education system, it is a matter of the whole society. Moreover, reproaches for the unfavorable state of education cannot be addressed entirely to the educational authorities, they must be addressed to the whole society. Extending this view to the scientific sphere, we believe that cardinal changes in the scientific understanding of the problems of education cannot be carried out only by the efforts of practicing teachers or even the psychological and pedagogical scientific community. Research and recommendations from sociologists, economists, philosophers, political scientists and representatives of many other sciences are required. Economic education is a necessary intellectual resource not only for understanding, but also for the further development of a market economy.

S. A. Mikheeva

Formation of school economic education in Russia

1. Grineva S.V. Values ​​and national ideas in the Russian mentality // Universal and national in philosophy: II international scientific and practical. Conference of KRSU (May 27-28, 2004). Materials of speeches / ed. ed. I. I. Ivanova. Bishkek, 2004, p. 270.

2. Kuzminov Ya. I. Education in Russia: what can we do? // Questions of education. 2004. No. 1.

3. Lyubzhin A.I. Humanities education in modern Russian school: diseases and imaginary medicines // Questions of education. 2006. No. 4. S. 154-162.

4. Lyubimov LL The concept of structure, content and organization of economic education in complete secondary school // Economics at school. 2002. No. 3. S. 14-28.

5. Lyubimov LL Reflections on pedagogical education // Questions of education. 2005. No. 4. S. 7-24.

6. Lyubimov LL The most difficult problem of Russian education // Questions of education. 2006. No. 4. S. 11-26.

7. Lyubimov LL The extinction of the educational ethos // Problems of education. 2009. No. 1. S. 199-210.

8. Mareev V. I., Danilyuk A. Ya., Kulikovskaya I. E. Modernization of higher pedagogical education // Pedagogy. 2007. No. 9. S. 66-72.

9. Federal state educational standard http:// standart.edu.ru

10. Social science: a textbook for 10th grade educational institutions: basic level / ed. L. N. Bogolyubova. 4th ed. M.: Education, 2008. S. 138.

11. Pisareva L. School teacher: his social status and professional problems // Public education. 2008. No. 7. P. 93.

12. Russians do not consider the teaching profession profitable and prestigious. Kommersant dated 03.10.2008 http://www.kommersant.ru/

13. Samuelson P. A. Foundations of economic analysis / per. from English. ed. P.A. Vatnik. St. Petersburg: School of Economics, 2002.

14. Ushinsky K. D. Letters on the upbringing of the heir to the throne // Pedagogy. 1999. No. 5. S. 62-74.

15. Frank S. L. Unread... Articles, letters, memoirs. M.: Mosk. school of politics Research, 2001.

16. Chekaleva N. V. Renovation of teacher education in high school// Vestnik OMGPU. Electronic scientific journal. Issue 2006 http://www.omsk.edu/

17. Robbins L. (1935) An essay on the nature and significance of economic science. 2nd ed. L.: Macmillan. P. 1-23.

The experience of economic training of schoolchildren of the last decades was most fully summarized in the “Concept for the Development of Socio-Economic Education and Upbringing in a General Education School”, which considers the appeal to a person, the preparation of each student for life and activity in new socio-economic conditions, as the leading idea.

To achieve this goal in the process of school economic education, it is necessary to solve a number of tasks:

1. Teach to make an economic choice (to make a decision about a choice). In this case, the choice is made at several levels. For example, when making a purchase in a store, a person chooses: what exactly to buy and in what quantity, comparing his needs and financial resources.

2. To teach to understand basic economic concepts. Among them, the most important are the following: needs; resources and their limitations; choice; division of labor and specialization; prices and pricing; property and wealth; performance; market, supply and demand, and a number of others.

3. To develop economically significant qualities and skills: a sense of ownership, a real owner; economically conscious attitude to work and its results; the desire to increase labor incomes, improve the quality of life; focus on the rationalization of labor and increase its efficiency; willingness to participate in various forms of activity related to the market economy; ability to deserve moral choice in situations of economic hardship; the ability to use the existing mechanism of socio-economic protection of one's own and public interests; the need for self-improvement and updating of economic knowledge.

In accordance with the level of acquired knowledge, skills and abilities, three areas of economic education are distinguished: programs in general education schools, specialized economic classes (general education schools) and economic lyceums.

The peculiarity of economic knowledge lies in the complexity of its content, since it combines the natural sciences, humanitarian, environmental, social, polytechnical, local history, professional studies and other areas. One of the problems concerning the content of economic education is the dominance of the knowledge approach, which puts forward the task of memorizing a large number of economic terms by schoolchildren to the detriment of the formation of their functional literacy and the moral basis of choice. So, there are a number of concepts and terms that can be explained to students in grades 1-4 or 5-8 at an intuitive and constructive level (for example, “monopoly”, “liquidity”, etc.). It is advisable to include basic, conceptual economic concepts already in grades 1-2 at an accessible level, and then discuss and use them in subsequent grades at a more advanced level. high levels. In classes with an in-depth study of economics, there is a more difficult task - mastering special economic terminology and abstract economic models.

Content educational material initial economic training should become the basis for further study of the economy in the basic school and include: the formation of the first ideas of children about economic needs and the possibilities of satisfying them; familiarization with the most commonly used economic terms and concepts; familiarization with thrift, thrift; creating conditions for a creative attitude to the use of all types of resources; the acquisition of basic economic knowledge and skills through the inclusion in the economic life of the family, school, immediate environment; finding their place in the economic space.

The peculiarity of the formation of economic thinking of students in the middle classes of educational schools is associated with the expansion of the boundaries of the concepts being studied, with the identification of their properties, functions, factors, and economic judgments. This stage is characterized by the integration of economic and labor education, which is very important for the development of practical economic skills and abilities, operations and actions, and interest in entrepreneurship.

Economic education in the upper grades also proceeds from the socio-psychological characteristics of the thinking of students in this age period. Here, intellectual learning is already possible with the development of generalized theoretical and practical economic knowledge necessary for constructively solving real economic problems and making economic decisions. At this time, an economic outlook, a cognitive interest in the principles of functioning and development of economic systems, the universal laws of nature and society, and the generalization of disparate knowledge, facts, and information take shape. Practical economic skills and abilities continue to form.

The purpose of economic preparation high school students - interest in direct participation in society and democratic processes. High school students should:

To acquire knowledge about the basic socio-economic concepts, relationships and problems;

Get knowledge about international economic cooperation and the dependence of the country's economy on economic ties with other countries;

Learn to understand the problems associated with the relationship between the economy, ecology, the distribution of public goods, national and international interests;

Gain knowledge about the essence of economic cycles;

To master the knowledge of the main sections of economic theory and learn how to use them in the analysis of economic and social problems;

Learn to use theoretical knowledge in solving specific practical problems, etc.

The main task of the teacher is to make sure that the student is involved in the work process and is open to learning new information. Teaching economics is advisable to be carried out in parallel with practical exercises that help to gain useful skills. For example, create an imaginary school company in which students will acquire entrepreneurial skills. Contact between student and teacher is the basis of success.

Study time for the economic preparation of basic school students is planned on the basis of the school component of the basic curriculum at the rate of 34 hours per year (1 hour per week), including through classes in the afternoon. The teaching of economics in high school is organized at the expense of hours of the regional component of the educational area "Social Science" of the basic curriculum (1 hour per week).

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Ministry of Agriculture of the Russian Federation

Department of Science and Technology Policy and Education

Federal State Educational Institution of Higher Professional Education

Michurin State Agrarian University

Center for Additional Pedagogical Education

Course work

« Socio-economic education of schoolchildren»

Discipline "Scientific foundations of school economic courses"

Completed by Kuleshova A.I.

Head Korneeva I.V.

Admitted to protection ______________

Michurinsk - science city 2008

Introduction

1.general characteristics economic discipline

1.1 The concept of "economy"

1.2 The role of the economy in the life of society. Its functions

2. Economics at school

2.1 Concepts of school economic education

2.2 Problems of school economic education

2.3 The structure of the school course in economics and the methodology of its teaching

2.4 On the prospects and problems of teaching economics at school

Conclusion

Bibliography

Introduction

Economic education in our country at the turn of the XXI century. is in the process of creating new knowledge. But the search for something new is impossible without learning lessons and using the vast experience accumulated around the world and, of course, in our country. A distinctive feature of the teaching of economic theory in Russia at the beginning of the 20th century. was that, as a rule, the courses taught in economic theory (political economy) were based on the highest achievements of world economic thought. The economy is a special sphere of public life with its own laws, problems and contradictions. In this area, the economic potential of society is formed, various benefits are produced to meet the physiological and spiritual needs of people.

Great English economist late XIX and the first half of the outgoing century, Alfred Marshall figuratively compared the economy with the theater, where the actors are the audience themselves, and the effect of the performance depends on the script, the director and the performance of the actors, that is, the population. Economic science is called upon to comprehend, to reflect this complex contradictory process, to find ways to the rational use of natural and human resources with the greatest benefit to society. Unlike the theater, the economy is what creates the need for the theater itself.

For many generations of Soviet people, the main source of economic knowledge was political economy, consisting of two sections: capitalism and socialism. It so happened that economic theory was replaced by traditional dogmas, scholastic ideas and declarative provisions. All the achievements of modern economic thought were rejected as untenable, contrary to Marxism-Leninism.

Today, the interest of educated people in economic theory is increasing more and more. This is explained by the global changes that are taking place all over the world. Economic thought in the CIS countries, as well as economic practice, are in a deep crisis. The transition from Marxism-Leninism to modern mainstream economic theory is given with great difficulty.

In recent years, an opinion has spread about the need to literally copy the courses in which economic theory is studied at leading universities in foreign countries. There is no doubt about the great value of such economics courses and textbooks. But we must not forget the main thing: they are built on a deep analysis of real economic systems and processes, the behavior of people formed on the basis of these processes. Copying is impossible because the real economic processes that take place in our economy have little in common with the economic structure of developed countries. On the transition time Russia needs "its own" course "Fundamentals of Economic Theory", which would, if possible, incorporate all the best that world economic science has given, and which would reflect the real processes taking place in our economy. The economy is complex, multifaceted and mobile. This also explains the mobility of the science that studies it. AT different countries economics is called by different names. In 1619, the French scientist A. Montchretien first used the term "Political Economy" and since then this name has retained the right to exist. In the curricula of educational institutions, economic science is referred to as political economy (in a number of universities at economic faculties) or as Fundamentals of Economic Theory. Some authors identify these two sciences, others distinguish them. There is no fundamental difference between the subjects of study of these sciences. In both cases, the activities of people to provide themselves with the blessings of life are considered.

"Economic theory," said the outstanding English economist of the first half of the 20th century, John Keynes, "is not a set of ready-made recommendations applied directly in economic policy. It is more of a method than a doctrine, an intellectual tool, a technique of thinking."

A miner at a quarry, a metallurgist at a smelting furnace, an astronomer studying solar activity can, of course, painlessly do without a knowledge of economic theory in their work process. human brain has a limited capacity. Everyone strives to save their limited time and use it for the accumulation of professional knowledge and recreation.

At the same time, almost everyone deals with economic issues and problems. The housewife is counting on how to live on her husband's salary, feed and dress up the children; the miner is concerned about insufficient earnings and puts forward his demands to the mine owners or the government; the engineer is trying to find out if it is possible to earn extra money somewhere; the businessman is concerned about the decline in production and the increase in interest rates for loans and taxes; the owner of shares in a panic with a fall in their price, etc.

Managers of an enterprise of any level are obliged to deeply and systematically study the market situation, conduct a thorough economic analysis of the state of affairs at the enterprise. Economic policy state, if it is not based on economic theory, will inevitably lead society to a dead end, to a crisis, and, ultimately, to a social explosion. The practical significance of science lies in the accumulation of knowledge, knowledge leads to foresight, and foresight leads to action.

Most interactions in society are directed and coordinated by certain rules, the rules of the game. In economic behavior, property rights form an extensive and important part of the rules. Economic theory attempts to explain social phenomena, the mechanism of interaction, and makes it possible to foresee the direction in the economic behavior of people.

The purpose of this course work is to study the socio-economic education of schoolchildren at the present time.

Give a definition of the subject "economy", determine its role and functions in society.

Consider the introduction of economic disciplines in the school learning process.

To study the methodology of teaching economics at school.

1. General characteristics of the economicdisciplines

1.1 The concept of "economy"

The term "economy" in modern conditions has the following meanings:

1) the national economy of a given country or part of it, including individual sectors (the economy of industry, agriculture, etc.); the economy of a district, region, country, group of countries or the whole world (regional economy, world economy, Russian economy, etc.);

2) a historically determined set of economic relations between people that develop in the process of economic activity, corresponding to a given stage of development of the productive forces and forming a certain economic system; (slave-owning, capitalist and other economies);

3) a scientific discipline that studies the activities of people, its laws and patterns ( theoretical economics, political economy), certain conditions and elements of production (the economics of population, labor, management, etc.), certain industries and types of economic activity (the economics of animal husbandry, education, etc.).

If we try to give a modern definition of the economy in one phrase, then economy-- this is an economic system that ensures the satisfaction of the needs of people and society through the creation and use of the necessary vital goods.

Economy- a science that studies the use of various kinds of limited resources in order to meet the needs of people and the relationship between various parties that arise in the process of managing;

The economy itself, that is, the totality of all means of production used by people in order to meet their needs.

The economy is divided into scientific and applied economy. Scientific economics is also called economic theory, the science of how people and society choose how to use scarce resources with multipurpose value. Applied economics studies the possibilities of applying laws, theories, proposals developed by economic theory directly for the functioning of individual elements of economic systems.

Economics as a science is a branch social sciences. The object of economic sciences is economic reality.

In view of the breadth of economic reality, economics is a whole cluster of disciplines that differ from each other by the subject of study. A large number of economic scientific disciplines, among which can be distinguished as general: economic theory, statistics, history of economic doctrines, history of economics and special (or specific): controlling, management, marketing, sectoral economics, engineering economics, enterprise economics and labor economics, accounting, management accounting, financial accounting, etc.

It should also be taken into account that not only economic disciplines are used to understand economic reality, but also interdisciplinary research, for example, applied statistics and decision theory.

1.2 The role of the economy in the life of society. Its functions

Economics

Economics (economics, economic theory): social science that studies behavior in the areas of production, consumption (consumption), distribution (distribution) and exchange (exchange). Economists analyze the processes taking place in these areas and examine their consequences for individuals, organizations such as firms, and society as a whole.

The limited resources and the activities of people in conditions of unlimited needs are the central themes of economics as a science, which can be defined as a social science that studies the decisions made by people in conditions of limited resources to satisfy their desires and needs. As follows from the definition, the subject of economic theory is not money or wealth, but people.

The second reason that economics can be considered a science of people is that the decisions of people it studies often have a significant social context. Therefore, economics is considered more of a social science than a branch of operational analysis, engineering, or mathematics.

A person makes economic choices when he buys clothes or food, when he works, and even when he fills an hour of leisure in his study schedule with economics rather than toxicology. environment. Economic choices are made everywhere: in the factory that makes the computer, in government agencies that make political decisions, in non-profit organizations such as churches, and in many other places and situations.

Functions of the economy

1. Cognitive function. Economic theory aims to formulate the laws according to which the economy develops. Economic laws are stable, essential, constantly recurring links between economic processes, phenomena and their aspects. So, for example, stable relationships between the price of a commodity and the quantity demanded for it are expressed in a special law of demand.

2. Practical (constructive) function. Economic knowledge helps to make optimal decisions in various economic and everyday situations for all subjects of economic relations: households (families), firms, the state, as well as to predict economic processes.

3. Ideological (critical) function. Social Sciences(including the economy) not only reveal the existing order of things, but also give it a certain assessment, various economic concepts, in particular, not only analyze the market economy, but also determine the attitude towards it: is this economic system fair, is it necessary improve it or change it?

Based on the functions of economic theory, positive and regulatory provisions are distinguished. Positive Propositions Reveal Relationships economic processes reflecting what is. For example: "The decline in production increases unemployment." Normative provisions are subjective assessments, forecasts of economic processes. For example: "The market price of a Russian voucher by the end of its validity will be equal to the price of a car."

needs and welfare.

Needs It is a necessity, a need of a person in certain conditions of life.

In the structure of needs modern man 3 main groups can be distinguished:

1) basic needs,

2) needs for general living conditions,

3) activity needs.

Basic Needs

in work, in family and household activities, in leisure, in health, education, culture, in movement in space, in personal security, in food, clothing, housing.

To restore and preserve his life, a person must first of all satisfy elementary needs: the need for food, the need for clothes, shoes; housing needs.

Needs in the general conditions of life include: needs for security, needs for movement in space, needs for health, needs for education, needs for culture.

Social services that meet and develop the needs of this group are created in industries social infrastructure(protection of public order, public transport, healthcare, education, culture, etc.).

The active life (activity) of a person consists of work (labor), family and household activities and leisure. Accordingly, activity needs include the need for work, the need for family activities, and the need for leisure.

Production creates goods and services - a means of satisfying and developing human needs, increasing their well-being. In production, working, the person himself develops. Consumer goods and services directly satisfy the needs of a person, a family. Investment goods are all tangible goods with the help of which consumer goods and services are produced, as well as material goods themselves.

Welfare. Key indicators of well-being. Welfare characterizes the degree of satisfaction and development of the needs of an individual, family, nation as a whole.

How a person eats, is shod, dressed, what are his living conditions, the provision of durable goods - all these indicators reveal the degree of satisfaction of elementary needs.

The availability of a social service, its quality, paid, preferential or free provision basis, the number of people using this social service - these are the main indicators that characterize the role of social infrastructure sectors in meeting and developing needs in general living conditions.

The indicators that characterize the satisfaction and development of needs in activities include:

1) motivation of human actions, i.e. motives that induce a person to this species activities;

2) time spent on each of the forms of activity;

Economic development and well-being are closely linked.

Resources. Capital- these are all the means created, processed, processed by people for the production of goods (machines, equipment, buildings, structures, raw materials, energy, etc.). In this case, we are talking about material, physical capital. Money and other financial assets are not included here.

Entrepreneurial (organizational) talent- this is the ability to creatively manage the use of all other resources, constantly implement innovations, everything new in technology, technology, organization of production, take responsibility and risk.

Nowadays, another factor of production called information is distinguished - data on innovative methods of using other resources, expressed, as a rule, in symbolic form (book texts, computer programs). If the entrepreneurial factor is inextricably linked with a person's personality, then information is separated from its creator and can function quite independently (trade in patents, "know-how", etc.). Unlike other resources, information can be replicated. “If I have a ruble and you have a ruble, then after the exchange, each will have a ruble,” says the proverb. “But if I have an idea and you have an idea, then by exchanging them, everyone will have two ideas” .

2. Economics at school

2.1 Concepts of school economic education

School economic education in Russia is about twelve years old. On the one hand, this is a very young age, but on the other hand, it is quite indicative - if during this time teaching at the school of economics was not stopped, then both teachers and students are still interested in this.

Since the beginning of the 1990s, the time has come for rapidly changing realities for both the school and society. It suddenly became clear that in addition to the traditional set of sciences taught at school for decades, the school should give students the skills and abilities of knowledge and self-knowledge, self-improvement, and, in connection with the entry of our country into a market economy, the skills of an adequate perception of the child by new living conditions. Therefore, the teaching of economics at school and the prospects for the development of this school subject are connected, first of all, with the requirements of economic education and the formation of a new economic culture.

Initially, teaching the basics of economic knowledge was introduced in schools from the ninth grade, some schools, not wanting to make this new subject graduation, introduced it from the tenth or eleventh as an elective. Gymnasiums and lyceums with in-depth study of economics began to study the basics of economics from the fifth, and even from the third grade. What did it give? And this gave a huge number of various programs on the economy as a whole and in its individual sections. It is interesting to note that many of these programs were designed for only one academic year, and some for two or three years. Economics teachers were at a loss - which of the proposed courses to choose, which program to choose, which textbook to work with, and so on.

From the first years of the emergence of economics as a school subject, programs that were especially popular in Russian schools appeared - these were the author's programs of I.V. Lipsits and V. Antonova, L.L. Lyubimova, B.A. Raizberg and A.S. Prutchenkova, several American programs of school economic education. A similar situation (an abundance of programs and authors) has survived to this day. This indicates, first of all, that the teaching of economics at school is still largely experimental in nature, and questions about what and why should be studied, how to include a child in real economic relations and are currently under discussion and development.

So, the question of at what age a child can (or should) receive economic knowledge has still remained unresolved. However, it should be noted that since 1994 the state standard of higher professional education has been in force, it specifically formulates the requirements for the minimum content of knowledge, etc. It is clear that in order to fulfill the requirements of the standard, uniform principles of cross-cutting economic education should be used, which so far we cannot observe .

Thus, the main problem for the teacher of economics will be the question of determining the approach to presenting economic knowledge to schoolchildren, and, after determining this approach, the choice of the appropriate course and program.

There are many points of view on the definition of approaches to presenting economic knowledge to schoolchildren, but today there are four main approaches that are practically implemented in Russian schools: business-oriented, theorizing, cultural-functional, and academic.

A professionally oriented (business - oriented) approach involves the development of behavioral skills in economic life, represents a kind of systematization useful tips. These tips do not always work in relation to the Russian economy, so schoolchildren often have an opinion about the abstractness of this approach and the uselessness of the knowledge gained. A professionally oriented approach focuses on teaching applied disciplines, however, concentrating only on this approach is fraught with excessive saturation of the labor market in the future with accountants and "diploma entrepreneurs". I would like to note that a certain teacher's euphoria in the confidence to make each student an entrepreneur threatens with the collapse of unreasonably educated hopes, because even having solved the very difficult task of educating an economically active and enterprising generation of potential entrepreneurs, it will not provide them with that set of accidents or circumstances that often, regardless of the will or education of a person make him a successful businessman. At the same time, the narrow orientation of economic business education will close other opportunities for self-realization in the labor market for the former student, sometimes more promising for his individual set of personal qualities.

The theoretical approach considers school economic education as a simplified academic, university one. If a school or teacher adopts this approach, it becomes common to teach several courses, most often completely unrelated to each other - especially if they are taught by different teachers. In the same age parallel (for example, grades 7-9), "Introduction to Business", " Economic history", "Macroeconomics" and even "Accounting". It is clear that for a student, the science of economics does not become clearer or simpler as a result of this approach, knowledge does not fit into a single system, and the abundance of unnecessary (often completely unnecessary information for a child) does not contribute to the emergence interest in the subject.

The cultural-functional approach, supporters of the cultural-functional approach, see its tasks in the formation of a common culture, the development of adequate ideas about the world, the essence of economic phenomena and processes. Here, the leading role is given to instilling in schoolchildren functional economic literacy, the formation of the ability to develop, including self-development and self-education, the formation of a system of values ​​and the development of individuality, the development of skills in economic activity in various economic conditions.

The academic approach confidently prevailed at the level of government. This is clearly evidenced by the content of "official" (approved by the "Ministry of Education") textbooks and curricula. a holistic view of the foundations of the economic life of society with a gradual complication and addition from class to class, in order to create a basis for students to study economics in universities.This, of course, is a big plus of the academic approach - systematic, gradual deepening into the subject - from the basics, the beginnings of economics - to rather complex theoretical material. What is the problem of this approach - first of all, in the amount of material offered for study - it is very large for the school. As a result, students who later enter universities (even economics) are faced with the problem of "a we have already gone through this", interest in gaining knowledge is lost, the freshman is already sure that there is nothing new he won't know about. Here, of course, both teachers and students will face the question of the need for all students to obtain such knowledge (and, first of all, for those who are not at all oriented towards further obtaining economic education). Also, the material of such textbooks correlates very little with real life (the basis of almost all textbooks is neoclassical theory). As a result, the student perceives economics as another abstract theory, "bad math", which is even further from real life than the business version of economic education.

How to solve these problems, how to choose a program that will not only be interesting to work with, but that will be suitable for students?

Perhaps one should be guided by the interests of the students themselves, by what social role they define for themselves in the future. Naturally, this question will not be able to answer the students of elementary or junior high school, but graduating students are already usually oriented towards the choice of further education. Of course, the specialization (profile) of the educational institution will also play a role. It makes no sense to categorize economic gymnasiums, basic schools of economic institutes and universities, schools of a mathematical profile, etc. One should probably build on these factors when choosing a curriculum and methods of presenting educational material.

Of course, one should not abandon the good goal of giving basic economic knowledge to all schoolchildren, because they are necessary in order to general development understand the economic and social foundations of human existence. To avoid misunderstandings, it should be emphasized that in this case we are not talking about vocational training but about the acquisition of basic knowledge for a better understanding of the labor, economic and technical processes that take place in complex industrial societies.

Unfortunately, the school is forced to resolve the issue of organizing the economic education of schoolchildren on its own, in accordance with its own capabilities: material, personnel and others, not being able to take into account the social order.

In the absence of any opportunities to organize the teaching of a new academic discipline, do not include economics in the curricula.

The dissolution of the foundations of economic knowledge in other academic disciplines, for example, geography, history, civics, technology, social science, although the introduction of economics as an independent subject could facilitate the assimilation of the content of these subjects by schoolchildren and strengthen the interdisciplinary links of social science subjects.

A scientific (academic) approach, more like an acquaintance with an economic dictionary, should, if possible, be abandoned. By setting themselves the narrow goals of transferring scientific information or "training" students to enter a particular university, they do not solve the problem of economic education of schoolchildren.

The cultural-functional approach is most appropriate for economic education in a mass secondary school. With its help it is possible:

Formation of a common economic culture and literacy,

Formation of the ability to develop,

Formation of a value system and development of individuality.

2.2 Problems of school economic education

Economy- a relatively new school subject, teaching it is associated with many issues. During more than a decade of school existence, unresolved issues become chronic problems, and require, if not a quick solution, then at least a detailed consideration and prospects for a solution in the future. Let's try to identify the problems and issues that have arisen (and still arise) during the process of introducing economics as a school subject.

Today it is assumed that economic education at school can be carried out throughout all the years of study and in various forms. For the purpose of its rational separation in time, it is advisable to distinguish three general and one special stages:

Primary economic education (grades 1-6) - must be implemented within the framework of other subjects and / or optional. In elementary school, acquaintance with the economy is propaedeutic in nature. For elementary school children, the emphasis is on individual elementary concepts, the presentation is figurative, emotional, in a fun way;

General economic education (grades 5-11) - included in the basic curriculum of all schools and economic and financial profiles), or in the variant of teaching the basics of entrepreneurship. In the middle link (grades 5-8), a general scientific understanding of economic science is formed, based on the emotional perception of the material. In grades 9-10, pre-professional training is carried out - acquaintance with the fundamental concepts of economics, and in grade 11, pre-professional specialization.

The third stage is optional for secondary educational institutions, that is, it can be introduced in grades 10-11 of secondary schools that have chosen such a specialization, but should be mandatory in secondary specialized educational institutions (lyceums, colleges, etc.).

All problems associated with teaching economics at school can be divided into five groups:

Problems with the programs of economics courses taught at school.

Problems with teaching as such (the activity of a teacher).

Problems with schoolchildren's perception of economics as a school subject. Problems of interaction between school and university.

Problems of financial support for teaching economics at school. Staffing of economic education.

"software" problems

Most textbooks do not provide illustrations of economic processes, or the examples are so abstract that students perceive economics as a subject far from life. It seems obvious that when teaching economic disciplines in secondary schools and universities, it is necessary to constantly link theoretical ideas with the reality of the Russian economy.

American school economics courses are built on a generalization of Western economic life and are presented taking into account the peculiarities of the perception of American children. Unfortunately, not all of these textbooks are normally perceived by Russian children.

Modern economic education should be continuous. If children study economics at school, this education should not contradict what they will study at the university. Often school economic education is just an unnecessary running ahead, which subsequently forces students to get bored at lectures at the university and creates unpleasant problems for university teachers.

Methodical problems

How should economics be taught in school? The conversation on this topic began with the first steps in teaching a new subject, but still does not have a complete answer, since a huge number of programs, textbooks provide different variants approach to teaching economics. Most likely, it is necessary to focus on the socio-psychological characteristics of each age.

One of the main problems of teaching economics for a teacher is to develop motivation to study this subject for schoolchildren of different ages, to make the lessons interesting and useful both in the 5th and 10th grades. The fact is that the teaching of economics is built on the principle of a spiral: at each stage we return to the studied issues, expanding and deepening them, and also adding new problems. Therefore, the main task of the teacher will be the ability to correctly return to the material that was already partially agreed upon, not to be repeated, but to reveal to the student the entire depth of the subject, the ability to pose new questions, etc. Thus, the success of training largely depends on the teaching methods. The degree of complexity of the economic concepts presented is most often influenced by methodological factors, such as a certain relationship between the issues chosen for study, the material used, the speed and quality of presentation.

How to make the lesson interesting for the student? It is didactically expedient to combine methods of teaching ready-made knowledge and methods of teaching methods of activity for their acquisition, methods of reasoning, methods involving the creation of situations that stimulate students' independent "discoveries" of economic facts, laws, problem solving, i.e. methods aimed at developing the abilities of students. Active forms of learning and especially business games not only increase interest in the subject, create the originality of the lessons, but also allow students to live through the economic situation in a short period of time, let it through themselves, draw conclusions and thereby gain solid knowledge. In the process of teaching, it is necessary to balance the game activity and its subsequent discussion, which allows students to focus on the most important points of the game experiment.

Perception problems

First of all, these are the problems of studying the economy by schoolchildren of different ages. They have already been discussed a little above, but now it is worth talking separately. Very often one hears from teachers that someone can teach economics only to high school students, while someone, on the contrary, "is used to working with kids." Each teacher of economics should be ready to correlate the proposed material with the age of their students. Alas, economics teachers who have not received a pedagogical education suffer the most here - accountants who came to work at the school "at the dawn of perestroika", economists from various enterprises, students who graduated economic university and those who have not found another job. Of course, such teachers should receive a pedagogical education, or at least a pedagogical educational program.

Very often, a student perceives economic knowledge not as a structured system, but as a rather chaotic mixture of strange concepts, meaningless "laws" and problem solving. Where can we talk about the fact that the knowledge gained helps to perceive the surrounding reality. Therefore, the system of basic economic education should be implemented through technology, which is based on the following provisions:

Understanding basic economic concepts is more important than knowing a lot of facts.

The efforts of the teacher should be directed mainly to helping students achieve a clear understanding of the relationship of economic concepts.

Students should be presented with a way of thinking built on systematic, objective analysis and self-education. The student should not only listen to the proposed material, but be a full participant in the dialogue.

The real personal and social benefits of economic literacy only come to light when students develop the skill to apply their knowledge to a wide range of economic issues directly related to their lives.

It is advisable to teach economics in high school in parallel with practical exercises that help create the necessary motivation. This may be the creation of real or imaginary school companies, where students receive entrepreneurial skills. A similar project called "Training Firm" is being developed by the St. Petersburg University of Economics and Finance.

Another option for practical activities is economic and business games. Their use is possible at any stage of obtaining economic education - from elementary school students to students. In particular, at the moment there are quite a lot of developed computer programs.

Material and personnel problems

The problem of training personnel - teachers of economics has been and remains to this day one of the most urgent. Among school teachers of economics, only about 30% received an economic education. Professional development of the teacher is given to self-education. Most often, economics at school is taught by teachers of geography or history, it is clear that even the most elementary mathematics is used with great difficulty in such lessons.

In addition, economics teachers do not have their own classrooms in schools, and there are also no manuals, schemes, etc. (as, for example, for history teachers). This is probably a matter of the future, as well as the enthusiasm of the teachers themselves.

Today, no one needs to be convinced of the importance of economic knowledge in human life. The teaching of economics has been and will be in demand, no matter what problems this process faces. I would like to believe that teachers, faced with difficulties, will not give up this wonderful subject.

2.3 The structure of the school course in economics and the methodology of its teachingaboutgiving

The transition of the Russian economy to market forms of management caused significant changes in the content of social disciplines. For many decades, economic education has been isolated from world economic science and the practice of its teaching. The theory of the market economy in our country has not been studied or taught. The economic reforms being carried out in the country urgently require the familiarization of the entire population, and above all the younger generation, with economic knowledge that would make it possible to meaningfully perceive the events taking place in the country. The formation of a new economic thinking has become in the current conditions the social order of society. In the early 90s, the study of the fundamentals of economic knowledge was recommended to general education schools in Russia as optional course. Despite the short time frame, schools have accumulated significant experience in working with a new subject, identified the main problems that are in a state of discussion or reflection. Today we can state that the Russian school has passed the period of confusion caused by the introduction of a new academic discipline and the almost complete absence of teachers, textbooks and educational literature. Through the joint efforts of university employees, the Ministry of Education, various foundations and international organizations, and practicing teachers, the Russian market of educational services today offers several dozens of educational programs for the course of school economics, dozens of textbooks, manuals and methodological recommendations have been published and are being published.

The organization of economic education is a long process that will require many years of reflection, preparation and development of a program of action on the scale of both the whole country and an individual school. On the initial stage the imposition of templates and unitary programs is unacceptable, it takes time to test various options and methods of working with children of different age groups. In this regard, the Ministry of Education did not set as its goal the introduction of uniform programs and textbooks in all schools in Russia; as trial, optional, experimental, etc. a large number of them are recommended for various types of general educational institutions. The generalization of the experience of Russian and foreign experts made it possible in 1996 to recommend a new program "Modern Economics" to Russian schools; developed in four versions.

Economic training has now become an integral part of general education. First of all, this found expression in the economization of all general educational disciplines. Since until now there has been no special publication on the problems of the school economy in the country, publications on this topic have been included in almost all periodicals for the school. Economic knowledge has taken a strong place in the school courses "Family Economics", "Agricultural Labor Economics", "Farm Economics". This trend is typical for all industrialized countries of the world. Economics, like no other object of study, makes it possible to establish interdisciplinary and successive connections in the economic preparation of schoolchildren.

Finally, a steady trend has emerged in the country towards the creation of a network of educational institutions that have set as their goal an in-depth study of the economy as a form of pre-professional training for schoolchildren. In numerous schools of business, managers, etc., a variety of courses in economics are taught, the quality of which differs significantly from the level ordinary schools, since specialized and, as a rule, commercial schools have financial opportunities to attract specialists from higher education institutions.

In general, the situation with teaching the fundamentals of economics at school can be regarded as a search on the way to the development of a unified concept of basic and continuous economic education. An integrated approach to solving the problems of the school, first of all, involves the identification of the main goals of studying the economy, incl. and educational. All over the world, scientific, technical and social progress requires the formation of a new type of worker, combining professionalism and competence in the chosen field of activity and professional mobility. From the standpoint of those socio-economic transformations that are being carried out in Russia, we should talk about the formation of a certain economic culture of the population. As a complex social phenomenon, it can be considered in three aspects:

Theoretical, as the development of economic theory and the scientific concepts corresponding to it;

Practical, like instilling certain skills of economic behavior;

Ethical, as the mastery of a system of values ​​and moral norms that are adequate to a particular economic system.

Thus, a person not only acquires knowledge, concepts, ideas about economic phenomena, but also assimilates behavioral stereotypes, norms, the main guidelines for which are the criteria for economic success. This aspect of economic culture is most influenced by the historical moment, it is modified along with the development economic system society. As sociologists note, at the time of entering the market economy, the cultural space of Russia is characterized by an orientation towards achievements and the desire for success, devoid of labor and creative components. This has become the system of values ​​that the younger generation is guided by en masse in the "troubled time" of the transition to the market. Under these conditions, the formation of economic culture at all levels of education is of fundamental methodological importance, since it sets the task of purposefully influencing the generation of people who are today at school. In my opinion, the desire of some schools to focus on the training of future entrepreneurs in economic education (many schools teach courses on "Entrepreneurship and Business", "Ethics of Entrepreneurship", "Fundamentals of Entrepreneurship and Business") is erroneous, because the country simply does not need such a number of entrepreneurs; according to experts, only 10% of people in general have natural abilities for entrepreneurial activity. According to statistics, wage laborers make up 90% of the employed in the developed countries of the world, wages are the main form of income in a market economy. It seems that the main educational task of the school course should be not only the formation of an economically active person, but also a responsible attitude to business, creative initiative within their own official duties, i.e. a person who is able to work in a civilized market, a person with knowledge of the requirements and norms of civilized market relations, even if they are not yet developed outside the classroom and are thus of a declarative nature.

The subject of discussion is the question of which age groups should be included and what is their load in the system of continuous economic education in terms of the formation of the theoretical, practical and ethical aspects of economic culture. The initial economic skills, the first ideas about the needs and the possibilities of satisfying them, begin to take shape even in children. preschool age. Economic education begins in the family, its way of life gives the first ideas about money, wages, it is here that the ethical filling of economic categories begins. Psychologists believe that the nature of the inclusion of a child in the economic subsystem of the family forms the economic self-awareness of the individual, the idea of ​​himself as an active subject, agent or simple accomplice of economic events. It is here, psychologists believe, that the division of people into entrepreneurs and future employees is laid. At 6-7 years of age, children can explain about 25 economic concepts related to the labor process. Obviously, the school should not remain indifferent to such a circumstance and take it into account in its practical activities. A similar experience is already available in the schools of the region, although to a greater extent this has affected schools with in-depth study of economics.

In elementary school, the study of economic phenomena should be linked to the age characteristics of this group, the ability of children to perceive specific concepts, i.e. rely on concrete thinking, take into account children's worldly economic experience. A significant part of economic knowledge can be mastered in the lessons of mathematics, reading, and natural history. The introduction of economic terms and the simplest skills of economic behavior into these academic disciplines significantly increases the pedagogical efficiency of the initial stage of school education.

A special course in elementary school may be designated as "Economic ABC". Knowledge of the basics of economic knowledge at this level should go through the game, drawing, excursion, economic riddles and simple tasks. Children younger age can learn the following categories: well-being and its dependence on the quality of labor, measurement of costs, working hours, organization of the workplace, rational methods of organizing labor, labor productivity, division of labor, the importance of natural resources for a person, elementary ideas about types of property, family income and expenses , ways to make money, production, trade, market, price, money, bank, etc.

There are various proposals for studying the basics of economics in grades 5-8. Obviously, we will not be able to provide the content of a special school subject in economics from grades 1 to 11 inclusive. It seems to me that at this level it is necessary to develop special recommendations for the introduction of interdisciplinary connections, which would be accompanied by methods for conducting lessons in various disciplines using economic material (the so-called integrated lessons).

To date, the senior classes of secondary school have been provided with textbooks and manuals to the greatest extent. New program on "Modern Economics"; also aimed at grades 9-11. It seems to me that in the system of continuous economic education, a special place should be determined for 9 (8) classes. The fact is that the Law on Education in Russia defines the mandatory level of nine-year education. This means that part of the students will leave school and continue their education in vocational schools, technical schools, alternative educational institutions or grades 10-11 of a general education school. Thus, the 9th grade occupies a special place in the system of continuous economic education, the function of which is to receive basic education, basic economic knowledge, which will become the basis for continuing education at any of the levels already mentioned. For the 9th grade, an appropriate standard should be developed with such content that guarantees both uniformity and compulsion for all schools in the country. This level of knowledge can be generally referred to as mastering the simplest economic literacy.

Education in grades 10-11 of general education and specialized schools allows you to move from the simplest truths of economic science to the formation of active mental activity, teaching analysis and critical assessment of situations, evidence, economic decisions, i.e. active forms of application of acquired knowledge. In general, the proposed concept and its implementation would allow the Russian school to take a significant step towards the formation of modern economic education.

2.4 Oprospects and problems of teaching economics in schoolsaboutle

Today we live in a world of rapidly changing realities. It becomes, the set of basics is not so important fundamental sciences, traditionally taught in the domestic school, as the ability to master in a constantly changing environment. It is not so important for a school how much knowledge it conveys to schoolchildren, but how it teaches them to learn and improve themselves. Therefore, the frequently asked question about the need to teach economics at school or its prospects as a the school subject will meet the requirements of economic education, the formation of a new economic culture, develop the ability to use the tools of economic choice, and introduce the world of promising professions.

Unfortunately, the school is forced to resolve the issue of organizing the economic education of schoolchildren, in accordance with its capabilities: material, personnel and others, not being able to take into account the social order.

Probably, the main approaches to teaching economics at school should be highlighted:

1. In the absence of any opportunities to organize the teaching of a new academic discipline, do not include economics in the curricula.

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« The modern system of school economic education in Russia»

Plan:

School economic education as part of general education.

1. The essence of the concept of "school economic education"

   The role of economic education in the development of society

Normative-legal regulation of school economic education.

1. Russian educational legislation

   Federal state educational standard of general education

   1. SES of general education of the first generation

      GEF general education of the second generation

Staffing of school economic education

1. Economics Teacher Training

   Advanced training for teachers of economics and social science

Persons: Johann Heinrich Pestalozzi (Pestalozzi) .

The economic principles of analysis allow us to capture the meaning in the dissonance that surrounds us.

They clarify, systematize and correct what we learn daily from newspapers, hear from

politicians.

P. Heine

§one. School economic education as part of general education

The logic of presenting the material in this paragraph is as follows: from the definition of the concept of "education" we will move on to the concept of "general education", then to the essence of the concept of "school economic education" and its role in the development of the individual and society.

Issues under study:

The essence of the concept of "school economic education".

The role of economic education in the development of society.

1.1. The essence of the concept of "school economic education"

Depending on the context, the concept of "education" today can be considered: 1) as a system that includes various levels of education; 2) as a sector of the economy (economy); 3) as a product of production of a branch of the economy; 4) as a process of education and upbringing; 5) as a result of the educational process (a characteristic of the achieved level of education). To date, in the scientific and pedagogical environment, a formulation has been established that includes two key words - process and result. This understanding is also enshrined in the Law of the Russian Federation “On Education”: “Education is understood as a single purposeful process of education and training, which is a socially significant good and is carried out in the interests of a person, family, society and the state, as well as a set of acquired knowledge, skills, values, experience and competencies of a certain volume and complexity for the purpose of intellectual, spiritual, moral, creative, physical and (or) professional development of a person, meeting his educational needs and interests.

There are two levels of education: general and vocational. In accordance with the Law “On Education”, general education in our country is compulsory. The educational process is carried out in accordance with the four stages of general education: the first stage is preschool education; the second stage is primary general education (the standard development period is four years); third stage - basic general education (five years); fourth stage - secondary (complete) general education (two years). Programs of the second, third and fourth stages of general education are implemented in general education institutions (Fig. 3.1).

Stages of the school (2-4 levels of general education) are interconnected periods that ensure the perception of blocks of school knowledge and their correspondence to the age development of students.

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School education should be considered general education received by a student in a general education school, gymnasium or lyceum.

Rice. 3.1. Stages of a comprehensive school

School economic education is a purposeful process of teaching economics and economic education of schoolchildren within the framework of general education.