What is in-depth study of subjects at school. Planning for in-depth study of subjects
Concept
specialized training
Polkovnikova T.V.
Profile training - means of differentiation and individualization of education, which allows, due to changes in the structure, content and organization of the educational process, to more fully take into account the interests, inclinations and abilities of students, create conditions for teaching high school students in accordance with their professional interests and intentions for continuing education.
Profile school there is an institutional form of realization of this goal. Profile training is aimed at the implementation of personality-oriented educational process. At the same time, the possibilities for building an individual educational trajectory by the student are significantly expanded.
A lyceum is a state-public type of secondary educational institution that implements the principle of continuity of education between the senior school level and a higher educational institution and is scientific and methodological center on the organization, search, development, implementation of new content of training and education, forms and methods of its implementation.
The lyceum is designed to provide a high level of fundamental and pre-professional training for young people who have shown abilities and inclinations in the chosen field of activity, taking into account the social need for professionally competent specialists in the field of mathematics, physics, computer science, humanitarian, natural sciences etc. depending on the request of students and their parents of each particular class.
The concept of profile education at the senior level general education, reflecting this direction, provides implementation of the following main goals:
provide in-depth study of individual subjects of the program of complete general education;
to create conditions for a significant differentiation of the content of education for high school students with wide and flexible opportunities for building individual educational programs by schoolchildren;
to promote the establishment of equal access to a full-fledged education for different categories of students in accordance with their abilities, individual inclinations and needs;
expand the possibilities of socialization of students, ensure continuity between general and vocational education, more effectively prepare school graduates for mastering higher education programs vocational education.
Forms of organization of specialized training can be:
Profile classes consisting of students of one general educational institution;
Profile classes with a combined composition of students from schools in the region;
Profile groups consisting of students of one educational institution;
Profile groups with a combined composition of students;
Individual training students in a special program.
The difference between specialized training and in-depth training.
First, what is the difference between profile training and the currently existing in-depth study of individual subjects? First of all, it is important to understand what professional training is. Profile education is a system of specialized training for high school students, aimed at making their learning process at the last stage secondary school more individualized, meeting real needs and orientations, capable of providing students with an informed choice of their professional activities.
Profile learning allows students to select a specific priority area for deeper learning. Since the choice involves a number of options, the transition to specialized education is, first of all, the expansion of freedom, variability school education. In contrast to the in-depth study of individual subjects, specialized education allows students to study not one, but a group of subjects that complement each other. The process of in-depth study of individual subjects is based on a subject-oriented approach, and the basis of profile education is a professionally oriented approach.
Classes with in-depth study of individual subjects implement general educational programs of primary general, basic general and secondary (complete) general education and provide additional (in-depth) training for students.
Profile classes are created at the senior level of education and implement two-level educational programs of secondary (complete) general education (basic and profile) and provide subject-specific profile training for students in grades 10–11.
Now there is no point in analyzing why this happened, what considerations guided the authors of the order. It is important what happened, but at the same time, the term “professional education” itself did not disappear - it almost simultaneously “surfaced” in the new law on education (FZ-273). Article 2.25 defines the term "orientation of education", which is characterized as "the orientation of the educational program to specific areas of knowledge and (or) types of activities, which determines its subject-thematic content, the prevailing types learning activities student and requirements for the results of mastering the educational program. The “profile” of education is defined by law as a synonym for “orientation”. In other words, now "profile" is a characteristic educational activities, and "deep level" is a characteristic of the results. Let's stop there and think for a minute.
Do our profile courses meet the requirements of deepening, that is, do they lead to the results necessary (!!!) from the point of view of the Federal State Educational Standard? Obviously not, because our profile courses (focusing on the content of 2004), of course, do not provide for mastering research skills (which are in the Federal State Educational Standard). Obviously, even if individual teachers in individual schools set these goals and achieve them, then in mass practice it's not included yet. And he cannot enter, because it is not checked either with the help of the KIMs of the Unified State Examination, or with the help of the participation of students in subject Olympiads.
To clarify my point, I suggest looking at a few quotes. The requirements for an in-depth level of studying physics involve “possession of the ability to put forward hypotheses based on knowledge of fundamental physical laws and laws, test them by experimental means, formulating the purpose of the study, the ability to describe and explain independently conducted experiments, analyze the results of the obtained measurement information, determine the reliability of the result obtained” . In the same wording, these provisions are contained in the requirements for the level of mastering chemistry and biology at an advanced level. The ability to independently put forward hypotheses and test them experimentally is, of course, the skill of conducting research.
When studying history at an in-depth level, it is necessary “to master the techniques of working with historical sources, their complex context and comparative analysis and criticism, the experience of primary historical research. When studying the subject “Russian Language and Literature” at an advanced level, it is expected that “the formation of the skills of linguistic analysis of texts of different functional-style and genre affiliation ... the formation of the skills to conduct a linguistic experiment and use its results in the process of practical speech activity”, as well as “possession of the initial skills of literary research of a historical-literary and theoretical-literary nature.
When studying the subject "Mathematics: Algebra and the Beginnings mathematical analysis. Geometry” at an advanced level is expected to “possess skills to create probabilistic models according to the condition of the problem and calculate the probability of occurrence of events, including using combinatorics formulas and basic theorems of probability theory; availability of ideas about the probability distributions of random variables; ability to explore random variables according to their distribution. Even after studying foreign language at an in-depth level, "proficiency in a foreign language as one of the means of forming teaching and research skills" is provided.
Of course, I do not want to say that this exhausts the differences between the basic and advanced level of requirements for substantive results. There are significant differences in the knowledge component. But I take it upon myself to assert that the key differences in the level of formation of universal learning activities between “basic” and “deepening” (as, by the way, between the standards of 2004 and 2012) are determined precisely by this.
In fact, this is a serious pedagogical and managerial task. Today, only a few dozen Moscow schools are really involved in organizing the research activities of high school students. Experience shows that it takes at least 3-5 years before the full launch of this activity. In other words, if we want to organize the transition to the new FSES of secondary education from 2018-2020, then we need to start this work everywhere now. The closer the X-hour of the transition to the new GEF in grades 10-11, the more obvious that there is almost no time left. Under these conditions, it is advisable to reconsider the question of when and how to switch to the new GEF for high school.
The regular version of the transition to the new standards assumes that they will come into force as those first-graders who began to be taught on the basis of the new primary school standards reach the appropriate level of education. In other words, if the first grade in 2009 switched to training according to the new standards, then in 2013 they should switch to the new GEF of the main school, and to the high school standard in 2018. Educational organizations that switched to the new standards " nachalki" in 2011, will move on to training in the new Federal State Educational Standards for full education in 2020. Not later ... But before?
At the same time, the ministry assumes the possibility of transitioning to new GEFs as soon as educational organizations are ready. Naturally, the question arises: is it necessary to do this or, perhaps, it is more correct to wait until life itself arranges everything. Of course, other things being equal, the most sensible strategy in education is not to rush. The risk of harm through ill-conceived innovations is always very high.
But there are several considerations, guided by which the teachers of gymnasium No. 1505 came to the conclusion that after the introduction of the Federal State Educational Standard of the elementary school, the so-called regular regime should be violated and the introduction of the Federal State Educational Standard of secondary education (grades 10-11) should be carried out.
First, there is the problem of the content of education in the transition to new standards. As you know, the new GEF are sustained in a single paradigm of the activity approach, which has long been implemented in national education. In primary school, this is the well-known system of D. Elkonin and V. Davydov, which has been tested in thousands of institutions in the country. For decades they have been implementing, and very successfully, the system of L.V. Zankov. All this, in one form or another, was included in the teaching materials for elementary school and created a good foundation for the successful implementation of the Federal State Educational Standard primary education. Pedagogical teams are not required to invent everything from scratch. There are models that have been worked out for decades, which, of course, need to be adapted to new conditions, calibrated for a specific school. But if you want a real implementation of new standards, and not an imitation of the process, then it is approximately clear what needs to be done.
Unfortunately, there are no equally developed systems and models for the basic school, therefore, as the modernization rises from the level of primary education to the level of secondary education, the majority of schools will face and face serious difficulties.
It should be remembered that it is during this period that adolescence with all the challenges that it brings to the organization of the educational process. So far, educators have not found equally unified and coordinated responses to these challenges. Much is said and written about the “teenage school, the “school of projects”, the “school of trial and error”. All this is absolutely correct, but the fact remains: a single or at least several systems with their own textbooks and methodological developments, similar to the systems of Elkonin - Davydov or Zankov, built in the spirit of an activity approach, for this level of education are not yet available.
In high school, the situation is somewhat different - at this stage, teachers have coordinated strategies for solving educational problems. First of all we are talking about the need to implement specialized education, there are models of gymnasium, lyceum education that are fully consistent with the spirit of the new Federal State Educational Standards with an emphasis on an activity approach, the implementation of personal and meta-subject results, and the organization of design and research activities.
Secondly, in our educational tradition, the idea has developed that the main and high schools in most cases are a single line of receiving continuing education. In this situation, teachers focus primarily on the results of the state final certification in the 11th grade (USE-GIA). It is no coincidence that the experiment on the introduction of the unified national exam (USE) began first in high school, and then “descended” to the 9th grade (GIA-OGE).
In the context of the new Federal State Educational Standards, this is even more complicated by the specifics of the new standards. As you know, the organization approves the main educational program on its own, respectively, and work programs in subjects too. However, the level of variability in education is much higher in high school. In the basic school, the ratio of the invariant and variable parts is 70% and 30%, and in the senior school it is 40% and 60%. At the same time, we are talking about different variability - I would venture to suggest that in the main school 30% of the variative part is determined primarily by educational organization(school with in-depth study of individual subjects, gymnasium, lyceum ...). In high school, a key factor will be the student's choice of an individual educational trajectory. Until teachers have determined the content of the high school work programs, it is difficult for them to accurately determine the content of the main work programs. It may turn out that some topics, sections or courses will not be studied at all in high school. So, from a practical point of view, they should be transferred to the level of basic education? Or is it necessary to determine the "meta-subject core" (universal learning activities and competencies), which was formed during the study of these topics, sections and courses, and try to form them in those courses that are chosen? Or is it necessary to completely abandon the study of these topics, leaving them in the status of "elective courses"? Who will determine this anyway?
Let me remind you that the main educational program is approved by the educational organization itself. Of course, there will be exemplary programs, but ultimately the responsibility remains with the teaching staff and administration. As part of the transition to the new Federal State Educational Standard, a large number of programs and textbooks for the level of basic education have appeared and will continue to appear. But in order to become a mass reality teaching practice, teachers should try it all “by hand” for two or three years.
Thirdly, it is most difficult for teachers to hear the social order of parents in the basic school. Compared with the activity of parents in the "primary school" and the interest in the results of education in grades 10-11, parents of teenagers are more relaxed about what happens at school with their children. A certain role is played by the confusion of the parents themselves in the face of the challenges of adolescence.
All these considerations together (in fact, there are, of course, fourth and fifth) make us fear that, having risen from the "primary school" to the secondary school, the process of introducing new GEFs may stall. There is a danger that, moving along the regular route, only when the schools get to the high school and work there for 2-3-5 years according to the new standard, they will understand what, in fact, should have been done five to seven years ago in the main school. As a result, the real modernization of the basic school will begin only in 10 years ...
Therefore, in some cases, it is advisable to start introducing new GEFs in high school earlier or simultaneously with the main one. Of course, this cannot be done throughout the country: in many schools there is no experience in implementing the activity or competency-based approaches either in the primary school or in the senior school. But in some schools there is such experience, and for them the recommended procedure for the transition to the Federal State Educational Standard may be changed. Moreover, their experience will be used by colleagues in order to make the regular version more efficient. Based on this option, it will be possible to avoid mistakes, inaccurate moves.
In other words, when transitioning, it makes sense to combine two strategies. Most schools will go with the introduction of GEF "from the bottom up": from primary to secondary, and then to senior. Some schools will implement another option - from the "primary" to the senior, and then or at the same time - to the main one. Guided by this very logic, the teaching staff of the gymnasium began the transition to teaching based on the new Federal State Educational Standards for secondary education in September 2013. The implementation of this innovative scenario ( elementary School- high school - basic school) is accompanied by difficulties and requires new solutions.
The fact is that a holistic implementation of secondary education standards is impossible today. In fact, we are entering a five-year transitional period. The standards provide for the creation of new KIMs for the Unified State Examination, which will be two-level and will allow diagnosing new results. Until they are created, there is no real opportunity to completely restructure the content of education in high school either on the basis of an activity approach or on the basis of a competency-based approach. In addition, there is no nationwide system for diagnosing meta-subject results and it is not clear what requirements will be imposed on an individual project and how the results of this type of work will be diagnosed. Finally, there is no educational and methodological support for the process.
However, there is no reason to expect that all this will appear by itself and, most importantly, immediately of the required quality. In order for these KIMs to really make it possible to diagnose the results provided for by the Federal State Educational Standard, their long-term practical testing is necessary. And if not a single high school GEF is being implemented, then where to conduct this testing? There is a vicious circle. The way out of this situation, of course, should be a phased transition to the new GEF. It is necessary to single out those "zones" of the educational process in which the introduction of the requirements of the second generation standards will not put teachers and graduates preparing for passing the exam. Such areas of introduction can be in the field of educational content: non-core subjects; individual project; topics and modules within core subjects that are not taken out to the exam; system of subject practices.
In the field of organizing the educational process, the individual curriculum (individual educational trajectory) of a high school student has become such a zone of innovation. This set us the task of adapting specialized gymnasium programs to the requirements of an advanced level. The key difference from the point of view of the formation of universal educational activities between the profile programs of 2004 and the requirements for an in-depth level of study of subjects according to the new Federal State Educational Standard lies in the role and place of students' research activities.
As you know, the standard of secondary education provides for two options for organizing an individual project - an educational study and an educational project. Under the conditions of reorganization, when different educational programs are being implemented in one large educational complex (general education, in-depth study of individual subjects, gymnasium), we agreed that educational research - necessary condition gymnasium program, and the educational project - general education. In any case, when summing up, we diagnose the formation of skills in teaching and research activities, critical thinking; ability to be innovative, analytical, creative activity; skill development project activities, as well as independence in the application of acquired knowledge and methods of action in solving various problems.
The difference is only in accents - high school students studying in the gymnasium program are oriented towards the search (creation?) of new knowledge when doing this work. We call this text a thesis, while the leaders of the research work (tutors) explain that in science a negative result is also a result. When working on an educational project, high school students are focused on presenting a specific product, which, of course, can exist in different forms.
This difference, of course, is not absolute. Our task is not to raise smart boys and girls who are waiting for the state and society to appreciate their talents. On the contrary, they should be able not only to formulate new knowledge (make a discovery), but also to find ways and means of its application, to do this, understand the social order, form (or participate in the formation of) teams of like-minded people, find the necessary resources, competently build a work plan. On the other hand, when organizing a project, we always focus on conducting at least a micro-research as its element. Thus, the differences are precisely in the accents.
The organization of research activities at the level of secondary education requires serious preparatory work. Should start with staffing because you can only teach what you know how to do. In order to manage the research activities of high school students, one must possess the skills of independent research. In fact, this means that only teachers who have defended a master's or candidate's dissertation are ready for this.
It is also important to find a proper place in the curriculum for the work on a study study or a study project. Our experience has shown that with the volume of specialized courses of 300-500 hours for two years of study (depending on the subject) research activities cannot be less than another 100 hours (including theoretical course, consultations, organization and conduct of experiments) for two years. In other words, it makes up 15-25% of the study time (including extracurricular work).
An important aspect of the work is the system for evaluating the results of schoolchildren's research. From our point of view, this process should be as transparent as possible and accompanied by external expertise. To ensure this, we ask all gymnasium students to publish their diploma (including drafts and intermediate versions) on the gymnasium website so that any reader (classmate, parents, teachers) can evaluate both the degree of independence of work and its pace. In addition, the public defense of a diploma or project involves peer review and oral defense. Recently, we have also organized external expertise, when all theses sent to various federal or regional competitions, conferences research work(“Youth. Science. Culture”, “Step into the Future”, Readings of Vernadsky, “Vyshgorod”). This makes it possible to compare the grades obtained by high school students when defending their diplomas at the gymnasium with the results of the examination of uninterested specialists. It turns out that in 70% of cases the estimates coincide, in 20% we underestimate them, and in 10% we overestimate them.
I would think about what goals and objectives the parents of high school students set for themselves when they send them to our school. This spring we conducted a survey, and the results were very instructive. Contrary to our expectations, “learning in comfortable conditions” and “preparation for the Unified State Examination” did not yield to such indicators as “development of individual creative abilities”, “ability to overcome difficulties” and “formation of a sense of social solidarity” in the system of priorities. Moreover, this was especially noticeable precisely in the senior classes, when, it seems, parents are as pragmatic as possible. Possibly high USE results in the gymnasium (75-80% of graduates get 220 and above points) they consider it normal (and rightly so), maybe they intuitively feel that something else is important at this age.
15-16 years old - "akme", "flourishing school life”, and we must make sure that the high school student really gets in these years the experience of activities imbued with independent search. At least that is what is expected of us.
Leonid NAUMOV, director of gymnasium No. 1505
"Dean" №5, 2002
1. General Provisions
1.1. This Regulation has been developed in accordance with the Law of the Russian Federation "On Education", the Civil Code of the Russian Federation adopted by the State Duma on October 21, 1994, the Standard Regulations on General educational institution, approved by Decree of the Government of the Russian Federation of August 31, 1994 No. 1008.
1.2. Classes with in-depth study of subjects are focused on the education and upbringing of a highly moral intellectual personality and ensure the continuity of secondary and higher education. Classes with in-depth study of subjects provide advanced training in specialized disciplines, carry out early profiling, provide conditions for the development and continuous growth of creative potential, and contribute to mastering the skills of independent and scientific work.
1.3. Classes with in-depth study of subjects are opened by order of the Department of Education in accordance with the status of the Education Center.
1.4. Classes with in-depth study of subjects are opened in the presence of highly qualified teaching staff, the necessary scientific, methodological, educational and material conditions and the corresponding social demand.
1.5. Classes with in-depth study of subjects are organized at the III stage of secondary general education as part of the senior (10-11th) classes.
1.6. The center, which has classes with in-depth study of subjects, is responsible to students, parents, the pedagogical community and educational authorities for the implementation of the constitutional rights of the individual to education, the compliance of the selected forms of education with the age-related psychophysical characteristics of children, high-quality education and upbringing that meets the requirements for lyceum education .
2.1. Education in classes with in-depth study of subjects is carried out in accordance with the educational program, reflecting the educational strategy of a certain direction.
Educational program provides:
- provision of general universal education, established state standard for secondary schools;
- mastering by students the content of education at an advanced level in individual subjects and the study of additional courses in specialized disciplines;
- maximum use of humanitarian disciplines for the formation of the spiritual sphere of the individual;
- formation and development of skills independent work and research activities;
- preparation of graduates for a conscious choice of profession, independent creative learning at the university.
2.3. The educational process in classes with in-depth study of subjects has a personal and humane orientation, contains a wide range of flexible forms of education and upbringing, combining non-traditional approaches to different types of educational activities.
2.4. Students are provided with ample opportunities for the implementation of creative requests by various means of leisure, developmental activities.
2.5. The number of students in a class should not exceed 25 people. Classes are divided into two subgroups during the lessons of computer science and a foreign language.
3. The procedure for admission and graduation of students from classes with in-depth study of subjects
3.1. In classes with in-depth study of subjects, students are accepted, regardless of their place of residence, who have passed a competitive selection. To organize a reception at the Education Center, a selection committee, which establishes the timing and procedure for admission. The conditions of the competition should ensure the enrollment of the most capable and prepared for the development of education advanced level students.
3.2. When enrolling in classes, attention is drawn to the state of health of the child and the absence of medical contraindications for intensive intellectual work on advanced program material.
3.3. Upon admission to classes with in-depth study of subjects, students, their parents (persons replacing them) must be familiar with all the documents regulating the educational process at the Education Center.
3.4. Issues of enrollment and expulsion of students are resolved jointly with the commission and the pedagogical council of the Education Center in accordance with the procedure established by the Charter; decisions are made by order of the director.
3.5. An additional enrollment of students is made subject to availability before the start of the academic year based on the results of the competition.
3.6. Graduates of classes are issued a certificate of secondary general education with an indication of the subjects of in-depth study of profile disciplines.
3.7. Students who do not do well in core subjects can be certified under the program of a general education school, and they are given the opportunity to move to the appropriate class of a general education school and receive a certificate of secondary education.
3.8. The right to enroll graduates in a university without entrance exams according to the results of the final exams, it is regulated by the Model Regulations on the educational institution of higher professional education (higher educational institution) of the Russian Federation and is determined by an additional agreement between the Education Center and the university.
4. Classroom management with in-depth study of individual subjects
4.1. The activities of classes with in-depth study of individual subjects opened at the Education Center are organized in accordance with the Charter and internal regulations.
4.2. The teaching staff for work in these classes is formed from highly qualified teachers. University professors are involved in teaching profile disciplines.
4.3. Salaries for teachers working in classes with in-depth study of certain subjects are set at the rate of 18 hours per week and increase by 15%.
4.4. For the organization of research work, analysis of activities teaching staff and determining the main directions of development of the institution, the rate of the deputy director for scientific work and rates of heads of departments in the amount determined by the Charter of the Education Center.
5. Legal status and financial support
5.1. Financing of the Education Center is carried out in the manner prescribed by the Law of the Russian Federation "On Education", the Model Regulations on educational institution.
5.2. The main sources of financing are budget appropriations. An education center that has classes with in-depth study of individual subjects has the right to attract, in the manner prescribed by the legislation of the Russian Federation, additional financial resources by providing paid additional educational and other services provided for by the Charter, as well as through voluntary donations and earmarked contributions from legal entities and individuals.
5.3. It is allowed to use targeted contributions made by the parents of students for the provision of additional educational services in terms of in-depth study of disciplines that go beyond the basic component, or new courses and subjects. The procedure and amount of payment are established by agreement with parents when enrolling students.
5.4. Financing is determined after the issuance of an order by the Department of Education.
6. International activities
6.1. The center of education, which has classes with in-depth study of subjects, has the right to carry out international activities in the prescribed manner.
7. Reorganization, elimination of classes with in-depth study of subjects
7.1. Reorganization and liquidation of classes with in-depth study of subjects are carried out in accordance with the Civil Code of the Russian Federation and the Law "On Education".
7.2. Closing classes is possible upon termination of the relevant agreement with the university, as well as by decision of the founder.
REGULATIONS ON CLASSES WITH IN-DEPTH STUDY OF INDIVIDUAL SUBJECTS
Liked? Please thank us! It's free for you, and for us - great help! Add our site to your social network:Numerous studies on the formation and development of the interests of children and adolescents show that at the age of 14-17, the majority of students, although they have defined interests in a particular activity or field of knowledge, are very general and broad in nature. The most frequent cases are when a student is interested not in one academic subject, but in a group of related subjects, not in one profession, but in a number of related professions. This obliges the school to exercise some caution in its approach to solving the problem of differentiation. One should not strive for narrow differentiation, which, under certain conditions, can turn into a narrow specialization. Broad differentiation in a group of close objects is more suitable.
A pedagogical experiment conducted at school No. 710 in Moscow, which is mentioned in the Decree of the Central Committee of the CPSU and the Council of Ministers of the USSR “On measures to further improve the work of a secondary general education school” (1966), showed that for the successful work of classes with in-depth study of a number of subjects, it is necessary to study in depth not one subject, but a cycle of related subjects. This cycle should include:
a subject studied in depth;
an applied subject, which, on the one hand, continues and deepens the subject, and on the other hand, provides practical training on the basis of this subject;
a subject close to the main subject, knowledge of which is essential for studying the main subject.
For example, in classes with an in-depth study of physics, it is advisable to study mathematics in depth, and on the basis of an in-depth study of physics and mathematics, it is advisable to study one of the following subjects as an applied subject: radio electronics, electrical engineering, lighting engineering, etc. In this case, the applied subject puts a certain emphasis on the study of major subjects.
The resulting cycle of objects is internally coordinated. The study of some subjects creates a basis for others and naturally complements and deepens them. It is quite obvious that for an in-depth study of a cycle of subjects formed in this way, additional time is needed. This time is taken from extracurricular activities. The study of applied subjects is of a practical nature and is carried out at the expense of the hours allotted for labor training. As an example, let's take the curriculum of classes with in-depth study of physics.
Curriculum of classes with in-depth study of physics
(profiling subjects)
Note. After the plus sign is the number of additional hours allocated for in-depth study of elective subjects.
The table shows that for in-depth study of subjects in which students have shown increased interest, as a result, 529 hours are allocated for 3 years.
The pedagogical tasks facing teaching in classes with in-depth study do not differ fundamentally from the tasks regular course, but have their own specific features, the consideration of which is essential.
The source of these features is ultimately the fact that students with a pronounced interest in their chosen subjects are selected for these classes. Knowing the main source of singularities, we will try to isolate them.
The first feature is the need for a deeper and more complete than usual study of the phenomena, concepts, laws and theories provided for by the program high school. This is primarily due to the need to satisfy the clearly expressed interests of students. Let us give an example illustrating what has been said. Explaining the phenomenon of thermionic emission in classes where physics is studied at the usual level, teachers, as a rule, limit themselves to the message that a heated conductor emits electrons, and demonstrate the corresponding experience. Such a study of the phenomenon is unsuitable for classes with in-depth study of physics for the following reasons. Firstly, students are usually already familiar with the phenomenon of thermionic emission to about the same extent, and their interests in the phenomenon are not satisfied in this case; secondly, such a superficial explanation of the phenomenon does not create the necessary basis for a sufficiently deep understanding of the principle of operation of vacuum tubes; thirdly, in this case, the necessary theoretical foundation for electronics, the study of which is provided for by the curriculum of this class, is not laid. Therefore, the phenomenon of thermionic emission in these classes should be studied more deeply.
The second feature is the need for more rigorous logic in the presentation of the material. At first glance it seems that the requirement is quite trivial and equally applicable to any teaching in general. However, this is not quite true. The fact is that, being interested in this or that subject, students are more attentive and stricter to the teacher's explanation and notice such details that students studying the subject at the usual level do not see. In addition, the strict logic of the presentation of the material enables students to penetrate more deeply into the logic of the phenomenon under study and in the best way to come to knowledge at a high level, thereby partially removing the overload.
The third feature is that a teacher leading a major subject should not only have a deep knowledge of his subject, but also know it at a modern level, be aware of the latest publications, read a lot and be interested in many things. The fact is that students, being interested in a particular subject, read a lot, look through big number popular science, and sometimes scientific journals and, not understanding everything, turn to the teacher with questions. The readiness of the teacher for these questions
Rosam is ultimately a condition for success or failure in his work with the class.
The fourth feature of teaching in classes with in-depth study is the possibility and expediency of a wider use of knowledge from related subjects. Thus, in literature lessons it is expedient to make wider use of students' knowledge of history, and vice versa. At the lessons of physics - knowledge of mathematics, at the lessons of biology - knowledge of chemistry, etc. At the same time, there is such a fruitful influence of objects on each other that students' knowledge acquires greater depth and awareness, and most importantly, systematicity. Thus, good mathematical knowledge of students, with their skillful use in teaching physics, will simply and clearly show the inductive nature of the establishment of basic physical laws on the basis of experiment and the deductive nature of the conclusion, consequences from the established laws. This will ultimately lead to an increase in the overall level of teaching.
Neither the goals, nor the tasks, and finally, nor the peculiarities of teaching in classes with in-depth study do not set tasks for the main subject that are fundamentally different from the tasks facing the ordinary level course. And this means that the content of the major subject should not fundamentally differ from the course of this subject in ordinary classes.
Meanwhile, sometimes there is a tendency to significantly expand the content of major subjects by including in them material that is currently being studied in higher education. This trend is especially noticeable in a number of published works devoted to the methods of teaching physics and mathematics in specialized mathematical and physical-mathematical schools.
We consider this approach to determining the content of the course of a major subject pedagogically untenable for the following reasons:
a significant expansion of the major subject will inevitably lead to an overload of students, which will ultimately affect their health and success in other subjects;
as already mentioned above, the course of a major subject does not face such tasks, for the solution of which it would be necessary to significantly expand its scope;
analysis educational material, proposed by various authors for inclusion in the program of courses of major subjects, shows their complexity, which exceeds the capabilities of most students aged 15-17,
the development of thinking and the strength of memorization of the studied material are higher in the case when material of a small volume is studied in depth. On the contrary, with a superficial study of a large volume of educational material, it is difficult to develop the thinking of schoolchildren and achieve a solid knowledge of the material,
any expediently designed education system requires the coordination of secondary and high school. The expansion of the secondary school program should entail a change in the programs of higher education, otherwise it is inappropriate;
Finally, it should be borne in mind that with the objective complexity of the newly introduced material and the limited number of hours allotted for its study, a superficial study of the material by the majority of students is inevitable, which will lead students to self-deception:
they will think that they already know the subject, when in fact they will have the most superficial idea about it. Such superficiality can lead to the most serious consequences.
Thus, it can be argued that the course of major subjects in classes with in-depth study in terms of content should not differ noticeably from the course of an ordinary secondary school.
This, however, does not mean that the program should not be expanded at all. A slight expansion of the program is possible, but it should be well justified by pedagogical considerations. It is advisable to expand the program, for example, when introduction of a new material that is insignificant in volume will significantly improve the logic of the course presentation.
The main difference between an advanced course and a course regular school should lie in the depth of interpretation of the studied phenomena.
Teaching core subjects at an advanced level, especially subjects of the natural and mathematical cycle, requires a good material base. Thus, the teaching of physics, chemistry, radio electronics and chemical analysis is impossible without well and rationally equipped classrooms for physics, chemistry, radio electronics, a radio assembly workshop (workshop), a laboratory for chemical analysis and a weight room.
The creation of a material base is a complex matter, requiring certain material costs. Particular difficulties arise in equipping classrooms and laboratories in physics, radio electronics, chemistry and chemical analysis.
In order to organize classes with in-depth study of a number of subjects, in addition to a set of mandatory equipment, the school must have more advanced equipment for independent experimental work of students. In the classrooms, you must have samples of equipment that is used in modern laboratories (electronic oscilloscopes, DC and AC amplifiers, standard signal generators, pulse generators, spectrometers and other equipment). Such equipment should be gradually accumulated in the school with the help of sponsoring organizations.
The textbook is essential for successful teaching in deep learning classrooms. This difference
The difference between a textbook and other textbooks should be, first of all, in the logical rigor of presentation, in the depth of interpretation of the phenomena studied, and in the more frequent and wider use of material from related subjects.
In addition to the textbook, a series of popular science books should be published.
The foregoing does not exhaust all the problems associated with teaching in classes with in-depth study of a number of subjects. We have focused only on the most important of them.
As is known, in this academic year specialized education has been introduced in schools. In this regard, educators have a lot of questions, to answer which we asked the director of the Republican Institute for Advanced Training of Management and Scientific and Pedagogical Personnel of the Education System B. A. Almukhambetov.
Questions are asked by the editor of the magazine "Colleagues" Lyudmila Manannikova, a teacher at the Gymnasium. Abaya s. Uzynagash of Almaty region: Z. M. Abeuova, G. M. Surtaeva, K. B. Omarova, E. T. Vildanova and readers of the journal.
- How will profile differentiation be carried out in schools?
It can be done with two ways. In the first case, adjustments will be made to the curricula forseparate classes in ordinary in mass general educationschools. In the second, the structures of existing schools will change, new models will be creatededucational institutions.
- And why did they make all this fuss with specialized training? After all, we already have gymnasiums, lyceums, classes with in-depth study of subjects?
Today, these educational institutions have many problems. Missinglegal and regulatory framework for the transition to a specialized education. Not criteria for assessing knowledge (especially in connection with the introduction of the UNT). Weak educational and methodological support. Lack of teachers trained to teach specialized subjects and much more.
- But will professional schools and colleges wither away when the new education system is introduced?
In no case! On the contrary, it assumes closer interaction between the school (especially its senior level) andinstitutions of primary, secondary and highervocational education. Planneddevelopment of options for interaction between educational institutions: “school-school, school-UPK, school-PU, school-PL, school-college, school-technical school, school-university.
- How beneficial is specialized training for students themselves? Previously, the “average” student received a secondary education and after graduation went where he liked: vocational school, to a university ... And now the child is sitting in a humanitarian class (it just happened), and the teachers fill his head with iambs and choreas, which he does not need at all.
I think that the situation when a child sits in a humanitarian class, because "it happened" - the costs of the transition period. In fact, profile education works primarily for the student. Today, the student, on the contrary, has a choice. He chooses where to go - in "physics" or in "lyrics", and this system of education successfully combinesinterests of the individual and society. After leaving school, the student will no longer rush through life like a blind kitten, he will firmly know what to do, it will be less painful to adapt to adult life.
At what age should a child decide what to be?
This must be done as early as possible I , II levels of education.Almost all levelsthe main school should carry out pre-profile training of students. Its main task is to form a value in schoolchildren.attitude to work, identify their interests, inclinations and abilities, form practical experience, prepare children for choosing a training profile in high school.
How will schools define their profile?
Not out of the blue. Here it is desirable to test With taking into account psychological and pedagogical diagnostics, listen to the wishes of the parents of children, studylabor market needs.
- And what about students who are doing equally well in all subjects and so fardo not want to specialize in something specific?
For them will be saveduniversal schools - schools for children with secondary abilities, the level of knowledge of which is equally equal. Those who don't want to dochoice, but wish to maintain their knowledge at a fairly high leveleven level.
- But will we have the distribution of children into specialized classes by the boss-coercive method? And who will be responsible for violation of the rules?
Acquisition of specialized classes should be carried out onon an objective, fair and transparent basis for society. Whereinthe observance of the law on free and accessible secondary general education remains unconditional.
In order to get into the selected profile class, the studentwill need to compete. During the competition willthe results of the final assessment and the student's portfolio are taken into account:individual educational achievements, diplomas of olympiads, competitions,certificates, etc.
Founders are responsible for the implementation of this right of citizens.educational institutions - local authorities and departmentseducation. They prepare for the free choice of studentseducational map of the region. It must be in the interests of the school, andalso to prepare graduates not for the “exchange”, but for the “labor market”.
- New programs and textbooks both in the Russian language and in physics and mathematics are quite complex. They were a surprise for both students and teachers. Let's even say more: for the first time, many teachers took the programs in their hands before September 1. But it was necessary to gather teachers in advance, send them to the appropriate courses. At the August conferences, teachers received little methodological assistance. How to be a teacher who is not ready for profile education, encounters it for the first time in his life? What should a teacher know and be able to do in order to work boldly in classes with profile education? Who is eligible for this program?
- Of course, specialized training can take place only withavailability of highly qualified personnel. First of all, the teacher must take retraining courses and receive the appropriate certificate. This training should be carried out on a planned basis.
Having learned, Teachers must be clear about:
Ø changing the content of education in specialized classes;
Ø change in learning technology;
Ø regulatory and legal support of profile education;
Ø criteria for evaluating profile training, the methodology of psychological pedagogical diagnostics;
Ø final certification in the system of specialized education - UNT;
Ø complete educational and methodological support and work with fundseducation (for example, audiovisual), as well as withspecialized technical equipment.
A special role in teacher education belongs pedagogical universities, colleges andsystem of advanced training of teaching staff. In addition, the teacher must, in addition to a set of programs and textbooks, have books for students and teachers, special kit education, which includes audiovisual andinformation means.
- In the structure of the basic and senior levels of the school, there are twocomponent of the content of education: basic (invariant) and school (variable). What is the difference between them?
The invariant part introduces students togeneral cultural and nationally significant values, forms in studentspersonal qualities. The variable part is the individual nature of developmentschoolchildren. It takes into account their personal characteristics, interests and inclinations.
- What is the difference between elective and selective systems of differentiation?
The elective system provides for a free set of educationalsubjects to study on the basis of a number of compulsory subjects(invariant core of education). Here is a flexible composition modelclass, electives, extracurricular activities and hobby groupsinterests and so on. The elective system is carried out according to a rigida model that is built not only according to the interests and inclinations of students, but alsotakes into account the projected profession (profile classes, PTSh, PTL, colleges).
The selective system of differentiation provides for the separation of studentsat the senior level. Pafter the end of the unified general education steps they choose one or the otherareas of study. Here, the projected profession is especially taken into account.(profile classes for in-depth study of one or anothersubject, PTSh, PTL, colleges).
What is the difference between in-depth profile training and advanced training?
Advanced profile training is an in-depthstudy habitual school subjects and their respectiveelective courses. Extended specialized training - the study of disciplines (includingelective), completely going beyond the usualschool subjects.In turn, profile training can be divided into three types.
customized type ensures the implementation of students personal educational trajectory, not necessarily leading himfor post-secondary or additional education. Here setstudied profile and elective courses can be random,determined solely by the inclinations of the students. At the implementation of this type of profile training does not require the developmentprofessional training programs and teacher certificationeducational institutions. Individual student curricula are developed at the school level and do not requireapproval at a higher level.
socializing a type aimed at improving the communication and adaptive capabilities of students(learning language, culture, morality, law, etc.) or preparing them directly for work (knowledge of the labor market,technology, economics and entrepreneurship, farming),vocational training for work in institutions of the sphereservice or agriculture or special trainingto receive primary or secondary vocationaleducation. Socializing profile programs are being developedat the regional level, at the same levelcertification of teachers and educational institutions.
Pedagogical (academic) type is aimed at implementing continuity in the "school-university" link. Hecloses the gap between the final level of preparation of studentson subjects at school and requirements for the initial level of knowledgefor successful learning in universities.
- And what specific profiles can there be? Natural-mathematical and humanitarian or are there any other?
There are many profiles - for every taste. natural and mathematical (physics, chemistry, mathematics), biological and ecological,historical and geographical,humanitarian (culturology, philosophy, sociology, pedagogy, psychology), economic and legal,linguocultural,information technology,engineering and technology,agrotechnological, medical and art .
There are also possiblepre-university profiles: technological (agro-technologicaland information technology),natural sciences (physics, chemistry, mathematics), biologyecological, linguistic and cultural, economic and legal,medical, pedagogical, historical and political science,cultural, sports, military.
- Who developsprograms of pre-university profiles? What do they include?
Programs are developed by school education workers togetherwith scientists, teachers, representatives of universities.
In them includes the initial requirements for students in grades 9 (10) forentry into the profile (pre-profile training); contentspecialized training in 10-11(11-12) classes and end results -to complete the profile training and enter the university.
And with certification of teachers and educational institutions, implementing pre-university profiles, carry outauthorized universities and regional governmentseducation under the control of the Ministryeducation and science.
- So, a student who goes to study the natural-mathematical cycle, Pushkin and Abai are no longer needed, and the “humanist” can forget about the Pythagorean theorem?
No, each of the curricula will include subjectstwo blocks: general education (non-core) andmajor subjects. In general, I want to warn that whenchanges to the structure and content activities of schools, it is necessary to exercise the utmost caution. In primary and secondary schools, for example, more attention should be paid togeneral scientific and general cultural training of students. After all, when moving tothe role of general education is increasing in the system of lifelong education. The student must developcognitive abilities, independence, acquire general educationalskills and abilities - without this, all subsequent stages of continuouseducation is ineffective.
But at the senior level, you can already use variable programsand textbooks, new training courses. Very important p in the construction of curricula for specialized training, put at the forefront topical school problems: take care of the health of students, normalize the educationalload, improve the quality of education.
- They say in Russiawhen building basic trainingplans are guided by compliance with the "Hygienic requirements forlearning conditions for schoolchildren?
Yes, and according to these sanitaryhygienic standards, the maximum amount of teaching load according toclasses are the following:Grade 1 - 4 hours, Grades 2-6 - 5 hours, Grades 7-11(12) - 6 hours. At the same time 1-6 classes can be oriented to 5-day, and middle and senior link 7-11 (12) classes - for a 6-day academic week.
In the content of specialized education, the basic (invariant, general education) component makes up 65% of the teaching load,profile component (special courses studied by choice atadvanced level 25%), and the elective component - 10%.
Consequently, 35% of the teaching load is supposed to be devoted to specialized training. In this case, the weekly load is 22 hours for base component, 14 hours for the profile component, including for elective courses. Consultations and individual work coby schoolchildren within the profile can be carried out at the expense of studentcomponent curriculum- 2 hours per week.
- We liked the new textbooks on Russian literature for grades 10 with the Kazakh language of instruction. Previously, children only superficially got acquainted with great Russian poets, now they study in detail the work of Pushkin, Lermontov, and other classics. Stories are given about their lives, excerpts from prose works of poetry. What is the difference between the textbooks for specialized education and the textbooks that existed before?
The content of textbooks for profile education includesobligatory core and variable part. In the variable part, it is possiblemodular principle of presenting the content of education. Eacha separate module includes content corresponding to the profile type. I would like to emphasize that ineducational and methodicalensuring that serious attention should be paid to the development of programs andtextbooks for elective courses. First of all, it is necessarydevelop (possibly improve) advanced training programs studying subjects.
- Lately, a lot has been said about the fact that in our schools the heads of children are stuffed with knowledge, but they are not taught to acquire this knowledge. Will there be any changes here?
Oh sure. It is necessary to teach children not only to acquire knowledge andgeneral learning skills, but also to teach them variousways of activity. They should be able to developtheir intellectual abilities, especially when mastering morecomplex (compared to the educational standard) content.
Must be able to use the Interneteducational videos, electronic texts. Here it is very important to hold as many creative competitions as possible, heuristic tests, to set rating marks for the success of specialized training, to organize excursions to enterprises and specialized exhibitions, to arrange workshops at educational and workplaces in enterprises in the profile.
- Profile training needs an appropriate materialtechnical base: new technical means, devices, installations. Where can I get all this?
It is a very sensitive issue for schools at this time. Here one could recommend using (as it is now practiced in lyceums at universities)material and technical base of other educational institutions (colleges,universities, interschool Code of Criminal Procedure and so on). Of course, the Internet is also necessary, as I said, and both students and teachers must be prepared to work with it.
