What is the main feature of the new standard. What is the distinguishing feature of the new Standard? Sample working papers
Dear parents, teachers, students!
On September 1, 2011, all educational institutions in Russia switched to the new Federal State Educational Standard for Primary general education(FGOS NOO). You can learn more about the GEF IEO on this page of our website.
What is the Federal State Standard of Primary General Education?
What are the features of the Federal State Educational Standard of Primary General Education?
What are the requirements of the new GEF IEO?
What is extracurricular activity, what are its features?
What is the Federal State Standard
primary general education?
Federal state standards installed in Russian Federation in accordance with the requirement of Article 7 of the "Law on Education" and represent "a set of requirements that are mandatory for the implementation of the basic educational programs of primary general education (BEP IEO) educational institutions accredited by the state."
What are the features of the Federal State Educational Standard of Primary General Education?
The elementary school plays a vital role in common system education. This is the link that should ensure the holistic development of the child's personality, his socialization, the formation of an elementary culture of activity and behavior, the formation of intelligence and general culture. Determine current requirements for primary school, to ensure the quality of primary education is the main task of the federal state educational standards of the second generation. In accordance with the order of the Ministry of Education and Science of Russia dated October 6, 2009 No. 373 (registered by the Ministry of Justice of Russia dated December 22, 2009 No. 15785) "On the approval and implementation of the federal state educational standard for primary general education," the new Federal State Educational Standard for primary general education is put into effect from 1 January 2010 for pilot schools, from September 1, 2011 for all schools in the Russian Federation.
In accordance with the Law of the Russian Federation "On Education", the Federal State Educational Standard for Primary General Education is a set of requirements that are mandatory for the implementation of basic educational programs of primary general education by educational institutions with state accreditation.
The federal state educational standard for primary general education must provide:
- the unity of the educational space of the Russian Federation;
- continuity of the main educational programs of primary general and basic general education.
The structure of the standards includes three groups of requirements:
- to the results of mastering the main educational program primary general education;
- to the structure of the main educational program of primary general education, including the requirements for the ratio of parts of the main educational program of primary general education and their volume, as well as the ratio of the mandatory part of the main educational program of primary general education and the part formed by the participants in the educational process;
- to the conditions for the implementation of the main educational program of primary general education, including personnel, financial, logistical and other conditions.
The requirements for the results, structure and conditions for mastering the main educational program of primary general education take into account the age and individual characteristics of students at the stage of primary general education, the inherent value of the stage of primary general education as the foundation of all subsequent education.
Requirements for the results of mastering the main educational program of primary general education.
The requirements contain a description of the goals, competencies of a primary school graduate, determined by the personal, family, social, state needs and capabilities of a younger child school age, individual features of its development and state of health.
Requirements set guidelines for assessing personal, meta-subject and subject learning outcomes.
Personal Outcomes
- the readiness and ability of students for self-development, the formation of motivation for learning and cognition, the value-semantic attitudes of primary school graduates, reflecting their individually personal positions, social competencies, personal qualities; the formation of the foundations of Russian, civic identity;
Metasubject Results
- universal educational actions mastered by students (cognitive, regulatory and communicative);
Subject Results- mastered by students during the study subjects experience of activity specific for each subject area to obtain new knowledge, its transformation and application, as well as the system of fundamental elements of scientific knowledge that underlies modern scientific picture peace.
The requirements define the planned results of primary general education, the possibility of achieving which must be guaranteed by all institutions implementing the main educational programs of primary general education, regardless of their type, location and organizational and legal form. Planned results are an obligatory component of the main educational program of primary general education.
Requirements for the structure of the main educational program
Since the entry into force of the new federal state educational standard for primary general education, new requirements have been imposed on the structure of the main educational program, which determines the content and organization of the educational process at the level of primary general education and is aimed at forming a common culture of students, their spiritual, moral, social , personal and intellectual development, to create the basis for the independent implementation of educational activities that ensure social success, development of creative abilities, self-development and self-improvement, preservation and strengthening of the health of younger students.
The main educational program of primary general education includes the following sections:
- explanatory note;
- the planned results of mastering the main educational program of primary general education by students;
- basic academic plan educational institution;
- a program for the formation of universal educational activities for students at the stage of primary general education;
- work programs of individual subjects, courses;
- a program of spiritual and moral development, education of students at the stage of primary general education;
- a program for the formation of a culture of a healthy and safe lifestyle;
- program of corrective work;
- a system for assessing the achievement of the planned results of mastering the basic educational program of primary general education.
Requirements for the conditions for the implementation of the main educational program
primary general education
Requirements for the conditions for the implementation of the main educational program of primary general education are a system of requirements for personnel, financial, logistical and other conditions for the implementation of the main educational program of primary general education and the achievement of the planned results of primary general education.
The integrative result of the implementation of these requirements should be the creation of a comfortable developing educational environment:
- ensuring the high quality of education, its accessibility, openness and attractiveness for students, their parents (legal representatives) and the whole society, spiritual and moral development and education of students;
- guaranteeing the protection and strengthening of the physical, psychological and social health of students;
- comfortable in relation to students and teaching staff.
The implementation of modern requirements will require special professionalism from an elementary school teacher: in addition to the function of a coordinator, organizer, assistant, consultant, he must master the team, joint, collective form of work; be an ally of a psychologist, social pedagogue, etc.
The performance of these functions also determines the teacher's choice of priority educational technologies- project, research, reflective learning, information and communication technologies. These technologies not only solve the problems of mastering the content of the subject, but also contribute to the formation of students' competencies: informational, social, personal, communicative, which fully corresponds to the tasks of developing modern education in a new socio-educational situation.
What are the requirements of the new GEF IEO?
The standard puts forward three groups of requirements: Requirements for the results of mastering the basic educational program of primary general education; Requirements for the structure of the basic educational program of primary general education; Requirements for the conditions for the implementation of the main educational program of primary general education.
What is the distinguishing feature of the new Standard?
A distinctive feature of the new standard is its active nature, which sets the main goal of developing the student's personality. The education system refuses the traditional presentation of learning outcomes in the form of knowledge, skills and abilities, the wording of the standard indicates the real types of activities that the student must master by the end primary education. Requirements for learning outcomes are formulated in the form of personal, meta-subject and subject results.
An integral part of the core of the new standard are universal learning activities (UUD). UUD is understood as “general educational skills”, “general methods of activity”, “above-subject actions”, etc. For UUD, a separate program is provided - the program for the formation of universal educational activities (UUD). All types of UUD are considered in the context of the content of specific academic subjects. The presence of this program in the complex of the Basic Educational Program of Primary General Education sets the activity approach in the educational process of primary school.
An important element in the formation of universal educational activities of students at the stage of primary general education, which ensures its effectiveness, is the orientation of younger students in information and communication technologies (ICT) and the formation of the ability to correctly apply them (ICT competence). The use of modern digital tools and communication environments is indicated as the most natural way to form UUD, the subprogram "Formation of students' ICT competence" is included. The implementation of the program for the formation of UUD in elementary school is the key task of introducing a new educational standard.
What are the requirements for student outcomes set by the Standard?
The standard establishes requirements for the results of students who have mastered the basic educational program of primary general education:
Personal, including the readiness and ability of students for self-development, the formation of motivation for learning and cognition, the value-semantic attitudes of students, reflecting their individual-personal positions, social competencies, personal qualities; the formation of the foundations of civic identity;
Meta-subject, including the development by students of universal learning activities (cognitive, regulatory and communicative), ensuring the mastery of key competencies that form the basis of the ability to learn;
Subject-based, including the experience, mastered by students in the course of studying the subject area, of activity specific to this subject area in obtaining new knowledge, its transformation and application, as well as the system of fundamental elements of scientific knowledge that underlies the modern scientific picture of the world.
Subject results are grouped by subject areas within which subjects are indicated. They are formulated in terms of “the graduate will learn…”, which is a group of mandatory requirements, and “the graduate will have the opportunity to learn…”, failure to achieve these requirements by the graduate cannot serve as an obstacle to transferring him to the next level of education.
Example: A graduate will learn to independently title the text and create a text plan. The graduate will have the opportunity to learn how to create a text according to the proposed heading. You can learn more about the content of this division by studying the programs of subjects presented in the main educational program.
What is learned using ICT?
A distinctive feature of the beginning of learning is that, along with traditional writing, the child immediately begins to master keyboard typing. Today, many parents who constantly use a computer in their professional and personal lives understand its capabilities for creating and editing texts, so they should understand the importance of including this component in the educational process on an equal basis with traditional writing.
The study of the surrounding world involves not only the study of textbook materials, but also observations and experiments carried out using digital measuring instruments, a digital microscope, a digital camera and a video camera. Observations and experiments are recorded, their results are summarized and presented in digital form.
The study of art involves the study modern species art along with the traditional. In particular, digital photography, video film, animation.
In the context of the study of all subjects, various sources of information should be widely used, including the accessible Internet.
V modern school widely used design method. ICT tools are the most promising means of implementing project-based teaching methods. There is a cycle of projects, participating in which children get to know each other, exchange information about themselves, about the school, about their interests and hobbies. These are the projects “Me and my name”, “My family”, the joint publication of the ABC and much more. Parents should encourage their children to do this in every possible way.
The integrated approach to learning used to create a new standard involves the active use of knowledge gained in the study of one subject in lessons in other subjects. For example, at the Russian language lesson, work is underway on descriptive texts, the same work continues at the lesson of the world around, for example, in connection with the study of the seasons. The result of this activity is, for example, a video report describing pictures of nature, natural phenomena, etc.
What is an information and educational environment?
Requirements for the information and educational environment (IS) are an integral part of the Standard. IS should provide opportunities for informatization of the work of any teacher and student. Through IP, students have controlled access to educational resources and the Internet, they can interact remotely, including after school hours. Parents should see in IS the qualitative results of their children's education and the assessment of the teacher.
What is extracurricular activity, what are its features?
The standard assumes the implementation in an educational institution of both lesson and extracurricular activities. Extracurricular activities are organized in the areas of personality development (sports and recreation, spiritual and moral, social, general intellectual, general cultural).
The content of the classes should be formed taking into account the wishes of students and their parents (legal representatives).
Extracurricular activities may include: doing homework (starting from the second half of the year), individual sessions teachers with children who require psychological, pedagogical and correctional support (including individual lessons in the formulation of oral speech, handwriting and writing etc.), individual and group consultations (including remote ones) for children of various categories, excursions, circles, sections, round tables, conferences, debates, school scientific societies, olympiads, competitions, search and Scientific research etc.
The content of extracurricular activities should be reflected in the main educational program of the educational institution.
The time allotted for extracurricular activities is not included in the maximum allowable workload of students. The alternation of classroom and extracurricular activities is determined by the educational institution and agreed with the parents of the students.
The official order on the introduction of the Federal State Educational Standard of the IEO and the text of the Standard can be found on the website of the Russian Ministry of Education and Science: http://www.edu.ru/
Sections: Mathematics
P> Since September, 1st, 2011 all educational institutions of Russia (the first and second classes) have passed to the new Federal state educational standard of primary general education (FGOS NOO). What is the Federal State Standard of Primary General Education? Federal state standards are established in the Russian Federation in accordance with the requirements of Article 7 of the "Law on Education" and are "a set of requirements that are mandatory for the implementation of basic educational programs of primary general education (BEP IEO) by educational institutions with state accreditation."
Since September 2012, students of the 5th grade are moving to study according to the new federal state educational standards.
What are the requirements of the new GEF?
The standard puts forward three groups of requirements:
requirements for the results of mastering the main educational program;
requirements for the structure of the main educational program;
requirements for the conditions for the implementation of the main educational program.
That is distinctive feature new standard?
A distinctive feature of the new standard is its active nature, which sets the main goal of developing the student's personality. The education system refuses the traditional presentation of learning outcomes in the form of knowledge, skills and abilities, the wording of the standard indicates the real types of activities that the student must master by the end of the training. Requirements for learning outcomes are formulated in the form of personal, meta-subject and subject results.
An integral part of the core of the new standard are universal learning activities (UUD). UUD is understood as “general educational skills”, “general methods of activity”, “above-subject actions”, etc. For UUD, a separate program is provided - the program for the formation of universal educational activities (UUD). All types of UUD are considered in the context of the content of specific academic subjects. The presence of this program in the complex of the Basic Educational Program of General Education sets the activity approach in the educational process of the school.
Mathematical education is an obligatory and integral part of general education at all levels of school.
The content of mathematical education in relation to the basic school is presented in the form of the following substantive sections. This is arithmetic; algebra; functions; probability and statistics; geometry. Along with this, the content of basic general education includes two additional methodological sections: logic and sets; mathematics in historical development, which is associated with the implementation of the goals of general intellectual and general cultural development of students. The content of each of these sections unfolds into a content-methodical line that permeates all the main sections of the content of mathematical education at a given level of education.
What are the requirements for student outcomes set by the Standard?
The standard establishes requirements for the results of students who have mastered the main educational program: personal, including the readiness and ability of students for self-development, the formation of students' motivation for learning and cognition, value-semantic attitudes of students, reflecting their individual personal positions, social competencies, personal qualities; the formation of the foundations of civic identity by meta-subject, including the development by students of universal learning activities (cognitive, regulatory and communicative), ensuring the mastery of key competencies that form the basis of the ability to learn, and interdisciplinary concepts. subject-based, including the experience, mastered by students in the course of studying the subject area, of activity specific to this subject area in obtaining new knowledge, its transformation and application, as well as the system of fundamental elements of scientific knowledge that underlie the modern scientific picture of the world.
Subject results are grouped by subject areas within which subjects are indicated. They are formulated in terms of “the graduate will learn…”, which is a group of mandatory requirements, and “the graduate will have the opportunity to learn…”, failure to achieve these requirements by the graduate cannot serve as an obstacle to transferring him to the next level of education.
Without basic mathematical training, it is impossible to become educated modern man. At school, mathematics serves as a reference subject for the study of related disciplines. In post-school life, a real necessity these days is continuing education, which requires a full-fledged basic general education, including mathematical. And finally, more and more specialties, where necessary high level education is associated with the direct application of mathematics (economics, business, finance, physics, chemistry, engineering, computer science, biology, psychology, etc.). Thus, the circle of schoolchildren for whom mathematics becomes a significant subject is expanding.
The study of mathematics contributes to the aesthetic education of a person, understanding the beauty and elegance of mathematical reasoning, the perception of geometric shapes, and the assimilation of the idea of symmetry.
The basic curriculum (educational) plan for the study of mathematics in the basic school allocates 5 study hours per week during each year of study, in total 875 lessons.
The subject "Mathematics" in grades 5-6 includes arithmetic material, elements of algebra and geometry, as well as elements of a probabilistic-statistical line.
According to the draft Basic Curriculum (Educational) Plan, the subject "Mathematics" (an integrated subject) is studied in grades 5-6. 350 hours are allocated for the study of mathematics in grades 5-6.
As part of the subject of geometry, Euclidean geometry, elements of vector algebra, and geometric transformations are traditionally studied.
The purpose of the content of the "Geometry" section is to develop students' spatial imagination and logical thinking through a systematic study of the properties geometric shapes on the plane and in space and the application of these properties in solving problems of a computational and constructive nature. A significant role is assigned to the development of geometric intuition. The combination of clarity with rigor is an integral part of geometric knowledge.
At the present stage of development of education, the main form of education at school is the lesson.
How to build a lesson to implement the requirements of the Second Generation Standards?
As an example, I will give technological map lesson of mathematics in the 5th grade on the topic "Percentage" the second hour.
Routing
mathematics |
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Lesson topic |
Interest (lesson 2). |
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Lesson type |
Training session to consolidate knowledge and methods of activity |
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Create conditions for the development of the ability to find a percentage of a number; ability to solve equations, perform all actions with ordinary fractions; continue learning how to solve problems with percentages; create conditions for fostering a friendly attitude towards each other, the ability to work in a team; continue to accustom to accuracy, attentiveness. |
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Planned educational outcomes |
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subject |
Metasubject |
Personal |
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Explain what a percentage is; |
Search for information (in the media) containing data expressed as a percentage, give examples of the use of relations in practice; |
Be able to clearly, accurately, competently express their thoughts in oral and written speech; |
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Basic concepts studied in the lesson |
Percentages, fractions, equation, equation roots. |
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Organizational structure of the lesson |
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Lesson stage |
Activity |
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students |
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Motivation |
They comprehend the task, build a logical chain of reasoning. |
Convert interest to decimal: 20%, 1%, 5%, 50%,15%, 25%, 75%, 100% |
Students answer questions from the teacher, formulate the topic and objectives of the lesson. |
multimedia projector |
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Actualization of subjective experience |
Use knowledge of the components of arithmetic operations; |
Offers to solve problem No. 1539 |
solve the problem |
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Organization of students' activities on the use of knowledge in standard and modified situations |
Offers to repeat the topic and objectives of the lesson once again and organizes work with the textbook, solve No. 1548 (all together) |
Review the topic and objectives of the lesson; solve the problem; work in creative groups, and the solution is written on the board for the whole class. |
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Control and self-control |
Analyze and comprehend the text of the problem; |
He proposes to solve the problem on his own: “The tourist went first 60% of the intended path, and then another 20% of the remaining. After that, he had to go 8 km. Which way should the tourist go? |
Perform problem solving. |
multimedia projector |
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Correction |
Formulate percentage definitions |
Asking questions: |
They answer questions. |
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Homework |
Sets a homework assignment: p. 336, no. 1538a, no. 1537, no. 1579. |
Record the assignment in a diary. |
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Appendix.
Problem solving:1) Let 100% be the remainder. What percent of the remainder is left to plow?
100% - 40% = 60%
2.52 ha - 60%
? - 100%
2) What is 1% of the balance equal to? 252/60=4.2 ha
3) What is the remainder? 4.2 * 100=420 ha
Let X be the whole field.
Then the remainder is 100% - 30% = 70%.
420 ha - 70%.
? - 100%.
4) What is 1% of the entire field? 420/70=6 ha
5) What is the area of the whole field? 6*100=600 ha
Answer: 600 ha.
No. 1539 .769 m - 100% ? - thirty%
1) What is 1% equal to? 769/100=7.6 m
2) How many meters of the road will be repaired? 7.6 * 30 = 228 m
Answer: 228 m.
120 kg - 15%
? - 100%
1) What is 1% equal to?
120/15=8 kg
2) What is the mass of a polar bear?
8*100=800 kg
Answer: 800 kg.
1. Extensive use of survey methods
2. Formation of a multistage sample
3. Work of a sociologist by type of included study
4. Orientation to requests and work in close contact with a representative of the customer organization
21. A dichotomous question in a sociological questionnaire suggests:
1. Having at least 5 items on the response scale
2. The respondent enters his opinion in the space provided for this in the questionnaire.
3. Opportunity for the respondent to agree or refute what is proposed in the question
4. Fairness check previously given answer
22. Methods for conducting an expert survey have a distinctive feature:
1. They are held face-to-face
2. These are, as a rule, absentee methods due to the employment of experts
3. A preliminary stage is expected (selection of experts)
4. The role of the sociologist is important only at the stage of beginning and summing up the results of the study.
23. Sociometric test measures:
1. Respondents' sympathies
2. Degree of dedication to the team
3. Level of anxiety in the group
4. Structure of contacts in a group
GLOSSARY OF TERMS
Document Analysis- a method of systematic analysis of documentary sources, aimed at obtaining information that is significant for the purposes of the study.
Anomie(from gr . a – negative particle , nomos - law) is the state of society, caused by its crisis and characterized by a weakening of the action or decomposition of the value system, a contradiction between the proclaimed goals and the possibility of their implementation by legal means. The concept was introduced by E. Durkheim.
Outsider- an individual or group that, either by virtue of its own choice or as a result of social pressure, is forced out beyond the limits characteristic of a given society social institutions. In sociometry, an individual with zero choices.
Marriage- a historically determined, sanctioned and regulated by society form of relations between a woman and a man, establishing their rights and obligations in relation to each other, to children, to joint property, to society.
Weber, Max(1864-1920) - German philosopher, sociologist, historian, economist, founder of the anti-positivist trend in sociology ("understanding sociology") and the theory of social action. Main works: "Protestant Ethics and the Spirit of Capitalism", "Economic Ethics of World Religions", "Economy and Society", etc.
Sample population (sample)- part of the elements of the general population, selected using special methods (selective procedures). The sample structure should correspond to the nature of the research objectives and hypotheses.
Gender- a set of ideas about the personal and behavioral characteristics of men and women; it is a social status that determines individual opportunities for education, professional activity, access to power, sexuality, family role and reproductive behavior.
gender contract- patterns of interaction between the sexes (rules of interaction, rights and obligations that determine the division of labor on the basis of sex) in specific historical contexts.
gender stereotype- internal attitude towards the place of men and women in society, their functions and tasks.
Population- all units of the object structured and outlined by spatio-temporal boundaries, defined in the research program.
Globalization- the process of interaction and interdependence of various states, cultures and civilizations gradually growing on a historical scale.
Town- a territorially concentrated form of resettlement of people engaged mainly in non-agricultural labor.
Government- form political power, which has the monopoly right to issue laws binding on the entire population and based on a special apparatus of coercion, as one of the means to comply with laws and orders.
Civil society- a set of independent and independent of the state public relations, institutions, organizations that develop in the field of economy, culture, national problems, religion, etc. The concept of civil society determines the mode of existence and self-organization of all types of human activity (within the legal framework), autonomous from power and being the source community development. environment, including other groups; 2) a discipline that studies the problems of leadership, communications, and decision-making processes in a group.
Deviation (deviant behavior)(from lat . deviation) - behavior that deviates from the values, norms, attitudes and expectations of society or a social group.
Denomination- an intermediate type of religious organization, combining the features of the church and the sect.
Dyad– 1. A group consisting of two interacting members. 2. According to T. Parsons - the simplest system of social action.
Disposition- motivation, consistent with the circumstances of the external environment.
Reliability of sociological information– information quality characteristic; is ensured by the observance of three conditions: 1) the reliability of the tool for measuring social characteristics; 2) the validity of the sample (i.e. the legitimacy of extending the conclusions on the sample to the entire population); 3) the legitimacy of using the statistical apparatus in relation to qualitative features in the analysis of empirical information (not all data obtained can be translated into indicators, percentages, distributions, etc.).
Durkheim, Emil(1858-1917) - French positivist sociologist, founder of the methodology of sociologism. Main works: “Method of sociology”, “Suicide. Sociological study”, “On the division of social labor”, etc.
Interest groups- various kinds of organizations or associations, whose members are united by the same interests; provide an individual with the necessary field for the realization of his capabilities and needs.
Identification- the process of identifying an individual with a particular group, occurring on the basis of the assimilation of the properties inherent in the group, standards, values, social. settings and roles.
Measurement- a way of studying social phenomena, processes, systems, their properties, relationships with the help of quantitative characteristics.
Individual– isolated member social community or group.
Individuality- a complex of peculiar and unique qualities and actions of a given person.
Indicator – observable and measurement of the characteristic of the object under study. From a number of indicators, one is chosen that is more sensitive and more accurately reflects the properties of the object. The indicator value is an indicator.
History of sociology- the process of formation and development of sociological knowledge, which was formed in the course of the struggle of the main sociological orientations, trends and schools.
Caste- a separate social group, the members of which are related by origin or legal status, belonging to which is hereditary.
Class- a large group of people who have the same socio-economic status in the systems of division of labor and social stratification.
Comte, August(1798-1957) - French philosopher and sociologist, founder of sociology as a science and a positivist trend in sociological theory. Main works: "Course of Positive Philosophy" (in 6 volumes); "The Spirit of Positive Philosophy", etc.
Counterculture- a type of subculture that rejects the values and norms of the dominant culture in a given society and defends its own alternative culture.
Content analysis- a strictly formalized analysis of the content of the document, providing for the selection in the text semantic units(categories of analysis), counting the frequency of their use, establishing relationships with the general meaning, purpose, volume of the text.
culture- (from lat. . culture- cultivation , upbringing , education , development , veneration) - 1) a set of material and spiritual values, expressing a certain level of development of an individual, groups of society; 2) the sphere of the spiritual life of society, including the system of upbringing, education and creativity; 3) the level of mastery of skills, abilities and knowledge in any type of activity; 4) forms of social behavior of the individual.
Cultural relativism- a concept that emphasizes the historical uniqueness of each culture, which can be assessed on the basis of its own principles, and not universal criteria.
culturalization- the process of assimilation by the individual of the values and experience of other societies and ethnic groups.
culture sensitive- according to P. Sorokin, a type of culture, the values of which are focused on improving the material conditions of life.
Ideational culture- according to P. Sorokin, a type of culture, where non-material, transcendental, supernatural values prevail.
mass culture- 1) a type of culture of a modern industrial society, characterized by the production of cultural values designed for mass consumption; 2) a type of culture, characterized by an orientation towards an average mass taste and commercial success.
cultural pattern- the prevailing values and beliefs that characterize a given culture and distinguish it from other cultures.
Nominee leader- an individual who officially has the status of a leader, but actually does not perform its functions.
Sociometric leader- in a sociometric test - a member of the group who is most often chosen by others according to all criteria.
Personality- a set of socially significant qualities of a person.
small group- a relatively stable, small social group whose members are in direct interaction with each other, which leads to the emergence of emotional ties, as well as specific interpersonal values and norms.
Manipulation- influence on public opinion with the help of controlled effects to achieve certain goals of the communicator.
Manipulation– technological, applied side of manipulation; a system of psychological influence, focused on the introduction of illusory representations.
matriarchal family - a family in which the economic dominance of a woman is fixed.
mentality- a relatively integral set of thoughts and beliefs that create a picture of the world and strengthen the unity of a cultural tradition or any community.
Merton, Robert King(1910-2003) - American sociologist, representative of structural functionalism. Main works: "Social theory and social structure", " social structure and anomie”, “Focused Interview”, “Sociology of Science”, etc.
Method- a way to build and substantiate a system of scientific knowledge, a set of techniques and operations for practical and theoretical development of reality. In sociology, the main way to collect, process or analyze data.
Methodology- concretization of the method for certain research tasks, a set of technical varieties of the method with an indication of the rules for their application in specific conditions.
Monogamy- Marriage of one man with one woman.
Motivation- internal stimuli to action.
Observation- directed, systematic, direct visual perception and registration of social phenomena, situations and processes that are significant from the point of view of the objectives of the study.
National politics- actions of state power in relation to various nations and nationalities inhabiting the country.
Survey- a method of obtaining information in the course of communication between a sociologist and a participant in events by registering the respondent's answers to questions asked by the sociologist.
Paradigm- recognized by all scientific achievements, which for a certain time give the scientific community a model for posing problems and solving them (T. Kuhn).
Ethnos- historically established in a certain territory, a stable collection of people who have common features, cultural and psychological characteristics, a sense of their belonging to a given nation and an understanding of differences from other similar entities.
Ethnogenesis– change of various phases of the life cycle of an ethnos.
Ethnomethodology- a direction in the sociology of the 20th century, whose representatives are focused on the study of interpretation procedures, as well as hidden, unconscious, unreflexed mechanisms of social communication between people. The founder is G. Garfinkel.
First write down the task number (26, 27, etc.), and then a detailed answer to it. Write your answers clearly and legibly.
Read the text and complete tasks 26-31.
Law as a social regulator is, first of all, an instrumental value, i.e., a value that acts as an instrument, instrument, means that ensures the functioning of other social institutions. However, it is important to emphasize that the right has its own value. In the most general way, the intrinsic value of law can be defined as the expression and personification of the right of social freedom and activity of people on the basis of orderly relations and in accordance with justice, the need to harmonize the will and interests of various segments of the population, social groups.
Even when law acts as the right of the strong or the right of power, when its content often does not correspond to the needs of progress in its main characteristics, it still represents a socially valuable, albeit extremely limited, phenomenon in comparison with what opposes it. - with arbitrariness, with self-will, with the subjectivism of individuals and groups. After all, social freedom and activity of people can have a different character. Unbound by law, outside of law, they can develop into arbitrariness without barriers. In law, social freedom and activity to some extent reflect the unity of freedom and responsibility, exist within the framework outlined by law, in combination with legal obligations. The inherent value of a right is directly due to its social nature and very significantly depends on the stage of development of society, the stage of civilization, the nature of the political regime.
(S. Alekseev)
Highlight the main semantic parts of the text. Give a title to each of them (make a text plan).
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The following semantic fragments can be distinguished:
1. The values of law as a social regulator (instrumental and personal).
2. Disclosure of the role of law in society.
3. Dependence of the intrinsic value of law.
Other formulations of the points of the plan are possible that do not distort the essence of the main idea of the fragment, and the allocation of additional semantic blocks.
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The correct answer should contain two sentences that reveal the meaning of the concept, for example:
1) law as a social regulator is a system of obligatory social norms protected by the power of the state;
2) using law government regulates the behavior of people and their teams, provides legal, i.e. stipulated by the rules of law, the impact on the development of public (social) relations on the scale of the whole society.
Other correct definitions, suggestions can be given.
Based on the text, name two values that, according to the author, the right has.
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The answer should include the following values:
1) instrumental;
2) own.
The author argues that "even when the law acts as the right of the strong or the right of power ... it is still a socially valuable phenomenon." Based on the text and knowledge of the social science course, give three arguments supporting the author's point of view.
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Arguments may be given in the response:
1) by restricting the social freedom and activity of people, the law does not allow them to develop into arbitrariness;
2) legal social freedom and activity reflect the unity of rights and obligations;
3) contributes to the coordination of the will and interests of various segments of the population, social groups;
4) in law, social freedom and activity exist within the framework outlined by law, in combination with legal obligations.
Based on the text, formulate three properties of law that express its role in society.
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The following properties of the right can be named in the response:
1) ensures the functioning of other social institutions;
2) promotes social freedom;
3) is able to ensure the activity of people;
4) contributes to the coordination of the will and interests of various segments of the population, social groups.
Other formulations of the answer are allowed that do not distort its meaning.
The author argues that the inherent value of law "depends on the stage of development of society, the stage of civilization, the nature of the political regime." Based on knowledge of the social science course, others academic disciplines and social experience, give three arguments supporting the author's point of view.
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The following arguments may be given in the response:
1) the level of economic development of the country, the degree of development of the market for goods and services requires fixing in legal norms the necessary degree of freedom for vigorous activity, protection of private property;
2) the level of civilization determines the degree of development of culture, ideas about a person, his place in the world and, thereby, determines the nature of values, which is also reflected in legal norms;
3) since the laws are issued by the state, the level of rights and freedoms granted to citizens, the degree of their participation in government depends on the nature of the political regime.
Other arguments may be given.
A distinctive feature of the new standard is its active nature, which sets the main goal of developing the student's personality. The education system is abandoning the traditional presentation of learning outcomes in the form of knowledge, skills and abilities, the wording of the standard indicates the real types of activities that the student must master by the end of primary education. Requirements for learning outcomes are formulated in the form of personal, meta-subject and subject results.
An integral part of the core of the new standard are universal learning activities (UUD). UUD is understood as “general educational skills”, “general methods of activity”, “above-subject actions”, etc. For UUD, a separate program is provided - the program for the formation of universal educational activities (UUD). All types of UUD are considered in the context of the content of specific academic subjects. The presence of this program in the complex of the Basic Educational Program of Primary General Education sets the activity approach in the educational process of primary school.
An important element in the formation of universal educational activities of students at the stage of primary general education, which ensures its effectiveness, is orientation. junior schoolchildren in information and communication technologies (ICT) and the formation of the ability to correctly apply them (ICT competence). The use of modern digital tools and communication environments is indicated as the most natural way to form UUD, the subprogram "Formation of students' ICT competence" is included.
The implementation of the program for the formation of UUD in elementary school is the key task of introducing a new educational standard.
