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G. A. Alexeychuk

The reforms taking place in the modern educational system set a high level of requirements for the professional competence and personal maturity of the teacher, which can be achieved in the mode of a continuous process of professional self-development.

Extracurricular activities

Literature

1. Klyueva, N.V.
2. Kukushin V.S.
3. Melnikova, E.L.
4. Rezapkina, G.V.
5. S.A. Kotova
6. Selevko, G.K.

Preview:

G. A. Alexeychuk

"Problems and prospects for the development of education in the modern world"

Education reforms: implementation of a new generation of GEF

The reforms taking place in the modern educational system set a high level of requirements for the professional competence and personal maturity of the teacher, which can be achieved in the mode of a continuous process of professional self-development.

The main feature of modern society is the transition of mankind to a historically new state, which a number of researchers define as a civilizational demolition. A special place is given to the impact of information, the role of its new technological systems, forms, nature and scope of influence, in fact, on all spheres of human life..

Of course, an important component of the successful implementation of tasks in the implementation of new education standards is the implementation of the continuity of the Federal State Educational Standards of primary and basic general education. All the requirements of the Federal State Educational Standard for the achievement of personal, meta-subject and subject results involve the organization of complex conditions for the development of the child as a subject of students' activities, as well as for measuring results and tracking their dynamics at different age stages.

The conceptual basis of modern educational standards is system-activity and competence-based approaches that are aimed at developing the key competencies of schoolchildren.

Our country is currently experiencing a huge number of problems of a political, economic, environmental and social nature. Cardinal transformations in the historical and cultural development and socio-economic life required a change in the paradigm of education. The direction of the reforms taking place in Russian education should lead to the creation of such a system, which is based on the ideas of self-development of the individual, expanding its capabilities in choosing its life path.

The current stage of development of the pedagogical system is focused on the ideas of humanization and humanitarization. Numerous studies that consider the tasks and prospects for the formation of a new education converge on a common understanding of the distinctive features of this process, defining it as a necessary condition for the presence of dialogue and cooperation between the subjects of the educational process.

From these positions, the humanization of education can be defined as the orientation of the educational process towards the development of interaction relations between its subjects, and humanitarization as an orientation towards the development of the content of education, aimed at solving the problems of personality development and its self-actualization.

And the world cannot stand in one place. “Time is the greatest of innovators,” said the English philosopher Francis Bacon. Time affects all spheres of human life, including education, periodically requiring its renewal. Today it is already clear to everyone: it is impossible to “enter” into the “new” time with the old standards. As mass practice has shown, the main task of the Russian educational policy is to ensure the modern quality of education. The modernization of education is a political and national task. Teach - learn - the slogan of the II generation standards.

Along with the consistent solution of the global task of the development of education, the problems of the educational system concerning its goals, content, methods, forms, as well as changes in the subjects of the educational process themselves are subjected to comprehension and concretization. The most significant are the following:

Updating and complicating the tasks, content and structure of education;

Active introduction of innovative technologies in the absence of criteria for the effectiveness of innovation and the presence of the phenomenon of resistance to innovation;

Overcoming the deterioration of the state of physical and mental health of schoolchildren and teachers in connection with the intensification of the educational process;

The inertia of the educational system in the implementation of scientific achievements in the educational process, the outdated material base of schools;

Decline in the prestige of pedagogical activity in the eyes of the public, resulting in a decrease in the influx of young personnel into the school, the aging of teaching staff;

Shortage of qualified teachers for further expansion of educational services;

The downward trend in the quality of Russian education (according to PISA surveys).

Crisis phenomena in modern society require the search for directions that determine the prospects for the development and improvement of general education.

Primary school is the first step from which the student's ascent into the future begins; it is the basis on whose strength depends what our future will be like. In the hands of the teacher is the future of our children, and hence the future of Russia. These are not just words - this is a great responsibility, today's children are our tomorrow, our future. Will the new school require new teachers? I think yes. The new standards place high demands on the level of preparation of primary school graduates. So, first of all, we ourselves, the teachers, must change.

We should not forget that the main worker in the classroom at the new school is the student. The task of the teacher is to try to replace the methods of "explanation" of the new with the construction of ways of independent "discovery" of new knowledge. Only then will the world of knowledge, interest, the search for something new open up before the children, they will understand that there are no problems in the world that they could not solve. And, of course, the main mission of the teacher of the new school is to awaken a creator in every child, a person capable of creating something new, as well as to educate a person with modern thinking, able to realize himself in life. “All children are talented, but everyone is talented in their own way” - this is what teachers of the new school should remember.

Along with these issues, the close attention of teachers and leaders of primary education is drawn to solving many other pressing problems. Their presence is indicated by both psychologists and educators:

Implementation of continuity between preschool education and primary school, between primary and secondary school;

An increase in the number of first-graders who are not ready for school-type education due to the transition to a 4-year primary education and a decrease in the age of children entering school;

An increase in the number of children with borderline somatic and mental health disorders at the stage of entering school;

The introduction of new pedagogical technologies into the educational process of a mass school while maintaining traditional methods and forms of pedagogical influence.

In the standards of the new generation, the focus is not on knowledge, skills, skills, but on universal learning activities - the ability to learn independently. What is important is not the "baggage" of knowledge accumulated during schooling, but the ability to use it. The need to move to new standards has arisen due to the fact that many graduates after graduation face difficulties in adapting to adult life, where there are no teachers who guide them, tell them what to do and how. Knowledge alone is not enough in life.

The graduate must learn to solve their problems on their own. The first experience of the implementation of the Federal State Educational Standards showed that, in general, the conceptual ideas and prescribed ways of implementing new educational standards are relevant and in demand by the modern educational system. The requirements for the conditions for the implementation of the main educational program of primary general education have changed.

Hours for extracurricular activities of students have been introduced, which increase the possibility of the school and create conditions for organizing individual design and research work with students. The nature of students' activities has changed - research, creative, productive; increased the proportion of independent work of students in the classroom; it became possible to apply knowledge in the performance of practice-oriented tasks; decreased anxiety, increased motivation to learn.

Extracurricular activitiesis carried out with the help of the following components included in it: traditional school affairs, planning of school affairs and holidays, festivals, competitions of various levels. All activities included in the plan of the educational work of the school are built on the mass participation of schoolchildren and are aimed at the versatile development of the child's personality.

The scenario plan of traditional events is drawn up in such a way that as many students, teachers and parents as possible can take part in them. This year, the school actively participated in various events at the school, district, regional, All-Russian level. Events dedicated to significant dates: Teacher's Day, Mother's Day, New Year's event, the month of Serving the Fatherland, dedicated to February 23, International Women's Day, in regional events dedicated to the anniversary date of the 200th anniversary of the Patriotic War of 1812, the 1100th anniversary of the birth of Russian statehood, the 70th anniversary victory in the Great Patriotic War.

Extra-curricular activities of schoolchildren - a concept that unites all types of schoolchildren's activities (except educational), in which it is possible and expedient to solve the problems of their upbringing and socialization - this is an integral part of the educational process at school. It contributes to the implementation of the requirements of federal educational standards for general education. Its advantages: providing students with the opportunity for a wide range of activities aimed at the development of the student.

The Law of the Russian Federation “On Education” (Article 9, paragraph 1) establishes that “the main general educational programs of primary general, basic general and secondary (complete) general education ensure the implementation of the federal state educational standard, taking into account the type and type of educational institution, educational needs and requests of students, pupils and include the curriculum, work programs of training courses, subjects, disciplines (modules) and other materials that ensure the spiritual and moral development, education and quality of training of students.
Thus, the spiritual and moral development and education of students is a paramount task of the modern educational system and is an important component of the social order for education.

Spiritual and moral education of schoolchildren is a key requirement of the Federal State Educational Standard. The priority areas in our school are the education of citizenship, patriotism, respect for the rights, freedoms and duties of a person; education of moral feelings; industriousness, creative attitude to teaching, work, life; education of a value attitude to nature, the environment.

The new standards are aimed at the interaction of teachers, students and parents. The interest of parents in participation in educational activities, school management has increased; enthusiastically take part in joint school activities; the nature of interaction with the teacher has changed; Parents have the opportunity to continue their education.

In the future, schools should expand the interaction and continuity of basic and additional education for the effective organization of high-quality extracurricular activities.

The spiritual and moral development of a Russian citizen is a process of consistent expansion and strengthening of the value-semantic sphere, the formation of a person’s ability to consciously build and evaluate attitudes towards himself, other people, society, the state, the world as a whole on the basis of generally accepted moral norms and moral ideals, value orientations .

The main content of spiritual and moral development, education and socialization are the basic national values. We keep these values ​​in cultural and family traditions and pass them on from generation to generation. Relying on these values ​​helps a person resist destructive influences.

What are our traditional sources of morality? This is Russia, our multinational people and civil society, family, work, art, science, religion, nature, humanity. Accordingly, the basic national values ​​are determined:

- Patriotism - love for one's small Motherland, one's people, for Russia, service to the Fatherland;

- citizenship - law and order, freedom of conscience and religion, the rule of law;

- social solidarity - personal and national freedom, trust in people, institutions of the state and civil society, justice, mercy, honor, dignity;

– humanity – world peace, diversity of cultures and peoples, progress of mankind, international cooperation,

- science - the value of knowledge, the desire for truth, the scientific picture of the world;

- family - love and fidelity, health, prosperity, respect for parents, care for older and younger, care for procreation;

- work and creativity - respect for work, creativity and creation, purposefulness and perseverance;

- traditional Russian religions - the idea of ​​faith, spirituality, the religious life of a person, tolerance, formed on the basis of interfaith dialogue;

- art and literature - beauty, harmony, the spiritual world of man, moral choice, the meaning of life, aesthetic development, ethical development;

Basic values ​​should underlie the way of school life, determine the lesson, extracurricular and extracurricular activities of children.

Modern society needs a person who does not select a way to solve a problem from the known, mastered by him, but is able to independently choose a strategy for solving a specific problem, using the experience of subject apprenticeship.

Under these conditions, it becomes obvious that cardinal changes must take place in the education system. The school as an institution, built in the logic of an industrial society, found itself in a sharp and unproductive conflict not only with the future, but also with the present.

In this regard, the changes taking place in Russia put forward the task of developing domestic education in the ranks of national priorities (UNESCO's Education for All Program, the draft Law on Education, the national initiative Our New School, the Second Generation Federal State Educational Standards). “The world needs education aimed at the formation of a personality capable of a versatile, holistic vision and analysis” (D.A. Medvedev).

In order for the reform in education to take place, it is necessary to resolve several fundamental issues, among which the most important is, of course, the understanding of the new place assigned to the teacher. In an educational institution, it is necessary to create conditions for the teacher's self-development, plan systematic work to develop creativity, motivational readiness for innovation.

The teacher often asks the question, "why do we need new technologies, is it possible to get by with the usual forms and methods." Probably, everything can be left as it is, including at school, but a teacher on planet Earth has always had and has a mission to give wings to his student to fly. A modern young person must respond flexibly to changes in the economy, live in a multicultural society, master the skills of communicative interaction, and be able to work in a team. It is difficult to let a student out into modern life using only well-known and time-tested technologies, and the question “why new technologies are needed” is more rhetorical. When moving forward, we use the experience of previous generations and create and implement something new for the future.

Thus, the task of developing the ability to learn from schoolchildren becomes significant for their primary professional self-determination. Its successful and consistent solution in the educational space of the school can entail a wide range of positive consequences: from the readiness and desire for continuous education throughout life and appropriate behavior in the labor market to the formation of the foundations of civic consciousness and self-awareness in a significant part of the younger generation. To the extent that the education system will acquire a powerful resource of self-development, being modernized primarily by the internal forces of its own subjects - children and adults.

Summing up what has been said, we can state with a considerable degree of confidence that the solution of topical issues of general and primary education relates not only to psychological and pedagogical, but also to acmelogical issues and is directly related to the progressive development of an individual subject and the nation as a whole.

Literature

1. Klyueva, N.V. Technology of work of a psychologist with a teacher / N.V. Klyuev. - M.: TC "Sphere", 2000. - 192 p.
2. Kukushin V.S. . Modern pedagogical technologies. Elementary School. - Rostov n / D., 2004.
3. Melnikova, E.L. . Technology of problematic dialogue: methods, forms, teaching aids / EL.Melnikova // Educational technologies: Sat. materials. - M. : Balass, 2008. - Issue. 8. - S. 5-55.
4. Development of critical thinking / S.I. Zeer-Beck, I.V. Mushtavinskaya. - M. : Education, 2011. - 219 p.
5. Rezapkina, G.V. . // Bulletin of practical psychology of education. - 2011. - No. 2. -S. 92-102.
6. S.A. Kotova , Candidate of Psychological Sciences, Associate Professor of the Department of Pedagogy and Psychology of Primary Education, Russian State Pedagogical University. A.I. Herzen.
7. Selevko, G.K. Encyclopedia of educational technologies: in 2 volumes / G.K. Selevko. - M.: Research Institute of School Technologies, 2006. - V.2. - 816 p.
8. Federal State Educational Standard of Primary General Education / Ministry of Education and Science of the Russian Federation. - M. : Enlightenment, 2010.-31 p.
9. Federal State Educational Standard for Basic General Education / Ministry of Education and Science of the Russian Federation. - M. : Education, 2011.

1) Please tell us which subjects will be restricted as part of the basic school education reform? What do you think is the essence of your reform of school education? School education standards of which country do you consider the most suitable for us to apply? Why did you start reforming education in the Russian Federation? It is known all over the world that the Soviet education system was very good. Training in Soviet times for scientists was higher than in the capitalist countries, which led to a "brain drain". Usually, reforms are carried out when there is a clear lag behind the leaders in the relevant areas.

The word reform is not my favorite word. Constant changes in education are taking place all over the world. This is due to the fact that life changes very quickly. We live in a completely different country, not only compared to what it was twenty years ago, but also compared to what it was ten years ago. Education should create an opportunity for a person to successfully live and work in the time in which he lives. Therefore, changes in education are absolutely necessary. This is an imperative. Each person must learn all the time, gain new knowledge.

The task of modernizing education is to create opportunities for a person to get all the necessary knowledge as comfortably as possible at the right time. To create conditions, as computer scientists say, for an upgrade, for moving a person forward. Therefore, I believe that if we ignore the emotional moments, many will agree that a lot needs to be changed in education. Change constantly. Considering that life is changing rapidly and violently, we cannot, and no country can, having changed and fixed something, then live at this level. Therefore, it is necessary to discuss not whether changes are needed or not, but what kind, and what exactly to do.

Russia should have Russian standards of education. Having taken good practices from many countries, we will still use our own. Because in the Scandinavian countries society and way of life are one, in the East they are different, in America they are third. We must understand the world we live in.

I am a naturalist by education, I graduated in mathematics, and it seems to me fundamentally important that in the age of the rapid development of numbers, and we all live in a digital world, mathematics should be properly taught. Today, the boundaries between physics, biology, and chemistry are blurred. On the next turn of the spiral, these subjects are increasingly considered integrated and interconnected as a kind of single discipline. We live in a very complex organized world, so there is a whole set of humanitarian knowledge, without which we can hardly live. A person should be formed as a harmonious personality. You can not strictly limit yourself to any profile. First, you don't know what will happen to you in five or ten years. Life changes so fast that everything can turn around. Secondly, the school is the only place where you can get complex knowledge for free, I emphasize, for free, which you may not be able to get later simply because your hands will not reach. Education should be broad, but depending on individual preferences, the depth of study of a particular subject may be different.

I understand what you want from me: that I list a set of items. And I will not list. This set should be developed by the expert community. The task of the minister is to ensure that the expert community takes into account all opinions. As you know, I didn’t speak out on principle, despite all the criticism, about high school standards, because I thought that I could influence the work of the expert community. I have my own point of view. I will state it, but at the moment when I am sure that it will not affect a real free discussion. I think that at the school level, we should meet the needs of the children, to a greater extent the children than their parents, so that they can study some subjects more deeply, and at the same time do not completely lose their health, studying everything at once.

2) Andrei Alexandrovich, stop the insane law! Why was a law adopted on April 23 in the third reading, according to which, from September 1, 2011, secondary education in Russia will become paid? Do you need the money for something more important? Government policy is contradictory: in 2007 - encouragement of childbearing to maintain the demographics of Russian citizens; I became a mother of twins, received a certificate for maternity capital - thank you! But now it doesn't help much! If I have to pay 7 thousand rubles for each. per month for 5-6 years, we will not be able to afford to go to school ... This is, at least, irresponsible. Are you not ashamed of this reform? The poor are deprived of the right to education. Our government wants a revolution?! Then why these reforms in the field of education? Although I do not consider myself to be unsecured, it is unprofitable for me to pay for the education of my children. Health care is paid, you won't wish free to your enemy. Do you think 2 hours a week of Russian language lessons is enough to pass the exams? Why make lumpens out of children? Not only is there only horror stories, fantasy, murders, showdowns on television, but now education is paid. And if the family has not one child, but two or three?

I immediately remember Bulgakov: "Don't read Soviet newspapers." I think that we are talking about, about the transition to budgetary and autonomous institutions. There is not a single word in this law - neither in the law itself, nor in the explanations, nor in the subtext - that education becomes paid! In my opinion, it will become much more focused on ensuring that every person, regardless of their financial situation, can receive good quality knowledge at the expense of the state. I am absolutely convinced of this.

You ask me where everyone gets the figure of seven thousand rubles from?! You don't know how a newsbreak is created? I have refuted fifteen times, I will refute the sixteenth! Free education guaranteed! Guaranteed by the Constitution! Not one, not two, not three, not four items guaranteed, full volume guaranteed!

With the introduction, the amount of knowledge that is guaranteed by the budget will not decrease, but increase. In addition, there will be the possibility of a much tougher demand from the school for the knowledge provided. As long as the money is provided on the basis of an estimate, it is very difficult to ask hard for the result. With this approach, money, strictly speaking, is given for the maintenance of the school, and within the framework of this money, education should be provided. And within the framework, money is given to teach the guys. And it clearly states that certain knowledge should be given for this money. I repeat once again, the amount of knowledge that the guys should receive for budget money will not decrease in any case!

3) Andrey Aleksandrovich, do you think that any general compulsory subjects are needed in the standards of high school? Or is it still better to leave high school students the right to choose subjects for study themselves?

I think that guys in high school should have a serious freedom of choice. I am sure that a high school student is already quite an adult who is quite capable of choosing what he wants to study. But at the same time, in my opinion, certain sectors of knowledge should be identified. A high school student can choose how deeply he wants to study subjects from one direction or another. The regulatory role of the state, the older generation must be present. In order to prevent that in five or ten years we were presented with claims “Why didn’t you make me learn this? Didn't you adults understand that I might need this ?!

4) I would like to know not only the purpose of the ongoing reforms, but also to be sure of their irreversibility. We must not lag behind global trends. With the current intensity of life processes, 5 or even 6 years of higher education is an unaffordable luxury. As I understand it, if the best are selected for institutes, then it is not clear what to teach them for 6 years. If you are the best, then you must master the program in 3 years, and if you cannot, then 6 years will not bring any benefit. My question is: Is there a guarantee of the irreversibility of the education reform, or will we cram old dogmas in the old fashioned way and use a slide rule?

Sometimes you want those who ask to meet each other and argue (laughs). Firstly, it was in Soviet times that the best were selected for the institutes. At that time, of school graduates, and I remind you that not all the guys who entered the first grade graduated from school, no more than 20% entered universities. Today, more than half of graduates get only state-funded places. And de facto - either directly or after a technical school - today 70-80% of school graduates study at universities. Therefore, today we have actually come to universal higher education. Whether this is right or not is another question. But this is a fact. And if today we start trying to narrow this possibility, to deprive someone of the right to receive a higher education, even if this person does not study very well, then social tension, which is already not small in relation to changes in education, will increase many times over.

One more thing - all the years that are allotted for studying at universities, an absolute minority really studies. I have talked to a lot of rectors, professors, students. Intelligent students, starting from the 3rd year, are actively working in their specialty. Those who do not want to study especially, after 1-2 courses, what is called “hang out”. People who tirelessly study all 5-6 years - a few. I figured out what percentage of "nerds", in the best sense, in our universities. In the best case, they are no more than 15-20%.

One of the objectives of the Bologna process is to give children the opportunity to choose their educational path. Having passed a certain stage in education, they can make an independent decision: go to work, or continue their education. I believe that if you really study, you can be guaranteed to get the knowledge that was previously given in 4 years with modern technologies. I think we can do it faster if we set ourselves such tasks. At the same time, it is important that you need to teach in a different way. And here the question is not only for the children, but also for teachers, who are not always interested in intensifying their work.

5) It is no secret that the number of state-funded places in the humanities in many universities of the country has recently sharply decreased. Including at FINEK at the Faculty of Humanities, where I received a really very high-quality education as an interpreter, the number of budget places fell, as far as I know, by 2 times. If you are worried about the fact that the country has an excess of economists, linguists and lawyers, then the reduction of state-funded places in the country's best universities, as it seems to me, is not a solution to the problem. There were not enough good specialists and there will be not enough: all my friends who graduated from state universities are perfectly arranged. Wouldn't it be better to deprive the licenses of various private "institutions", "academies", "colleges", etc., which issue government-issued crusts for a modest fee? Then there will be fewer “fake” specialists, but why deprive really talented humanitarians of the opportunity to get a quality and prestigious education for free? All the same, the poet will not go into engineering, I assure you, he will rather go to study literature for a fee in such a “sharashka office”.

How will you solve the problem of this year, when there will be very few school graduates in the country and no one will go to universities, given that the army is also awake?

The reduction of budget places to a minimum extent concerns specialized high-quality universities, including humanitarian ones. But let's look at objective reality. This year the number of school graduates is less than 800 thousand, seven years ago there were 1.5 million. In a number of universities there is already no one to teach. If recently any university was absolutely calm and said: “We don’t need your budget money, our non-budget students will fill everything,” today the struggle for budget places has sharply escalated. Partly because of the demographic decline. Partly due to the fact that thanks to the Unified State Examination, the guys have the opportunity to find a place where they would receive education at the expense of the budget. The demand for paid educational services is declining.

Today, first of all, the number of budget places for humanitarian and economic professions in non-core universities is being reduced. For example, this year such a reduction occurred in jurisprudence, psychology, philology, economics in technical universities, because in some cases it was just a way to make money. The Bar Association urges us to even more severely reduce the training of lawyers in non-core universities.

As for non-state universities, they have faced huge problems in recent years. Because, as I said, the contingent has decreased. The possibility of admission to budget places has increased. Last year, on average, non-state universities scored about 15% of their usual enrollment. There are several very good non-state universities that retain their contingent, but their number is small. State universities have a problem with enrollment for extra-budgetary places.

In FINEK, the places in the economy, taking into account demographics, have not been practically reduced. But if we are talking about the training of translators, then this is still not really a question of the financial and economic university. I know for sure that, for example, at Moscow State University, St. Petersburg State University, state-funded places in this specialty have been preserved, and at the Linguistic University they have even increased.

6) Deadlines for spring conscription to the army until August 15th. About 40% of school graduates by this time have not yet reached the age of 18. Rectors sign the order on admission to the institute at the end of August. Officially, children are enrolled in school until August 31, but the Ministry of Defense does not take this into account, and the Ministry of Education cannot agree with it. Who are the children behind?

I agree with the point of view of Yefim Lazarevich: the school year ends on August 31 and until that time the children are enrolled in school. We brought this to the Ministry of Defense. Recently, we and colleagues from the Ministry of Defense received instructions from the President to deal with this problem. I hope that the issue will be resolved in the very near future in favor of the guys who should have the right to wait until August 31 to enroll in a university. As you know, according to our legislation, the issue of conscription is determined not by the Ministry of Education, but by the Ministry of Defense. We defend our point of view and offer specific solutions. For example, in our opinion, the issue can be resolved by making appropriate amendments to. Or through the adoption of a decree of the President of Russia, which will be given the right to defer the relevant categories of citizens.

7) Tell me, what is the purpose of the reforms being carried out in education and why do these transformations have such forms? Assess the reforms in terms of the quality of education. Please tell us, over the 7 years of your leadership of the ministry, which reforms in science and education have been successful, which have failed, and which still need to be carried out in order to catch up with the world level? Thank you.

We have made significant progress in the system of targeted support in both education and science. Within the framework of the national project, within the framework of the program for the integrated development of regions, we supported the best schools, creating an opportunity for more children to study in normal conditions. There are specific numbers. Before our ministry was created, in modern conditions - i.e. with normal nutrition, with normal conditions for physical education, in good classrooms for physics, chemistry, biology, computer science, less than 15% of the children studied. Today - more than 50% of the country as a whole. And in some regions up to 90%. This is a significant breakthrough.

We have largely changed the system of teacher motivation. Today, as a rule, teachers tend to stay in school.

We have significantly increased salaries in science. Salaries can never suit anyone, there is always not enough money. But, when in 2006 we started a project to raise salaries at the Academy of Sciences, no one believed us that in 3 years it could be increased from 6 to 30 thousand. And today no one remembers that it happened. We have significantly strengthened competitive procedures with the support of scientific developments both in research institutes and universities. It is very important that we selected a group of leading universities on the basis of complex and fair competitions. Today, a group of leading universities both teach and conduct research on a completely different level, which was impossible five years ago. It happened. We have changed our approach to education assessment. When I came to the post of minister, the most common phrase was: “We have the best education system! You don't have to touch her. The only thing that can be changed is to add some money.” For the first two years, one of the most difficult topics of discussion was that we do not have the best education system, that we no longer have the Soviet education system, that it is de facto destroyed. And that, until we make a diagnosis, we will not begin treatment. If you go back to what it was seven or ten years ago, you will see that we did not have an education system at all! She was destroyed! A catastrophic number of universities and students, a complete change in the structure of training, a drop in the quality of teaching in most universities. And when we evaluate the preparation of graduates today, we are reaping the fruits of what happened in the nineties and late eighties. We have changed a lot of trends. At the moment when the activity of the Ministry began, the profession of a scientist stood at the very end of a long list of professions in terms of social significance, interest, and attractiveness. Today she is in the top five. Yes, at the same time, some go abroad, some use their knowledge to work in business, but the status of this profession has changed qualitatively.

8) Will a number of correctional schools for children with disabilities really switch to distance learning on a computer at home?

It's about something completely different. This program does not concern schools, but specific children. There are children who cannot study even in correctional schools. Physically they cannot. These guys usually studied as part of an external study. Due to the lack of appropriate conditions, they were deprived of communication with their peers. In fact, they were left to the family and themselves. Today, thanks to new technologies, these guys have the opportunity to become part of the class. Now they communicate not only with teachers, but with the help of information technology they are present in the classroom at the lessons. Distance learning is not a substitute for remedial schools, but in addition, so that each of the guys feels not just involved, but becomes part of the team. I think the more a child can be involved in normal learning, the better. If a child can go to a remedial school instead of sitting at home, that's good. Even better, if he can go not to a special correctional school, but to a correctional class in a regular school. It is even better if this child can study in a regular class. The more involved he is, the better. But, if, due to a number of restrictions, he is deprived of this, then it is better to see a teacher who takes exams more than once every six months, but to have the opportunity to communicate every day with both the teacher and peers. I visited some distance education sites - the guys refuse vacations. They ask the teacher to communicate with them every day. For them, it is a window to the world. Not even a TV or even the Internet, but a teacher aimed at communicating with them.

9) Good afternoon! What's good about canceling a scholarship? Why not increase the scholarship instead of canceling it so you can live (or at least pay your utilities)? Why reduce Russian language hours at school? (I hope these are just rumors.) Don't you think that ethics should be introduced into schools as a compulsory subject? Don't you think that the mass of papers that university professors have to "compose" distracts them from the educational process?

There is nothing good in canceling the scholarship. I am categorically against canceling the scholarship. The question is that there should be other ways of distributing scholarships. Scholarship funds are now increasing. I think that the scholarship can be distributed in a different way. The students themselves should play a much greater role in this, because they really know which of them is more in need of a scholarship. Large scholarships should be given to those who have serious social problems and those who study well. And those who study so-so and are well off can do without it.

As for ethics. Ethics is a very important thing. But new subjects at school can appear only instead of some other subjects. A person cannot go to school 70 or 80 hours a week. There are health restrictions - 36 hours of regular classes per week. Doctors are monitoring this, and it’s right that they are monitoring it: we already have enough health problems.

As for the Russian language. At the time when I was studying, the main study of this subject ended in the 8th grade. In grades 9-10 there was only literature. At the same time, the hours for studying it were increased precisely due to the fact that the Russian language was no longer taught. But when we wrote essays, the teachers checked how competently we write. I think that for those who have not become literate by grades 8-9, it is difficult to catch up in grades 10 and 11.

About the papers. We are trying as much as possible to switch to electronic document management in schools and universities. So far, there are some contradictions with bureaucratic procedures. But I think we will be able to ensure that paper magazines are replaced by electronic ones. I believe that all issues are resolved. At the same time, it is important to accustom teachers to this form of work. Therefore, it is not necessary to wait for this to happen overnight. But already now there are a number of regions that are ready to become pilot sites for the transition to electronic document management.

10) Dear Mr. Minister! When will Russian state universities start publishing their budgets in the public domain? It is absolutely not clear where federal and other funds received by universities are spent.

The offer is good. It would be right if universities publish their budgets. I think we will come up with a solution soon. Moreover, I think that rectors, following the example of ministry employees, could publish declarations of their incomes.

11) Dear Andrey Alexandrovich! 1. The salaries of officers and policemen are increased many times. Can you lobby for an increase in the salaries of university professors (not HSE, not Moscow State University, but provincial universities) at least 1.3 times? Why are the military more important than teachers? 2. The HAC wants to increase the number of publications in the journals of the HAC list to 15 (for PhD candidates). Publication requires money (from 4 thousand). Where can we get the money if the salary of a candidate of science rarely exceeds 15 thousand per month (as in Novosibirsk)? 3. HAC plans to reduce the number of dissertation councils in the regions. What for? Why not open regional councils for specialties in each federal district so that people do not look for huge money to travel to Moscow? 4. Can the ministry create a federal program for the employment of teachers of schools and universities that have been closed or have not enrolled students?

The financial and economic services of universities cannot use the additional funds available at universities that were received to increase the wages of university employees from June 1 by 6.5%. they are waiting for some normative legal act, about which your ministry informed them at the beginning of the year. Tell me, what document should enter universities, who prepared it, what content and when will it be in universities? Today is May 26th! Accounting departments should start accruing the advance on June 10-12. Therefore, there is very little time left.

An increase in the salaries of university teachers was achieved in 2008 during the transition to a new wage system, when the wage fund immediately increased by 30%. After that, indexing took place. This is exactly what the second question is about. I must say right away that an increase in the wage fund for employees of budgetary institutions by 6.5% from June 1, 2011 is provided for by the federal law "On the federal budget for 2011 and for the planning period of 2012 and 2013." No other regulatory documents are required.

Returning to the transition to a new wage system, I note that at that time in a number of universities the money received was distributed equally to everyone. It's completely inefficient. In higher education institutions where there was a differentiation of salaries depending on the quality of work, employees felt significant changes. This stimulated people to really work more actively. I do not agree that all provincial universities lose to capital ones in terms of financial security. Everything depends on the effectiveness of management and the quality of work of the entire university staff. At the same time, it should be understood that the sharp decrease in the number of students, which I have already mentioned, will inevitably lead to a decrease in non-budgetary funds of universities. Even taking into account the fact that the federal budget for higher education continues to grow, a number of universities are seeing a decrease in the wage fund. And now, indeed, there are cases when the salary of a university teacher is below the average for the economy of the region. The question immediately arises: what kind of university is this, how is work organized there, should it be reorganized?

About paid publications. This does not happen in serious scientific publications. To be published in them, the article must be good. If you print for money, then most likely the magazine is appropriate.

About discussion boards. They are designed to guarantee a high level of protected work, not to provide comfortable protection to applicants. The number of dissertation councils should be reduced, not increased. Because each advice should give way only to real scientists. The task of employing retired teachers in this setting is more relevant to the Ministry of Health and Social Development. Our task is to ensure that the children are taught by the strongest teachers. To keep good teachers in schools and universities. At the same time, teachers who, due to the demographic decline, remain unclaimed, today have the opportunity to change their career line. For example, if the school has not enrolled students, the teacher may go to work in a kindergarten or in an additional education institution - these are rapidly developing segments where there is a serious shortage of qualified personnel. A university teacher can find himself in the field of adult education. Today, many well-established people want to acquire new competencies, to realize themselves: to study history or foreign languages, to paint, to improve computer literacy. Opportunities can and should be explored.

12) Dear Andrey Alexandrovich! When will the wages of preschool workers (educators, senior educators, music directors, speech therapists, kindergarten psychologists) be increased? Having 30 years of work experience, higher education, which is not taken into account at all, the highest categories, we receive from 4 to 7 thousand rubles. How can you live on this money? Please pay attention to us.

What are the plans for the next couple of years for the Ministry of Education in the development of preschool education? I work in a kindergarten in Cheboksary and, first of all, the most problematic is the personnel issue, which is largely due to extremely low salaries (salary 3300 rubles, with allowances 5270 - it is worth considering both the length of service and the number of working hours). And the second main issue is the long queues of those wishing to enter kindergarten. In my city, last year, it was planned to build 3 kindergartens, but not one even started to be built, and the queue for admission is more than 5 thousand children. Is it really impossible to come to an agreement with developers who are building new residential areas, so that they would build both a kindergarten and a school in their new area?

The question is important. In fact, the salary of preschool workers is determined by the local authorities. And some regions have worked out positive solutions. We inform all entities about such experience and recommend implementing best practices in their territories. The main principle: the salary should depend on the quality of pedagogical work. And its distribution should be transparent, i.e. members of the labor collective, trade union, parent committee should be involved in this process. I can note that the initiative of the head of government to raise the salaries of teachers by at least 30% should give a new impetus to the solution of this issue. Regions that have already brought the average teacher's salary to the average salary in the region's economy are asking the question: can they, through the arrival of federal subsidies, use their released money to improve working conditions in the preschool sector. Yes they can. The whole system will benefit from this. The construction of kindergartens also falls within the competence of local authorities. We believe that along with the construction of new kindergartens, variable forms of preschool education should also be developed. It is possible and necessary to involve children in the system of preschool education through the development of family preschool groups, supervision and care groups, and short stay groups. Understanding the need for an urgent solution to this problem, the federal center this year allocated 1 billion rubles for regional programs for the development of preschool educational institutions. Subsidies from the federal budget will be received by those regions that develop comprehensive programs to increase the number of places for kids in kindergartens.

13) How do you feel about the fact that the minimum wage is higher than the rate of the teacher? How can the average salary of a teacher in the Omsk region reach 15,000 at such a low rate? How much can society be deceived that, thanks to the reform, the salaries of teachers have increased? This is only in the reports of officials. Why is the number of hours of vocational training significantly reduced in the adopted NGO standard?

I think that the salary of a teacher should be tied not to the minimum wage, but to the average salary in the economy of the region. We are currently working on such a solution. Today, the average salary of a teacher in the Omsk region is about 12 thousand rubles. 15 thousand is the data for the country as a whole. You have to understand that the regions are different. Thanks to the transition to the new wage system, the average salary of teachers has indeed increased. In 2004, it was about 6 thousand rubles across the country. I can say that in the regions that are most actively involved in the reform, the teacher's salary has grown more significantly. In others, less. Today, the prime minister has set a task for all regions: to increase teachers' salaries by at least 30%. In order for this to happen, the federal center allocates 120 billion rubles. Concerning initial vocational education. All NGO standards were prepared together with employers. Modern employers are interested in the fastest training of qualified personnel. Thanks to new learning technologies today, their requests can be satisfied. And the new standards reflect this.

14) Tell us, please, are they going to return the former benefits to the gold and silver medalists of schools when entering universities? And one more question that you are already tired of, probably. Does the new standard of primary education provide for the presence of psychologists and teachers of additional education in schools on a fixed guaranteed salary, or is it better for them to look for a new job right now?

There is a legally fixed system of receipt. These are the Unified State Examination, Olympiads, the third direction is the gradual introduction of a portfolio system, in which all the achievements of the children are taken into account both in school and extracurricular activities. I think that accounting for gold and silver medals will also have a place in it.

Despite certain shortcomings, the USE system is the most objective of all that have been and are being offered instead today. In addition, the USE is capable of improvement, of improving testing procedures, while maintaining the independent nature of assessing the knowledge of children.

As for the staffing of schools, schools are given freedom in this matter. The school must determine for itself which specialists it can use to ensure the implementation of the new standards.

15) The first and most important question: on what basis is the Unified State Exam conducted, if in Russia there are still no standards for complete secondary education that would be approved by law? Second question: Do you seriously think that thanks to the USE, the level of corruption has decreased? Or is it your wish? The third issue is related to the preparation of a new draft law. Why is it not spelled out at least indicative standards for remuneration of teaching staff?

The USE, like any exam, checks how children learn at school. We have existing curricula, standards for the subjects that are taught. There will be new standards, children will be taught differently. And in accordance with this, check how the guys have learned what they are taught. Any exam tests knowledge in accordance with what was taught and taught.

About corruption. I am convinced that compared to what it was, the level of corruption has decreased. Finally, a mechanism has appeared that allows you to open corruption schemes. Therefore, it seems that there are more violations. Yes, it's just that the society began to talk about it openly. Often people confuse the concept of "corruption" with the concept of "payment". If, for example, a person hires a tutor to teach, and at the same time the tutor does not have the opportunity to influence the assessment, this is not corruption. Corruption - when a person involved in the preparation or organization of an exam is involved not in order to teach, but to ensure a high score, regardless of real knowledge. I mean corrections, dictation of answers, creation of special conditions. According to experts, the USE has reduced the costs of families. Otherwise, we would not have such a powerful wave of visiting children from the provinces, from very small villages and cities, to prestigious universities.

As for the preparation of a new . The standards for the remuneration of a teacher are not indicated in it because it is prohibited by our legislation. According to the Russian system of lawmaking, any financial matters are prescribed in laws related to the budget. Just like questions about the minimum wage are prescribed in labor legislation.

If we talk about the school, then such issues are generally regulated by regional laws. Schools are financed not from the federal budget, but from the regional one. At the expense of the federal budget, we can give grants, support certain projects, but not finance salaries in schools. However, we intend to propose for discussion the fixing of the norm that the calculations of the standards for financing educational institutions are carried out taking into account the need to ensure that the average salary of teachers corresponds to the average salary in the economy of the corresponding region.

If we talk about federal universities, then in this case the ministry can have a greater influence on ensuring that the average salary of teachers is not lower than the average salary in the economy of the region. And we put such a task before the rectors.

16) How do you assess the competence of people who make up assignments for the exam? Here are two examples: an exam in German with 100 points could not be obtained by specialists from the institute of this language in Germany due to the incorrectness of the questions (you can give several answers correctly, but in the tests there is one chosen by someone unknown), an exam in Russian in the 9th classes - a question about synonyms (in Russian, one word has several synonyms, but the answer has only one). Who are your experts? Maybe they bought their diploma?

I specifically asked Lyubov Nikolaevna Glebova about the incident with the German language exam. She tried to find out what kind of incorrectness of the questions in question. It turned out that the Goethe-Institut did not carry out a critical analysis of the control measuring materials for the German language. The basis for the discussion was the personal opinion of one of the employees of the institute. The organization apologized for this.

As for the specialists who develop control measuring materials, these are leading university professors, methodologists, and teachers. It would be incorrect to name them, because experts still need to be relieved of pressure. However, I can give the following statistics: among the developers of control measuring materials, 14% have a doctorate degree, 46% - a candidate of science. 20% of developers represent the Russian Academy of Education, 14% - Moscow State University, 10% - Moscow State Pedagogical University. I don't think any of them bought a diploma.

17) Tell me, please, how plausible is the article in the newspaper "President" about the abolition of the Unified State Examination? What is the reform of secondary education with paid subjects and 4 compulsory ones? And for what purpose will it be introduced?

The article is inaccurate and incorrect. A year ago, I appealed to the deputies of the State Duma and the media - not to pull the children at the time of passing the exams. There will be no cancellation of the exam. There will be changes. They happen all the time. For example, last year part A was canceled in math assignments. The possibility of doing the same in some other natural disciplines is now being considered. The mechanism for introducing an oral component into the Unified State Examination in foreign languages ​​and expanding the creative part are discussed. But there will be no cancellation of the Unified State Examination, the idea itself will remain.

18) Dear Andrey Alexandrovich! Do you seriously think that the most important task for the school is to produce "qualified consumers"?

No. I believe that the most important task for the school is to produce people in demand. The phrase "qualified consumer" arose in connection with the discussion of the distortion of the structure of training in modern universities. Everyone will agree that not many developers of rocket engines are required, and those who are involved in their operation and production, much more are needed. It is important for us to train not only those who create something fundamentally new, but also those who know how to use it. Builders should do what the architect designed, not create something of their own. Then the building won't collapse tomorrow.

19) Is work carried out in the field of selection and support of talented children, with the aim of their further distribution to research institutes and retention in Russia? Does this activity affect children from orphanages?

Work to identify talented guys is underway. Within the framework of the national project, a whole area "State support of talented youth" was allocated. Serious experience has been accumulated. There have been successful practices of searching for gifted children in studies, science, sports, and art. There is a whole infrastructure to support gifted children, both at the federal and regional levels. Leading universities have specialized educational and research centers. A network of part-time and distance schools has been created, which are focused on accompanying talented children from rural, remote and hard-to-reach areas. I think that school Olympiads are also our unique experience. They allow you to identify the abilities of children in a variety of areas. Material support is also provided to talented youth. Thus, within the framework of the national project, awards from 30 to 60 thousand rubles were received by more than 25 thousand children, winners and prize-winners of various competitions. All this applies equally to children from orphanages. There are also special programs for them. For example, the All-Russian competition of children's art of orphans "Constellation" is held annually.

Within the framework of the new education development program, this work will be strengthened. We are talking about new educational programs and the appropriate retraining of teachers. As for any distribution of talented youth, we still have a free society, there is no serfdom. We cannot first prepare and then send somewhere. Our task is to create opportunities for talented children to study in the best educational institutions.

20) In Krasnodar, at a meeting chaired by Vladimir Putin, the law on student sports was discussed. I wonder how it will work, in what direction of the Olympic sports or those sports that the Russian Student Sports Union is developing, for example, sambo? If it is directed to the RCCC, what share of funding for Olympic and non-Olympic sports will be?

This is not about a separate law, but about amending the current Federal Law “On Physical Culture and Sports in the Russian Federation”. At present, the Russian Student Sports Union has prepared such a bill, which provides for assigning the status of an organization to the Russian Student Sports Union, which coordinates activities for the development of student sports in the Russian Federation.

We agreed on the proposals of the Ministry of Sports and Tourism to amend the current legislation in terms of fixing the concepts of "Student Sports" and "Student League" in it. In addition, our ministry has prepared a draft agreement between the Ministry of Education and Science, the Ministry of Sports and Tourism and the RSCC on cooperation in the development of university sports. I can say that the dialogue with the sports community has been established. Our common task is to make sure that students have a full opportunity to engage in physical culture and sports. As for the priorities in the development of specific sports and, in particular, the ratio of Olympic and non-Olympic sports and their financing, this issue is still directly related to the Ministry of Sports and Tourism and the RSSS.

21) How is the Russian Federation going to participate in the growing campaign to radically extend human life? Will there be a special program to support research and development of a cure for old age, what specific measures are planned, what budgets are allocated? In the USA, at the mprize.org scientific competition, mice have been extended their lives by 2.5 times (for humans, this could mean living up to 200 years). What will be the reaction of the ministry to the fact that not a single scientific group from the Russian Federation takes part in this, perhaps, the most important scientific competition for mankind? So what is the plan - is Russia participating in the next scientific revolution associated with radical life extension, or will it again trail at the end?

Indeed, life sciences are developing very actively in the world. However, it is no coincidence that Russia has singled out the development of medical technologies and pharmaceuticals as a strategic direction of its modernization. Special target programs work. For example, within the framework of the Federal Target Program "Research and Development in Priority Areas of Development of the Scientific and Technological Complex of Russia for 2007-2013", more than 9 billion rubles have already been allocated for research in the field of "Living Systems" and biotechnology. There is a federal target program “Development of the pharmaceutical and medical industry of the Russian Federation for the period up to 2020 and beyond.” Russia produces its own genetically engineered drugs and vaccines - growth hormone, interferon, interleukins, erythropoietin and others.

Successes in the development of drugs aimed at extending human life are in the laboratory under the guidance of Academician V.P. Skulachev. at the Research Institute of Physical and Chemical Biology. A.N. Belozersky Moscow State University. M.V. Lomonosov. As far as I know, they managed to create a drug that shows effectiveness at a level comparable to the results of the best foreign researchers. There are similar successes in the St. Petersburg Institute of Bioregulation and Gerontology of the North-Western Branch of the Russian Academy of Medical Sciences, where research is being carried out under the guidance of Khavinson V.Kh. In addition, our scientists are actively involved in an international project to create key fragments of the human proteome. This is the next step after the successful decoding of the genome. In addition to us, Korea, Canada, the USA and Sweden create their fragment. It is planned that after combining the obtained results, it will be possible to achieve a significant breakthrough in the diagnosis and treatment of diseases. And thereby improve and lengthen human life.

22) Andrey Alexandrovich! The change in the structure of higher education, which began under you (I mean the creation of federal and research universities), you tried to fill with meaning through the creation of programs for the development of these universities. This is understandable, because every corporation must have a conscious strategy. But how sane and relevant are the adopted programs? To what extent are they really capable of stimulating the development of universities? After all, software innovations are designed to be implemented by those who have no idea what it is, how and why to do it (and this is reminiscent of the situation when a microprocessor is created by the hands of lumberjacks). What could be the solution to the problem?

Development programs of national research universities were written by qualified specialists. It is no coincidence that these programs have passed a very serious competition and have been approved by leading experts. And those who are now implementing programs are in most cases able to fill them with content. Another thing is that those tasks that three or four years ago seemed difficult to accomplish, today seem trivial. That is why we are now conducting rather rigorous monitoring of the work of both national research and federal universities. Moreover, in order to ensure the highest bar, not officials are involved in the monitoring, but representatives of business and science. As a result, it is possible to set tasks for the timely change of adopted programs. We want more, and we have a right to expect more.

1. The world is undergoing an economic revolution comparable in scale to the industrial revolution of the 19th century. The mode of production is changing - if over the past 200 years a worker<прилагался>to machines, and the means of production absorbed the bulk of capital expenditures, then in<новой экономике>the computer acts as a relatively universal means of production (like a shovel or a hammer in a pre-industrial economy), realizing the unique abilities of a worker. V<новой экономике>it is the training and payment of a highly qualified worker that accounts for the bulk of the costs.

This puts Russia in front of the need to provide a mass level of education corresponding to<новой экономике>. The secondary school should provide effective (ready for industrial use) knowledge of information technology, English, the basics of economics and law. A vocational school should teach modern and promising technologies.

In a situation<новой экономики>Russian firms (even small and medium ones) get the opportunity to enter the global market, primarily in the sector<мягких технологий>. Such technologies do not require significant capital investments in the means of production (to start the production of microprocessors, you need $3-4 billion, for the production of software, an initial investment of several hundred thousand dollars is enough) and are based on free access to the market for the supply of skilled labor of information technology specialists, programmers. , economists, lawyers, managers.

Investments in education, therefore, will bring a return in 5-7 years in the form of accelerating the pace and improving the quality of economic growth.

2. At all levels of education, especially in general education schools and universities, the archaic system of knowledge transmission dominates instead of the purposeful formation of qualities necessary for life. Contrary to the demands of society and the positions of modern pedagogical science, teaching in our schools and universities is built on the premise<чем больше всевозможных знаний, тем лучше>. This principle works to a certain extent in the training of scientists, and it is in this area that domestic education is most competitive (hence the myth of<лучшем в мире образовании>), but from the point of view of preparation for practical activities, it is largely outdated and needs a radical restructuring of the content and organization.

There is a direct connection between the excessive academicism of education and the organizational and economic mechanism that provides for the financing of educational institutions, regardless of their degree of efficiency and customer satisfaction.

3. In the conditions of spontaneous and largely shadow development of market relations in the education system, a system of social inequality has developed, when access to quality education is received mainly by children of wealthy segments of the population. This is fraught with acute and difficult to reverse social consequences. Prerequisites are being created in the country for the development of property inequality into social and class inequality. Due to the inaccessibility of metropolitan universities, closed territorial education systems are being formed that reproduce regionally oriented elites.

4. Beggarly wages during the 90s deformed the teaching corps. The processes of its aging, the washing out of active elements, have reached the point that less than 15 percent of men teach in schools today, the average age of teaching staff in universities has approached retirement. This is the main reason for the decline in the quality of education and the dominance of inertial tendencies in it.

Until the problem of a competitive salary level is resolved, all attempts to develop and reform the educational system will run into the dull resistance of the pedagogical environment. It is necessary to resolutely improve the financial support of teachers, but this measure alone in the current conditions can lead to the opposite results: the consolidation of conservative cadres. An increase in wages will be effective only in combination with the introduction of a system of incentives to improve the quality of education.

Are you ready for the sake of educating your children and grandchildren to go within your capabilities to serious material costs?

Goals and reforms

1. Resource provision of education. In order to provide resources for the education system in 2001-2010, it is necessary to:

Increase federal budget spending on education by at least 15 percent per year in real terms; ensure the preferential growth of that part of the budget that is directed to solving the problems of modernizing education, in comparison with funds for the current maintenance of education;

Increase expenditures of territorial budgets by at least 10 percent per year in real terms;

Move towards normative funding (including per student); annually establish minimum budgetary (financial) provision (NMBS) norms for all levels of education and ensure their consistent increase at rates that outpace GDP growth rates; to establish on the basis of NMBO a transparent mechanism of subsidiary responsibility of budgets of all levels;

To ensure the resource attractiveness of education, namely, to introduce tax incentives for families and enterprises that invest money in education on a reimbursable and non-reimbursable basis. Support the guardianship movement and create an adequate regulatory framework for its activities. The increase in private funds allocated to education, according to average estimates, may exceed the growth in personal incomes of citizens by 1–2 percentage points;

To carry out a set of reforms, the purpose of which is to reduce irretrievable losses and increase the efficiency of the use of funds allocated to education. This implies:

a) changing the existing system of training and admission to universities, which will make it possible to use the funds currently used to pay for tutors and various forms of bribes to improve the quality of education (the effect is $ 1-1.5 billion per year);

b) transition to budget financing of current expenses of educational institutions<одной строкой>(the effect of $300-400 million per year due to a more flexible and interested use of funds in accordance with the real needs of educational institutions);

c) reorganization of the senior and partially secondary levels of rural schools (the effect of $400-600 million per year due to savings on the maintenance of small-class schools along with improving the quality of education);

d) elimination of structural deformations in vocational education through a new admission procedure and a targeted state order (the effect is $300-500 million per year by bringing the structure of training in line with the needs of the economy); e) formation of an effective system of state certification and quality control, closing<псевдовузов>and redirecting solvent demand (effect of $300-400 million per year).

Taken together, these measures will make it possible by the end of the decade to reach rational budgets (which will also grow) in the amount of 70 percent for general education, 55–60 percent for primary and secondary vocational education, and 80–90 percent for higher education. At the same time, the actual reforms of organizational and economic mechanisms will give up to half of the increase in funds.

2. Content of education. It directly depends on the level of funding. Since even ten years from now, underfunding of the rational standard will remain, it is necessary to look for non-linear solutions. Such a solution could be the development of open education: online courses replace the missing<специального>teacher or make the teacher a consultant who helps students find information. The effectiveness of open technologies remains very high, even taking into account the associated capital costs for the creation of the corresponding infrastructure (asynchronous Internet through dedicated frequencies on satellites).

3. Profile high school. In the last two classes, every citizen of Russia should be given the opportunity to choose one of 5-6 programs (humanitarian, natural science, mathematics and computer science, economics and law, technical, environmental and agricultural). Every student should have the opportunity to receive a specialized education at the expense of the state. The specialized school will make it possible to overcome not only the formal universalism of the high school, but also the objective gap between the requirements of the university and the possibilities of the general education system. A specialized school should be created by 2004-2005. Without it, the single examination system will not be fully effective.

4. Independent system of state certification and quality control. The state should return to the education system as a guarantor of the compliance of the level of educational services with the minimum requirements. The current branch system has practically zero efficiency, is bound by mutual responsibility and, most importantly, does not have unambiguous evaluation criteria. As a result, each school and each university evaluates itself. For 10 years not a single university has been closed. The results are clear: between 1997 and 1999, the number of law students tripled. Today they (as well as economists and managers) are trained by almost every state and non-state university.

The structure of the new quality control system should be similar to the VAK: expert councils, anonymous and paid reviewers, plus responsible executors with the status of civil servants.

The central link of the new system is the Unified State Examination at the transition<школа-вуз>. He must:

Remove from applicants and their families an exorbitant psychological, temporary and financial burden;

Equalize the enrollment opportunities for applicants from different regions and strata of society in leading universities;

Ensure an honest assessment of the quality of teaching in schools (for example, in Estonia, the results of a unified examination are published in the official press and serve as a guide for families when choosing a school).

Share of budget spending on general and vocational education (in GDP)

The first experiment on the Unified State Examination took place in six regions in 2001 and gave positive results; in 2002 it is planned to expand it to ten or twelve subjects of the Federation.

In addition to conducting the Unified State Exam, the certification service should have the right to conduct control sections of knowledge in all educational institutions of the country and publish the results of such tests, as well as make submissions to the Ministry of Education on the withdrawal of permits and accreditation documents. This will increase the transparency of the education market.

5. Normative funding of educational institutions, including per student. The personalization of budget financing (instead of the estimated financing of institutions) is changing the situation in the educational market: educational institutions lose the guarantee of funding, they are forced to fight for the student. This increases the interest of educational institutions in improving the quality of educational programs, in accordance with their structure to the current and future demand of society. The validity and transparency of budget financing is increasing. In addition, step-by-step nominal financial obligations based on the results of the Unified State Examination stimulate universities to fight for the best students.

6. Reform of admission to universities based on the results of the Unified State Examination. Universities set their own<проходной балл>and cost of education. Of those accepted, at least 50 percent of the top ranked students study only for GIFO (i.e., education is free for them), even if their GIFO is less than the price set by the university (this is a mandatory condition for funding by the state in the agreement with the university).

Thus, the introduction of GIFO will not only not increase the level of paid education for the population, but, on the contrary, will reduce it to a socially acceptable level (35-40 percent, given that in a number of regional universities and technical schools the average level of GIFO will coincide with the announced at the cost of education). In other words, those who today fully pay for their education will receive part of the funds from the state.

To ensure state and regional priorities, as well as to support students from low-income families, it is proposed to introduce targeted repayable subsidies from the budgets of the corresponding levels. Such subsidies should cover the difference between the GIFO and the price of education and provide a living wage beyond that. When the conditions fixed in the contract with the state are fulfilled (for example, to work for five years as a teacher in a rural school, an engineer in heavy production), the subsidy is repaid. Such subsidies may be applicable for regional pedagogical and medical universities, as well as for training in socially important professions in central universities.

Structure of expenditures in general education in 2000 for rural schools (in % of rational need)

7. The social function of education. Targeted support for students and students from low-income segments of the population and remote areas. The division of scholarships into social (for those in need) and academic (for high results) has already been introduced. It is necessary to increase their resource content to 300–400 rubles so that a well-performing student from a low-income family receives an amount that allows him to focus on his studies.

Dormitories must be returned to students. Provide full budget funding for the repair and maintenance of dormitories (15 billion rubles a year) and require universities to use dormitories strictly for their intended purpose. The social effect of this measure (combined with targeted subsidies) is to increase the proportion of students from other cities in the universities of the largest cities to 50 percent by 2005.

8. Support system<элитного>sector of Russian higher education - leading universities and scientific schools. These measures are necessary to ensure Russia's competitiveness in terms of culture, science, technology and economy at the level of the world's leading countries; ensure the preservation and reproduction of the main scientific schools; create a system within the country<образцов качества>and to ensure the consistent dissemination of these standards throughout the system of education and training of scientific personnel.

To do this, 2-4 leading universities are selected on a competitive basis for each specialty, which receive the status of federal research centers and receive special support from the state. The state entrusts them with the implementation of a number of functions in the areas assigned to the university, which cannot be entrusted to other universities, namely:

Certification of scientific and pedagogical personnel. Doctoral dissertation councils will be concentrated in leading universities (other councils will be closed);

Retraining of scientific and pedagogical personnel;

Creation and maintenance of public centers of scientific and educational information, including publishing houses, scientific journals and libraries. For example, Moscow State University can receive such a status in ten areas, the Russian State University for the Humanities - in two, Moscow Higher Technical School - in six, etc.

Wages of primary school teachers with more than 15 years of experience in various countries in 1998 (in thousands of dollars per year at purchasing power parity)

9. Integration of industry, academic and university science. Direct connection of science and education. Russia is unable to maintain three organizational structures of science at once. Therefore, it makes sense to transfer sectoral research institutes (many of which are being privatized and changing their specifics) to specialized (mainly technical) universities. Complexes can be created<вуз - НИИ - инновационные фирмы>.

10. Support for the export of education. To do this, it is necessary to take into account the long-term needs of world labor markets and ensure the comparability of domestic diplomas with diplomas from leading foreign universities. This, in turn, requires the support of joint curricula, as well as the international mobility of teachers and students. Particular attention should be paid to compatriots and citizens of the CIS countries (support for Russian-speaking culture).

11. The national system for selecting especially talented children and the corresponding system for recruiting leading universities, supplementing the unified exam. Leading universities jointly hold federal subject Olympiads. The winners of such Olympiads receive a certificate that entitles them to state funding for their professional education in an amount not less than twice the funding for the highest GIFO, and are also provided with a scholarship in the amount of the living wage. They can enter any Russian university of their choice.

Boarding schools for especially talented children from the regions of Russia and the CIS countries are being created at leading universities.

Leading universities are given the right to enroll up to 25 percent of their contingent on the basis of rules approved by the academic councils of these universities (the norm for other universities is up to 7.5 percent).

12. Reorganization of the senior rural school. Already underway in three areas:<Автобус>, <Интернет>and<Интернат>. The purpose of the reorganization is not to save money on rural schools, but to achieve a quality of education comparable to that of the city.

13. Education staff. The state must take immediate and truly radical measures to change for the better the difficult situation with the teaching staff.

a) Restoration of state responsibility for the school. The salary standard for teachers should be taken to the budget of the subjects of the Federation. The founders of the school will be the Ministry of Education of the Russian Federation (it will be represented by the education authority of the subject of the federation) and the local government. According to the founding agreement, the Ministry of Education assumes the basic salary and retraining of teachers, the municipality - the maintenance of the building, payment of utilities and other expenses, the purchase of equipment, additional payments to teachers. (This is politically very beneficial, but technically quite possible, given that de facto rural and some urban schools still receive their salaries from regional assistance.)

b) Raising the salaries of teachers and lecturers. According to the Law on Education, the teacher's salary must correspond to the average for the industry, and the teacher of the university - double the average. This is the level of minimum competitiveness of a teacher in the labor market. To do this, it is necessary to raise his salary by 2.5 times (taking into account the upcoming general increase in the salaries of state employees - by 1.7 times). Russia today has the opportunity during the current presidential term of Putin to bring teachers' salaries to the required level. This will require an additional $2 billion a year from the territorial budgets, $0.6 billion a year from the federal budget.

Since the reserves for increasing all state employees within the UTS in 2002 will be practically exhausted, it is necessary to abandon the UTS in the field of education and switch to a new wage system. With normative funding per student (or class-set for a rural school), the state will set the minimum pay rates for full-time teachers that are mandatory for educational institutions. This transition has been possible since 2003.

Solving the problem of teachers is the president's most important political resource before the elections.

Additional measures:

Deferment from conscription for all (and not just rural) teachers and teachers (for the armed forces - several thousand people a year);

The state should take the retraining of teachers from universities, colleges and vocational schools to the federal budget and share funding for the retraining of school teachers with the budgets of the subjects of the Federation. Cost - 2–3 billion rubles per year for educational institutions of federal subordination (since 2002), 7–10 billion rubles for schools (since 2004);

A teacher who receives a small salary must be confident in the future of his children. As part of the transition to a new system of enrollment in universities and colleges, it is necessary to provide targeted subsidies for the children of teachers and teachers with 10 years of experience;

Targeted repayable subsidies for the purchase of a computer and Internet connection for teachers and lecturers (with a five-year repayment installment plan and partial repayment);

Establishing a procedure under which educational institutions are entitled to deduct two percent of their off-budget income to the personal pension accounts of their employees.

Structure of expenditures in general education in 2000 for city schools (in % of rational need)

1. The current state of the education system, goals and stages of its reform

Fundamental changes in the socio-economic life and the state-political structure of the Russian Federation have necessitated an education reform. During the first stage of its implementation, the domestic education system freed itself from the legacy of totalitarianism, became more open, democratic and diverse.

However, the implementation of educational reform was held back by the difficulties of the transition period. These difficulties are caused both by the reduction in production volumes and national income, which made the temporary reduction in budgetary financing of education inevitable, and by the delay in creating a new organizational and economic mechanism for the educational sphere itself. These reasons led to the unsatisfactory state of the material base of educational institutions, led to delays in the payment of the teaching staff, and affected the organization and quality of the educational process. Financial stabilization and a trend towards economic growth make it possible not only to overcome the emerging difficulties, but also to begin a new stage in reforming the education system.

At the new stage, profound changes are envisaged in the activities of educational institutions. The content and structure of the education system needs to be radically updated. It is necessary to create conditions for the development of scientific research, strengthen the system of social guarantees provided to the personnel of educational institutions, and ensure the improvement of the health of students. One of the key aspects of the reform is the creation of a new organizational and economic mechanism that meets the conditions of a modern market economy and is designed to ensure the attraction and rational use of resources necessary for the development of education.

The reform of the education system will be carried out in three stages: experimental, designed for a year and focused on the selection of promising innovations; short-term, which will cover the period up to 2001 and will focus primarily on urgent measures to stabilize the socio-economic situation in the field of education and create organizational, personnel, legal, financial and logistical prerequisites for a full-scale deployment of the reform; mid-term, until 2005 inclusive, when it is envisaged to ensure the implementation of the main part of the planned transformations.

The new stage of the reform will be implemented on the organizational basis of the Federal Program for the Development of Education in Russia, coordinated by the Ministry of Education of Russia, regional, local and departmental education authorities with active and largely independent actions of the teaching staff of educational institutions of all types, trustees and parental councils of educational institutions. It is advisable to revise the Federal Program in accordance with the main provisions of this Concept. Private and public initiatives, as well as the support of families and employers, interested business, state-political and other public circles, are called upon to play a huge role in the reform.

As a result of reforming the education system, it is planned to quickly eliminate the prerequisites for social tension in educational institutions, normalize their funding, create conditions for improving the organization and quality of the educational process.

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"Problems and prospects for the development of education in the modern world"

Education reforms: implementation of a new generation of GEF

The reforms taking place in the modern educational system set a high level of requirements for the professional competence and personal maturity of the teacher, which can be achieved in the mode of a continuous process of professional self-development.

The main feature of modern society is the transition of mankind to a historically new state, which a number of researchers define as a civilizational demolition. A special place is given to the impact of information, the role of its new technological systems, forms, nature and scope of influence, in fact, on all spheres of human life..

Of course, an important component of the successful implementation of tasks in the implementation of new education standards is the implementation of the continuity of the Federal State Educational Standards of primary and basic general education. All the requirements of the Federal State Educational Standard for the achievement of personal, meta-subject and subject results involve the organization of complex conditions for the development of the child as a subject of students' activities, as well as for measuring results and tracking their dynamics at different age stages.

The conceptual basis of modern educational standards is system-activity and competence-based approaches that are aimed at developing the key competencies of schoolchildren.

Our country is currently experiencing a huge number of problems of a political, economic, environmental and social nature. Cardinal transformations in the historical and cultural development and socio-economic life required a change in the paradigm of education. The direction of the reforms taking place in Russian education should lead to the creation of such a system, which is based on the ideas of self-development of the individual, expanding its capabilities in choosing its life path.

The current stage of development of the pedagogical system is focused on the ideas of humanization and humanitarization. Numerous studies that consider the tasks and prospects for the formation of a new education converge on a common understanding of the distinctive features of this process, defining it as a necessary condition for the presence of dialogue and cooperation between the subjects of the educational process.

From these positions, the humanization of education can be defined as the orientation of the educational process towards the development of interaction relations between its subjects, and humanitarization as an orientation towards the development of the content of education, aimed at solving the problems of personality development and its self-actualization.

And the world cannot stand in one place. “Time is the greatest of innovators,” said the English philosopher Francis Bacon. Time affects all spheres of human life, including education, periodically requiring its renewal. Today it is already clear to everyone: it is impossible to “enter” into the “new” time with the old standards. As mass practice has shown, the main task of the Russian educational policy is to ensure the modern quality of education. The modernization of education is a political and national task. Teach - learn - the slogan of the II generation standards.

Along with the consistent solution of the global task of the development of education, the problems of the educational system concerning its goals, content, methods, forms, as well as changes in the subjects of the educational process themselves are subjected to comprehension and concretization. The most significant are the following:

Updating and complicating the tasks, content and structure of education;

Active introduction of innovative technologies in the absence of criteria for the effectiveness of innovation and the presence of the phenomenon of resistance to innovation;

Overcoming the deterioration of the state of physical and mental health of schoolchildren and teachers in connection with the intensification of the educational process;

The inertia of the educational system in the implementation of scientific achievements in the educational process, the outdated material base of schools;

Decline in the prestige of pedagogical activity in the eyes of the public, resulting in a decrease in the influx of young personnel into the school, the aging of teaching staff;

Shortage of qualified teachers for further expansion of educational services;

The downward trend in the quality of Russian education (according to PISA surveys).

Crisis phenomena in modern society require the search for directions that determine the prospects for the development and improvement of general education.

Primary school is the first step from which the student's ascent into the future begins; it is the basis on whose strength depends what our future will be like. In the hands of the teacher is the future of our children, and hence the future of Russia. These are not just words - this is a great responsibility, today's children are our tomorrow, our future. Will the new school require new teachers? I think yes. The new standards place high demands on the level of preparation of primary school graduates. So, first of all, we ourselves, the teachers, must change.

We should not forget that the main worker in the classroom at the new school is the student. The task of the teacher is to try to replace the methods of "explanation" of the new with the construction of ways of independent "discovery" of new knowledge. Only then will the world of knowledge, interest, the search for something new open up before the children, they will understand that there are no problems in the world that they could not solve. And, of course, the main mission of the teacher of the new school is to awaken a creator in every child, a person capable of creating something new, as well as to educate a person with modern thinking, able to realize himself in life. “All children are talented, but everyone is talented in their own way” - this is what teachers of the new school should remember.

Along with these issues, the close attention of teachers and leaders of primary education is drawn to solving many other pressing problems. Their presence is indicated by both psychologists and educators:

Implementation of continuity between preschool education and primary school, between primary and secondary school;

An increase in the number of first-graders who are not ready for school-type education due to the transition to a 4-year primary education and a decrease in the age of children entering school;

An increase in the number of children with borderline somatic and mental health disorders at the stage of entering school;

The introduction of new pedagogical technologies into the educational process of a mass school while maintaining traditional methods and forms of pedagogical influence.

In the standards of the new generation, the focus is not on knowledge, skills, skills, but on universal learning activities - the ability to learn independently. What is important is not the "baggage" of knowledge accumulated during schooling, but the ability to use it. The need to move to new standards has arisen due to the fact that many graduates after graduation face difficulties in adapting to adult life, where there are no teachers who guide them, tell them what to do and how. Knowledge alone is not enough in life.

The graduate must learn to solve their problems on their own. The first experience of the implementation of the Federal State Educational Standards showed that, in general, the conceptual ideas and prescribed ways of implementing new educational standards are relevant and in demand by the modern educational system. The requirements for the conditions for the implementation of the main educational program of primary general education have changed.

Hours for extracurricular activities of students have been introduced, which increase the possibility of the school and create conditions for organizing individual design and research work with students. The nature of students' activities has changed - research, creative, productive; increased the proportion of independent work of students in the classroom; it became possible to apply knowledge in the performance of practice-oriented tasks; decreased anxiety, increased motivation to learn.

Extracurricular activitiesis carried out with the help of the following components included in it: traditional school affairs, planning of school affairs and holidays, festivals, competitions of various levels. All activities included in the plan of the educational work of the school are built on the mass participation of schoolchildren and are aimed at the versatile development of the child's personality.

The scenario plan of traditional events is drawn up in such a way that as many students, teachers and parents as possible can take part in them. This year, the school actively participated in various events at the school, district, regional, All-Russian level. Events dedicated to significant dates: Teacher's Day, Mother's Day, New Year's event, the month of Serving the Fatherland, dedicated to February 23, International Women's Day, in regional events dedicated to the anniversary of the 200th anniversary of the Patriotic War of 1812, the 1100th anniversary of the birth of Russian statehood,70th anniversary of victory in the Great Patriotic War.

Extra-curricular activities of schoolchildren - a concept that unites all types of schoolchildren's activities (except educational), in which it is possible and expedient to solve the problems of their upbringing and socialization - this is an integral part of the educational process at school. It contributes to the implementation of the requirements of federal educational standards for general education. Its advantages: providing students with the opportunity for a wide range of activities aimed at the development of the student.

The Law of the Russian Federation “On Education” (Article 9, paragraph 1) establishes that “the main general educational programs of primary general, basic general and secondary (complete) general education ensure the implementation of the federal state educational standard, taking into account the type and type of educational institution, educational needs and requests of students, pupils and include the curriculum, work programs of training courses, subjects, disciplines (modules) and other materials that ensure the spiritual and moral development, education and quality of training of students.
Thus, the spiritual and moral development and education of students is the primary task of the modern educational system and is an importantcomponentsocialorder for education.

Spiritual and moral education of schoolchildren is a key requirement of the Federal State Educational Standard. The priority areas in our school are the education of citizenship, patriotism, respect for the rights, freedoms and duties of a person; education of moral feelings; industriousness, creative attitude to teaching, work, life; education of a value attitude to nature, the environment.

The new standards are aimed at the interaction of teachers, students and parents. The interest of parents in participation in educational activities, school management has increased; enthusiastically take part in joint school activities; the nature of interaction with the teacher has changed; Parents have the opportunity to continue their education.

In the future, schools should expand the interaction and continuity of basic and additional education for the effective organization of high-quality extracurricular activities.

The spiritual and moral development of a Russian citizen is a process of consistent expansion and strengthening of the value-semantic sphere, the formation of a person’s ability to consciously build and evaluate attitudes towards himself, other people, society, the state, the world as a whole on the basis of generally accepted moral norms and moral ideals, value orientations .

The main content is spiritual-moraldevelopment, education and socialization are the basic national values. We keep these values ​​in cultural and family traditions and pass them on from generation to generation. Relying on these values ​​helps a person resist destructive influences.

What are our traditional sources of morality? This is Russia, our multinational people and civil society, family, work, art, science, religion, nature, humanity. Accordingly, the basic national values ​​are determined:

– Patriotism - love for one's small Motherland, one's people, for Russia, service to the Fatherland;

– citizenship - law and order, freedom of conscience and religion, the rule of law;

– social solidarity - personal and national freedom, trust in people, institutions of the state and civil society, justice, mercy, honor, dignity;

– humanity - world peace, diversity of cultures and peoples, progress of mankind, international cooperation,

– science - the value of knowledge, the pursuit of truth, the scientific picture of the world;

– family - love and fidelity, health, prosperity, respect for parents, care for older and younger, care for procreation;

– work and creativity - respect for work, creativity and creation, purposefulness and perseverance;

– traditional Russian religions - the idea of ​​faith, spirituality, the religious life of a person, tolerance, formed on the basis of interfaith dialogue;

– art and literature - beauty, harmony, the spiritual world of man, moral choice, the meaning of life, aesthetic development, ethical development;

Basic values ​​should underlie the way of school life, determine the lesson, extracurricular and extracurricular activities of children.

Modern society needs a person who does not select a way to solve a problem from the known, mastered by him, but is able to independently choose a strategy for solving a specific problem, using the experience of subject apprenticeship.

Under these conditions, it becomes obvious that cardinal changes must take place in the education system. The school as an institution, built in the logic of an industrial society, found itself in a sharp and unproductive conflict not only with the future, but also with the present.

In this regard, the changes taking place in Russia put forward the task of developing domestic education in the ranks of national priorities (UNESCO's Education for All Program, the draft Law on Education, the national initiative Our New School, the Second Generation Federal State Educational Standards). “The world needs education aimed at the formation of a personality capable of a versatile, holistic vision and analysis” (D.A. Medvedev).

In order for the reform in education to take place, it is necessary to resolve several fundamental issues, among which the most important is, of course, the understanding of the new place assigned to the teacher. In an educational institution, it is necessary to create conditions for the teacher's self-development, plan systematic work to develop creativity, motivational readiness for innovation.

The teacher often asks the question, "why do we need new technologies, is it possible to get by with the usual forms and methods." Probably, everything can be left as it is, including at school, but a teacher on planet Earth has always had and has a mission to give wings to his student to fly. A modern young person must respond flexibly to changes in the economy, live in a multicultural society, master the skills of communicative interaction, and be able to work in a team. It is difficult to let a student out into modern life using only well-known and time-tested technologies, and the question “why new technologies are needed” is more rhetorical. When moving forward, we use the experience of previous generations and create and implement something new for the future.

Thus, the task of developing the ability to learn from schoolchildren becomes significant for their primary professional self-determination. Its successful and consistent solution in the educational space of the school can entail a wide range of positive consequences: from the readiness and desire for continuous education throughout life and appropriate behavior in the labor market to the formation of the foundations of civic consciousness and self-awareness in a significant part of the younger generation. To the extent that the education system will acquire a powerful resource of self-development, being modernized primarily by the internal forces of its own subjects - children and adults.

Summing up what has been said, we can state with a considerable degree of confidence that the solution of topical issues of general and primary education relates not only to psychological and pedagogical, but also to acmelogical issues and is directly related to the progressive development of an individual subject and the nation as a whole.

Literature

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Kukushin V.S. . Modern pedagogical technologies. Elementary School. - Rostov n / D., 2004.

Melnikova, E.L. . Technology of problematic dialogue: methods, forms, teaching aids / EL.Melnikova // Educational technologies: Sat. materials. - M. : Balass, 2008. - Issue. 8. - S. 5-55.

Development of critical thinking / S.I. Zeer-Beck, I.V. Mushtavinskaya. - M. : Education, 2011. - 219 p.

Rezapkina, G.V. . // Bulletin of practical psychology of education. - 2011. - No. 2. -S. 92-102.

S.A. Kotova , Candidate of Psychological Sciences, Associate Professor of the Department of Pedagogy and Psychology of Primary Education, Russian State Pedagogical University. A.I. Herzen.

Selevko, G.K. Encyclopedia of educational technologies: in 2 volumes / G.K. Selevko. - M.: Research Institute of School Technologies, 2006. - V.2. - 816 p.

Federal State Educational Standard of Primary General Education / Ministry of Education and Science of the Russian Federation. - M. : Enlightenment, 2010.-31 p.

Federal State Educational Standard for Basic General Education / Ministry of Education and Science of the Russian Federation. - M. : Education, 2011.