5.7.3. TRADITIONS OF RUSSIAN EDUCATION:
1. The most important tradition, laid down in the Russian education system by Cyril and Methodius, was reliance on spirituality, on Orthodoxy. To create their Slavic alphabet, they used a partially national Slavic writing- “Glagolitsa”, transforming it in accordance with the Christian consciousness into “Cyrillic”, which has a purely religious, Orthodox orientation.
2. The second feature of our education is its democratic nature. Literacy was widespread not only among the princely court, but also among the common people. This is evidenced by birch bark letters found in Novgorod, Pskov, Smolensk, as well as household inscriptions scratched on ancient temples, the so-called “graffiti”.
3. The first school in Russia was created by Yaroslav the Wise. It was the Church that gave shelter to the school under its temple vaults, therefore Russian school literally my own daughter Orthodox Church. Then the first schools arose at the monasteries - hotbeds of enlightenment in Russia. It was not only education, but also spiritual education, that is, “catechesis”. The Orthodox faith became not so much the subject of teaching as its spirit, the main goal.
4. The school cemented the society, because it was at the school that the representatives of different strata of society got to know each other: future shepherds, future wars, and boyars, and service people. Then they carried this acquaintance throughout their lives.
The school instilled in them the Christian moral ideal, which forms the basis of their behavior. This basis held back the young Russian people, counteracted the strength of their bodily passions. Thus, both the Church and the School, in close contact with each other, ensured that the people deeply absorbed the roots of Christian morality and grew highly moral.
5. The development of handicrafts, the growth of trade presented new requirements for education, learning to write, count, sing, and read. Naturally, the Law of God was also taught (according to the Gospel, the Psalter and the Book of Hours). Other subjects were taught using primers and alphabet books containing brief information about ancient and domestic philosophers, writers, poets, they also kept information about geography and history. These were manuals, manuals, providing already in primary school familiarity with a wide range of problems.
6. In older classes, they studied seven free sciences: dialectics, rhetoric, music, arithmetic, geometry, astronomy, and the basics of versification. The teachers were clerics, and the education itself was purely ecclesiastical in nature. Thanks to this, Russian society at that time rose to the heights of moral perfection, preserved by the patriarchal village, until 1917.
7. The nobles gradually began to teach their children only at home, inviting teachers or tutors hired for this purpose. But home education became a brake on the development of society and was sharply criticized, in particular by Pushkin, who in his note to the tsar “On Public Education” wrote: “In Russia, home education is the most insufficient, the most immoral: the child is surrounded by some lackeys, sees only vile examples , self-willed, does not receive any concepts of justice, about the mutual relations of people, about true honor. His education is limited to the study of two or three foreign languages and the initial foundation of all the sciences taught by some hired teacher. Education in private boarding schools is little better; here and there it ends at the age of 16 of the pupil. Nothing to hesitate; By all means, private education must be suppressed.”
8. In fact, the sins of home education were overcome only by the reform of Alexander II, who allowed, along with parochial schools and public schools, to open zemstvo schools and classical gymnasiums.
Education became secular, for the zemstvos themselves organized the training of teachers and their remuneration. This made it easier for the rural community to spend on education, so the latter were more willing to agree to zemstvo schools than to parochial ones. Ascetic teachers went to the zemstvo school, in the general stream of the movement of the intelligentsia into the people. The “populists” brought new life to Russian upbringing and education, but undermined its religious roots, because they were infected with the general unbelief and atheism of that time. Perhaps this is one of the reasons why the people watched so impassively how the Bolsheviks were destroying Orthodoxy.
9. Several general features of national education in Russia:
It is necessary to educate in the spirit of traditional religion and the climate traditional for a given people, instilling love for native nature, country and national spirituality;
The elders should be an example for the younger ones, because up to a certain age children learn only through imitation of elders or peers;
Who does not respect his homeland, does not respect himself and does not have the right to respect from others;
Education protects the social foundations suffered by the people, therefore the people have the right to demand that people who have the right to do so and who perceive work as their main moral duty be admitted to the cause of education; otherwise, the undermining of these foundations and the collapse of society are inevitable.
5.7.4. AUTHOR'S EDUCATION - WAY OF SURVIVAL:
If we want to increase the information diversity in the social system as a condition for its survival, it is necessary to overcome the main drawback of the Soviet education system - its methodological monotony, subordination to unified methodological requirements from top to bottom.
In the Yeltsin era, something was done for this: it was allowed to introduce author's courses in schools. Innovative teachers have become not white birds in a black flock, but beacons by which others are equal. At the same time, this movement was not at all supported by the methodological departments of the educational authorities, since it required them to break the traditional methodological paradigm, to form a pluralistic consciousness, which was so alien to them in former times.
It must meet at least two conflicting requirements:
Conform to the general paradigm of education.
There is one difficulty with the implementation of these two completely legitimate requirements: there is no common paradigm yet, there is nothing to comply with.
Then it remains to invent it. I will share my experience of inventing such a general paradigm in teaching cultural studies.
Traditionally, this subject is presented purely historically, as a set of examples: in such a country, at such a time, such and such masterpieces were born by such and such authors. The unity and integrity of the development of culture are revealed at best on the examples of their common stylistic characteristics, certain features of cultural development that do not depend on time, place and personality of the author.
But such an approach does not give an answer to a simple question: why did the personality of the author in art not matter until a certain time, then increased, then again, as, for example, in our times, turned out to be belittled?
Cultural studies is a pendulum movement from sociology, often vulgar, to art criticism, in which the role of the viewer is almost completely ignored.
This approach did not suit me, because it seemed to me bare empiricism and drift along the general flow. I have always wanted to have a “non-general facial expression”.
As a result, relying on the four-part scheme: Reality-Work-Author-Spectator, I invented a method for both theoretical and empirical description of the course of cultural development, which not only fixes the past, but also predicts future trends in development.
The model has four backbone elements: Object-Metaobject-Subject-Metasubject, and four layers within the system of their connections: Myth-Norma-Fact-Innovation.
a) Mythological consciousness fills the space around the dominant Object (Reality) - pagan and folklore art;
b) Normative consciousness fills the space around the dominant Metaobject - religious and party art;
c) Factual consciousness permeates the space around the author's dominant of the Subject - realistic, author's art;
d) Innovative consciousness covers the space around the Metasubject, which is in a dominant position, - the art of the Future, which can be conditionally called "fantastic realism".
This model well describes the patterns of art history, the change of styles and authorial positions in culture, and, most importantly, makes it possible to understand the growing role of the viewer from era to era, dominating the final development of any cultural system.
In addition, it makes it possible to establish a certain Hierarchy within each element, let's take, for example, the Metasubject:
b) the sociology of culture deals with group perception;
c) culturology studies the history of world culture, therefore, the whole of humanity acts as an element;
d) on a global level, it is the spiritual Cosmos, and more broadly, the Lord God, who broadcasts his truths to us through the lips of the artist. This is the space of Dialogue.
The subtlety of the last stage lies in the fact that God acts as the integrity of the Subject-Metasubject, for he is both an artist and a spectator at the same time within the framework of the universal spiritual and cultural process. But the level of integrity of innovative art is so high that such unity within it is quite acceptable.
This model serves as a very good way of presenting to listeners the diverse material of world cultural realities, in particular, the diametrically opposed values of Western and Eastern arts. It is impossible to understand the specifics of Eastern art if we proceed from the model that Western European art is the pinnacle of world cultural thought. In addition to the fact that this is not actually true, it does not allow us to appreciate the meaning of Eastern art and its huge contribution to world cultural dynamics. The opposite point of view is also not very productive.
5.7.5. SPIRITUALITY OF EDUCATION IS THE KEY TO REFORM:
Based on the above model of innovative culture, the research and formation of which the whole world is starting in the 21st century, it can be argued that the innovative approach repeats in some respects the mythological approach, and therefore the MYTH helps us understand what INNOVATION is.
As is clear from the history of Russian education, at the first stage, secular and religious education were merged in a kind of early syncretism. A return to this original integrity is inevitable in the 21st century.
What is innovative education?
1. The emphasis is on:
On spiritual values, not on empty theories;
On the development of consciousness, and not the transfer of abstract knowledge;
On the expansion of self-awareness, not on technical concepts.
2. Education alone is not a guarantee of wisdom; a harmonious combination of education (transfer of knowledge) and upbringing (transfer of values, spiritual ideals and moral standards) is necessary. Integrity science education and spiritual education - the only thing that can guarantee our survival in extreme conditions, to the threshold of which the world is approaching.
3. Innovation is the constant creation of something new, but not for the sake of pure creativity, but for the sake of survival. Innovation becomes a human dimension and our response to the challenge of the natural and cosmic environment, manifested in the non-linear behavior of the planet: floods, tsunamis, earthquakes, volcanic eruptions, floods, possible and very dangerous encounters of the planet with comets, meteorites and other celestial bodies.
The inability to innovate in extreme conditions is a guarantee of the defeat of Man and the ontological collapse of Being.
4. Innovative education is an environmental education. In fact, in the future it will be possible to confine ourselves to teaching one ecology, but in all conceivable sections:
creative;
Social;
Psychological;
biological;
Technical;
Space;
natural science;
Humanitarian, etc.
5. The study of each subject will make sense if it becomes clear as you study how this subject changes the Person or the extreme situation in which this Person is located. Sometimes we are not able to change the situation, at least, then we must strive to change our point of view on it, its assessment, otherwise it will take us up. In extreme conditions, it is always fraught with death.
6. Any knowledge must have clear limits of responsibility, behind which lies the danger of its harmful consequences. We do not need knowledge beyond the moral evaluation of the conditions for its applicability. The experience of immoral knowledge has already led us to the ecological crisis, Chernobyl and other extreme situations in which no one seems to be to blame. This shouldn't happen again.
7. We must resolutely refuse to make decisions on the basis of one principle of economic expediency, which does not take into account the norms of social and psychological responsibility of people for the decisions they make. Marxism is not an innovative science, it must be resolutely abandoned, because it will not help us survive in a global EC.
8. Knowledge should have a pragmatic bias, but should not contradict the ideals of a spiritually perfecting person. We cannot continue to widen the gap between the Reality that is taught in schools and universities and the moral Ideals that exist, as it were, separately. This gap led to the currently dominant technical civilization, which has put humanity on the brink of survival.
9. The search for truth itself must be true, so the content of the courses must correspond to the teaching methods. If we want to invest creative, innovative content in students, then the teaching methods must be appropriate: not monologue, but dialogic. Learning should be mutually interesting for both teachers and students. It is not only the students who must learn by teaching, but also the teachers themselves.
5.7.6. Strategic Education Initiative (SEI):
In the late nineties, Elena Melnikova, President of the Science Foundation "Intelligence and Survival", Doctor of Economics, Academician of the International Academy of Sciences of the Higher School, published an advertising booklet outlining the Strategic Educational Initiative (SEI) project "The Image of Russia - the 21st Century". She formulated the main task of SDI as follows - "to develop in Russia a real, profitable and pragmatic need for knowledge, education, new forms of life, effective management and ensure the possibility of satisfying it in the interests of the state, business, every citizen and his family." (General Bibliography No. 1, p. 1)
The underestimation of the Russian intellect in the era of Perestroika is rightly noted in this document. This point of view coincides with our prediction about the growing role of innovative consciousness in the future development of the country and the whole world.
That is why we wanted to draw the reader's attention to this document, although we have not yet found the results of the development of this initiative.
Why is the Initiative called "strategic?" According to its author, the main problem of Russia in the late 20th and early 21st centuries is the catastrophic lack of modern knowledge, intelligence, both at all levels of government of the country, and in the industrial and financial sectors, production of services, trade, business, organization and management of education.
Thanks to the intellect, earthly civilization has become unified, the main structural threads of this unity have already been outlined:
Increasing the role of innovative technologies in all spheres of life;
Information unity of the world through the Internet and other electronic communication systems;
Increasing the amount of time young people spend on education;
Promotion of science and culture to the leading places in determining the vectors of development of modern society.
Not the economy and business will rule the world of the new century, but science, art and innovative knowledge.
Russia in the 20th century hoped to contribute to this process with the help of the idea of a world proletarian revolution, but found itself on the margins of history, although it was one of the two leading powers in the world. As E. Melnikova writes, “it is not Soviet power and communism that are marching on the planet, but intellect, capital, labor and money, creating new images, meanings and organization throughout the earth.” (#1, page 17)
But can Russia offer the world new breakthrough in technological innovation that would outperform the rest of the world in terms of efficiency? After 15 years of Perestroika, it seems to many that no. However, it is not!
According to one of the outstanding musicians of our time, pianist and conductor M. Pletnev, “Today in the West it is recognized that in certain areas, as a rule, in science or in art, Russians can surpass Europeans. If Russian performers come to some music competition in Germany, you immediately hear: “They will win. First place lost! (Bibliography for this section No. 2, p. 10)
In the most advanced areas of science and culture, we can still compete with the West. We lost only in the consumer sphere, but perhaps this is not the most important thing.
Russia has always been famous for having the best educational system in the world. But today we are losing in this area, because we have not yet assessed the specifics current situation. Education all over the world is becoming not so much a sphere of obtaining knowledge as "the process of forming intellectual potentials: images, looks, meanings, functions, systems of knowledge and skills". (General Bibliography, No. 1, p. 17)
The decisive factor in education is now becoming quality and culture. A person working with a laptop in a dirty and shabby apartment is, in the end, a flawed person, he is losing the battle in the educational sphere, without knowing it, on a psychological level.
The decisive factor is not knowledge, or rather, not only knowledge alone, but also the psychological attitude and the cultural environment surrounding a person. Spiritual culture comes to the fore, because it is it that is the main resource of innovative education and innovative human culture in general.
In Russia, the level and prestige of education is falling; in comparison with 1989, the number of people who believe that the salvation of Russia lies in higher education has approximately halved.
But what should young people of student age do if they do not go to universities? - REPLENISH THE RANKS OF CRIMINAL STRUCTURES OR BECOME BUSINESSMANS?
Neither one nor the other is a way out.
SDI is a public initiative, the state does not allocate money for its development, business has not yet felt a vital need for it. It's about propaganda and agitation. The laws of global competition will soon put everything in its place.
QUESTIONS FOR REFLECTION:
1. What do you think is more important for your future - the informational level of accumulations or the spiritual development of your personality? What will most influence your success in the world to come?
2. Do you note for yourself the need for knowledge of innovative technologies in the field in which you work or study, and also in what way is this expressed?
3. In what way has Russia lost its positions in the field of education, which before Perestroika were considered “the most advanced in the world”?
4. Did you manage to meet at least one representative of the "author's education" in your life, and if "yes", what did you get from him?
5. How do you understand the need for innovative education in your sphere of life?
6. Innovative technologies plus spirituality - are they the only saviors of our educational qualification to increase the level of competition of our specialists around the world?
7. Why did Russia, thanks to the collapse of Perestroika, get a chance before the developed countries in overcoming the global Ecocatastrophe?
8. What major global changes, if we survive, will the global eco-cataclysm provoke in the world?
9. What parallels do you see in the Creation of the world and its Ecogenesis?
10. Can "Spiritual Ecology" become a program for the survival of the world in the conditions of a global eco-cataclysm?
Bibliography of this section:
1. E.Melnikova "SOI - Strategic Educational Initiative: "The image of Russia - the 21st century", - M., Edition of the Science Foundation "Intelligence and Survival", 2000.
2. M. Pletnev "How to cure the soul?" - gas. "Arguments and Facts", No. 15, April 11-17, 2007, p. 10.
3. Romano Guardini "The End of the New Age" - j-l "Questions of Literature", No.
4. H. Schaefer “The bridge between the worlds. Theory and practice of electronic communication with the Subtle World. - St. Petersburg, Nevskaya Perspektiva, 2005
5. N.A. Kozyrev "The Unexplored World". - Zh-l "October", No. 7, 1964
6. Yu.M. Lotman "Culture and Explosion" - M., Gnosis, Progress Publishing Group, 1992
7. F.I. Tyutchev “Russia and the West. The book of prophecies, - M., St. Tikhon Theological Institute, 1999
8. A.N. Kochergin, Z.F. Tsayer "Information genesis and its optimization" - Novosibirsk, Nauka, 1977
9. V.V. Malyavin. “36 strategems”, - M., White Alvy, 1997
10. "Feng Shui, practical guide. Basic principles. Bagua. Lo-shu. Millennium Calendar. - Moscow, EMAHO, 1998, pp. 80-176.
6. Chapter five: "METHODS OF SPIRITUAL AND ENVIRONMENTAL RESEARCH":
“There is nothing more beautiful in the world than Being. The silent darkness of the graves is empty languor.
I have lived my life. I did not see peace. There is no peace in the world - life and I are everywhere.
Nick. Zabolotsky
6.1.Instrumental methods:
Instrumental methods of analysis are methods that use any special tools: a thermometer, a Geiger counter, a computer, etc., a chemical express analysis laboratory, etc.
6.2. Field research methods:
Methods of "field research" or "field methods" involve their use in a specific place of functioning of the object of observation, or in close proximity to it. We consider sociological methods as such: observation, questionnaire survey and interview.
6.2.1. Observation:
First of all, they include sociological observation, carried out with the aim of purposefully studying a set of objects limited in space (as a rule, individuals or groups) that are within their traditional framework of being, in order to find the meaning of this being, which is not directly given. Observation usually begins with the formulation of the research problem and includes:
Choice of the method of observation adequate to the task;
Understanding the system of methodological methods of observation;
Ensuring reliability: rejection of premature generalizations, multiple observations, constant cross-checking;
Scaling of the obtained results;
Registration of results and control of their consistency;
The most important condition for successful observation is the presence of an observer capable of not distorting the natural course of the observed process. Therefore, "participant observation" is recommended, when the observer himself becomes part of the group being studied or the object of observation. However, this increases the level of subjectivity of the results obtained. Therefore, you can also use non-activated surveillance, hidden video recording, for example. At the same time, certain moral problems arise, subtly noticed in the American feature film by F. Coppola "Conversation".
Observation as a method of research is most often only a method of primary accumulation of materials for work and requires subsequent more serious research. So "V.B. Olshansky, at that time an employee of the Institute of Philosophy of the USSR Academy of Sciences, studying the value orientations and ideals of workers, entered the plant named after Vladimir Ilyich and worked there for several months. During this time, he became close enough to the workers to draw up a program for the subsequent formalized surveys through interviews, surveys and group discussions." (Literature for section, 1, 118)
INTRODUCTION 3
1 Mnemic processes 5
1.1 Essence and types of memory 5
1.2 The concept of mnemonic processes and their composition 7
2 Traditions and innovations in education 14
2.1 Traditional education 14
2.2 Innovation in education 17
2.3 Criteria for pedagogical innovation 23
2.4 Distance learning as an innovation 25
CONCLUSION 29
REFERENCES 31
INTRODUCTION
In the course of his life and activity, solving the practical problems that confront us and more or less deeply experiencing what is happening, a person, without setting such a goal or task specifically for himself, remembers a lot, much is involuntarily imprinted on him. As the human activity in which it takes place becomes more complex, it becomes necessary not to rely on the random luck of involuntary memorization, but to set ourselves a special task of memorization.
If we talk about memory not only as a collective term for a certain set of processes, but as a single function, then we can only talk about some very general and elementary ability to imprint and - under appropriate conditions - restore sensitivity data, that is, that can be called a mnemonic function. Memorization, recall, reproduction, recognition, which are included in memory, are built on this basis, but are in no way reduced to it. These are specific processes in which thinking in a more or less complex and sometimes contradictory unity with speech and all aspects of the human psyche are very significantly included.
The study of mnemonic processes as the main components cognitive activity in psychology have identified problem control work. The relevance of this problem is caused by the need to study memory as the ability of the nervous systems to perceive the surrounding reality, store the perceived information in the form of impressions, and, if necessary, reproduce the necessary exactly or in your own words.
The problem and its relevance made it possible to form a topic in psychology "Mnemic processes (memory: memorization, preservation, forgetting, recognition, reproduction)".
The purpose of the control work is to study mnemonic processes. The following tasks follow from the set goal: 1) to consider the essence and types of memory, 2) to study the concept of mnemonic processes and their composition.
Now there is a lot of talk about the innovative development of education, about the priorities of innovation. It is difficult to argue against this, and it should not be. It is appropriate not to lose good, effective traditions.
Traditions in education should be understood as the established elements of the content, means and technologies of training and education, which are transferred from one generation of educators to another.
Innovations are new phenomena in education that have arisen in the most modern (late) period of its development.
There are such conclusions when stability in education acts as a synonym for traditions, and, therefore, stability is a negative phenomenon in education. The incorrectness of such reasoning is obvious.
Thus, the study of traditions as well-established elements and innovations as new phenomena in pedagogy determined the problem of control work.
The relevance of this problem is the need to create a broad concept of education and upbringing, which would appeal to a living person, where the requirements to teach, develop the abilities of the mind, nurture and refine the moral sense of a person would merge together.
The problem and relevance made it possible to form a topic on pedagogy: "Traditions and innovations in education."
The purpose of the test is to study the traditions and innovations in education.
The following tasks follow from the set goal: 1) to characterize traditional education; 2) reveal the essence of innovative education; 3) determine the criteria for pedagogical innovations; 4) consider distance education as an innovation.
1 MNEMIC PROCESSES
1.1 Essence and types of memory
Along with other cognitive processes, perceptual and intellectual, mnemonic processes are distinguished (from the Greek "mnema" - memory). Mnemic processes act as components of a person's cognitive activity and are inextricably linked with his intellectual activity and perceptual processes.
Memory - the process of preserving past experience, making it possible to reuse it in activity and return to the sphere of consciousness. Memory connects the subject's past with his present and future and is the most important cognitive function underlying development and learning. (10, p.115)
The essence of memory, its great importance in human life and activity, as well as the scope of phenomena included in this concept, are quite obvious. In general psychology, memory is defined as a person's reflection of experience through memorization, storage and subsequent reproduction. From this definition it follows that memory includes a whole system of processes - the processes of memorization, preservation, reproduction, and, which must also be taken into account, the process of forgetting. They are different in their orientation, functional role and basic patterns.
Like any other mental phenomenon, memory is divided into a number of main types. Firstly, share voluntary and involuntary memory. They differ, respectively, in the presence or absence of a special - conscious goal to remember something. If there is such a goal and it is realized by a person, then there is arbitrary memory; if it does not exist and memorization occurs in addition to awareness, along with the solution of any other tasks and the performance of other actions, then memory acquires involuntary(mechanical, "automatic") character. Secondly, memory is divided into motor, emotional, figurative, verbal-logical. motor memory- this is the memorization, preservation and reproduction of various movements and their systems. emotional memory- memory for feelings, emotions, evaluative relations to reality. figurative memory- this is a memory for integral visual representations, for images and pictures of the outside world. A special variety and the highest manifestation of figurative memory is eidetic memory. At the same time, a person not only remembers any image, but also, as it were, sees it in all the smallest details. Verbal-logical memory how is her the most important species- this is a memory for verbal, semantic, sign information. Thirdly, memory is divided according to the attribute of the analyzer that provides information for memorization, and allocate visual, auditory, tactile, olfactory, gustatory, kinesthetic memory. AT- fourth, according to the time of storing information, memory is divided into long term and short term. Unlike long-term memory, which is characterized by long-term retention of information after repeated repetition, short-term memory is characterized by a very short retention time after a single and very short presentation, as well as immediate reproduction.
A specific type of memory that has features of both short-term and long-term memory is RAM. This is a system of mnemonic processes that ensure the memorization, preservation and reproduction of information that comes in the course of performing actions and which is necessary only to achieve the goal of this particular action. Finally, depending on individual differences in mnemonic processes, there is a division into types of memory - visual-figurative, verbal-logical and combined (intermediate) types. The first of them is characterized by the best development of visual-figurative memory. It is more common in people of the so-called artistic type (more emotional, impressionable, prone to direct and concrete perception of reality). The second is characterized by better development of verbal-logical memory. It is more common in people of the “thinking” type (prone to a rational, objective and generalized perception of the world). The combined type includes elements of the first two, both of which are quite strongly expressed, and is therefore optimal.
Thus, all these and many other general psychological patterns are studied in a special section of psychology - the psychology of memory, which is currently one of the most developed areas of psychology. All of them, of course, are significant for any professional, including managerial activity. (1, p.465)
1.2 The concept of mnemonic processes and their composition
Mnemic processes act as components of human cognitive activity and are inextricably linked with perceptual and intellectual processes. Memory images are called representations.
Memory- the process of fixing, preserving, subsequent recognition and reproduction of past experience, making it possible to reuse it in activity or return to the sphere of consciousness. Memory as the basis of mental activity occupies a special place among mental cognitive processes, ensuring their continuity and uniting them into a single whole. It connects the subject's past with his present and future. Lack of memory - amnesia. (8, p.37)
The main processes of memory: memorization (imprinting), preservation, reproduction, recognition, forgetting.
memorization- a generalized name for the processes that ensure the retention of material in memory. There are two types of memory: voluntary and involuntary. (8, p.37)
In the case of involuntary memorization, a person does not set himself the task of remembering this or that material. Memory-bound processes perform operations here that service other activities. As a result, memorization is relatively immediate and is carried out without special volitional efforts, preliminary selection of material and the conscious use of any mnemonic techniques. At the same time, the dependence of memorization on the purpose and motives of the activity remains in this case as well.
"TRADITIONS AND INNOVATIONS OF MODERN PROFESSIONAL EDUCATION - THE BASIS FOR THE DEVELOPMENT OF THE RUSSIAN SOCIETY Materials of the interregional research forum on March 15-16..."
-- [ Page 1 ] --
DEPARTMENT OF EDUCATION, SCIENCE AND
YOUTH POLICY
VORONEZH REGION
STATE EDUCATIONAL BUDGET
INSTITUTION OF SECONDARY PROFESSIONAL
FORMATIONS OF THE VORONEZH REGION
"VORONEZH ENERGY COLLEGE"
TRADITION AND INNOVATION
MODERN PROFESSIONAL
EDUCATION IS THE BASIS OF DEVELOPMENT
RUSSIAN SOCIETY
Materials of the interregional research forum March 15-16, 2012VORONEZH
UDC : 001 (091) : 470. LBC 74.57 + 60.3 + 63.3 (2R - 4Br)O.A. Sidyaikin - acting director of GOBU SPO VO "VET"
T.V. Lavrova - deputy. director of scientific and methodological work, Ph.D. L.M. Radishevskaya - head. library T65 Traditions and innovations of modern vocational education- the basis for the development of Russian society (on the occasion of the 340th anniversary of the birth of Peter the Great as part of the Year of Russian History):
materials of the Interregional Research Forum, March 15, 2012, Voronezh / Voronezh Energy College. - Voronezh: GOBU SPO VO "VET", 2012. - 394 p.
Traditions of domestic professional education in the context of the Russian historical process, current trends in the development of the Russian educational space, modern approaches to solving problems of improving the quality of professional training of graduates are considered.
UDC : 001 (091) : 470
PLENARY SESSION
DEVELOPMENT OF INNOVATIVE POTENTIAL
INSTITUTIONS OF PROFESSIONAL
EDUCATION
L.I. ANISCHEVA, Director, Ph.D., Honored Teacher of Vocational Education of the Russian Federation Voronezh State Industrial and Humanitarian College, Voronezh, [email protected] At the turn of the 20th and 21st centuries, the economic growth of the state is determined by the leading role scientific and technological progress and intellectualization of the main factors of production. At the same time, the task of achieving high economic results could not be solved without reorienting the country's economy to an innovative development path. At present, innovation activity has been proclaimed as a priority direction of the state economic policy.
From the decree of the Government of the Russian Federation "On measures state support educational institutions implementing innovative educational programs” it follows that educational innovations should be understood as the creation and implementation of innovative educational programs, which are new qualitatively improved technologies, methods and forms of education.
The moment of rethinking the ongoing changes in the economy and society as a whole, the search for the optimal educational model in this transitional situation is extremely important.
It is believed that the current crisis in education is a natural consequence, reflecting the contradiction between the educational model that served industrial culture and the emerging signs of a new type of culture. The presence in Russian society of social groups of different cultural ages “entails the need to preserve, to the extent appropriate, the traditional and instructive educational models and makes it necessary to build innovative model education, adequate to the signs of post-industrial culture”.
Thus, we can state:
1. Modern education systems are subject to powerful external influences (a rapidly developing economy, high tech, Internet, dynamism and inconsistency of social processes, blurring of the values of modern Russian society).
2. Education, knowledge, intelligence should become and are already becoming the determining resource for the development of both the new economy and society as a whole.
professional educational systems (IPOS) should adequately respond to these challenges, seek and find constructive managerial, technological and pedagogical solutions to problems.
The system of secondary vocational education, having passed a long historical path, has become a powerful factor in raising the educational, cultural and technical level, comprehensively improving the Russian way of life, one of the ways to implement the social policy of the state in present stage.
Thus, secondary vocational education not only provides a specialty, but also creates conditions for further advancement of the individual in the educational system.
innovative activity is the fierce competition that almost every team that provides services in the field of education has to face.
Today they are obliged to independently take care of maintaining competitiveness, monitor and predict the situation in the educational market, the behavior of the main and potential competitors, the emergence of new scientific and technological achievements, etc.
innovative environment of an educational institution, in the formation of which, along with competitiveness (marketing), the ability to organize the entire process of obtaining knowledge and transforming this knowledge into a product that is in demand in the market of educational services acquires an ever-increasing role.
These tasks have acquired particular importance at the present stage of modernization of education in accordance with the list of instructions of the President of the Russian Federation following the joint meeting of the State Council of the Russian Federation and the Commission for Modernization and Technological Development of the Russian Economy.
Any system - and an educational institution is no exception here - only then successfully develops and adequately responds to the demands of the environment (forms this environment), when it is dynamic, has a clear development strategy, setting consistent goals and successfully solving intermediate tasks.
In addition, one of the most important tasks for the development of an educational institution is the formation of an environment that would reproduce and carry out a targeted search, preparation and implementation of innovations that ensure the competitiveness of an educational institution. The main elements of the innovation environment include:
actual innovation, i.e. a set of scientific and pedagogical results or a product of intellectual work of teachers of an educational institution;
producer of competitive products (teaching staff), which acts as a consumer of certain pedagogical, technological, informational and other innovations:
investors financing the entire range of works to provide the manufacturer with the required innovations:
the appropriate infrastructure of the institution, which allows to solve the problems that arise during this process.
Innovative activity in the education system has its own specific features, as in scientific theory as well as in teaching practice. Innovations cover the content of education, technologies of education and upbringing, organizational forms, management methods.
Innovations as a multidimensional phenomenon in the field of education have their main focus - a qualitative renewal of pedagogical activity.
The most convenient approach to assessing the diverse work of teachers is a rating system that uses indicators for various areas of activity.
The rating assessment of the activities of the teaching staff and structural divisions of the college was introduced in order to stimulate the growth of their qualifications, professional activity, as well as self-assessment of the results of educational, educational, methodological, research and educational activities. It provides operational control over the course educational process and the implementation of the work plan of the college in its various directions.
The rating system for evaluating the activities of teachers and structural divisions of an educational institution is the management tool that allows you to reasonably generate incentive payments based on the results of work for the academic year based on indicators that reflect accreditation requirements for the main activities of the college.
compliance of the content of the assessment with the priority areas of college development;
- objectivity and reliability of the received information;
- publicity, efficiency and systematic evaluation;
The rating mechanism stimulates the collective creative energy of teachers, forms an interest in the results of work, provides opportunities for self-development, initiative, co-creation, psychological and pedagogical comfort for each participant in the educational process.
EFFICIENT INTERACTION
PROFESSIONAL EDUCATIONAL
REGIONAL COMMUNITY INSTITUTIONS
EMPLOYERS - THE MAIN CONDITION
TRAINING COMPETITIVE
SPECIALISTS
O.A. SIDYAYKIN, acting Director Voronezh Power Engineering College, Voronezh, It is no coincidence that when defining the subject of the Interregional Research Forum at the Voronezh Power Engineering College, which is held in the Year of Russian History, we turned to the personality of one of the outstanding statesmen of Russia - Emperor Peter the Great. It was during his era that education acquired paramount national importance.To a certain extent, it can be argued that it was thanks to Peter the Great that a system of vocational education arose in Russia in accordance with the urgent needs of the 18th century - navigation, Pushkar, command and other schools were created, which were under the jurisdiction of the relevant state bodies. Subsequently, graduates of these educational institutions occupied leading positions in the civil and military service, became active reformers.
The Petrine era created unique opportunities for the personal growth of talented people from various segments of the population. One of the most striking examples, as you know, is the biography of the great Russian scientist Mikhail Vasilyevich Lomonosov. At present, this system is talked about using the well-known expression "social lifts", but initially the implementation in Russia of this unique idea of using the potential of representatives of various social groups to solve pressing economic and political problems, including these people in the apparatus government controlled, occurred during the reign of Peter the Great.
Education was welcomed in the era of Peter the Great, the development of general literacy and spirituality was seen as a priority state task, and this far-sighted approach led to grandiose results.
AT modern Russia The urgent task of providing all sectors of the economy with qualified personnel in accordance with the requests of employers largely depends on the quality work of educational institutions of secondary vocational education.
Throughout the development period Russian system secondary vocational education, its feature was the focus on close interaction with the industry's leading employers, providing for their involvement in all aspects of the educational activities of an educational institution - from content to organizational. It was this specificity that allowed educational institutions to meet the requirements set by potential employers. professional level and ensured a high percentage of employment of graduates in their specialty at specialized enterprises.
At the present stage, the revival of traditional ties with employers and the building of effective models of interaction in various areas takes on a new perspective. In conditions when the most dynamically developing enterprises and organizations focused on long-term perspective development in their industry seek to find reliable partners in providing professional staff, SVE educational institutions have a real impetus to develop in the direction of coordinating their activities taking into account these interests.
The most important directions of the technical school's strategic development are those, the solution of which will allow the educational institution to maintain and increase its competitive advantages during the period of modernization of the regional system of vocational education.
Among them:
vocational education, taking into account the requirements of GEF 3;
Expansion of joint activities with enterprises of the electric power and construction industries, organizations and institutions in order to improve the system of professional training of personnel for the region's economy;
- maintenance and development of the material and technical base of the technical school.
Interesting, useful and promising was the recently launched cooperation between the Voronezh Power Engineering College and Siemens Transformers LLC, which took place thanks to the assistance of the Chamber of Commerce and Industry of the Voronezh Region, of which the College is a member.
industrial zone, which opened on February 28, 2012, will serve as the basis for the future production energy cluster of Siemens in the Voronezh region, and we are proud to take part in the human resources of this enterprise.
The working group of the technical school, in accordance with the order of the employer - JSC "Siemens Transformers" - developed a professional training program "Transformer Assembler" for training students from the undergraduate students of the technical school for subsequent professional training under the program was coordinated with the technical and personnel management of the enterprise, taking into account the functions reflected in job descriptions and requirements for specific competencies of employees, taking into account the specifics of the equipment. A feature of the program is preparation for work on modern equipment installed at the employer's enterprise, and the inclusion of a section providing training in foreign language for successful work with technical documentation and imported equipment.
The developed program has passed the licensing procedure in Rosobrnadzor and is included in the annex to the current license of the technical school. In accordance with the agreement, the training under the program will end in June 2012. As part of the implementation of the agreement, it is envisaged not only to finance the activities of the teaching staff by the employer, but also to purchase the equipment and materials necessary for the educational process. The working group prepared development projects and included in the publishing plan of the technical school guidelines for the study of all disciplines of the program.
Back in May 2011, Siemens Day was held at the Voronezh Power Engineering College with the participation of the company's management, to which graduate students of specialties in specialized areas were invited. According to the results of the interview, 4 graduates of the technical school received invitations to work at Siemens Transformers LLC.
In September-October 2011, the Siemens Human Resources Department conducted a series of phased interviews with students of the technical school, as a result of which the most motivated students were selected.
Technical school agreements were signed with Siemens Transformers and individual agreements for students with Siemens. The signing ceremony was attended by representatives of the Siemens Headquarters, who highly appreciated the project that had begun and the prospects for further cooperation, including the possibility of creating a Siemens Vocational Training Center on the basis of the technical school.
Since November 1, 2011, a group of students of 3-4 courses of the specialty "Installation, adjustment and operation of electrical equipment of industrial and civil buildings"
are trained under the program "Assembler of transformers".
Training is conducted by teachers of 3-cycle commissions of the technical school and masters of industrial training. In April-May of the current year, trainees will start their internship, including at Siemens.
One of the students of the technical school (Galiev Ruslan, who yesterday was awarded a diploma "For the best report in the section "Science. Technique. Energy" of the student scientific conference as part of the forum") is currently working on a graduation project, the topic of which was determined with the participation and consultation Siemens experts.
According to the terms of the agreement with Siemens, our students receive a worthy additional scholarship (2000 rubles per month), which, among other things, is used to pay for foreign language courses, which they will need when working on foreign equipment and with technical documentation.
Technical school teachers receive additional payment, including for methodological work, which, in terms of volume and intensity, significantly exceeds the standard workload of a teacher, because. the learning process is carried out entirely with the use of multimedia technologies, sets of handouts for all disciplines, modern control and evaluation tools have been prepared.
Cooperation between the Voronezh Power Engineering College and Siemens Transformers LLC is an example of effective interaction between a modern industry enterprise and an educational institution. It demonstrates how clear, mobile and mutually beneficial such interaction can be. Our students - students of the "Transformer Assembler" course will not only complete their secondary vocational education in their main specialty in the near future, but will also receive a unique employment opportunity in a sought-after profession at one of the dynamically developing modern enterprises in the region.
The teaching staff of the technical school received a new impetus for their professional development, realizing that their qualified work contributes to the development human resources region.
The partnership of the technical school with Siemens Transformers LLC
there is a real future - the technical school is ready to continue training at the request of the employer, not only under the "Transformer Assembler" program, but also in other professions in demand for the enterprise, as well as in advanced training programs for employees.
Cooperation with Siemens Transformers LLC
allows us to hope that the graduates of the Voronezh Power Engineering College, who have completed a professional training course in a sought-after area, will make a worthy contribution to the development of the enterprise, and will perform their tasks with high quality for the benefit of our economy.
Realizing that only together with colleagues from the leading educational institutions of the Russian Federation, in the course of exchanging experience, participating in significant projects, we will be able to meet the requirements that modern society imposes on us, we are interested in cooperation in all relevant areas.
The student conference held yesterday within the framework of the Interregional Research Forum confirmed that we have chosen the right path - our colleagues from educational institutions of the 3 federal districts of Russia, who came to us at the head of student delegations, also show professional interest in problems close to us. And we hope that business meetings within the framework of forums like ours will lead to long-term cooperation in the future.
In November 2011, the technical school joined the long-term work on the project "Modernization of the system of primary and secondary vocational education for training specialists in the field of energy" as an associate member of the Interregional Industry Resource Center (SIRC) on the basis of the Cheboksary Electromechanical College (CHEMK) to ensure effective joint activities with employers in the Energy industry within the framework of network interaction with leading educational institutions in Russia.
The methodological council of the technical school approved the work plan of the GOBU SPO VO "VET" in the MORC, including: preparation of proposals for the development of professional modules, analysis of the needs of employers based on the results of the survey, approbation of modules in the educational process of the technical school, participation in the social and professional expertise of modules.
Inclusion in the activities of the SOC project provides a number of unique opportunities, including:
- monitoring the personnel needs of employers in the energy industry;
Gaining experience in the development of professional modules commissioned by the employer in popular areas, approbation of their own module, as well as modules developed by other project participants, in the process of training students;
Use of proven modules for further implementation of additional educational programs.
In March of this year, in two groups formed from undergraduate students, the approbation of two modules “Installation and maintenance of gas infrared industrial heating installations” (developed by the technical school together with LLC “Gaz Prom Montazh”) and “Measurement of technical parameters during instrumental inspection of an object” begins energy audit” (developed by the Cheboksary Electromechanical College).
When developing a professional module working group The technical school closely cooperated with profile employers in the field of gas economy, they confirmed the relevance and relevance of the competencies provided for mastering during training in the module.
Representatives of the teaching staff of the Voronezh State University of Architecture and Civil Engineering, Voronezh State Technical University, Voronezh State Pedagogical University became the experts of the developed modules.
We consider the development and implementation of modules not only as a current production task solved within the framework of the MORC project, but also as an opportunity for the teachers and staff of the technical school to acquire new, highly demanded professional competencies.
Among them is the ability to flexibly approach the solution of non-standard tasks, effectively use information resources, work in microgroups, and clearly build professional interaction. The experience of cooperation with reputable, forward-looking ones clearly demonstrates to us that such business qualities are inherent in the members of their teams, and that they are one of the conditions for their dynamic development.
Network interaction within the framework of the MORC project allows the technical school staff to gain invaluable experience in developing modular programs, master new technologies, learn modern approaches to organizing the educational process and preparing methodological support.
In the implementation of the strategic directions of the College's activities, it is important to cooperate with the Chamber of Commerce and Industry of the Voronezh Region, of which the College became a member in November 2011. Already today it can be argued that all those projects in which the technical school participates today were largely due to those contacts with the leading employers in the region that arose with the assistance of the Chamber of Commerce and Industry of the Voronezh Region, including its specialized committees.
A project is being discussed to create a Center for Professional Training and Advanced Training of Personnel for Priority Areas of the Regional Economy on the basis of the technical school, which will make it possible to organize mobile training of graduates in related programs in accordance with the requests of employers, as well as assist in the retraining of already working employees.
The relevance of the creation of the Center is due to the need to consolidate the activities of regional enterprises, institutions and organizations of the region, vocational education institutions for professional training, retraining and advanced training of personnel in accordance with the needs of the economy of the Voronezh region.
The goals of the Center are to be the coordination of interaction between employers, vocational education institutions and government agencies to provide the regional economy with qualified personnel in the face of changing labor market needs.
The main activities of the Center:
Expanded monitoring of the qualitative and quantitative needs of employers in the region in qualified personnel with the assistance of the relevant committees of the Chamber of Commerce and Industry of the Voronezh Region;
development, coordination with employers and licensing of professional training and advanced training programs;
Inclusion of the most demanded developments of the Center in the regional bank of additional educational programs (including for professional retraining of unemployed citizens and within the framework of regional targeted programs for other categories of students);
Long-term planning and organization of training for students of various categories (workers, specialists and business leaders; entrepreneurs; unemployed;
students, teachers and employees of vocational education institutions);
Organization industrial practice college students and internships for teachers and masters of industrial training at the enterprises of the leading employers in the region and within the framework of international cooperation programs;
- holding seminars, conferences, trainings, career guidance events.
The grounds for the creation of the Center on the basis of the Voronezh Energy College are:
qualified personnel for the electric power industry and the construction industry of the region;
contributed to the development of partnerships with leading employers in the region;
Experience in developing and implementing professional training programs at the request of employers (Siemens Transformers LLC, Gas Prom Montazh LLC);
- qualified teaching staff;
functioning of the Center (computer laboratories, production workshops, assembly and conference hall, canteen, hostel).
The current academic year has become a year of change for the Voronezh Power Engineering College - the forms of work are changing, approaches to it are changing, new partners appear, new ideas appear and are implemented. The status of the educational institution itself has also changed.
To achieve the goals of the activity, the staff of the technical school has to work harder, look for ways out of new difficult situations, follow new paths, learn new things every day.
Only one thing has remained unchanged - the Voronezh Power Engineering College is just as in demand among applicants and their parents, as it was many years ago, it is just as necessary for the developing economy of the region.
We should use the entire huge potential of our educational institution - personnel, material and technical, reputation created over many years - in order to become a worthy partner for the regional community of employers, in order to implement jointly coordinated efforts vocational training in-demand professionals.
SUSTAINABILITY AND PRESERVATION
BIOLOGICAL DIVERSITY
O.P. NEGROBOV, professor, d.b.s.Voronezh State University, Voronezh, The main direction of the current policy of all countries of the world is the concept of "sustainable development of mankind", awareness of the global environmental crisis.
The attention of the world community to the problems of biodiversity conservation was observed throughout the entire period of the formation of civilization, which was reflected in regional legislation, religious cults and ethical standards. With the intensification of anthropogenic influence, the destruction natural resources became catastrophic, which forced the public to develop measures to protect their habitat. Large-scale projects were triggered by the adoption of the International Convention on Biological Diversity at the international summit in Rio de Janeiro in 1992, which stimulated the development of regional programs and activities on biodiversity.
Somewhat later, the concept of sustainable development was proposed, the interaction of man and his environment in connection with the awareness of the survival of civilization on a global scale.
biodiversity in our country and the adoption of the Pan-European Strategy for the Conservation of Biological and Landscape Diversity contributed to the development in Russia of a strategy, program and regional studies on animal diversity and flora. At the same time, methodological developments on this problem lag behind modern scientific problems. In the curricula and many recently published textbooks on ecology, conservation of wildlife is replaced by issues of technical or engineering ecology, measures aimed at eliminating the consequences of anthropogenic loads, social or chemical ecology, in many media, unfortunately, ecology is understood as pollution of the human environment.
In a broad sense, biodiversity is understood as a complex of landscapes and habitats, a variety of living organisms and their gene pool. Importance of animals, plants, fungi and bacteria in maintaining stability environment, the influence of environmental factors on human health, purification of air, soil and water is intensively studied by ecologists, biologists, technologists, chemists, sanitary control services and physicians. At the same time, the weakest link in the analysis of the role of biodiversity in the human environment and in natural ecosystems is the biological component, i.e. mechanisms of species interaction in nature, their role in the transformation of substances, their detoxification, fluctuating changes under the influence of variable climatic and other natural changes, and even more so under the influence of xenobiotics.
One of the most important priorities for biodiversity conservation is the development of criteria for assessing biological resources, especially their values, which are not amenable to economic evaluation. The leading role of living organisms in maintaining the stability of the human environment, unfortunately, is not always appreciated by society, including the generation that did not have a formal environmental education.
The replacement of the biospheric worldview with the technogenic one is connected with the insufficiency of biological culture or the narrow engineering thinking of "polytechnical" areas.
Underestimation of the role of living organisms in nature, the formation of the human habitat, the circulation of substances and the cleansing of urbanized and man-made ecosystems forms numerous teaching aids and curricula, and penetrates into modern methodological literature.
The most important criterion for assessing the homeostasis of the human environment can be considered the health of the environment, the state of individual populations of animals and plants, their ability to settle, reproduce, and the stability of their ecological niches. Phenetic variability and fluctuating asymmetry at the population level, along with the criteria for the ratio of trophic groups, biological diversity, the ratio of biomass and productivity, population dynamics and saprobity of aquatic organisms, are indicators of the state of the gene pool of living organisms.
The strategic tasks of biodiversity conservation include the compilation of inventories of animal and plant resources, soils and landscapes of individual regions, biomonitoring of the state of the environment using test objects, analysis of subtle mechanisms of changes in organisms at the species and population levels, and the formation of a network of protected areas. The formation of a regional environmental policy should be aimed at broad information of various segments of the population about the state of biodiversity and the role of individual species, groups of organisms in the transformation of the consequences of human activity, in the inseparability of human health problems and the health of each of the species that live nearby humans or in the wild.
The ecological concept determines that the regional and global ecological balance is maintained by preserving the natural diversity of ecologically interconnected natural communities - the natural framework of ecological stability. The versatility of each natural resource: agricultural, forestry, water, hunting, recreational lands, to one degree or another, perform such an important function as maintaining environmental stability necessary for agriculture, forestry and hunting, ensuring proper recreation and healthy living environment for people and social economic development of society.
The environment-forming functions of natural communities are based on their ability to self-heal, as a result of which the destabilizing effect exerted on them is neutralized. The condition for preserving the ability of natural communities to perform their natural functions is their ecological connection with each other, which makes it possible for natural restoration of disturbed areas due to the migration of living organisms from neighboring areas that are better preserved.
There are 1.5 million species of living organisms in the world, at least 4-5 million species are not known to science, and according to some estimates, there should be about 30 million of them.
Several tens of thousands of new species of invertebrates, bacteria, viruses, fungi and algae are described annually. Even among the large forms of animal fish and birds, scientists are discovering new species. In recent decades, dozens of new pathogens of human and animal diseases have been described.
The list of harms of certain traditionally habitual human foodstuffs is being specified. For example, toxic substances dangerous to human health have been found in mushrooms common to the population and pigs, and cancer-causing components of carcinogens have recently been discovered in well-known brands of the Coca-Cola drink.
The problem of the influence of xenobiotics is extremely insufficiently developed; substances artificially created by man on the human body and living components of natural ecosystems. Most new xenobiotics have not passed toxicological tests. Of more than 8 million xenobiotics, in terms of toxicokinetics and toxicodynamics in biological objects, more than a hundredth of the lists of these substances have been studied. Problematic issues remain bioaccumulation, biotransformation, exposure to low doses of toxicants, including heavy metals and persistent organic pollutants, and even more so the complex impact of factors on the human body and components natural environment.
Given the poor knowledge of the biological relationships between the components of natural ecosystems and their compositions, it is now necessary, if possible, to preserve the elements of relatively undisturbed territories of natural biogeocenoses. Such territories, in addition to standards and model sites for researchers and samples of natural ecosystems for future generations, are reserves for the conservation of species of various organisms that replenish agrosystems disturbed by humans, artificial forest plantations or urban cenoses.
The ecological framework of the territories consists of a natural landscape complex and anthropogenically modified territories, usually associated with historically established types of economic activity. The basis of this framework should be a network of specially protected areas that preserve the biodiversity of these areas. These sites must be connected to ecological corridors must be connected to the European Ecological Network (European ECOlogical NETwork-EECONET).
The basis of the ecological frame is made up of key territories - the core of the ecological frame, which are connected by transit territories of migration of individual elements of ecosystems. These sites should be connected by buffer zones protecting key and transit areas from the impacts of human activity.
The development of a uniform and representative network of protected natural areas is one of the major areas optimization of the natural environment. Protected areas perform the functions of protecting standards landscape complexes various ranks.
State reserves and national natural parks should be considered as protected examples of landscape areas within each landscape province. Terrain type references can be provided in landscape reserves, as well as reference types of plant associations and soil types in the respective botanical and soil reserves.
Typical, characteristic, rare (relic and endemic) and disappearing tracts and facies, as well as tracts and facies containing unique biological and geological-geomorphological objects can be protected as natural monuments.
Obviously, the greater the degree of human impact on the landscapes of the region, the higher the environmental need for the development of protected natural objects.
A single continuous network of small (natural monuments) and medium (zakazniks) protected natural complexes together with nature reserves, it can serve as a support for landscape and ecological monitoring.
For this reason, protected natural objects should reflect the diversity of landscapes and its constituent parts of a certain region and provide observation of the main trends in the development of natural complexes, changes in the geophysical and geochemical properties of landscapes, control the dynamics of biotic and abiotic variables.
When allocating protected areas, it is necessary to observe a number of principles or methodological techniques.
First of all, this is the landscape-zonal principle of taking into account the features of the landscape, natural zone and climate. Among the principles for the location of small protected areas, one can name representativeness, i.e. representation of all types of ecosystems in a certain territory, biological diversity as the basis for the stability and homeostasis of biota, the area required to preserve the species composition and a number of other regional and individual features of territories.
Currently, it is necessary to develop a special concept for the conservation of biodiversity in the Voronezh region.
Formation of ecological culture of the population is one of the most important aspects of environmental policy. Of particular interest in recent times is the humanitarian aspect, because. it is he who presupposes a change in the system of values, a correction of the worldview, a restructuring of people's consciousness, i.e. formation of a new ecological culture.
The purpose of the national environmental policy in the field of education is:
the formation of a system of ideas among the population about the value of natural resources, the problems of maintaining the health of the environment, etc.;
the formation of a humane attitude to nature, ensuring the psychological inclusion of animals and plants in the scope of ethical norms;
teaching people to consciously use the unique potential that lies in spiritual communication with the natural world for their own personal development, shaping people's need for active personal support for the ideas of sustainable development and maintaining the health of the environment.
development by the population of ecologically safe methods of nature management.
REPORTS
PARTICIPANTS OF PEDAGOGICAL READINGS
IMPACT OF PRACTICE-ORIENTED
TRAINING FOR THE QUALITY OF TRAINING
HIGHLY QUALIFIED SPECIALISTS IN
CONDITIONS OF INNOVATIVE DEVELOPMENT
ECONOMY
IE AGEEVA, teacher of economic disciplines.Usman Industrial and Technological College, Usman, [email protected] Decree of the Government of the Russian Federation of February 2011 No. 61 approved a new Federal Target Program for the Development of Education for 2011-2015.
The goal of the Federal Target Program for the Development of Education for 2011-2015 is to ensure the availability of quality education that meets the requirements of the innovative socially oriented development of the Russian Federation. At the same time, the objectives of the Program are:
modernization general education as an institution of social development;
bringing the content and structure of vocational education in line with the needs of the labor market;
development of a system for assessing the quality of education and the demand for educational services.
It is planned that the FTsPRO will be implemented in 2 stages. As a result of the first stage (2011-2013), sustainable models will be obtained for further mass implementation of transformations and evaluation of their effectiveness, scenarios for various educational institutions, regions, socio-economic conditions will be developed.
The result of the implementation of activities at the second stage (2014-2015) will be the mass introduction of all successful models and mechanisms approved at the end of the first stage of the FTsPRO, the availability of a new infrastructure in the educational environment.
Improving the quality of training of mid-level specialists, as direct organizers of production, is associated with the improvement of college education.
Accelerating the socio-economic development of the country on the basis of scientific and technological progress requires the reorientation of specialists from each enterprise and industry as a whole to an intensive production path, to finding and putting into action all reserves to increase its efficiency and product quality. The leading role in the fulfillment of the national economic task - the sustainable supply of the population with all types of food products - belongs to specialists Agriculture. High-quality training and retraining of personnel for the countryside is one of the most important conditions for the effective use of production potential and the operation of enterprises in self-supporting conditions.
During the transition to a market economy in Russia, the role and tasks of the accounting service of commercial organizations (enterprises) have changed radically. This is due, first of all, to a significant expansion of the rights of enterprises, which can now choose their own accounting policies, determine partners and types of business contracts concluded, conduct joint activities, create subsidiaries and affiliates, etc. When making decisions on these issues, the management of an enterprise has to weigh and compare their consequences, which involves constant contact with specialists in the accounting service. When entering into relationships with partners, enterprises must be solvent, which involves the submission of certain accounting financial statements, which become public, i.e. accessible to all interested business entities.
The development of new forms of ownership and organizational and legal forms of enterprises has formed a new type of relationship for Russia - the relationship of the head and the owner. This was most fully realized in joint-stock companies, where the interest of shareholders in the results of the economic and financial activities of enterprises is becoming more and more active. To satisfy this interest, first of all, public reporting is ensured through its publication, distribution in the form of booklets and submission to state statistics bodies.
Accounting information is increasingly turning from a means of accounting and control into a means of substantiating decisions, and the effectiveness of the organization's activities depends to a decisive extent on the timeliness, quality and reliability of this information.
In recent years, the requirements for the range of knowledge that an accountant should have have expanded significantly. On the one hand, this is due external conditions: the dynamism and diversity of economic life have increased significantly, integration processes have intensified, the legislative framework and accounting standards have changed, within which an accountant must work, the taxation system is changing. On the other hand, the technique and technology of accounting has changed significantly, in particular, the use of economic and mathematical modeling, the latest software products, computer technology, information databases, search for information systems, etc. has expanded. The accounting base itself began to orient the accountant towards comparing (calculating) different options and choosing the one that is more adequate to the tasks and the state of production.
These functions of an accountant are becoming more familiar, fully comply with professional standards accepted in international practice, and supported by the experience of many countries around the world.
At the present stage, a transition to the development of agro-industrial production on the basis of various forms of ownership and types of management of enterprises should be ensured. For the successful solution of the tasks set for agriculture, the economic training of specialists is necessary. They must be able to identify reserves for increasing agricultural production, improving its quality, reducing costs and improving the management of enterprises. Economic analysis of their activities is one of the elements of production management. Agricultural specialists, heads of enterprises must master the method and techniques of analyzing economic activity in order to identify the possibilities of the economy for more rational use resources, increase production, increase profits, improve the efficiency of the enterprise as a whole.
A modern economist, manager, accountant, auditor must be able to modern methods economic analysis.
I focused on how practice-oriented training affects the quality of training of highly qualified specialists. AT curriculum 100 hours are allotted for the study of the AFHD discipline, including 38 hours of practical training. Workbooks have been developed.
Students have individual tasks based on the activities of actually existing enterprises in the Usman region. The educational institution has a production site (specific production units: tractor field-breeding brigade, cattle breeding farms, mechanized workshop, auxiliary production.
In the last 2 years, lessons have been held in production, where students can participate in the production process, and then specifically make calculations on the actual cost of production, the profitability of production in general and separately by cost items.
There is a binary lesson in production, which is conducted by the director Ivanov V.I., and the teacher of economics Ageeva I.E.
For 10 years, students have been active participants in the exhibitions of the Expocenter of the VSAU "Agribusiness of the Chernozem Region", the largest agro-industrial forums of the Chernozem Region, where they study the advanced efficiency of biotechnologies, processing industries, the latest equipment, technologies, credit, leasing, insurance. From exhibitions we bring the richest handouts for theoretical and practical classes.
Exhibition Hall of the VSAU Expocentre.
At the laboratory for the analysis of financial and economic activity, there is a circle in the form of a bureau of economic analysis, which provides an analysis of the enterprise as a whole and its divisions.
In the process of studying this discipline, students learn to process economic information presented in operational, accounting, statistical accounting and reporting; study the essence of economic phenomena and processes, find their interconnection and interdependence;
detail, systematize and model economic processes; determine the influence of factors, comprehensively evaluate the results achieved, identify reserves for improving the efficiency of the enterprise. All of the above allows you to train highly qualified specialists in the conditions of innovative development of the economy. Almost all graduates continue their studies at the Voronezh Argo University named after Emperor Peter the Great.
In 2009, the Federal State Educational Institution of Secondary Vocational Education "Usmansk Agrarian College (now the Usmansk Industrial and Technological College) became the winner of the first round of the third competition of institutions of primary vocational and secondary vocational education and the priority national project "Education". Name of information educational program“Creation of an educational experimental agricultural company for the purpose of innovative development of soil-saving and health-saving technologies in the region. During the implementation of this educational program in 2010 and 2011, it became possible for students to have an internship in Germany (Baden-Wüttemberg.) Over the past two years, nine students from different departments of the college have completed internships. Takes on practical importance research work student of the department "Economics and accounting (by industry)"
Tarasov Sergey, who had an internship from April 2 to November 20, 2011 in Germany.
Tarasov Sergey at the automated pig farm during Sergey at the exhibition modern technology in Germany.
During the internship, students not only worked but also rested.
Currently, Sergey is preparing his thesis “Efficiency of land use in the context of land reform”, where he summarizes and compares international experience in land use in Germany and Grachevskoye CJSC, Usmansky district, Lipetsk region.
INNOVATIVE TECHNIQUES OF PEDAGOGICAL
TECHNIQUES IN THE PROCESS OF SPECIALIST TRAINING
E.V. ALEKHINA, teacher of the Cycle Commission of Thermal Engineering Disciplines Voronezh Power Engineering College, Voronezh, Modern production equipment and full automation of technological processes predetermine the quality of specialist training and, accordingly, have a very large impact on the technologies and methods of teaching special educational disciplines in the format of an educational institution. To this end, the basis of education should be not so much the discipline as the ways of thinking and student activity. It is necessary to produce a specialist who has received high-level training and, at the same time, adapt him to the conditions of a specific production environment.Active learning methods are considered to be those in which the student is forced to actively extract, process and implement educational information provided in such a didactic form that provides objectively better, compared to traditional methods, learning outcomes for practical activities. This suggests that the teacher and students are given a greater opportunity for creative cooperation, the main thing is to be able to apply the acquired knowledge in practice.
professional activity is the age group.
Basically, these are students aged 18-20 (III and IV courses). By this period of growing up, in comparison with the second year, they already develop a desire for the possibility of acquiring personal professional experience in the learning process and an interest in understanding how great is the distance between the knowledge gained and this experience. After all, the requirements of employers to young specialist now are such that he must be ready to perform his professional duties from the first days of work. And in order to start working, he must have certain knowledge and practical skills.
The transition to the new federal state educational standard of secondary vocational education (FSES SVE) requires a change in the methods of teaching disciplines that provide the normative level in this specialty. In accordance with the Federal State Educational Standard in the specialty 270839 "Installation and operation of internal plumbing devices, air conditioning and professional competencies, which include the ability to:
- understand the essence and social significance of their future profession to show a steady interest in it;
- make decisions in standard and non-standard situations and be responsible for them;
– to search for and use the information necessary for effective implementation professional tasks, professional and personal development;
- take responsibility for the work of team members (subordinates), for the result of completing tasks;
- independently determine the tasks of professional and personal development, engage in self-education, consciously plan advanced training;
- navigate in the conditions of frequent changes in technology in professional activities;
– organize and carry out production quality control of installation works;
- to supervise other employees within the unit when performing work on the installation of water supply and sanitation, heating, ventilation and air conditioning systems;
– to design elements of the engineering systems listed above.
While the professional modules of disciplines for the senior courses of this specialty are under development, as the students corresponding to it are first-year students.
The specialty 270110 “Installation and operation of internal plumbing fixtures and ventilation” remains relevant, on which the new Federal State Educational Standard, in my opinion, leaves a fresh imprint precisely in technologies and teaching methods.
Increasingly, in classes in disciplines, for example, “Fundamentals of ventilation”, “Systems and equipment for indoor microclimate”, “Production of work on the creation of microclimate systems”, along with problematic lectures and educational discussions, main goal which is the acquisition of knowledge by students with their direct and effective participation, I manage to use the following active teaching methods:
internship, didactic game, simulation training.
An internship provides for the performance of an official role, i.e. the element of modeling is the sphere of professional activity, and imitation applies specifically to the performance of a certain role (position of a specialist).
In the format didactic game the participant must perform actions similar to those that may take place in future professional activities. For example, a student receives a task from a teacher - to imagine that he is a representative of a company that some time ago supplied, installed and serviced ventilation equipment at a specific facility (it may be industrial enterprise, entertainment building, shopping mall, office building, cottage, etc.
P.). And in accordance with the schedule of technical inspection and maintenance of equipment, a representative of the company must arrive at the facility, where he learns that the installed equipment and the ventilation system, as a whole, work "somehow wrong ...". His task as a specialist is, with the help of instrumentation, visual inspection and knowledge, in principle, to assess the situation, check the design compliance of the air flow in the system and conclude, for example, that the air filter section increases as a result of heavy dustiness. pressure at the fan, the electric motor of which may fail due to overload, etc.
Simulation training with the help of computer support provides for the development of certain professional skills and abilities for the installation and maintenance of various technical means and devices.
Any situation of professional activity is imitated and a specific technical device is modeled. For example, in what sequence and with what tools it is necessary to perform a standard (or non-standard) installation of a household split air conditioning system, consisting of outdoor and indoor units, etc. An important goal is achieved:
theoretical knowledge through creative awareness turns into a kind of practical skills.
I would like to say a few words about the research method of teaching. Increasingly, it is referred to new technology game design. Although senior students of technical specialties of SVE at a certain stage of education in the most detailed way first get acquainted with course projects in special disciplines, and then, as a result, with a graduation project. These projects are the result of project activities. The technology of project-based learning is focused on the creative self-realization of the student's personality and provides for the choice and justification of the project;
development of a settlement and explanatory note and a graphic part (2-4 sheets of A1 format); development of measures for labor protection and fire prevention measures; economic justification; project conclusion.
And, of course, active learning methods are hardly imagined without modern computer technologies, which today are a means to provide educational material students for the purpose of transferring knowledge, a tool for information support of the educational process as an additional source of information, a universal tool for testing knowledge, a tool for developing the calculation and graphic parts of course and diploma projects, a universal simulator for acquiring professional skills practical application knowledge (training videos, animated videos, multimedia technologies).
The use of computer technologies in the system of vocational education contributes to the development of the student's personality, preparing him for a productive professional activity; intensification of the educational process in a professional school;
formation of professionally important qualities of a specialist.
The main purpose of SVE institutions is to meet the needs of the industrial sector in qualified specialists, develop and strengthen ties with employers, form new approaches in social partnership and increase the level of development of society as a whole.
The forms and methods of active learning contribute to the effective teaching of students the necessary skills and abilities, proving not only relatively minimal labor and time costs, but also the high quality of education.
I see my creative activity as a teacher in the most rational use of active teaching methods and technologies, which are aimed at the end result of the educational process - the training of a specialist who is able to successfully master new professional horizons, organize his own activities, determine the methods and methods of implementation professional tasks, evaluate their effectiveness and quality, as well as solve problems, assess risks and make decisions in non-standard situations.
Literature Batyshev S.Ya. Professional Pedagogy. - M .:
Association "Professional Education", 1997.
(Terminological Dictionary) // National Education, 1997, № Guzeev V.V. Planning for educational outcomes and educational technology. - M .: National education, 2000.
Polat E.S., New pedagogical technologies in the education system. - M: Enlightenment, 2001.
Chernilevsky D.V., Moiseev V.B. Innovative technologies and didactic means of modern vocational education. – M.: MGITs, 2002.
LESSON - PROBLEM, LESSON - RESEARCH
Electromechanical College of the Voronezh branch of MIIT, Voronezh, [email protected] In the new FSES of the 3rd generation, special attention is paid to the fact that the student has the right to participate in the formation of an independent educational program. This can be defined as a maximum program for a fairly long term. But even today we, teachers, can and must take into account the peculiarities of the worldview and psychology of the current generation of students, their individuality and even uniqueness. And for this we must use creative, non-standard individual approaches in working with students. Teaching creativity is perhaps best realized when organizing independent work students. Moreover, the standard draws our attention to the fact that the educational institution "is obliged to ensure the effective independent work of students in combination with the improvement of its management by teachers." At the same time, as stated in the standard, "extracurricular" work must be accompanied by methodological support and justification of the time spent on its implementation. In particular, according to the new recommendations of the Ministry of Education, students can be allocated from 30 to 55% of the time for the implementation of the educational program for the academic discipline or module for independent work. Thus, this is significantly more than in the previous SES.Out-of-class independent work of students is the planned educational, educational-research, research work of students, performed outside the classroom on the instructions and with the methodological guidance of the teacher, but without his direct participation.
I would like to focus on the following:
- What is the problem, how do they arise, and what are the possible searches for their solution.
A problem is a question that cannot be answered on the basis of existing knowledge. This is knowledge about ignorance. This is a contradiction between old and new knowledge: between new ideas, facts and existing theories. Human activities that allow him to successfully cope with certain problem situations are very diverse: we can endlessly make trials until one of them accidentally leads to a solution, we can use some experience.
teachers are creative people who are constantly in search and reorganization of their professional activities. Therefore, what I will tell you about today will probably not be a discovery for you, but it may help you remember, see and rethink already known techniques in a new way.
My report is declared as “The lesson is a problem. Lesson research. It is on them that I will stop.
The research approach to teaching is not a new phenomenon in the field of pedagogy. In Russia, the idea of its use was first put forward in the second half of the 18th century, but it took more than 100 years for it to be in demand by the pedagogical community.
The research approach in teaching is a way of introducing students to the methods of scientific knowledge, an important means of forming their scientific worldview, developing thinking and cognitive independence. The essence of the research approach in teaching is:
a) in the introduction of general and particular methods scientific research in the process of educational knowledge at all its stages (from perception to application in practice);
b) in the organization of educational and extracurricular scientific and educational, search and creative activities;
c) in the actualization of intra-subject and inter-subject communications;
d) in changing the nature of the relationship "teacher-student - a team of students" in the direction of cooperation.
Research knowledge as a component of the content of education includes the concept of methods and techniques of working with information, is the result of cognitive activity aimed at the promotion, formation, explanation of patterns, facts, learning processes, education and development.
The method of conducting lessons - research is not new, it is designed well enough for naturally - scientific disciplines. For example, there is a classic lesson development - research in physics.
In teaching the disciplines of the socio-economic cycle, it is difficult to conduct classical lessons - research is difficult, the objects with which students work are mostly text.
But educational research differs from scientific research in that, first of all, it solves the problem of deep and lasting assimilation of program material, the formation of research skills in students. They arrange their research in the form of written papers or presentations (on electronic media) "Social science"
Method of research (independent) work: text analysis, charting Scope: almost all academic disciplines (facilitating the memorization and understanding of new concepts and terms, the development of collective decisions, the design of educational material).
Purpose: formation of understanding of any term, concept.
Tasks Training:
creating clear and understandable lecture notes;
maximum return on reading books / textbooks;
preparation for writing essays, course projects, diplomas;
facilitating the memorization of the material;
structuring the material;
generation of new ideas, creativity; collective solution of complex problems.
Educational:
disclosure and development of the creative potential of students;
development of skills of introspection and self-diagnosis of personal creative and intellectual potential;
development of teamwork skills.
The advantages of all the presented forms of organization of research independent work of students:
For students:
the possibility of free creative expression;
application and selection of tasks of different levels of complexity and time consumption;
the possibility of raising the mark due to the manifestation of their creativity and accuracy;
the breadth of forms and means of performing work;
independent distribution of time resources;
Opportunity to participate in grading work.
For teachers:
application individual approach to students;
the possibility of differentiating tasks according to the level of complexity, based on the capabilities of students;
simplification of the stage of assessing students' knowledge, based on clear requirements that were initially presented to the work;
saving time on creating and checking tasks;
expanding or deepening the knowledge and skills of students through the use of their independent work.
Conclusion: systematic research independent work is one of the necessary conditions for the successful study of any subject, and everyone benefits from its widespread use: teachers, students and employers!
Literature Gabaidulina Sh. Research activity and ICT - the competence of students // Secondary vocational education. - 2007, No. of students' activities in the study of history // Secondary vocational education. - 2011, No.
TEACHING TO READ IN ENGLISH CLASSES
LANGUAGE AT THE SECONDARY SPECIAL INSTITUTION
E.V. ARALOVA, T.P. BOLSHAKOV Voronezh Energy College, Voronezh, In our time, when the amount of information in foreign languages is constantly increasing, reading in a foreign language plays an increasingly important role, so one of the main tasks of teaching a foreign language in a secondary specialized educational institution is teaching reading. Without mastery of this type of activity, further use of a foreign language is limited.As you know, reading refers to the receptive types of speech activity, since it is associated with the perception (reception) and understanding of information. The purpose of studying a foreign language in a technical school is to read, understand and translate texts on socio-political topics and literature in the specialty of medium difficulty using a dictionary. The essence of the process of reading in a foreign language is the search for information. The purpose of the educational reading exercise is to lead students to master the process of reading in a foreign language.
Teaching reading should be built in such a way that students perceive it as a real activity that has practical significance. In order to achieve the desired result, i.e. to teach students to read with a different purpose, (anticipation), contextual guessing, interpretation, ability to work with keywords, etc.
In more detail, we should consider the types of reading. The main types of reading are:
- analytical reading, which includes the dismemberment of linguistic material as a basis for understanding;
Synthetic reading is a holistic perception of the linguistic form of content, i.e. all attention is directed to understanding the main content on the synthesis of familiar elements.
Analytical reading teaches language by creating two bases:
linguistic and in the form of certain skills to work on the text.
The main task of analytical reading is to teach students to achieve a complete understanding of the text by analyzing words and grammatical forms.
The task of synthetic reading is to teach students to understand what they read without resorting to analysis and translation of the text.
This type of reading, of course, requires students to have a fairly strong knowledge of the language and some ability to use guesswork when reading a new text.
Reading is always analytical-synthetic in nature, that is, linguistic phenomena that cause difficulties are analyzed, and the synthesis is carried out at the level of understanding the content of the text.
Texts for analytical reading should be quite difficult in terms of content, lexical composition and grammatical forms. Texts for synthetic reading should be simpler both in content and in form. After all, a student in the process of synthetic reading must understand the text without resorting to either analysis or translation into Russian.
According to the purpose of reading a text, there are several types of reading:
1) Studying (study reading);
2) Introductory reading or reading with a general coverage of information (average reading);
4) Searching reading.
Let's take a closer look at each type of reading.
1) Learning reading or reading with a full coverage of the content - the most complete and accurate understanding of all the information contained in the text and its critical reflection. This is a thoughtful and unhurried reading, which involves a purposeful analysis of the content of the text being read, based on the linguistic and logical connections of the text.
The object of study is the information contained in the text, but not the language material. When studying reading, you can re-read, clarify, sometimes aloud, individual points.
The most important theses are highlighted for the purpose of further retelling, discussion, and use in the work. His approximate pace (lowest) is 50-60 words per minute. Texts are selected that are of cognitive value, representing the greatest difficulty for this stage of education, both in content and in linguistic terms.
2) Introductory reading - the entire text is read without setting to receive certain information, that is, reading for oneself. This type of reading is also called reading with a general scope of content (search) - you need to understand what is at stake. Requires the ability to distinguish between primary and secondary information. Only those new words that interfere with the understanding of the main thing are translated. The pace of introductory reading should not be for of English language below 180, for Russian below 120 words per minute (French - 180, German - 150).
For practice in this type of reading, relatively long texts are used. Lungs in terms of language, containing at least 25-30% of redundant, secondary information.
Usually read the title and the first paragraph. Requires quite highly qualified reader and possession of a large amount of language material.
To teach viewing reading, it is necessary to select a number of thematically related texts and create viewing situations. The speed of viewing reading should not be lower than 500 words per minute, and learning tasks should be oriented in the logical and semantic structure of the text, the ability to extract and use the source text material in accordance with a specific communicative task.
4) Search reading - focused on reading newspapers and literature in the specialty. Its goal is to quickly find quite specific data in the text (numbers, facts, characteristics, etc.). The reader knows from other sources that such information is contained in this article, book. Therefore, based on the typical structure of this type of text, the reader immediately turns to certain parts or sections.
In educational conditions, this type of reading acts more like an exercise, since the search for this or that information is carried out at the direction of the teacher.
When working with a text, it must be remembered that it must be interesting, understandable, completed in volume and rather difficult. Teaching reading in a secondary specialized educational institution has its own characteristics, namely, it is necessary to acquaint students with the author, pay attention to the title, which, as a rule, has a “coded meaning”. Students should also be able to convey the information received, while reporting a personal position in relation to the content. To help the student, the teacher should develop a memo for independent reading of literature in English, which indicates how to read and translate the text, how to work with a dictionary, be able to find the main idea of the text, express your personal assessment, develop a reading technique, do not forget about shock and non-stress vowels, intonation, etc.
Teaching reading should be carried out systematically at all stages of working with the text: the pre-text stage of work stimulates the motivation of students, the text stage solves the main communicative tasks, the post-text stage teaches you to express your thoughts in oral and written speech.
Let us dwell in more detail on teaching learning reading and consider the main stages of working with text in more detail.
1) The pre-text stage includes techniques that arouse interest in the text, activate students' knowledge about the world around them and give the teacher the opportunity to understand whether they have enough knowledge and life experience to successfully cope with the text. Students should be invited to talk about the proposed topic, listen to their ideas, and then give them additional information that they may need to successfully understand the text. For example, the teacher provides information about the author and summarizes the content of the text as a whole. If students have the skills to recognize the type of text and the topic, they will be able to predict the content of the text. If students' assumptions are often confirmed, then they will not only read faster and more efficiently, but also get positive emotions from reading, which, in turn, will make them want to read more in English. As an exercise for this stage working with a text, the following can be offered: exercises for correlating the meaning of a word with a topic, exercises for expanding vocabulary, exercises for identifying and differentiating grammatical phenomena, exercises for highlighting key words in sentences, etc.
To remove language difficulties, students are invited to perform a series of exercises to develop language guesses that develop word-formation skills.
Anticipation and contextual guessing play an important role when working with text. You can use some practical techniques in English classes to develop forecasting:
It is necessary to use headings, photographs, diagrams, illustrations to help students what will be discussed in the text.
Write the key words and phrases on the board and see if the students can guess what the text is about.
Students should say how the sentences might end. Then read the correct answer.
Distribute text fragments to students, and then ask them to arrange them in a logical order, that is, 2) At the text stage, students perform exercises to extract primary and secondary information from the text by finding the meaning of the text, the lexico-thematic basis for combining semantic segments into a single whole. Exercises at the text level help to form the skills necessary to complete tasks in different types reading. At this stage of working with the text, it is possible to offer exercises for dividing textual material into semantic parts, exercises for equivalent replacement, presentation of the main ideas of the text, etc.
3) At the post-text stage, the understanding of the content of the text is monitored and its interpretation is given. To check the actual understanding of the content of the text, exercises for teaching the interpretation of the text and to determine the cognitive value of what was read. Here it is necessary to offer exercises to check the understanding of the actual content of the text, exercises to teach the interpretation of the text, exercises to determine the cognitive value of what is read.
The teacher always approaches the assessment of text comprehension differently.
Teaching reading contributes to a deeper assimilation of English by students: students reveal their ability to communicate in English, assert themselves in their team; expand cognitive and professional interests, which will ensure success in future professional activities.
Literature 1. Weisburd M.L., Blokhina S.A. Learning to understand a foreign text when reading as a search activity//In.yaz. at school. 1997 No. 1-2. s33-38.
2. Maslyko E. A., Babinskaya P. K., Budko A. F.
Handbook of a foreign language teacher // reference manual, Minsk 2004, 520 p.
APPLICATION OF PERSON-ORIENTED
TECHNOLOGIES IN TEACHING ENGLISH
LANGUAGE IN THE TECHNICIUM
E.V. ARALOVA, T.P. BOLSHAKOV Voronezh Energy College, Voronezh, An essential condition for professional and educational-cognitive activity is self-determination of the individual, which is understood as a conscious assertion of one's own positions in problem situations. Implementation modern technologies teaching allows you to use the educational and developmental potential of the English language as a subject to an even greater extent. Studying a foreign language, students become familiar with samples of world and native culture, are included in the dialogue of cultures, and develop by means of the language.Since students at the technical school study English from 1st to 4th courses inclusive, texts about the countries of the language being studied are very important for them: about the United Kingdom, English weather and cuisine, about America, about the capitals of these countries, as well as studying the traditions of English-speaking countries. At the same time, students not only learn linguistic units different levels, but also culture, mentality of another people, features of everyday life. Students are also offered texts about Russia, our capital, the Kremlin, their hometown. It becomes possible to involve each student in an active cognitive process and apply knowledge in practice, a clear understanding of where, how and for what purposes knowledge can be applied. Students work together, in cooperation in solving a variety of problems, showing certain communication skills.
Students, as a rule, are interested in this and they are happy to search for new information that interests them: about the norms of behavior, customs, holidays of other states, then they compare it with the culture of their country. When considering the traditions of countries, such a feature as tolerance is formed - a tolerant attitude towards the diversity of socio-cultural behavior patterns, feelings of patriotism and national dignity develop.
When preparing for extracurricular activities in the subject, students are given the freedom to choose the material. At this time, we, teachers, have the opportunity to observe and take into account the emotional reaction of the participants of the event to the proposed tasks (willingly perform, reluctantly, calmly perceive either negatively or emotionally positively). The level of independence in choosing a topic is also manifested here; the desire and desire to participate, the degree of activity of each against the background of the group. So, while preparing for the extracurricular event “Christmas Celebration in Russia, Great Britain, Germany”, students are looking for differences between this religious holiday in our country and countries with a different religion. Such extracurricular activities make it possible to implement the socio-cultural component of the content of education through various forms work with regional studies materials.
In parallel, we use such modern technologies as training in cooperation, communicative - role-playing situational activities. Independent work activates the cognitive activity of students, forms their activity in the educational process.
The teacher needs to build educational research activities students to provide them with the opportunity to solve research problems that become personally significant for them. The activity of a student is always successful if both the teacher and the student are interested in it. All this contributes to the activation of the mental activity of students, strengthens their desire for research, and develops creativity. Business games in the classroom also help to create “personally-oriented situations” (“meeting of business partners”, “official presentation”, “business conversation in English”).
It is the game that is the social practice of the student's personality. It includes elements of competition, allows self-assertion, self-realization.
Reading texts about scientific and technical discoveries, achievements of mankind (topics: "Electricity", "Laser", "Metals", "Computers in our life") contribute not only to expanding knowledge on special subjects, but also to a broad analysis of human development of natural and social world, awareness of his place in this world. Thus, a spiritual personality is formed.
Also, we, teachers, have the opportunity to give independent work to students on a proactive basis.
This can be done in any course and applied in different forms. The most acceptable is the advanced work of a theoretical nature. The educational process should become a sphere of self-affirmation of the student.
The leading goal of student-centered technology is the formation of an active personality in the learning process, capable of independently building and correcting its educational and cognitive activity. The orientation of the teacher in the development of personality-oriented technologies is to develop the activity of the individual in the educational process. To implement the idea of a personal approach, it is necessary to create conditions, an educational environment for the full manifestation personal qualities student, solving his personal problems, searching for himself, giving cultural forms to this search.
In order to stimulate the search and research activities of students, it is necessary to constantly evaluate their work, praise and encourage their aspirations, find their own rational way of solving a problem, and help reveal their capabilities and abilities.
Abilities are found only in activity.
It is activity that stands between learning and personal approach. For students, the main educational activity. It should be diverse, covering the mental, practical, ethical, aesthetic, emotional and physical spheres, enabling students to express themselves, and most importantly, as natural and life-like as possible. Students independently study the theoretical material of individual topics or issues (analysis of documentary sources or preparation of reports on practical experience in the field under study). The use of the method of advanced independent work in practice makes it possible to make practical classes more interesting, stimulate the search activity of students, and form a stable positive motivation for learning.
One of the important ideas underlying student-centered learning is the idea of problematicness.
The learning problem should be of optimal difficulty.
The main thing is that when deciding problem situation the student restructures not only his actions, but also his motives and needs. An essential condition for professional and educational-cognitive activity is self-determination of the individual, which is understood as a conscious assertion of one's own positions in problem situations.
For a clear idea of the level of cognitive interests of students, their current and potential opportunities, about life orientations, it is useful to conduct a questionnaire, which determines the further actions of the teacher in determining the forms of work during and after school hours. In turn, this helps to understand the student's own position and the formation of his personal qualities.
Therefore, when teaching a foreign language in a secondary special institution, it is necessary to solve the following tasks:
1. Formation of readiness to solve various problems.
Obviously, depending on the situation, the solution of a particular problem will be based on a whole range of knowledge, skills and abilities in certain areas. In order for this quality to be formed, it is necessary:
make teaching more problem-oriented;
more use of a reflective approach to learning. Reflection (from lat. Reflexio - turning back) - the process of self-knowledge by the subject of internal mental acts and states;
to stimulate the trainees not only the ability to answer questions, but also to formulate their own questions;
to reconsider the traditional role of teacher and student in the classroom.
2. Improving bilingual communicative competence in communication, taking into account the socio-cultural differences of the modern world.
3. Development of the desire to learn throughout life, updating and improving the acquired knowledge, skills and abilities in relation to changing conditions.
The student-centered learning under consideration is one of the important tasks for the development of secondary specialized education.
It not only forms the worldview of the individual, but also requires the manifestation of an active life position, the ability to defend one’s point of view, develops debating skills, which will be useful in the future: adapt in the social and professional sphere, work in a team, resolve problems and be able to quickly get out of difficult situations. situations.
Literature 1. Semushina L.G., Yaroshenko N.G. The content and technology of education in secondary specialized educational institutions: A manual for teachers of institutions of secondary vocational education - M.: Masterstvo, 2001.-272p.
2. Kopylova V.V. Methodology design work in English lessons: Methodological guide.- M.: Bustard, 2003.p.
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Arkhipova Olga Valerievna, Doctor of Philosophical Sciences, Associate Professor of the Department of Hotel Business, St. Petersburg State University of Economics (SPbSUE), St. Petersburg [email protected]
Zakharova Marina Valentinovna, Candidate of Pedagogical Sciences, English teacher, School No. 300, St. Petersburg [email protected]
Ilyina Yuliya Borisovna, director of GBOU school No. 300, St. Petersburg [email protected]
Traditions of national education: understanding ideas through the prism of modernity
Annotation. The article deals with the problems of modern Russian education in the humanities, the traditions of Russian education and the ways of development in modern culture are comprehended.
Key words: education, ideas of education, humanitarianism, identity. Section: (01) pedagogy; history of pedagogy and education; theory and methodology of training and education (by subject areas).
Education is an organic part of human culture and at the same time creates culture. Culture and education are a complex whole. Comprehension of the phenomenon of education, determination of its specificity and disclosure of the potential for solving a complex of problems of our time acquire a special meaning today. One of the most important tasks is the task of comprehending the very essence of education in the broad context of the culture of society and its reproduction. The value and significance of education for modern culture is unconditional. "Modern technocratic computer civilization, the development of the market, consumption, success, the external arrangement of a person inevitably crowd out what we designate as a humanitarian principle." Humanitarian education is also being squeezed... Today, we note with annoyance the presence of negative trends and facts in the system of education at all levels. The deep crisis that struck the most important spheres of the spiritual life of mankind - education, art and science, led to the actual split of the single material and spiritual space of civilization, exerting a particularly strong influence on the state and development of education, which is increasingly losing its culture-forming functions, its influence on moral components. individual and social mentality. Such is the reality. And one cannot be angry with reality; one must study it, “do not cry, do not laugh, do not curse, but understand” (B. Spinoza). And today there is a need to comprehend the essence and specifics of liberal education in modern culture from the positions of analytical, research, conceptual. The peculiarity of the position of humanitarian education in modern culture lies in the fact that the old system of dominant features and values is a thing of the past, and the new one has not yet taken shape. Now we are in a state where the old idea of education has been shaken, has become unsteady, has become fundamentally permeable to various, often multidirectional influences, and the new one has not been found or has not yet received its distinct sound. Because of this, transformations are difficult, theoretical and methodological trajectories of reforms and modernization of the education sector have not been formed. At present, it is still extremely difficult to rely on the emerging idea of a liberal arts education. But it is necessary. Today, “the idea of education alone can hold everything together. Not only the specific form of education, but the idea itself is the answer to the question posed by history. And there comes a moment when you can no longer answer new questions, relying on old methods of action. Modern culture is undergoing global changes. According to Yu.M. Lotman, “this truth might seem trivial if the frequency of repetitions were proportional to the depth of understanding... We have to learn to live in a world that is unusual for us, a world that is rapidly changing, compared to which the dynamic XX century will seem comfortably still” . Yes, today, having lived one tenth of the 21st century, one cannot but agree with this statement.
The cultural situation of modernity is a picture of the constant birth of many and many forms, phenomena, innovations, phenomena, both mental and spiritual, both real and virtual. The world is changing rapidly, sometimes allowing even reflection on what is happening. Transformations in modern culture are both global and local in nature and, as a rule, affect the “world around a person”, significantly change the external, formal, technological side of life, often leaving the person himself at a loss, inability, unpreparedness for such changes. Today, thanks to the development of technology and technology, a person knows the answer to the question "how?", but often does not find answers to the questions "what?" and “why?”, “for what?” in his life. Significant changes are taking place in the education system today. Undoubtedly, there is a growing interest in education issues, and there are tendencies to popularize the concept continuing education, the emergence of multivariate educational models and technologies. At the same time, a pragmatic trend is growing, when education is oriented primarily towards the training of a qualified, competent specialist, professional. It must be said that this idea is popular today both among young students and among pedagogical community. It is expressed in the desire to make education focused primarily on market demands, highly specialized, applied. The new systems and models of education offered to society today are largely formed spontaneously. The system of education, pedagogy, as well as other humanities, in most cases are deprived of the possibility of direct practical verification of their theoretical conclusions, or such verification requires a considerable amount of time. The more important are the indirect methods of determining the degree of persuasiveness of concepts and the viability of educational models. Among these methods is the theoretical understanding of the essence and specifics of liberal education in modern culture, as well as the correlation of the assumptions, concepts, theories and models put forward with the history of thought and culture. I think it can be argued that in general education is humanitarian in nature. “Real education is valid to the extent that it is humanitarian,” says Yu.V. Senko". We are in solidarity with this position and believe that a genuine education cannot be non-humanitarian. And the so-called "humanitarian component" is nonsense, which has become a commonplace of educational concepts. There is no "humanitarian component"; education is essentially humanitarian. Not only humanitarian education, but also medical, technical, natural science, military. Or it's not education, but something else.
One of the most important features of humanitarian education is its ideological orientation. Humanitarian education, unlike pragmatic education, is intended not only and not so much to convey and interpret the system of knowledge about the world according to current ideas, but to form a person’s personal worldview, to build the world of the individual. It is no coincidence, apparently, the metaphor often used in the history of pedagogical thought, when education is compared with the erection of a building, construction. In the humanitarian sense, true education is a truly creative activity for the "building" of the individual and the world as a space for revealing and realizing the inner meaning of human existence.
In education today there are ambiguous processes. And modern researchers give them their assessment. Thus, it is emphasized that the goals of the Bologna Agreement are focused on the creation of a large pan-European educational community, on improving the quality and attractiveness of European higher education. However, in some cases it will be more correct to follow your own path of development. In addition, use educational models foreign countries should be more careful, because these countries have a fundamentally different socio-economic environment and a completely different mentality of society. Determining one's own path of development of Russian education is not a declaration, not a slogan, not a search for originality for the sake of originality. This is an urgent need, because historically “Russian culture did not take over, but creatively disposed of the world's cultural wealth. A huge country has always owned a huge cultural heritage and disposed of it with the generosity of a free rich person. Yes, precisely individuals, for Russian culture, and with it the whole of Russia, is a personality, an individuality. Today's examples of direct borrowing, blind copying of samples alien to domestic pedagogy have nothing to do with creative interpretation. The Russian and European humanities and education are closely related, but their approaches to education differ significantly. Today, an ill-conceived and insufficiently substantiated policy in the field of reforming domestic education can give rise to irreversible and even catastrophic consequences. Modern reforms of domestic higher education largely show their failure due to the lack of development of the theoretical and methodological foundations of reform, underestimation of the influence of socio-cultural factors on the field of education, total disregard for taking into account the specifics of the historical development of domestic higher education education. As a main guide contemporary politics reforms, the system of higher education of the “market” type was chosen. This system operates in most industrialized countries of the world. Education in this tradition is understood as a sphere of educational services to meet the needs of the population and production structures, focused on personal choice depending on individual goals, social aspirations and financial capabilities of citizens. An educational institution of a "market type" becomes basically a management structure, an enterprise. And this enterprise is characterized primarily by "methods of finding means to achieve some specific goals." Western model of education, Western approach to education based on practical needs modern society, focus on the training of applied specialists. A characteristic feature is the practical orientation of training, where the main emphasis is on special education . Russia has no such traditions. On the contrary, its education system has never been only a sphere of production, a tool for the functional "processing" of a human resource, a service. Education in Russia has traditionally been a matter for the state and the church, determined by the idea of educating the "perfect person", the spiritual education of a citizen. This tradition is rooted in Russian culture. In our country, education has always meant immeasurably more than learning. Real genuine education in Russia is, first and foremost, enlightenment in the deepest and most precise sense of the word. Note that the very concept of “education” is not a copy of the English “education” or the German “bildung”. This word comes from the Old Slavonic “image” to give a face, create an image, i.e. already in its semantics it carries the idea of education aimed at the creation of man. The peculiarity of domestic education lies in the creation of a special concept of the personality's orientation towards the formation of a holistic scientific-materialistic worldview. Another striking cultural and anthropological feature of Russian education is associated with the archetype of the integrity of education, understood as a combination of educational, applied teaching, culturally identifying educational and anthropological developmental functions. Traditional for Russian culture has always been the consideration of culture as "an environment that grows and nourishes the personality" (Father Pavel Florensky). Unlike Western European thought, Russian humanitarian thought solved the problem of the meaning of human existence, freedom, love, and so on in a different way. The significance of education in Russian culture was determined by the focus not so much on "mind", "knowledge", "learning", but on "the construction of human souls and conscience" (G. Florovsky). The very same culture as a process "individual and going deep" initially "associated with personality and spirit...Culture means the processing of material by an act of the spirit..." (N.A. Berdyaev). The humanitarian principle was at the center of attention of Russian pedagogy, humanitarian principles were implemented in it, which involved the education of reason, conscience, a sense of citizenship and responsibility. Education was understood as a culture presented in the form of a pedagogically adapted experience. The specific features of Russian culture are anthropocosmism, existentiality, “ontological realism”, integrity and catholicity, its values and potentials are determined by its anthropological orientation, as well as the nature of the ideal, which is the basis of personal self-improvement. This direction of Russian thought, terminologically defined as the "Russian idea", unites into one philosophical tradition thinkers who belonged to the most diverse areas of humanitarian thought in Russia, Slavophiles, Westerners, Eurasians, revolutionary democrats, etc. The anthropological orientation of the philosophical searches of Russian philosophers (expressed in anthropocentric model of man, developed in fundamental works V.S. Solovyova, N.F. Fedotova, V.I. Nesmelova, N.A. Berdyaeva, P.A. Florensky, S.N. Bulgakov, Vyach. Ivanova, I.A. Ilyin, S.L. Frank, V.V. Rozanov and others) was also characteristic of Russian pedagogical thought expressed in various educational theories and concepts. . Education in the domestic tradition was understood holistically, universally, it included both upbringing, and teaching, and training. Upbringing inescapably accompanied the process of education, since the very activity of the teacher, his words, deeds, and thoughts always willy-nilly have an educational impact on the student. Another thing is how this upbringing becomes. It should not be forgotten that genuine education, which implies the synthesis of training and education, has its own laws. Education and upbringing proceed in different ways, are carried out in different ways and require different abilities and skills from the teacher, understanding the idea of education. M.S. Kagan notes that “the very concept of “Teacher” has two meanings: “one who teaches the knowledge of something” and “one who teaches to live in a certain way”. The effectiveness of these forms of pedagogical activity is due to the specific means immanent in each: communication, in one case, and communication in the other, or monologic and dialogic forms of communication between the teacher and the student. In the most abstract philosophical language, this difference is formulated as a connection between the subject and the object and the subject-subject (inter-subject) relationships of people. Thus, learning to know requires a special means of communication (connection of the subject with the object), and learning to live requires communication, dialogue between the teacher and the student (connection of the subject with the subject). Unfortunately, the very idea of dialogue has been impoverished in our country. Everything turned out to be a "dialogue". In fact, the dialogue is a dramatic, internally contradictory form, it is both polyphony, and dissonance, and merging, and opposition, and unity, and disunity. It does not lead to an unambiguous interpretation, but to the formation of some very complex “single field”, in the space of which understanding is possible.
Note that for Russian tradition especially characteristic is a special kind of patriarchy, the perception of an educational institution - a school, a university, an institute as a home. Warm relations develop in it, a sense of identity and belonging to common ideals and values arises, self-identification with achievements occurs, worries about difficulties and shortcomings arise, a kindred attitude towards teachers, brotherhood and camaraderie. For Russian culture and domestic education, the essential issue has always been the question of the formation and preservation of the integrity of the spirit. This integrity was largely determined by the normative value orientations of culture and included an understanding of the humanitarian essence of pedagogy, the priority of the tasks of forming a holistic personality through the educational process. Man as a spiritual integrity was the subject of Russian pedagogy, and therefore special attention was paid not only to intellectual and professional, but also to moral and physical development personality. Let us conclude that, in general, the national culture is characterized by a tradition that unites the vectors of education and culture. A tradition that can be interpreted as a tradition of the “single field of the domestic cultural and educational space”.
Values of a humanitarian nature are organically inherent in Russian culture itself. And today the task is to fully revive the humanitarian values of our culture, their caring cultivation and preservation. Ultimately, the fate of Russian education is determined by the scale and degree of actualization of our cultural memory.
Links to sources1. Shor Yu.M. Humanitarian culture and the problem of Russian identity // Dialogue of Cultures and Civilizations in the Global World: VII International Likhachev Readings, May 24-25, 2007. St. Petersburg: Izdvo SPbGUP, 2007. P. 152.2. Alexandrova V.G. Christian doctrine and the development of pedagogical thought. M.: Izdvo MGU, 2003. S. 5.3. Nikitin V.A. The idea of education or the content of educational policy. Kyiv: Optima, 2004. S. 10.4. Lotman Yu.M. Soul education. SPb.: "IskusstvoSPb", 2005. S. 174.5. Senko Yu.V. Humanitarian Foundation of Higher Education Standards // Dialogue of Cultures and Civilizations in the Global World: VII International Likhachev Readings, May 24-25, 2007. St. Petersburg: Izdvo SPbGUP, 2007. P. 377.6. Gushchin V.V., Gureev V.A. To the question of the current state of the autonomy of universities in Russia//Almamater. 2010. No. 1. FROM. 89.7. Likhachev D.S. Book of anxiety. M., 1991. S. 12.8. Afanasiev Yu.N. Can education be non-humanitarian? //Questions of Philosophy. 2000.№7.S. 39.9. Bermus A.G. Modernization of education: philosophy, politics, culture. M.: "Kanon +", 2008.S. 232.10. Kagan M.S. Systemic synergetic approach to the construction of modern pedagogical theory
// Synergetic paradigm. Synergetics of education. M .: Progresstradition, 2007. P. 222.11. BimBad BM Anthropological foundation of the theory and practice of modern education. Essay on problems and methods of their solution. M., 1994. P. 1720.
Olga Arkhipova,Doctor of Philosophical Sciences, Associate Professorat the chairof Hotel Managemet, St.Petersburg State Economic University, St.Petersburg [email protected] Zakharova, Candidate of Pedagogic Sciences, English teacher, School# [email protected] ilina,
Head, School No. [email protected] of domestic education: ideas consideration through the modern perspectiveAbstract.The paperdeals with the problems of the contemporary Russian humanitarian education, Russian educational traditions and their development in modern culture are overviewed.Keywords: education, educational ideas, humanitarity,identity.References1.Shor,Ju. M. (2007) “Humanitarnost" kul "tury i problema rossijskoj samobytnosti”, Dialog kul "tur i civilizacij v global" nom mire: VII Mezhdunarodnye Lihachevskie chtenija, 2425 maja 2007 goda, Izdvo SPbGUP, St. Petersburg, p. 152(in Russian).2.Aleksandrova,V. G. (2003) Hristianskoe uchenie i razvitie pedagogicheskoj mysli, Izdvo MGU, Moscow, p. 5(in Russian).3.Nikitin,V.A. (2004) Ideja obrazovanija or soderzhanie obrazovatel "noj politiki, Optima, Kiev, p. 10 (in Russian). 4. Lotman, Ju. M. (2005) Vospitanie dushi, “IskusstvoSPb”, St. Peterburg, p. 174 ( in Russian).5.Sen "ko,Ju. V. (2007) “Humanitarian osnovanie standartov vysshego obrazovanija”, Dialog kul "tur i civilizacij v global" nom mire: VII Mezhdunarodnye Lihachevskie chtenija, 2425 maja 2007 goda, Izdvo SPbGUP, St. Petersburg, p. 377(in Russian).6.Gushhin,V. V., Gureev, V. A. (2010) “K voprosu o sovremennom sostojanii avtonomii vuzov v Rossii”, Alma mater, no. 1, pp. 89(in Russian).7.Lihachev,D. S. (1991) Kniga bespokojstv, Moscow, p. 12(in Russian).8.Afanas "ev, Ju. N. (2000) “Mozhet li obrazovanie byt" negumanitarnym?”, Voprosy filosofii, No. 7, p. 39(in Russian).9.Bermus,A. G. (2008) Modernizacija obrazovanija: filosofija, politika, kul "tura, “Kanon+”, Moscow, p. 232(in Russian). 10. Kagan, M. S. (2007) Sinergetika obrazovanija, Progresstradicija, Moscow, p.222(in Russian).11.BimBad, B. M. (1994) .
Nekrasova G. N., Doctor of Pedagogical Sciences, member of the editorial board of the magazine "Concept"
Dana Comparative characteristics traditional and innovative education. Innovative processes are a pattern in the development of modern education. It is innovative activity that not only creates the basis for creating the competitiveness of an institution in the educational services market, but also determines the direction of the teacher's professional growth, his creative search, and contributes to the personal growth of students.
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TRADITIONS AND INNOVATIONS IN EDUCATION
Matuzova Svetlana Vladimirovna
Lecturer GOBU SPO VO "HLK them. G.F. Morozov”, p. Sloboda
The role of education at the present stage of Russia's development is determined by the tasks of its transition to a democratic and rule of law to a market economy. The main principles of the educational policy of Russia are defined in the National Doctrine of Education in the Russian Federation until 2025 and have been enshrined in the Law of the Russian Federation "On Education".
Changes in the nature of learning have recently taken place in the system of global educational trends. These include: the mass nature of education and its continuity, significance for society, orientation towards the active development of the methods of cognitive activity by a person, adaptation of the educational process to the needs of the individual, orientation of education to the personality of the student, providing opportunities for his self-disclosure. The most important feature of modern education is its focus on preparing students not only to adapt, but also to take an active position in society.
The educational process covers the following types of learning: "supportive learning" and "innovative learning". "Supportive learning" is the process and outcome of such educational activities which is aimed at maintaining, reproducing the existing culture, social experience. This type of training is traditional. "Innovative learning" is the process and result of such educational activity that stimulates the introduction of innovative changes in the existing culture, social environment. This type of learning, in addition to maintaining existing traditions, is associated with a creative search based on existing experience and, thereby, with its enrichment.
The concept of "innovation" means innovation, novelty, change; innovation as a means and process involves the introduction of something new. Applied to pedagogical process innovation means the introduction of something new in the goals, content, methods and forms of education and upbringing, the nature of the interaction between the teacher and students, their positions in the course of education.
Innovations do not arise by themselves, they are the result of scientific research, advanced pedagogical experience of individual teachers and entire teams. This process cannot be spontaneous, it needs to be managed.
Innovative processes are a pattern in the development of modern education.The main goal of innovative educational technologies is a qualitative change in the student's personality in comparison with the traditional system, preparing a person for life in an ever-changing world. The essence of such training is the orientation of the educational process to the potential of a person and their implementation.
Data pedagogical research show that general ideas about the traditional educational process in different countries worlds have similar features. The lesson is traditional - a simultaneous lesson with the whole class, during which the teacher communicates, transfers knowledge, forms skills and abilities, based on the presentation of new material, its consolidation by students, and evaluates the results. Traditional education is predominantly reproductive in nature. The work of the teacher is focused primarily on the communication of knowledge and methods of action, which are transferred to students in finished form. The teacher is the only actor in the learning process.
Over the past few years in different countries of the world, it has been unconventional for teachers to build learning in the context of lifelong education, to create opportunities for the student to take not only an active, but also an initiative position in the educational process, not only to assimilate the proposed material, but also to actively explore the world, look for answers. In this direction, searches are underway aimed at turning traditional learning into a living, interested problem-solving.
Traditional pedagogical system, whose effectiveness, according to statistical studies, is no more than 60%, cannot be reorganized at the same time in all respects. The requirement of gradualness is one of the categorical conditions for the success of innovations in the educational sphere.
Innovative approaches to learning are divided into two main types, which correspond to the reproductive and problem orientation of the educational process. Reproductive learning is primarily aimed at imparting knowledge to students and forming patterns of action that guarantees effective results within the traditional orientation. Problem-based learning is aimed at ensuring its research nature, organizing search educational and cognitive activities based on reflection. An appropriate search approach to learning forms the experience of independent search for new knowledge by the trainees and their application in new conditions, the experience of creative activity in combination with the development of value orientations. The main variants of the search approach model are the learning model based on systematic research, game simulation, discussion, joint development of positions, decision making. The search approach puts the teacher in the position of a partner in educational research, implies the personal involvement of all participants in the training, high personal and professional readiness of the teacher for flexible, tactful interaction with the student. The student plays an active role as a participant in research, games, and discussions in the educational process.
The development of the ability to motivate actions, independently navigate the information received, the formation of creative unconventional thinking, the development of students by maximizing their natural abilities, using the latest achievements of science and practice, are the main goals of innovation. It is innovative activity that not only creates the basis for creating the competitiveness of an institution in the educational services market, but also determines the direction of the professional growth of a teacher, his creative search, reallycontributes to the personal growth of students.
With all the variety of teaching technologies: didactic, computer, problematic, modular and others, the implementation of the leading pedagogical functions remains with the teacher. With the introduction of modern technologies into the educational process, the teacher and educator are increasingly mastering the functions of a consultant, adviser, and educator. This requires them to have special psychological and pedagogical training, since in the professional activity of a teacher not only special, subject knowledge is realized, but also modern knowledge in the field of pedagogy and psychology, technology of training and education.
Along with the technologization of educational activities, the process of its humanization is just as inevitable, which is now becoming more and more widespread within the framework of a student-oriented approach, communicative-dialogue, project, educational and gaming activities. Without the use of information and communication technologies, an educational institution cannot claim an innovative status in education. Innovative learning technologies should be seen as a tool through which a new educational paradigm can be put into practice.
Practice shows that for real professional growth, it is not enough just to get acquainted with certain models of pedagogical experience, to feel the secrets and subtleties of pedagogical skill. The practical development of these technologies should give results. In the classroom, the teacher should be engaged in the formation of civic qualities, socially responsible behavior, constructive participation in the exchange of opinions, focus on an attentive, unbiased attitude to events, facts, which means that he himself must possess such qualities. After all, it is impossible to develop and form in students that which is internally alien or indifferent to the teacher himself. There is a problem of professional and personal readiness of the teacher to use innovations in the educational process. The subtleties of mastering modern active forms and methods of teaching are determined not only by the methods of work themselves, but also by the expectations associated with them in relation to the teacher.
What qualities should a teacher have in modern education? First, to have a sincere interest in the student. It is impossible to imitate patient listening, interested attention, the desire to know his point of view, interest in his judgments, impressions. Secondly, be flexible in managingdiscussion, exchange of opinions, concise, concise summing up, expressing one's thoughts without suppressing the opinions of others. Third, be tolerant. Calmly perceive errors in facts, logic of reasoning. To be able to encourage students to clarify their thoughts without the desire to pull up, cut off the initiative.
A positive attitude towards the personality of the child, the perception of his thoughts, interests, feelings, goodwill, acceptance of the personality of the child should be a priority in the educational process.
The modern stage of development of education is characterized by the increasing creative activity of the teacher. We are witnessing a kind of “explosion” of pedagogical ideas, discoveries, and solutions to the most difficult tasks of educating a personality. The fact that the focus of the teacher's attention was on the student, his inner world, requires each teacher to have a high level of pedagogical skill, because "the lack of a child is his dignity, not disclosed by the teacher." Any pedagogical technology should be rethought by the teacher and colored with a creative and emotional attitude to his work and sincere love for children.
Life does not stand still, developing, any society is always in a state of innovation and reform. Society begins with public education: the intellectual and spiritual resources created in it ensure the corresponding development of industrial and agricultural production, technological progress, the revival of morality, national culture and national intelligence, therefore, the reforms taking place in society are always associated with reforms and innovations in education.
Accordingly, the development innovation processes- there is a way to ensure the modernization of education, improve its quality, efficiency and accessibility.
Bibliography:
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2. Klimenko T.K. Innovative education as a factor in the formation of a future teacher. Abstract Dis. Khabarovsk, 2000. - 289p.
3. Slastenin V.A. etc. Pedagogy: Proc. allowance for students. higher ped. textbook institutions / V. A. Slastenin, I. F. Isaev, E. N. Shiyanov; Ed. V.A. Slastenin. - M.: Publishing Center "Academy", 2002. - 576s.http://www.gumer.info/bibliotek_Buks/Pedagog/slast/25.php(date of access: 22.10.2012)
4. Innovations in education. Participants' performances VIIth All-Russian remote August scientific and practical conference // Internet magazine "Eidos". - 2005. - September 10. http://eidos.ru/journal/2005/0910-26.htm.
