Algorithm for psychological and pedagogical analysis of the educational environment. Examination of the educational environment at school

3.3.

The educational environment is considered by us as a system influences And conditions personality development, and opportunities for its development contained in the social and spatial-subject environment.

IN this definition The concept of “opportunity” acquires special methodological significance, which implies the active role of the personality itself (i.e., its subjective position) in the development of the developing resources of the environment, since it is determined equally by both the specific properties of the environment and the properties of the individual (J. Gibson). Opportunity is the bridge between man and environment. At the same time, “influences” and “conditions” imply the impact of an “active” environment on a “passive” person, i.e. predetermine the object position of schoolchildren.

The concept of "educational environment" acts as a generic concept for such concepts as "school environment", "family environment", teenage club environment, sports section environment, etc.

The method of psychological and pedagogical examination of the school environment developed by us 4 allows us to analyze the educational environment at various levels:

the educational environment of the individual child,

local educational environment (school).

The analysis of the educational environment is carried out using the following descriptors: modality, breadth, intensity, awareness, stability, generalization, emotionality, dominance, coherence, social activity, mobility.

Latitude of the educational environment serves as its structural and content characteristic, showing which subjects, objects, processes and phenomena are included in it.

Intensity educational environment - its structural and dynamic characteristics, showing the degree of saturation of the educational environment with conditions, influences and opportunities, as well as the concentration of their manifestation.

Yasvin V.A. Examination of the school educational environment. M, 2000.

Modality educational environment is its qualitative and content characteristic. While all other parameters give a quantitative characteristic of the educational environment, showing a high or low degree of manifestation of one or another indicator, modality characterizes the educational environment from a qualitative, typological point of view. As an effective tool for psychological and pedagogical examination of the educational environment, in particular, modality factor, which reflects the degree of use by pupils of developing opportunities (resources of the environment). The modality coefficient, firstly, the greater, the higher the activity and, secondly, with an equal degree of activity, it is greater in conditions of free activity and less in conditions of free passivity.

Degree awareness educational environment is an indicator of the conscious involvement of all subjects in it educational process.

Sustainability the educational environment characterizes its stability over time . If other parameters give a synchronic description of the educational environment, then the stability parameter allows its diachronic description.

Generalization The educational environment characterizes the degree of coordination of the activities of all its subjects.

Emotionality educational environment illustrates the ratio of the emotional and rational components in it.

dominance educational environment characterizes the significance of this local environment in the system of values ​​of the subjects of the educational process. Dominance shows the hierarchical position of the school environment in relation to other sources of influence on the personality.

Coherence (consistency) of the educational environment shows the degree of consistency of the influence on the personality of this local environment with the influences of other factors of the environment of this personality.

Social activity educational environment is an indicator of its socially oriented creative potential and the expansion of this educational environment into the living environment.

Mobility educational environment characterizes its ability to organic evolutionary changes, in the context of relationships with the environment.

It should be especially noted that the methodical system "design-examination" developed by us largely excludes the situation of "doomed to success", which is very typical for many design and diagnostic systems. This situation arises when both the design of the educational process and its subsequent examination are based on the same parameters. If educational project was aimed at achieving changes in certain indicators (from the development of thinking to changing social organization study group), then subsequent diagnostics for the same indicators almost certainly states their positive dynamics. In our system, the design of the environment is based on an algorithm that includes the requirements for the effective organization of its organizational-technological, social and spatial-subject components, as well as a set of environmental opportunities to meet the personal needs of the subjects of the educational process, while the examination is based on the use of the above system environmental parameters (latitude, intensity, etc.). The connection between the design and expert complexes is, therefore, not a formal straightforward character, but reflects deep systemic correlations. Of course, this approach imposes more stringent requirements on designers, but it also provides a better design of the educational environment.

By periodically conducting an examination of the educational environment (by the method of included examination), the administration and teachers-mentors can ensure a clear control of the dynamics of its development, purposefully correct this development by redistributing resources, if it seems necessary to increase the indicator of one or another parameter.

Having received a certain picture of the state of the educational environment, the leader (teacher) determines the strategy for its further development. Of fundamental importance in the re-examination is the quantitative increase (“delta”) of the level of those parameters that were previously identified as strategic priorities, the increase in the indicators of which was planned.

Rice. 3. Graphical representation of the results of the examination of the school educational environment.

3.3.1. METHODOLOGY FOR EXAMINATION OF THE EDUCATIONAL ENVIRONMENT

SCHOOL ENVIRONMENT EXAMINATION FORM FOR ADMINISTRATION AND TEACHERS

Examination of the educational environment at school

In accordance with the Law “On Education in the Russian Federation”, all children, including those with disabilities, have the right to education. The main regulatory document defines the strategic goal of educating students with atypical development. The Federal State Educational Standard for Primary General Education and the tested standard for students with disabilities initiate teachers to create special conditions for education, upbringing and development for people with disabilities. In the Federal State Educational Standard for students with disabilities, close attention is paid to the requirements for the results of mastering basic educational programs in the form of a set of "academic" and "life" competencies. In addition, requirements are established for personal, subject and meta-subject results of mastering individual sections of educational programs. The formation of universal educational activities that are significant for students, pupils with psychophysical disorders is carried out in the educational environment of a special (correctional) institution. We understand the environment as a continuous space-time set that combines purposefully designed and implemented conditions for the interaction of the subjective world of a developing personality and the objective world in order to realize the personal potential and achieve personal results of each subject of the educational process.

The educational environment and its focus on the mental and mental development of children, its role in the personal well-being of the child and the significance in establishing interpersonal relationships were considered by researchers mainly for normotypical children (V.S. Bibler, G.A. Kovalev, Yu.S. Manuilov, V. I. Panov, V. I. Slobodchikov, V. A. Yasvin, etc.). The study of the possibilities of the environment of a special (correctional) institution to achieve an educational effect has so far, if carried out, then indirectly. These studies were aimed at describing the components of its structure for organizing educational work with students, pupils (L.S. Beilinson, B.V. Belyavsky, O.Yu. Butorina, V.V. Mamaev, M.V. Matveeva, T. A. Solovieva, T. N. Shcherbakova, V. V. Yunina, etc.).

The purpose of the study there is a holistic assessment of the parameters of the psychological and pedagogical examination of the educational environment of a special (correctional) institution as a factor in innovative processes in the management of the educational resources of an educational institution.

Material and research methods

The object of the examination is a special (correctional) school for students with mental retardation.

The subject of the examination is the psychological and pedagogical organization of the educational environment.

The purpose of the examination is the correspondence of the psychological and pedagogical conditions in the educational organization and their hierarchy in order to achieve the main educational goal - "introduction into the culture of a child with special development for various reasons that falls out of it" .

Expertise criteria - the priority of achieving personal results by each student, pupil; development of "academic" and "life" competencies, taking into account the capabilities and abilities of each; taking into account the psychological, pedagogical and typological characteristics of students for adequate modeling and design of the educational environment and the development of work programs for academic disciplines.

The methodology for describing the educational environment as a complex system is based on psychodiagnostic parameters developed for the analysis of relationships. The content of the examination was a generalization of the own impressions of the authors of the article - consultants of an educational institution, the study of the object-spatial resources of the organization. In parallel, conversations were held with teachers, educators, narrow specialists, and parents. Taking into account that even normally developing schoolchildren tend to self-report, rather than generalizing objective data, the inclusion of students with mental disabilities as subjects of the examination was not carried out. During the examination of the educational environment, its breadth, intensity, degree of awareness and stability, as well as emotionality, generalization, dominance, coherence, activity and mobility were assessed.

Research results and discussion

As a result of a pilot study and a quantitative assessment of the parameters of the educational environment, we received the following results from three groups of respondents - administration, teachers and parents (45 participants in total).

The dominance of the educational environment characterizes the significance of this local environment in the system of values ​​of the subjects of the educational process. Dominance shows the hierarchical position of the school environment in relation to other sources of influence on the personality. Indicators of the dominance of the environment in the administration, teachers and parents, respectively, 6.71; 7.31; 8.19. This means that the school, as a sphere of professional activity, a source of livelihood, as a social institution, occupies a fairly high position in the hierarchy of respondents' values. Indicators of dominance of the school environment for parents are expected. Society still demonstrates an intolerant attitude towards children with special development, especially with mental disabilities. And a special teacher accepts the child as an absolute value and knows how to teach and develop him based on "limitless" potentialities. The lifestyle of most families of students, one way or another, is determined by involvement in the life of the school; many change their place of residence so that the child has the opportunity to attend this educational institution.

The generalization of the educational environment characterizes the degree of coordination of the activities of all its subjects. For teachers and parents, this indicator is in second place in terms of severity: 6.52 and 5.95, respectively. A conditionally high indicator for teachers means that the majority of school employees essentially constitute a single professional team, the school is a base platform for improving the skills of colleagues from other educational institutions, professional conferences and seminars are held in the system, representatives of university science work at the school. Parents have a rather high assessment of the generalization of the environment, in our opinion, due to the fact that parents feel the influence of coordinated adequate actions along the lines of “parents-administration-teachers- classroom teacher”, the parent committee is actively working in the institution. It is no less significant that some of the parents are school teachers or are part of the technical team. For the administration, the indicator of the generalization of the environment in the system is in fourth place: 4.03. We explain this by the lack of a serious concept for the development of an educational institution, the declaration of new approaches to the goals, content, principles and methods of teaching and educating children with developmental disabilities, the development regulatory framework and the lack of uniform methodological requirements for teachers on the part of the administration. It seems to us, and the administrative team agrees with this, that a number of school teachers do not understand and do not accept the specifics of the correctional and pedagogical process, they do not have defectological thinking.

The second place in terms of importance for the administration (6.05) and the third place for teachers (6.22) and parents (4.65) is occupied by such an indicator as the intensity of the educational environment, showing the degree of saturation with correctional and developmental conditions, influences and opportunities, as well as the concentration of their manifestation. This indicator indicates that the educational environment quite actively declares the correctional and pedagogical context for the development of the personality of a student, a pupil in classroom and extracurricular activities. The environment also seeks to set the conditions for the professional growth of teachers. At the same time, in practice, there is a discrepancy between the modeled and implemented conditions.

The mobility of the educational environment as the ability for organic evolutionary changes has been supplemented by us with new content, taking into account modern conditions of education (integration and inclusion). Mobility is the ability of the components of the environment to be hierarchically rebuilt taking into account new circumstances, conditions, technical capabilities, etc. The results obtained are interesting. The environment is not at all rated as mobile by parents. This indicator was noted by the administration (3.25) and teachers (5.44). The relatively high score obtained in the assessment by teachers is determined by the willingness of teachers to accept new educational goals, vary the content and methods of education of people with mental disabilities, and master new professional competencies. At the same time, for the school administration, it is not the potential, but the actualized readiness of the teaching staff, which is not sufficiently formed, that is of great importance.

The results of the examination of the educational environment of a special (correctional) institution

www.fundamental-research.ru

Examination of the educational environment of an out-of-school educational institution

Ministry of Education and Science, Youth and Sports of the Autonomous Republic of Crimea

Crimean republican out-of-school educational institution

"CENTER OF ECOLOGICAL AND NATURALISTIC CREATIVITY OF STUDENT YOUTH"

EXPERTISE OF THE EDUCATIONAL ENVIRONMENT

OUT OF SCHOOL EDUCATIONAL INSTITUTION

(instructive and methodological material for diagnosing the educational environment of an educational institution according to the method of V.A. Yasvin)

working with gifted

children and students

out-of-school educational institution

creativity of student youth»

^ Educates not only or not so much the educator himself, but the environment, which is organized in the most beneficial way.

^ METHODOLOGY FOR ASSESSING THE EDUCATIONAL ENVIRONMENT OF AN EDUCATIONAL INSTITUTION V.A. YASVIN 1

1.1. THE CONCEPT OF "EDUCATIONAL ENVIRONMENT"

Under educational environment(or the environment of education), we will understand the system of influences and conditions for the formation of a personality according to a given pattern, as well as the opportunities for its development contained in the social and spatial-subject environment.

^ 1.2. TYPOLOGY OF "EDUCATIONAL ENVIRONMENT" JANUSZ KORCHAK

The dogmatic environment is characterized as follows: “Tradition, authority, rite, command as an absolute law, necessity as a vital imperative. Discipline, order and integrity. Seriousness, peace of mind and clarity, arising from firmness, a sense of strength and stability, self-confidence, in being right. Self-restraint, self-overcoming, work as a law, high morality as a habit. Prudence, reaching the point of passivity, one-sided oblivion of rights and truths that tradition did not convey, did not sanctify authority, did not mechanically fix the pattern of actions. Land, church, fatherland, virtue and sin can be a dogma; can be: science, social and political work, wealth, struggle, as well as God - God as a hero, a god or a puppet. Not in what, but how you believe.

As an example of the organization of a dogmatic environment in the most pronounced form, one can cite, first of all, the monastery and the army. Of course, a family with strong religious traditions also forms an educational environment of a dogmatic type. It is this environment that is the basis of the psychological "processing" of adherents of various sectarian movements and groups.

The personality of a child brought up in a dogmatic environment is characterized, first of all, by a high degree of passivity, when calmness is transformed into detachment and apathy. If an already established strong personality finds itself in such an environment, then, as a rule, it becomes hardened in its desire to resist someone else's evil will, in particular, directing its energy to some kind of labor activity.

Ideological environment: “Its strength is not in the firmness of the spirit, but in flight, impulse, movement. Here you do not work, but joyfully manage. You create yourself, without waiting. There is no command - there is good will. There are no dogmas - there are problems. There is no prudence - there is a fever of the soul, enthusiasm. The restraining beginning here is an aversion to dirt, moral aestheticism. It happens that here at times they hate, but they never despise. Tolerance here is not half-heartedness of convictions, but respect for human thought, the joy that free thought soars at different levels and in different directions - colliding, lowering the flight and uplifting - fills the open spaces. Brave yourself, you greedily catch the echoes of other people's hammers and wait with curiosity for tomorrow, its new delights, perplexities, knowledge, delusions, struggle, doubts, affirmations and denials.

The ideological environment is formed, for example, in various creative groups, especially at the stage of their initial formation and development. It can be a musical ensemble, a design bureau, or a KVN team. The most important condition for the formation of an ideological environment is the absence of an authoritarian leader in the creative group who imposes his point of view on others, ignoring or harshly criticizing the opinions of others. As soon as such a person appears or one of the members of the group begins to show intolerance towards the positions of his associates, the ideological environment ceases to exist, transforming into some other type of environment. The ideological environment is the most fragile and unstable, as evidenced, in particular, by the frequent breakups of various creative teams that started their activities so successfully.

In the ideological environment, a personality is formed, which is characterized by the activity of mastering and transforming the surrounding world, high self-esteem, openness and freedom of one's judgments and actions.

Peaceful Consumption Environment

Environment of serene consumption: “Peace of mind, carelessness, sensitivity, friendliness, kindness, sobriety as much as necessary, self-awareness, which is obtained without difficulty. There is no perseverance either in the desire to preserve, hold out, or in the desire to achieve, find. The child lives in an atmosphere of inner well-being and lazy, conservative habit, indulgence to modern trends, amid attractive simplicity. Here he can be whatever he wants: he himself - from books, conversations, meetings and life experiences - weaves the basis of his worldview, he chooses the path himself. Korczak emphasizes that in an environment of serene consumption, work never serves any idea, is not seen as a place in life, is not an end in itself, but only a means to provide oneself with comforts, desirable conditions.

As a typical example of an environment of serene consumption, the lifestyle of a significant part of the provincial Russian nobility of the 19th century, as described by the classics of Russian literature: “Oblomovism”, “Manilovism”, etc., can serve.

According to Korczak, in such an upbringing environment a person is formed who, in principle, is always happy with what she has. The main feature of such a personality can be considered life passivity, inability to exert and struggle. Faced with difficulties and obstacles, such a person prefers to withdraw from their resolution, continuing to hide in his illusory world, like a snail hiding in its shell.

Environment of external gloss and career

Finally, the environment of outward gloss and career: “Once again, persistence appears, but it is brought to life by cold calculation, and not by spiritual needs. For there is no place here for the fullness of the content, there is one crafty form - the skillful exploitation of other people's values, embellishment of the gaping emptiness. Slogans on which you can earn. Etiquette to be obeyed. Not dignity, but clever self-promotion. Life is not like work and rest, but sniffing and courting. Insatiable vanity, rapacity, discontent, arrogance and servility, envy, malice, malevolence. Here children are not loved and not brought up, here they are only evaluated, lost on them or earned, bought and sold.

The main traits of a personality that is formed in such an environment are falsehood and hypocrisy - “skillful play” and “exactly fitting mask”, striving for a career through cunning, bribery, high connections, etc.

Thus, according to Korczak's typology, the dogmatic environment contributes to the formation of a dependent and passive child; ideological - free and active; serene consumption - free, however, passive, career environment - active, but dependent.

^ 1.3. THE METHOD OF VECTOR MODELING OF THE EDUCATIONAL ENVIRONMENT

The method of vector modeling of the educational environment involves the construction of a coordinate system consisting of two axes: the axis "freedom - dependence" and axis "activity - passivity". In order to construct a vector in this coordinate system corresponding to one or another type of educational environment, it is necessary to answer six diagnostic questions on the basis of a psychological and pedagogical analysis of this environment. Three questions are aimed at determining the presence in a given environment of opportunities for the free development of the child and three questions - opportunities for the development of his activity. The answer to each question allows you to mark one point on the corresponding scale (“activity”, “passivity”, “freedom” or “dependence”). Based on the empirical pedagogical characteristics of the child's personality, cited in the works of Korczak and Lesgaft, "activity" is understood in this case as the presence of such properties as initiative, striving for something, perseverance in this striving, the struggle of the individual for his interests, defending these interests and etc.; "passivity" - as the absence of these properties, in other words, the "passivity" pole on this scale can be considered as "zero activity"; “freedom” is associated here with independence of judgments and actions, freedom of choice, independence, internal locus of control, etc.; finally, “dependence” is understood as opportunism, reflex behavior, associated with an external locus of control, etc.

Based on the results of all answers to diagnostic questions, an appropriate vector is constructed in the coordinate system, which makes it possible to typologize and characterize this educational environment.

^ 1.4. DIAGNOSTIC QUESTIONS AND INTERPRETATION OF ANSWERS

For the axis "freedom - dependence":

1. Whose interests and values ​​are put first in this educational setting?

a) personality; b) societies (groups).

A statement of the priority of personal interests and values ​​over public ones is interpreted as an opportunity for the free development of the child, - accordingly, a score is assigned on the “freedom” scale; in case of ascertaining the priority of public interests, a score is assigned on the “dependence” scale.

^ 2. Who adapts to whom in the process of interaction?

a) a caregiver to the child; b) the child to the teacher.

If it is noted that in this educational environment situations dominate when the educator adapts to the child (or, at least, there is a desire of educators for such a position), then this is also interpreted as an opportunity for the child’s free development, respectively, a score is assigned on the scale “freedom »; if it is stated that the child is forced to adapt to his caregivers, then a point is assigned on the “dependence” scale.

^ 3. What form of education is predominantly carried out in this educational environment?

a) individual; b) collective (group).

The orientation of the educational environment towards an individual form of education is interpreted as the presence in the environment of an additional opportunity for the free development of an independent child, - a point is assigned on the “freedom” scale; in the case of priority in the educational environment of collective education, a score is assigned on the “dependence” scale.

For the activity-passivity axis:

4. Is punishment of the child practiced in this educational environment?

The absence of punishment is considered as a condition conducive to the development of the child's activity - a score is assigned on the "activity" scale, if there is a punishment system in the given educational environment (used both directly and indirectly), a score is assigned on the "passivity" scale.

^ 5. Is any initiative stimulated in this educational environment by the child?

If in the educational environment under consideration it is possible to ascertain the positive reinforcement of the child's initiative (both conscious and unconscious), then this is interpreted as an additional opportunity for the development of his activity, a score is assigned on the "activity" scale; if the initiative shown by the child, as a rule, can turn into various kinds of trouble for him, then a score is assigned on the “passivity” scale.

^ 6. Do certain creative manifestations of the child find any positive response in this educational environment?

In the case when there are conditions in the educational environment under which the child's creativity is stimulated or can be evaluated, such an environment is considered as conducive to the development of activity - a score is assigned on the "activity" scale; if the creative manifestations of the child are ignored, as a rule, remain unnoticed and unappreciated, a score is assigned on the “passivity” scale.

On the basis of such a diagnosis, the analyzed educational environment can be classified into one of four basic types (Fig. 1): “dogmatic educational environment”, which contributes to the development of passivity and dependence of the child (“dogmatic educational environment” according to J. Korchak); “career educational environment”, which contributes to the development of activity, but also dependence of the child (“environment of external gloss and career” according to J. Korchak); "serene educational environment" conducive to free development, but also causing the formation of the child's passivity (“environment of serene consumption” according to J. Korchak); and finally, a “creative educational environment” that promotes the free development of an active child (“an ideological educational environment” according to J. Korchak).

^ 1.5. VECTOR CONSTRUCTION

Thus, by the simplest mathematical construction, one of twelve theoretically possible vectors can be obtained (three in each of the four sectors of the coordinate system) that model a certain type of educational environment.

For example, when analyzing any educational environment, we get three points on the scale of "dependence" and the scale of "activity" and zero points on the scale of "freedom" and the scale of "passivity" (Fig. 3 A), - such an educational environment can be labeled as a "typical career learning environment".

In another example, we get one on the freedom scale, two on the dependency scale, three on the active scale, and zero on the passivity scale. Since the scores obtained on the “freedom - dependence” axis were distributed on different scales, it is necessary to obtain their sum, taking into account the sign of each score (“+” or “-”): -1 + 2 = +1, that is, as a result, in the calculation there is one point on the “dependence” scale (Fig. 3 B). Such a vector models a "career" educational environment that stimulates high activity and implies a small degree of dependence. This learning environment can be referred to as a "career learning environment of dependent activity".

It is also possible that we get zero points on the “freedom” scale, three points on the “dependence” scale, two points on the “activity” scale, and one point on the “passivity” scale. Since the scores obtained on the "activity - passivity" axis were distributed on different scales, it is necessary to obtain their sum, taking into account the sign of each score ("+" or "-"): +2 -1 = +1, that is, as a result, in the calculation there is one point on the “activity” scale (Fig. 3B). Now, the corresponding vector models a "career" educational environment that promotes the development of a high degree of addiction and a low degree of activity - "career educational environment of active addiction." A similar picture of the possible construction of modeling vectors can be obtained in each sector of the coordinate system.

Finally, two points can be obtained on the “freedom” scale and one point on the “dependence” scale: +2 - 1 \u003d +1, as well as two points on the “activity” scale and one point on the “passivity” scale: + 2-1 = +1.

^ 1.6. "PUBLIC WIND"

Obviously, with the exception of rare cases of complete isolation of the individual from broad social contacts (monastery, sect, rural wilderness, etc.), the nature of its development, in addition to the dominant educating environment of the family or educational institution, that is, the environment of the functioning of the structure, will be influenced by those or other interactions with other people, with society as a whole, that is, the habitat. In a real life situation, the development of a child’s personality is influenced, as a rule, not by one type of educational environment, but by several, in particular, the “influence of the street” inevitably affects. Let's try to simulate the effect of such influence.

To determine the direction of the vector of broad public influence on the nature of personality development, we conducted a simple but large-scale survey of a variety of people (in Russia and Latvia). We asked: “The surrounding people, society as a whole, create conditions for increasing the level of your personal freedom or dependence; activity or passivity? Based on, alas, the pessimistic data of our survey, finding them, however, not without common sense, we introduced the vector of influence of the broad social environment into our modeling technique, calling it public wind. So, the social wind "blows" in the direction of dependence and passivity, coinciding in this with the vector that models the dogmatic environment, which also does not seem strange at all. People who have been formed in a dogmatic environment voluntarily or involuntarily continue to produce it.

^ 1.7. PARAMETERS OF THE EXPERTISE OF THE EDUCATIONAL ENVIRONMENT

For the examination of the educational environment, an apparatus for its formal description should be developed based on a system of appropriate parameters. As a methodological basis for such a description of the educational environment, we ( the author of the methodology - approx.) uses a system of psychodiagnostic parameters developed for the analysis of relationships (Myasishchev, 1960; Lomov, 1984; Deryabo, Yasvin, 1994). This set of measurements is based on general metric categories and, accordingly, can be used to characterize various systems, including such a complex system as the educational environment.

There are five "basic" parameters: breadth, intensity, modality, degree of awareness and sustainability; as well as six parameters of the "second order": emotionality, generalization, dominance, coherence, adherence to principles, activity. The parameter of adherence to principles from the point of view of methodological expediency, due to the specifics of the object of analysis, is meaningfully “attached” by us to the parameter of sustainability, and a new parameter has been additionally introduced - “mobility of the educational environment”.

^ 1.8. MODALITY OF THE EDUCATIONAL ENVIRONMENT

The modality of the educational environment is its qualitative and content characteristic. While all other parameters give a quantitative characteristic of the educational environment, showing a high or low degree of manifestation of one or another indicator, modality characterizes the educational environment from a qualitative, typological point of view. However, in the process of establishing the modality of a particular educational environment, its quantitative analysis is often used according to selected criteria.

The modality of the educational environment can be represented using the vector modeling technique. As a criterion indicator, the presence or absence in a particular educational environment of conditions and opportunities for the development of activity (or passivity) of the child and his personal freedom (or dependence) is considered.

Thus, the educational environment can be attributed to one of the four main types identified by J. Korchak:

1. "dogmatic educational environment", which contributes to the development of passivity and dependence of the child ("dogmatic educational environment" according to J. Korchak);
2. “career educational environment”, which contributes to the development of activity, but also dependence of the child (“environment of external gloss and career” according to J. Korchak);
3. "serene educational environment" that promotes free development, but also causes the formation of the child's passivity ("environment of serene
   consumption "according to J. Korchak);

4) "creative educational environment" that promotes the free development of an active child ("ideological educational environment" according to J. Korchak).

As an effective tool for psychological and pedagogical examination of the educational environment, the modality coefficient can be used, which shows the degree to which students use developing opportunities (environment resources).

So, in a dogmatic environment, not all possibilities are clearly used (that is, the modality coefficient must be less than 100% or less than one). You can bring a situation familiar to everyone when a student does not cook homework because he was "asked yesterday". In other words, the implementation of educational opportunities in this environment requires total control on the part of educators; when it is weakened, students begin to "trash", because they lack activity, they are dependent and passive, they do not feel that they are subjects of their own development.

The degree of use of educational opportunities in a serene environment is even less than in a dogmatic one. Here, students are not strictly controlled, left to their own devices, and at the same time they are free to choose a passive lifestyle.

A completely different situation arises in a creative environment, when students are free and active. Here, not only the opportunities for personal development offered by the environment are used, but the students themselves organize new developmental opportunities for themselves (they ask questions, solve educational problems in the process of informal communication, look for additional literature, etc.). Thus, the modality factor in the creative environment is greater than 100% or greater than one.

So, the modality coefficient, firstly, the greater, the higher the activity and, secondly, with an equal degree of activity, it is greater in conditions of free activity and less in conditions of free passivity.

To determine the coefficient of modality, the "vector of personality" is used, which is formed in this type of educational environment. The average level of activity of the subject under external control (corresponds to the career environment of active addiction) is taken as a conventional unit.

^ 1.9. QUANTITATIVE PARAMETERS OF THE EXPERTISE OF THE EDUCATIONAL ENVIRONMENT

To conduct an approximate quantitative assessment of the parameters of the psychological and pedagogical examination of the educational environment, the following is required:

1. In each block (for example, the “Local excursions” block), mark the line that, in your opinion, most accurately reflects the real state of affairs in the analyzed environment. The first (blank) column of the table is used to mark the corresponding rows. ATTENTION! In some blocks (for example, "Guests"), individual rows in the points column are marked with a "+" sign. This means that you can go beyond choosing one line in a block, and mark several "suitable" lines.
2. Each block is provided with an additional blank line. You can write your own content in this line if it differs significantly from that proposed in other lines of this block. ATTENTION! This new content of the block should only be considered instead of those proposed in the table, but not be summed up with them.

1. The points received for this block (if necessary, they are summed up) are recorded in the line with the name of this block.
2. Next, the scores obtained in all blocks of this parameter are summed up (this sum cannot exceed 10 points), and recorded in the “final score” line under the name of the corresponding parameter (for example, “Breadth of the educational environment”).
3. Using the diagram in Fig. 13, determine the modality coefficient for the analyzed educational environment and write it down in the corresponding line of the table.
4. Multiply the value of the “final score” by the “modality coefficient” and write the result (which should be a number no more than 13) in a free cell of the table next to the name of the analyzed parameter.

^ BREATH OF EDUCATIONAL ENVIRONMENT

The breadth of the educational environment serves as a structural and content characteristic, showing which subjects, objects, processes and phenomena are included in this educational environment.

For example, one can state an extremely low indicator of the breadth of the educational environment in a family that adheres to any sectarian beliefs, which limits the child's social contacts, up to a ban on attending school. On the other hand, the highest indicator of this parameter of the educational environment can be noted in young man from a wealthy family who has the opportunity to receive education in educational institutions various countries, travel a lot: for him, the educational environment is, in fact, the whole world.

The pedagogical significance of the breadth of the educational environment was understood by Jan Amos Comenius, who considered the highest level of education as an "academy and a journey". John Locke also prepared the young gentleman for the opportunity to get as many impressions as possible during future travels, because circumnavigating the world for a young Englishman from high society in those days was traditional. Locke took care of the breadth of the educational environment, also instructing his aristocratic pupils to engage in handicraft work along with traditional sciences: wood carving, mineral cutting, painting, gardening, etc. Janusz Korczak expanded the educational environment through the participation of pupils in the children's court and the children's parliament, cooperation with the nationwide children's newspaper, etc. In the educational environment designed by Jean-Jacques Rousseau, the breadth indicator is certainly low, since the pupil must live in the village until the age of 15, in isolation from the “corrupting” society, under the supervision of a single educator.

We can assume a relatively high indicator of the latitude of the metropolitan educational environment and a relatively low one in the "lost" taiga village; relatively high - in the family of provincial actors, where the local creative intelligentsia often gathers and relatively low - in the pedagogically neglected metropolitan orphanage where pupils are in conditions of social deprivation, etc.

^ INTENSITY OF THE EDUCATIONAL ENVIRONMENT

The intensity of the educational environment is a structural and dynamic characteristic that shows the degree of saturation of the educational environment with conditions, influences, opportunities, as well as the concentration of their manifestation.

As an example of a highly intensive educational environment, well-organized courses can be cited, when their participants in a marathon mode, say ten hours a day, work with various teachers using all kinds of forms and methods of classes: lectures and round tables, watching videos and trainings, business games and protection individual projects. In advertising texts they write: “intensive foreign language courses”.

A high intensity of the educational environment can also be achieved in a summer camp for children due to the specific conditions of interaction between teachers and schoolchildren and unique environmental conditions. NV Dobretsova (1988) gives the following calculations. In the camp, children spend with teachers up to 15-16 hours a day. For a week, the time of such interaction is already 105-112 hours, and for a shift (26 days) - from 350 to 440 hours. Considering that, according to research, a class teacher communicates with children for 10-12 hours a week, and 350-420 hours for the entire academic year, it is obvious that, in terms of the intensity of pedagogical communication, a summer camp month is equal to a school academic year. In addition, creative, active educational forms can be organically used in the conditions of the camp: competitions, quizzes, sports, hiking, games, etc.

Vivid examples of a low-intensity educational environment can sometimes be observed in preschool educational institutions, when the teacher simply “grazes” the children, monitoring only their safety and compliance with the regime. At the same time, there is practically no opportunity for effective physical, intellectual and personal development of pupils. The same picture can, of course, be observed in individual families, as well as in schools where a formal approach to the educational process dominates.

^ CONSCIOUSNESS OF THE EDUCATIONAL ENVIRONMENT

The degree of awareness of the educational environment is an indicator of the conscious involvement in it of all subjects of the educational process.

As L.S. Vygotsky noted: “. the influence of the environment on the development of the child will be measured, among other influences, also by the degree of understanding, awareness, comprehension of what is happening in the environment” (1934, p. 100).

A high degree of awareness of the educational environment can be observed, for example, when preparing a school team for a regional subject Olympiad. In such an environment, all subjects of the educational process, both teachers and schoolchildren, are well motivated by the upcoming test, everyone is aware of the responsibility both for their own preparedness and for the level of preparation of their comrades.

A high degree of awareness of one's environment can be found in friendly families, where each family member, including children, consciously cares about the general well-being and development, strives to introduce new constructive ideas into the family environment, organize common life and leisure, create conditions for the creative self-disclosure of their loved ones and etc.

The presence of traditions and rituals, symbols and paraphernalia of an educational institution can serve to increase the awareness of the educational environment. When at the beginning of the school year the school flag is hoisted on the general line, students willingly wear the badge of their educational institution and proudly say to others: “I study at the Leo Tolstoy School”, we can definitely state a high level of awareness of this educational environment.

The problem of increasing the awareness of the educational environment was given much attention in the pedagogical system of A.S. Makarenko. Here are just a few illustrations: “Nothing holds the team together like tradition. To educate traditions and preserve them is an extremely important task of educational work. A school that has no tradition, the Soviet school, of course, cannot be a good school, and the best schools that I observed, by the way, in Moscow, are schools that have accumulated traditions” (1988, p. 248).

"Terminology has importance. For example, I do not quite agree that a school can be called an incomplete secondary school. I think this needs to be thought about. What does it mean: a student goes to school, and his school is called an incomplete secondary school? Such a truncated name. The name itself should be attractive to him. I paid attention to this terminology” (ibid., pp. 250-251).

“Despite the fact that each pupil stays in the Institution temporarily, sooner or later will leave it, the future of the institution, its richer and more cultural life should always stand before the team as a serious and lofty goal, illuminating many aspects of today's life. As experience has shown, the guys are not at all indifferent to the distant future of their institution, if they feel good in the institution and they love it.

In particular, this perspective is of great importance if the institution does not break with graduates, maintains a constant correspondence with them, invites and receives them during their holidays” (ibid., pp. 262-263).

The similar centuries-old traditions of Oxford and Cambridge are well known, and the high awareness of such an educational environment both by their professors and graduates is also well known.

^ GENERALIZATION OF THE EDUCATIONAL ENVIRONMENT

The generalization of the educational environment characterizes the degree of coordination of the activities of all subjects of this educational environment.

A high degree of generalization of the educational environment of any educational institution is ensured by the presence of a clear concept of the activities of this institution. Moreover, this concept should be not only in the director's box desk, but constantly discussed with both teachers and students at a level accessible to them.

An example of a relatively low indicator of the generalization of the educational environment can be, say, a newly created private university, in which most of the teachers work in other institutions and come only to “subtract their hours”. And vice versa, in the so-called copyright schools, where all educational work is carried out on the basis of a certain theoretical and methodological system, where the developers of this system themselves constantly monitor and correct the educational process, periodically conduct methodological classes with teachers, etc., one can definitely state a high level of generalization of the educational environment. This, in particular, fully applies to the educational environment of many "academic schools" - experimental sites of research pedagogical institutions.

Let us illustrate the concept of the generalization of the educational environment with another radical quote from the pedagogical works of A.S. Makarenko.

“No educator has the right to act alone, at his own risk and on his own responsibility. There must be a team of educators, and where the educators are not united in a team and the team has a single plan of work, a single tone, a single precise approach to the child, there can be no educational process. Therefore, it is better to have 5 weak educators, united in a team, inspired by one thought, one principle, one style and working as one, than 10 good educators who work all alone, as anyone wants” (1988, p. 174).

^ EMOTIONALITY OF THE EDUCATIONAL ENVIRONMENT

The emotionality of the educational environment characterizes the ratio of the emotional and rational components in it.

Obviously, a certain educational environment can be both emotionally rich, "bright", and emotionally poor, "dry". Each of us, recalling our school years, can name relevant examples. For example, the geometry teacher "Vasily Vasilyevich", who, having reservedly greeted the class, habitually leaned over the magazine, and, having found out "who has the least marks today", called this student to the blackboard to prove another theorem, asked the required questions, set the required mark and going to the blackboard explaining laid material, - and so from lesson to lesson, from year to year. The educational environment at his lessons, of course, is characterized by a low indicator of emotionality. Quite different were the classes with "Natalia Borisovna", a teacher in English: witty remarks that cause a smile; friendly tone; "comics" of cartoonists as visual material; deep grief on the face if someone did not learn new words at home. Here we are already talking about a high indicator of the emotionality of the educational environment.

The profile of the educational institution itself can leave an imprint on the indicator of the emotionality of the educational environment. If this is a Suvorov school or an old college for young gentlemen, then one can rather assume a greater degree of rationalism and restraint than, say, in the educational environment of a dancesport section or a youth summer camp.

The emotionality of the educational environment also correlates to a certain extent with the type of its modality. Higher indicators of emotionality are generally inherent in active types of educational environment - creative and career, lower ones - in passive types - dogmatic and serene.

^ DOMINANCE OF THE EDUCATIONAL ENVIRONMENT

The dominance of the educational environment characterizes the significance of this local environment in the system of values ​​of the subjects of the educational process.

Dominance describes the educational environment according to the criterion "significant - insignificant". This is an indicator of the hierarchical position of a given educational environment in relation to other sources of influence on a person: the greater the role played by a certain educational environment in human development, the higher, “central” place it occupies in this sense, the more dominant it is.

For example, a rural school, which is often the only “hotbed of culture” in a given locality, will have a higher dominance score than an urban school whose students actively attend various extracurricular institutions, clubs, are heavily influenced by the media, have extensive extracurricular social contacts. Basically, than more the educational environment has a latitude, the lower dominance, as a rule, is characterized by its individual components.

The high dominance of the family educational environment can be observed in religious families, where the child is more oriented towards the perception of religious rather than secular values. For a young athlete strongly motivated to achieve sports success, the most dominant educational environment may be the environment of his sports school or the "author's" educational environment of his favorite coach.

In principle, almost every one of the outstanding classics of pedagogy considered a high degree of dominance of "their own" educational environment as a necessary condition for its successful functioning. Usually this was supposed to be achieved by means of "information blockade", as in Tyumen, physical isolation, as in Locke, or a combination of both, as in Rousseau. Makarenko also called for the absolute dominance of the school educational environment: “Now about the most important thing, about the family. Families are good and families are bad. It is impossible to vouch for the fact that the family brings up properly. We cannot say that the family can bring up as it wants. We must organize family education, and the organizing principle must be the school as a representative of state education. The school should lead the family” (1988, p. 182).

^ COHERENCE OF THE EDUCATIONAL ENVIRONMENT

The coherence (consistency) of the educational environment shows the degree of consistency of the influence on the personality of this local environment with the influences of other environmental factors.

Coherence characterizes the educational environment according to the criterion "harmonious - inharmonious". This is an indicator of the degree of consistency of all local educational environments, the functional subject of which is this person. In other words, coherence shows whether the given educational environment is something isolated in the environment of the personality or it is closely connected with it, highly integrated into it.

An increase in the coherence of the educational environment can be facilitated by educational concepts and programs jointly developed by all educational institutions of the district, city or region; close cooperation educational institutions with cultural institutions, mass media, informal youth organizations, self-government bodies, etc.

The high degree of coherence of the educational environment can, for example, be evidenced by the clear focus of its educational goals on the social order. For example, the Sunday school of a religious community will be highly coherent with respect to the corresponding church environment and, at the same time, may turn out to be low coherent with respect to the entire environment of a secular or, moreover, atheistic state.

We can state a relatively low level of coherence of the modern school educational environment as a whole in relation to today's radically changed environment. While in the current environment, the most socially successful can be a “dependently active career personality”, that is, a personality of an “ambitious type” according to P.F. Lesgaft, or a free and active “creative personality” (“normal ideal type” according to Lesgaft ), most educational institutions still continue to "shape" (Makarenko's expression) a passive and dependent "dogmatic personality" - a "downtrodden soft" or "downtrodden malicious type" according to the Lesgaft system.

^ SOCIAL ACTIVITY OF THE EDUCATIONAL ENVIRONMENT

The social activity of the educational environment serves as an indicator of its socially oriented creative potential and the expansion of this educational environment into the living environment.

The educational environment in some cases can act exclusively as a social consumer, exploiting certain humanitarian or material values ​​in the course of its functioning, giving nothing back to society, including its new members educated at the modern level - then it is legitimate to speak of a low degree of her social activity; in other cases, it itself produces this or that socially significant product, actively distributes it, thus influencing the environment, that is, it demonstrates a high degree of social activity. Such a socially significant product can be not only educated people who owe their personal development to this educational environment, but also intellectual and material values ​​proper: public initiatives, computer programs, methodical literature, radio and television programs, artistic and literary creative works, souvenirs, soft toys, and finally, vegetables and fruits.

However, the main "product" of the educational environment is socially active people who strive to creatively change the environment in accordance with the value orientations that they have learned in their educational environment. “Today, only education is the main and only social institution through which it is possible to transmit and embody the basic values ​​and development goals of Russian society. In the context of a radical change in ideological views, social ideas, ideals and, in general, the existence of huge masses of people, it is education that allows you to adapt to new living conditions, keep the process of reproducing social experience, consolidate new political realities and new guidelines for social development in public consciousness and practice. (From the Concept of the Moscow regional program "Metropolitan education").

Practice shows that not every educational environment is capable of "producing" such a socially active "product".

^ MOBILITY OF THE EDUCATIONAL ENVIRONMENT

The mobility of the educational environment serves as an indicator of its ability to organic evolutionary changes, in the context of relationships with the environment.

We can talk about a high degree of mobility of the educational environment when a teacher creatively uses new methodological developments in his lessons; conducts lessons in the context of certain events occurring in the environment; easily varies the lesson plan depending on the specific situation in the class; gets acquainted with the work of psychologists and accordingly restructures the nature of his pedagogical communication with students, etc.

Naturally, no educational environment can function stably without correlating its educational strategy with changes in environmental conditions. We are talking about a well-thought-out and planned adaptation to inevitable social changes, such a restructuring of the educational environment, which, on the one hand, would take into account the new social order, and on the other hand, would not lead to destructive situations in the educational environment itself.

In recent times, when a real threat of nuclear war hung over the world, the educational environment could not ignore this reality, and today's relative nuclear safety of humanity is largely due to the results achieved in the field of education. At present, there is an active orientation of the universal educational environment towards global environmental problems.

As a rule, institutions of the non-state education system have a greater degree of mobility. In particular, the low mobility of the state educational environment is directly noted in the Concept for the Development of Non-State Education in Russia, which emphasizes the objective impossibility of a quick reaction of the state education system to the changing socio-economic and political situation in the country.

The high mobility of the educational environment lies in the ability to “ensure the adequacy of education to the requirements of a world that is changing rapidly and profoundly and which needs education not to adapt to the present, but to anticipate the future”

^ SUSTAINABILITY OF THE EDUCATIONAL ENVIRONMENT

The stability of the educational environment reflects its stability over time. If other parameters characterize the educational environment at a specific moment, “here and now”, in other words, its synchronous description, then the stability parameter allows for a diachronic description of the educational environment.

Thus, the aforementioned Oxford and Cambridge, as well as other European universities, leading their history from the Middle Ages, certainly proved the high stability of their educational environment. Also, for example, one can consider the highly stable educational environment of a children's summer camp, which actually functions only three weeks a year, but this has been happening for many years, based on a stable organizational and educational methodology, the teaching staff, the core of which remains constant, etc.

A low degree of stability of the educational environment is stated, for example, in a school where there are constant changes in the teaching staff - “staff turnover” or directors change every year. We can also talk about the low stability of the educational environment when an educational institution with a long and strong tradition decisively changes the concept of its pedagogical work, adjusting to “new trends”. When parents divorce and remarry, of course, the index of stability of the family educational environment also falls catastrophically. The same applies to the situation when a teenager “in search of himself” changes different circles, sections and clubs one after another - in this case, against the background of a drop in the stability indicator, the indicator of the breadth of his educational environment grows, etc.

There is a tendency for a certain dependence of the stability of the educational environment on its modality. The most stable type can be attributed to the dogmatic educational environment, which functionally differs little from its medieval incarnation (for example, in the version designed by Comenius) and remains dominant in educational institutions on the threshold of the 21st century. At the same time, the creative educational environment, without a doubt, belongs to the least stable type. For example, the Yasnaya Polyana school of Leo Tolstoy, created by him on the basis of a methodology for developing the activity and personal freedom of peasant children, lasted only a few years. Korczak turned out to have few practical followers, although his pedagogical system received worldwide recognition.

One can also note a curious situation with Rousseau's pedagogical theory, which is studied by all students of pedagogical educational institutions, but, apparently, has never been practically implemented by anyone. Thus, the educational environment designed by Rousseau has a "zero indicator" of sustainability.

The sustainability of the educational environment can be manifested in extreme situations, to show its ability to "survive" without losing its essence in the conditions of "external pressure". As experience shows, this depends not only on the subjective position of the administration, but largely on the systemic stability of this educational environment as a whole.

To determine the sustainability of the educational environment, it is necessary to:

1. Mark the corresponding lines in the left (“Stability strengthening”) and right (“Stability weakening”) columns. In the gaps between the bold lines of the table, you can choose at most one positive and one negative factor. If none of the statements in this interval is suitable for the analyzed educational institution, then, naturally, nothing should be noted.
2. To obtain a quantitative indicator of stability, it is necessary to sum up with the number 10 all received positive (no more than 5) and negative (no more than 10) points.

For example, +2.5 (positive) points and -4 (negative) points are received. Stability: 10 + 2.5 - 4 = 8.5 points. Attention! The result obtained should not be multiplied by the modality factor.

^ 1.10. COMPREHENSIVE ASSESSMENT OF INDICATORS

The selected parameters of the educational environment, of course, turn out to be to a certain extent related to each other, and at the same time, each of them can have its own low or high indicator, regardless of the level of indicators of other parameters. So, for example, the educational environment of a children's ecological camp of a creative type of modality can be characterized by a relatively low latitude, and at the same time - high intensity; a high degree of awareness and low stability, high emotionality and low generalization; high dominance and low coherence, low activity and high mobility.

This system of parameters for the examination of the educational environment allows for its systematic description, provides an opportunity to monitor the development of the educational environment of an educational institution. Psychological and pedagogical examination of the educational environment on the basis of the presented set of diagnostic parameters makes it possible to more clearly see the potential of its organizational development (Fig. 14).

Let's start with the fact that the methodology presented here is a tool, the effectiveness of which depends on the user. Obviously, with such a tool as, for example, an ax, wood is usually chopped, but sometimes heads are also cut off. It seems that comparing the quality of work of different teachers (or entire educational institutions) using this technique, and especially with subsequent administrative conclusions, is precisely the analogue of using an ax to cut off heads. Moreover, such a comparison is incorrect because of the inevitably different “starting potential”: different children, different parents, different rooms, different material possibilities, different term joint activities of the teacher and students, etc.

As already noted, it is most appropriate to use the methodology of expertise to monitor the development of the educational environment. As the ancient Chinese sages believed, it is pointless to constantly try to compare yourself with others. After all, there will always be those who will be ahead of us, and there will definitely be those whom we ourselves have managed to get ahead of. Is it worth looking into it? It is much more important to "compare yourself with yesterday's self"!

Having received a certain "picture" of the educational environment, the head determines the strategy for its further development based on his ideas about the goals of education. It is possible, for example, to focus available resources on a radical increase in the level of quantitative parameters that have the lowest values ​​on the cyclogram. It is possible to evenly distribute efforts, achieving a small increase in the values ​​of all parameters. One can strive to bring to the maximum values ​​one or more parameters that seem to be the most important in given specific conditions, etc. At the same time, it is not always necessary to strive to reach the theoretically possible maximum: for example, a sharp increase in the level of intensity of the educational environment may turn out to be undesirable due to too large loads on students, which will negatively affect their physical and mental health.

Thus, a quantitative increase (“delta”) of the level of those parameters that were previously identified as strategic priorities, the increase in the indicators of which was planned, is of fundamental importance already during the re-examination.

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1 Institute for Advanced Studies and Retraining of Educators of the Kurgan Region Ψ Issue 1 N.P. Badina, V.N. Aftenko Diagnostics of the psychological conditions of the school educational environment Guidelines for educators Kurgan 2004

2 Published by decision of the editorial and publishing council of IPKiPRO Kurgan region Methodological recommendations contain a description of the methodology for diagnosing the psychological conditions of the school educational environment, as well as the procedure for processing and evaluating the results. With minor changes, the methodology can be used in vocational education institutions, as well as in diagnosing the psychological conditions of the educational environment of individual class groups. Methodological recommendations are addressed to school psychologists, social pedagogues, teachers, heads of educational institutions and others teaching staff. Authors-compilers: Badina N.P., Aftenko V.N., Candidate of Psychological Sciences, Associate Professor of the Department of Pedagogy and Psychology of IPKiPRO; teacher-psychologist of the highest qualification category Reviewers: Voroshilov AK, Candidate of Pedagogical Sciences, Associate Professor of the Department of Pedagogy and Psychology, IPKiPRO; Mikhalchuk G.M., teacher-psychologist of the highest qualification category of the gymnasium 31 in the city of Kurgan. Badina N.P., Aftenko V.N. Diagnostics of the psychological conditions of the school educational environment: Guidelines for educators. Kurgan, p. N.P. Badina, V.N. Aftenko Institute for Advanced Studies and Retraining of Educators of the Kurgan Region 2

3 GENERAL CHARACTERISTICS OF THE METHODOLOGY FOR DIAGNOSING THE PSYCHOLOGICAL CONDITIONS OF THE SCHOOL EDUCATIONAL ENVIRONMENT Various types schools are being implemented innovative technologies, author's programs are developed and implemented, etc. In this regard, it becomes more and more problematic to determine the effectiveness of the educational environment of specific schools and predict its impact on various categories of participants in the educational process. Currently, there are a number of approaches to the issue of the educational environment in pedagogy and psychology. Most domestic authors consider the educational environment as a set of interrelated, mutually enriching and complementary factors (material, spatial-objective, pedagogical, socio-psychological, etc.), which have a significant impact on the nature of the educational process. Moreover, these authors point out the need to pay special attention to the analysis of its psychological component when carrying out an examination of the effectiveness of the educational environment. The purpose of the methodology proposed below is to assess the severity of the following psychological factors in the educational environment of a particular educational institution: 1) the intensity of the educational environment; 2) emotional and psychological climate; 3) satisfaction with the educational environment; 4) democratic educational environment; 5) assistance in the formation of cognitive motivation (educational, professional, creative), development of cognitive interests; 6) satisfaction with the quality of educational services provided by the educational institution. In relation to various participants in the educational process, these psychological factors have different meaning(Table 1). 3

4 Table 1 Manifestation of the psychological conditions of the educational environment in relation to students, parents, teachers Factors Intensity Emotional and psychological climate Participants in the educational process Students Parents Teachers is manifested in volume, complexity is manifested in the learning tasks presented to the volume of teaching students in the classroom and at home, and the workload of teachers, also in the level of requirements for and also in the level of quality of these tasks, the requirements for the content and quality of their work is manifested in the degree of psychological comfort of the participants in the educational process, in the features of their relationships, in the prevailing mood in the team, etc. Satisfaction is manifested in the degree of satisfaction with the educational institution, its significance and place in the system of values ​​of the participants in the educational process the degree of pedagogical assistance in children learning motivation, cognitive interests and cognitive activity manifests itself in the degree of support and assistance of the administration to the professional growth and advanced training of teachers is manifested in the assessment of the level of teaching at school in various subject disciplines, in the degree of confidence of the participants in the educational process in the sufficiency of educational services for the admission of graduates to universities. 4

5 DIAGNOSIS PROCEDURE The method is convenient for use in a group of respondents who receive the texts of the questionnaire and answer forms (the answer forms are the same for all participants in the educational process). Respondents read the question, choose from the three answers the one that best suits their opinion, and enter the corresponding letter in the answer sheet next to the number of the question. PROCESSING OF THE RESULTS Answers "a" are estimated at 1 point; "b" - 0.5 points; "c" - 0 points. Each psychological factor of the educational environment is represented by three questions, the numbers of which in the answer sheet are located in vertical columns. The severity of a certain psychological factor is determined by calculating the average value for each column. For example, the respondent answered the questions of the questionnaire as follows: Answer form 1. b 2. a 3. b 4. c 5. b 6. a 7. a 8. a 9. a 10. c 11. c 12. a 13. a 14. a 15. b 16. b 17. b. 18. a I E U D M KO In this case, the indicator of the intensity of the learning environment will be equal to: I = 0.83. 3 Indicator of emotional and psychological climate: E = Satisfaction indicator (S) 0.67; indicator of democracy (D) 0.17; indicator of promoting the development of cognitive motivation (M) 0.33; indicator of satisfaction with the quality of educational services (QS) = 1. 5

6 ASSESSMENT OF RESULTS The closer the result is to 1, the stronger the corresponding psychological factor is expressed in the given educational environment: 0 0.40 low level; 0.41 0.70 average level; 0.71 1 high level. The results of the subject's responses in the above example can be summarized as follows. This respondent notes: high load intensity in OS; high level of emotional and psychological comfort of participants in the educational process; sufficient (average) degree of satisfaction with their school; low degree of democratic educational environment; low level of promotion of cognitive motivation. The methodology was tested and standardized on the basis of general education schools in the city of Kurgan in the years. 6

7 STUDENT QUESTIONNAIRE 1. Do you usually get tired in class? a) yes; b) on some; c) no. 2. Do you feel a sense of security and psychological comfort within the walls of the school? 3. Are you satisfied that you are a student of this particular school? a) yes; b) sometimes; c) no. 4. Do you have the opportunity to participate in the management of the school, make suggestions to improve the educational process? a) yes; b) in some cases; c) no. 5. Do teachers at your school know how to interest students in the classroom? a) yes; b) sometimes; c) no. 6. Assess the level of knowledge you receive at school. a) high; b) sufficient; c) low. 7. Estimate the amount of homework. a) excessive; b) optimal; c) insufficient. 8. Are there sincerity, friendliness, mutual respect in the relationship between teachers and students of your school? 9. Are your teachers included in the circle of people who are authoritative for you? a) yes; b) not all; c) no. 10. Are teachers democratic in their communication with students? a) yes; b) not always or not all; c) no. 7

8 11. Are your own learning interests realized in the process of school activities? a) yes; b) not always or not fully; c) no. 12. Do you use the services of tutors? a) no; b) rarely; c) systematically. 13. Do you think that the requirements for the level of knowledge of students in your school are too high? a) yes; b) the level of requirements is optimal; c) the level of requirements is insufficient. 14. In your opinion, do teachers and students often enough communicate on personal topics (not related to studies) in an informal setting? a) yes; b) would like more often; c) almost never. 15. Are the events taking place in " school life"? a) yes; b) not all; c) no. 16. Do you have a say in matters that affect your personal interests? 17. Does your desire to study in depth subjects that interest you find support and assistance from teachers (organization of electives, circles, individual lessons, etc.)? 18. How confident are you that after finishing school you will be able to enter a university? a) I am almost sure that I will do it; b) not sure what I will do; c) I am almost sure that I will not do it. 8

9 QUESTIONNAIRE FOR PARENTS 1. Assess the intensity of the study load at the school where your child is studying. a) high; b) optimal; c) low. 2. Are you satisfied with the relationship between teachers and your child? a) yes; b) not quite; c) no. 3. Are you satisfied that your child is studying at this particular school? 4. Do you have the opportunity to participate in the management of the school, make suggestions to improve the educational process? a) yes; b) in some cases; c) no. 5. Is your child interested in attending classes? 6. Assess the level of knowledge that your child receives at school? a) high; b) sufficient; c) insufficient. 7. Rate the amount of homework a) excessive; b) optimal; c) insufficient. 8. Do you find understanding and support from teachers in solving problems related to the education and upbringing of your child? 9. Do you value the opinion of teachers, do you try to follow their recommendations? 10. Assess the degree of your participation in the activities of the school. a) high; b) average; c) low. 9

10 11. Assess your child's level of learning motivation. a) high; b) average; c) low. 12. Do you have to resort to the services of tutors? a) no; b) sometimes; c) systematically. 13. Evaluate the requirements of teachers for your child. a) overpriced; b) optimal; c) underestimated. 14. Do you communicate with teachers in an informal (extracurricular, extracurricular) setting? a) yes; b) sometimes; c) never. 15. Is your child's school a reputable educational institution for you? a) yes; b) in some cases; c) no. 16. Do you have a say in matters affecting your child? 17. Does extracurricular work at school (circles, electives, etc.) satisfy the interests of your child? a) yes; b) not quite; c) no. 18. Is your child ready to enter a university? a) yes; b) not quite; c) no. 10

11 QUESTIONNAIRE FOR TEACHERS 1. Do you think that your teaching load is too high? a) yes; b) sometimes; c) no. 2. Is it accepted in the teaching staff of your school to share not only professional, but also personal problems? 3. Are you satisfied with the fact that you work in this particular school? a) yes; b) in some cases; c) no. 4. Do you have the opportunity to participate in the management of the school, make suggestions to improve the educational process? a) yes; b) in some cases; c) no. 5. Does the educational institution carry out active methodological work aimed at improving the professional skills of teachers? a) yes; b) would like more or not always satisfied; c) no. 6. Assess the level of teaching in your school. a) high; b) sufficient; c) insufficient. 7. Do you have enough time to prepare for classes, check notebooks, etc.? a) no; b) sometimes there is not enough time; c) yes. 8. Do you think that the relationship between teachers, students and parents in your school is characterized by sincerity, friendliness, mutual respect? 9. Do you think that in this educational institution you have realized yourself as a professional and as a person? eleven

12 10. Do you think that the administration in your school is sufficiently democratic in relation to teachers? 11. Does the administration find support and assistance in your desire to improve your own skills (attestation for a qualification category, development and implementation of new technologies, copyright programs, etc.)? 12. Do students in your school use tutors? a) no, it is not necessary; b) rarely; c) systematically. 13. Do you think that too high demands are placed on the volume, content and quality of teachers' work in your school? a) yes; b) the level of requirements is optimal; c) the level of requirements is insufficient. 14. Do the teachers of your school meet in an informal setting both within the "school walls" and outside it (celebrate birthdays together, visit each other, attend concerts, etc.)? a) yes; b) sometimes it happens; c) no. 15. Does the educational institution where you work, thanks to you and your colleagues, enjoy authority in the city? 16. Do you have a say in matters affecting you and your students? 17. Do you have the opportunity to attend advanced training courses? a) yes, including for b) yes, within c) no. outside the region; areas; 18. Is the level of knowledge that the school provides sufficient for admission to a university? 12

13 APPENDIX CONCLUSION Based on the results of diagnostics of the psychological conditions of the educational environment in the lyceum of Kurgan Diagnostics of the psychological conditions of the educational environment in the lyceum of Kurgan was carried out in 2000. The following were involved as respondents: - students - 80 people. - parents - 62 people. Diagnosis was carried out by means of a questionnaire (Bad'ina N.P., Aftenko V.N., 2004). As a result of the analysis of respondents' answers to the questions of the questionnaire, the following data were obtained: 1. Intensity of the educational environment (see histogram 1) % 8 9 % h and % high o p tim a l % insuffi cient Histogram 1. Distribution of respondents by levels of assessing the intensity of the educational environment in the lyceum Histogram data 1 indicate that for the vast majority of participants in the educational process of all categories, the level of teaching load seems to be optimal. A group of students (12%) was identified who consider the intensity of the educational environment to be high. 13

14 2. Socio-psychological climate (see histogram 2) % % % 1 1 % 2 8 % 5 % juicy optima l insufficient Histogram 2. Distribution of respondents by levels of assessment of the degree of emotional comfort in the lyceum As can be seen from histogram 2, the majority of students (89%), parents (80%) and teachers (72%) note a high degree of emotional and psychological comfort in the educational institution. 3. Satisfaction with the educational environment (see histogram 3) % 9 2 % 9 3 % ok yoptimal insufficient Histogram 3. Distribution of respondents by levels of self-assessment of their own satisfaction with the educational environment in the lyceum The data of histogram 3 indicate a high degree of satisfaction students and parents of the educational institution. 14

15 4. Democracy of the educational environment (see histogram 4) % 8 8 % % 5 5 % 1 5 % 1 optimal 6 % 1 2 % insuffi cient histograms, the majority of parents and students indicate a high and medium level of democratic educational environment. However, the survey revealed a group of parents (10%), students (6%) and teachers (2%), according to which the educational environment of the lyceum is characterized by a low level of democracy. 5. Promoting the formation of cognitive motivation (see histogram 5) % 8 7 % 9 2 % 1 3 % 8 % 3 % 2 % optimal insuffi cient Histogram 5. Distribution of respondents by levels of evaluation of assistance to the formation of cognitive motivation in Lyceum 15

16 According to 95% of students, the promotion of the formation of cognitive motivation and the growth of cognitive interests in the lyceum is carried out at a high level. From the point of view of 87% of parents - at a high level, 13% of parents at an average level. Evaluation by teachers of the possibility of their professional growth is also high. 6. Satisfaction with the quality of educational services (see histogram 6) % 9 4 % 9 7 % 8 6 high optima l insuffi cient Histogram 6. Distribution of respondents by levels of assessment of the quality of educational services provided by the lyceum As can be seen from the histogram, the vast majority of participants in the educational process assess the quality of educational services provided by the lyceum at a high level. Thus, in general, the results of the survey indicate the presence in the lyceum of favorable psychological conditions for the implementation of the educational process. Recommendations: 1) involvement of parents in the organization of the educational process; 2) optimization of the distribution of the teaching load, taking into account the cognitive needs and capabilities of different categories of students. 16

17 REFERENCES 1. Lebedeva V.P., Orlov V.A., Panov V.I. Psychodidactic aspects of developmental education // Pedagogy, N 6. - S McLaughlin K. Study of the system of pedagogical assistance and support in schools in England and Wales // New values ​​of education: care support counseling. - Issue. 6.: Innovator. - M., S Pilipovsky V.Ya. Effective school: components of success in the mirror of American pedagogy // Pedagogy N 1. Rubtsov V.V., Polivanova N.I., Ermakova I.V. The educational environment of the school and the intellectual development of children // Experimental sites in Moscow education. - Issue. 2. M.: MIPKRO, Rubtsov V.V., Ulanovskaya I.M., Yarkina O.V. Psychological climate as a characteristic of the educational environment of the school // Experimental sites in Moscow education. - Issue. 2. M.: MIPKRO, Slobodchikov V. Wednesday: the implementation of the goals of education in the space of culture // New values ​​of education: cultural models of schools. - Issue Innovator-Bennet colledge. - M., S Ulanovskaya I. M., Polivanova N. I., Ermakova I. V. What is the educational environment of the school and how to identify it? // Issues of psychology, Yasvin V.A. Educational environment: from modeling to design. - M.: CFKL RAO, Reid K., Hopkins D. et al. Towards the effective school: The problems and solutions. - Oxford,

18 CONTENTS GENERAL DESCRIPTION OF THE DIAGNOSIS METHODOLOGY FOR THE PSYCHOLOGICAL CONDITIONS OF THE SCHOOL EDUCATIONAL ENVIRONMENT.3 DIAGNOSIS PROCEDURE 5 PROCESSING THE RESULTS..5 EVALUATION OF RESULTS.6 QUESTIONNAIRE FOR STUDENTS 7 QUESTIONNAIRE FOR PARENTS. 9 QUESTIONNAIRE FOR TEACHERS..11 APPENDIX.13 LITERATURE

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In the concept of "educational environment of the school" we have identified three main aspects that characterize it. The first aspect is performance. It allows answering the question: “What does the school achieve by creating, maintaining and developing its specific educational environment?”. The main result of the impact of the educational environment on schoolchildren is the effect that they receive in their development. At the same time, as we have already noted, we are talking not only about the development of the intellectual abilities of children, but also about the influence of the educational environment on the characteristics of the social and individual-personal development of students. The second aspect can be called procedural. He answers the question: "By what means does a particular school achieve its developmental effect?" These means can be very diverse, they cover all aspects of the internal life of the school. These include the organization of the educational process and methods of interaction in the “teacher-student” system, the psychological climate and relations in the teaching staff, the socio-psychological structure of classes and the criteria for the formation of interpersonal relations between students, the design of the school and its equipment, extracurricular life of the school, school relations and parents, etc. The third aspect of the educational environment is the target one. It allows you to answer the question: “Why?”. Why does the school conduct additional physical education classes or require active participation in the Olympiad in history, why does it introduce a uniform, organize an embroidery club or hike in the mountains? This aspect characterizes the school from the point of view of those internal tasks to which its efforts, time and funds are actually directed. Diagnosis procedure It is obvious that a meaningful diagnosis of the educational environment of the school should be based on the analysis of all three identified aspects. Therefore, such diagnostics require a rather long stay within the walls of the school, the possibility of observing her life both during the lessons and after them, as well as conducting a whole range of studies and tests.

1. Effective aspect. Diagnostics of the educational environment in terms of the effectiveness of its influence on development is based on a specially designed set of psychological tests and procedures. 1) To assess the intellectual abilities of children, the data of two types of tests are compared: the first allows you to identify basic intellectual abilities, which, as is commonly believed in psychological science, are minimally dependent on the content of education and the type of organization of the educational process; the second is connected with those mental actions that take shape precisely in the learning process and can be indicators of the effectiveness of the organization of educational activities. Comparison of the results of methods of both types makes it possible to identify and evaluate the role of the school itself in the development of children's intellectual abilities. To determine basic intellectual ability (general intellectual development), we use the Cattell test for children CFT2. It makes it possible to evaluate the child's ability to solve mental problems (to establish connections, highlight rules, etc.) using non-verbal graphic material of varying complexity. The characteristics measured by this test can be considered the “own” intellectual abilities of the child, not depending on the specific features of the educational environment of a particular school. For a qualitative assessment of the formation of thought processes associated with the specific features of the inclusion of children in the educational process of a particular school, we use two methods (author A.Z. Zak). One of them (the “Who did what?” method) is aimed at identifying the level of development of mental actions of analysis and meaningful reflection. In the other (method "Inference") the development of mental activity is evaluated according to the criterion of integral planning of the solution. The technique includes tasks in which, for a specified number of mental transformations, it is necessary to bring the initial combination of geometric elements to the final one, given in the form of a sample. According to the total number and quality of the tasks solved, the level of formation of planning and analysis actions is assessed. These techniques make it possible to distinguish between two basic levels of development of thinking: empirical and theoretical, as well as to single out and evaluate the development of individual mental actions of planning, analysis, and reflection. 2) In the analysis of the social aspects of development, we single out the "objective" and "subjective" levels. The objective level characterizes the real relationship between children in the classroom, as well as the relationship between teachers and students. The subjective level characterizes the child's attitude to the environment in which he lives (to the environment of his school). To study real relationships between children, we use a sociometric test. In it, students make a conscious choice of preferred or rejected classmates according to criteria set in the form of situations or types of joint activities. The version of the sociometric questionnaire we use, in addition to the general one, also includes business (educational) and emotional selection criteria. Sociometry makes it possible to judge the adaptability of each student in the system of business and informal interpersonal relations, as well as the primary motivational orientation of the class to learning activities , communication or other areas of group activity. The real competence of children in communicating with adults is assessed by two research procedures. Observation using a specially designed Lesson Analysis Scheme allows you to describe the ways of business interaction between the teacher and students. An analysis of the school's psychological climate makes it possible to assess the style of child-adult relations in informal situations. Both of these procedures are presented in more detail below. To identify the subjective side of the socialization of schoolchildren, a content analysis of children's essays on the topic "My School" is carried out. We use four groups of categories for analysis: teachers (a teacher as a person, a teacher as a professional, my attitude towards the teacher, the teacher’s attitude towards me), lessons (like/dislike; need/don’t need; how comfortable I feel in the lesson), classmates (like/dislike; their attitude towards me; my attitude towards them; friends/enemies; how I feel in class), myself (want/don't want to go to school; how I feel at school; how they treat me At school). 3) The assessment of the characteristics of individual and personal development is carried out on the basis of the following diagnostic procedures: determining self-esteem and the level of claims; revealing the hierarchy of motives; assessment of the level of school anxiety. Study of self-esteem and level 11 1/02 ` - what didactic methods and means are used (work with models, discussion, exercise). The organizational level describes how the teacher organizes the work of children: - what instructions are given for organizing work; - what forms of work are presented in the lesson (individual, group, frontal); - how the teacher organizes a group discussion; - how, when and for what uses schemes or modeling tools; – how the results are analyzed, knowledge control, etc. Interpersonal level: - describes the style of communication between the teacher and children; - ways of stimulating the activity of students by the teacher; – forms of assessment, encouragement and punishment; - the requirements for discipline and the personal reaction of the teacher to the behavior of children in the classroom. An analysis of the results of observations makes it possible to identify the specifics of the organization of the educational process in a particular school. The procedure involves observing the same class with different teachers, as well as the same teacher in different classes. The lesson analysis scheme allows you to create an “objective” picture of the interactions in the “teacher-student” system. Additionally, to obtain a “subjective” picture of child-adult interactions, we use, firstly, a special questionnaire for teachers and, secondly, using content analysis of children's essays, we reveal the type of students' preferences when choosing favorite and least favorite teachers. 2) An important, although the least formalized manifestation of the specific features of the educational environment is the psychological climate of the school. schoolchildren's claims (in this method we use scales of various personal qualities, communication competence and social success) allows us to directly assess the basic characteristics of personal development and indirectly (through the selection of appropriate criteria for self-assessment, as well as comparison of self-assessments according to different criteria) - the type of school motivation and general personality orientation of children. To identify the content of primary school motivation (i.e., answer the question why a child goes to school), a content analysis of children's essays on the topic "My School" is carried out. School anxiety is determined by the questionnaire method of the parishioners. This technique allows you to assess the child's emotional attitude to school, the level of school anxiety and the degree of cognitive activity.

2. Procedural aspect. To determine the specific means by which the educational environment of a particular school implements its developmental impact, we have developed original diagnostic procedures. 1) To analyze the organization of the educational process and the ways of interaction in the "teacher-student" system, a special Lesson Analysis Scheme is used. It allows you to analyze the educational process at three levels: subject (content), organizational and interpersonal. The subject level shows how the teacher develops the educational content in the lesson: - how the problem is posed; - at what level of generalization and in what form the information is presented; - what questions arise and what answers are given to them (problematic, specific questions, their number and place in the process of transferring and mastering knowledge); 12 To record the objective manifestations of the psychological climate, we have developed a special Observation Map. It includes 16 topics (type of school design, additional education opportunities, extracurricular communication between teachers and children, parents at school, information accessibility, leisure at school, equipment, administration and teaching staff, administration and children, etc.). The data obtained using the Observation Card are compared with the results of a survey of the teaching staff and the school administration (the questionnaires represent the subjective position of the "creators" of the educational environment), as well as with the results of the analysis of children's compositions (they express the subjective position of the "consumers" of the educational environment of the school).

3. Target aspect. To determine the internal tasks of the school, we use a special questionnaire. The questions in it relate to the tasks of the school, teacher and students. The questionnaire procedure assumes that the school administration, teachers and students answer the same questions several times: once - expressing their own opinion, then - expressing the opinion of other participants in school life. Comparison of the answers to the questions of the questionnaire, given "for oneself", with the answers given on behalf of other participants in the educational process, as well as comparative analysis the results of the survey with other procedures make it possible to identify: a) the declared goals and objectives of the school; b) the degree of unity of the teaching staff in understanding the internal tasks of the school; c) satisfaction of each teacher with the psychological climate of the school; d) compliance with the declared and real internal tasks that determine the work of the school as an educational institution. The procedure for diagnosing the educational environment of the school, presented in this article, was tested by us in 24 schools. In 4 schools, the survey was conducted twice in different classes. This made it possible in some schools to confirm the stability of the identified qualitative characteristics of the educational environment, and in others to evaluate the effectiveness of work on changing the target and procedural aspects of the environment that the school wanted to correct. A thorough quantitative and qualitative analysis of the vast array of data that we obtained during the testing process allows us to make several general remarks. 1. The complex of data obtained using the described package of methods makes it possible to comprehensively and fully characterize an individual school as a holistic education in terms of the specificity of its educational environment. 2. With all the variety of specific manifestations and quality features educational environments that we observed in different schools, statistical analysis made it possible to divide all schools into several main types that differ internal goals and tasks. 3. The indicators of development that (according to the results of testing) schoolchildren demonstrate both quantitatively and qualitatively depend on the type of school, i.e. from those internal tasks that the school sets and solves in its activities.

Monitoring the psychological safety of the educational environment based on express diagnostics allows you to control the quality of the psychological conditions in which education and upbringing are carried out.

Research methodology:"Psychological diagnostics of the safety of the educational environment of the school." Author Baeva I.A. (Application)

The results obtained after processing give feedback from all subjects of the educational process, allow you to identify positive and negative trends in the educational environment of the gymnasium.

Questionnaire for students

"Psychological diagnostics of the educational environment"

We ask you to take part in the study of the educational environment of the gymnasium. Possible variants of your answers in most cases are given in the questionnaire. Choose and mark the one that suits your opinion.

1. Do you think that studying at your school requires continuous improvement of your abilities?

Perhaps yes

Can not say

I think no

2. Pay attention to the scale below: the number "0" characterizes the stay at school, which is very disliked; "9" - which is very pleasant. In which of the cells would you indicate your stay?

3. If you moved to another area of ​​the city, would you go to your school to study?

4. Do you think that schooling helps to develop:

a) intellectual ability?

Perhaps yes

Can not say

I think no

b) life skills?

Perhaps yes

Can not say

I think no

5. If you had to choose from all the schools in the area, would you choose yours?

Can not say

6. What is your mood most often at school?

7. From the characteristics of the school environment listed below, select only the five most important, from your point of view, and rate them on a 5-point system.

educational programs, qualification professional characteristics...

Educational program of primary general education for the period 2011-2015

Educational program

Primary schools need to create psychologically comfortable educational Wednesday for personal development, ... E.V. Buneeva, A.A. Vakhrushev, S.A. Kozlova, O.V. Chindilova " Diagnostics meta-subject and personal results of primary education...

Educational program of the state budgetary educational institution of the city of Moscow

Educational program

October) Individual treatment diagnostics"The Exception of the Fourth" Diagnostics the level of formation of logical ... developing environments: creation of ecological and psychological comfort educational environments; creation of a game developing environments; ...

The educational program of the municipal budgetary educational institution

Educational program

To create such psychologically comfortable educational Wednesday, where the quality of education is combined with taking into account ... the forms of work are: psychological and pedagogical diagnostics, individual consultations for students, organization of...

Characteristics of the school environment	The degree of satisfaction with the selected characteristic
	to a very large extent	to a large extent		to a small extent	not at all
1. Relationship with teachers
2. Relationship with students
3.Emotional comfort
4. Opportunity to express your point of view
5. Self-respect
6. Preservation of personal dignity
7. Ability to ask for help
8. Ability to take initiative, activity
9. Taking into account personal problems and difficulties
10. Attention to requests and suggestions
11.Help in choosing your own solution

Acquaintance with the main methods of monitoring the effectiveness of educational microenvironments and mesoenvironments - departments and faculties. The study of the features of the synergistic approach, which is relatively new in evaluating the effectiveness of the educational process.

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FSBEI HPE "Kuban State Technological University"

Diagnostics of the effectiveness of educational environments (on the example of departments and faculties)

Loiko Valery Ivanovich, Doctor of Technical Sciences, Professor, Honored Worker of Science of the Russian Federation

Romanov Dmitry Alexandrovich, Candidate of Pedagogical Sciences, Associate Professor of the Department of Information Systems and Programming

Kushnir Nadezhda Vladimirovna, Senior Lecturer, Department of Information Systems and Programming

Kushnir Alexander Valerievich, post-graduate student of the Department of Information Systems and Programming

Krasnodar

annotation

The purpose of the study is to develop models and methods for multi-parameter diagnostics of the effectiveness of educational environments. It is known that at present a criteria-diagnostic apparatus has been developed for monitoring the effectiveness of universities - educational macroenvironments, which cannot be said about monitoring the effectiveness of educational microenvironments and mesoenvironments - departments and faculties. The problematics of the research is increasing the productivity (efficiency) of the functioning of educational environments. The research problem is the question: how to objectively and comprehensively diagnose the effectiveness of educational environments? The relevance of solving this problem is due to: the need to ensure the effective functioning of educational institutions, their sustainable innovative development; increasing requirements for general and vocational education, as well as its transition to a multi-level system. Methodological foundations research: competency-based approach (considers as the most important target of the educational process the formation of competencies and personal and professional qualities of students, integrating knowledge, skills and readiness for their effective use in solving life, professional and learning objectives), a metasystem approach (considers the educational environment as a metasystem that includes relatively independent subsystems - educational environments of a lower hierarchy level), a qualimetric approach (considers the effectiveness of the educational environment as an integrative indicator that is diagnosed based on an assessment of a set of relevant criteria), a synergetic approach (considers the educational environment as a self-organizing system, and the effectiveness of its functioning as an indicator of the success of using resources for further development). The synergetic approach is relatively new in assessing the effectiveness of the educational process and the educational environment in general.

Key words: educational environment, microlevel, mesolevel, monitoring, diagnostics, efficiency, department, faculty, indicator.

It is known that since 2013, annual monitoring of the effectiveness of state educational institutions has been carried out in Russia. The purpose of this monitoring is to increase the competitiveness of Russian universities, their potential in the formation of competitive graduates, which, in turn, will ensure a high level of Russia's development in the future. At the meeting of the Interdepartmental Commission, six performance indicators of universities were approved, as well as threshold values ​​for these indicators (a university is recognized as effective when threshold values ​​of at least three indicators are reached). In other words, a criteria-diagnostic apparatus for monitoring the effectiveness of universities has been developed. The approved performance indicators of universities are: educational activity (average score of students admitted on the basis of the results of the Unified State Examination), research activity (average amount of income from R&D per teacher), international activity (share of foreign students), financial and economic activity (annual income per teacher), infrastructure (room space per student), employment (the proportion of graduates who did not apply to the employment service within a year after graduation).

But it is known that from the standpoint of sociology, a university is an educational macroenvironment, and its structural subdivisions - departments and faculties - are educational microenvironments and mesoenvironments, respectively. Recognizing the importance and timeliness of introducing monitoring of the effectiveness of universities (educational macroenvironments), we note that, in contrast to it, a criteria-diagnostic apparatus has not been developed to monitor the effectiveness of educational microenvironments and mesoenvironments. This makes it difficult to manage educational environments at all levels, to assess the effectiveness of using the potential of the educational macroenvironment of the university by microenvironments of departments and mesoenvironments of faculties. We should also not forget that the functioning of social systems of a higher order largely depends on the functioning of systems of a lower level of hierarchy. educational department faculty

The problematics of the research is increasing the productivity (efficiency) of the functioning of educational environments. The research problem is the question: how to objectively and comprehensively diagnose the effectiveness of educational environments? The purpose of the study is to develop models and methods for multi-parameter diagnostics of the effectiveness of educational environments. The relevance of solving this problem is due to: the need to ensure the effective functioning of educational institutions (effective functioning lies in the successful solution of pedagogical and socio-economic problems), as well as their sustainable innovative development; increasing requirements for general and vocational education, as well as its transition to a multi-level system (under these conditions, it is necessary to ensure continuity between levels and steps in a continuous educational space).

According to modern views, the educational environment is a hierarchical social system; at the same time, educational microenvironments, mesoenvironments and macroenvironments are distinguished. For educational environments of all levels of the hierarchy, universal parameters have been identified: modality, breadth, intensity, awareness, generalization, emotionality, dominance, coherence, activity, mobility, structuredness, stability and safety. For the authors, it is obvious that the effectiveness of the educational environment is associated, first of all, with its parameters such as activity (influence on the social system of a higher order), breadth (the set of objects with which the educational environment interacts), dominance (the degree of significance of the educational environment in the formation the personality of the student, since the latter depends on a huge variety of factors), mobility (ability for continuous development). Note that a highly mobile educational environment is a social system in which innovation is a factor in its development. At the same time, the intensity of the educational environment (the number of actions per unit of time) is not unambiguously related to efficiency, because actions may be ineffective (their systemic totality may also be ineffective). There is also no unambiguous connection between innovative processes in education and ensuring the effective functioning of educational environments: on the one hand, the application of innovations does not always lead to an increase in the efficiency of scientific and educational processes, on the other hand, it is possible to carry out effective activities on the basis of “old” methods. At the same time, it is obvious that there are “limits to growth” for the quality and productivity (efficiency) of activities without innovative processes (application of innovations).

Objective diagnostics of the effectiveness of educational environments is a problem that cannot but worry the scientific and pedagogical community. The work presents interesting idea that the diagnostics of the effectiveness of educational environments should be two-stage. From the point of view of the authors of this article, alternative indicators of the effectiveness of educational macroenvironments, proposed in the work, are more applicable to mesoenvironments and microenvironments. Indeed, the provision of a number of conditions (and the degree of their provision is reflected in the indicators) is a task that macroenvironments can solve, i.e. educational institutions. For example, it is unlikely that a faculty or department can provide students with space.

It should be noted that Russian education has moved to a multi-level system. The main goal of such a transition is to provide the student with the freedom to choose the trajectory of personal and professional development. Suffice it to say about the steady growth in the popularity of training and retraining of specialists in a shortened time frame (on the basis of university complexes). But under these conditions, it is necessary to ensure continuity between the stages (stages) of the system of continuous education. So, for example, the task of preparing a competitive bachelor in three years from a graduate of an institution of secondary vocational education (according to a shortened program) is quite difficult. Another reason for the problem of increasing the efficiency of the educational process is the reduction in the time allotted for full-time education, while increasing the requirements for the results of the educational process (according to the competence-based approach, this result should not be knowledge and skills, but competencies and personal and professional qualities as a symbiosis relevant knowledge, skills, motives for the relevant activity and experience in it).

The authors of this article have also conducted previous research on scientific and educational environments. For example, the work presented indicators of the interaction of scientific and pedagogical teams, as well as the productivity of their research activities. From the point of view of the authors, the degree of application of its results in the development of information and methodological support of the educational process (in textbooks, electronic educational resources, etc.) can be considered an indicator of the effectiveness of the research activities of the scientific and pedagogical team.

Of no less interest are the very methods of forming indicators of the effectiveness of social (including socio-pedagogical) systems. The least humane methods involve constructing indicators “from the numerator and denominator”. This means that if it is impossible to improve the parameters reflected in the numerator, it is necessary to reduce the denominator in order to “improve” the indicator. But the consequence of such an "improvement" is the deterioration of the situation of people, which contradicts the mission of managing social systems (improving people's lives, ensuring its high quality). One of the authors of the article proposed a method for the formation of monitoring performance indicators based on the scree method. The essence of the method lies in the fact that the studied objects are sorted (in descending order) according to a certain quality indicator, and the objects with the highest values ​​of this indicator are selected. Note that in scientometrics classic example such an indicator is the well-known Hirsch index.

The variety of points of view on the problem of the effectiveness of educational environments led the authors to turn to the classical understanding of efficiency: efficiency - the ratio of the result (performance) of activities and costs (all kinds of resources - financial, labor, time). s x, etc.). The same point of view is shared by the authors of the work. From their point of view, where X out - system parameters at the exit, X in - at the entrance, Z norms - resources that must be spent according to approved standards, Z costs - actually spent resources. This formula is due to the fact that “input” is the most important factor for “output”. But it must be remembered that the “entrance” is multifaceted. If we are talking about the personal and professional development of the student and the functioning of the educational environment, then it is necessary to remember the dependence of the states of the system under study at subsequent points in time on the previous ones. For example, the higher the level of development of competencies and personal and professional qualities of a student at a certain stage of personal and professional development, the higher the probability of achieving their higher level at subsequent stages.

It is also difficult to agree with the authors of the work that in an effective social system there should be many direct and feedback. So, for example, the interaction between the student and the teacher is non-linear, because in the course of this process, the personal and professional development of both participants in the socio-pedagogical interaction takes place. From the point of view of the authors of this article, the interaction between the educational environment of the lower and higher levels of the hierarchy should also be continuous and systematic in order to improve the quality and efficiency of both. According to the authors of the work, the nonlinear interaction can be reflected by the “ignition of the fire” model. Indeed, effective functioning is most often associated with synergistic processes.

It should also not be forgotten that social systems (both individuals and educational environments) are open, non-equilibrium, non-linear, stochastic and self-organizing (self-developing) systems. From the point of view of the authors, the property of nonlinearity is especially interesting for studying the problem of the effectiveness of social systems. For example, in the first case, the costs may be equal, and the result; in the second case - respectively and; therefore, in the second case, the efficiency is 2.5 times higher than in the first. On the other hand, there are also limits to the increase in costs - their critical value, the excess of which does not lead to an increase in the result (or to a slight increase), i.e. efficiency drops; this clearly raises the problem of optimization. At the same time, the terms of personnel training (bachelors and masters) are determined by educational standards, therefore, it is necessary to improve the result of the educational process.

Thus, the analysis of scientific and methodological literature and the practice of managing educational environments made it possible to identify contradictions between: the increasing demands of society and the state for the functioning of educational institutions, on the one hand, and the insufficient development of mechanisms for monitoring the effectiveness of educational microenvironments and mesoenvironments, on the other hand; the growing role of innovative processes in education, on the one hand, and insufficient knowledge of their relationship with ensuring the effective functioning of educational environments, on the other hand; the need to ensure continuity between the stages (stages) of the lifelong education system, on the one hand, and the insufficient development of a synergistic approach to assessing the effectiveness of the educational process, on the other hand. At the same time, at present, objective prerequisites have developed for identifying criteria and levels of efficiency in the functioning of educational environments.

To achieve this goal, complementary research methods were used: modeling; multiparameter analysis of systems; methods of qualimetry (theory of latent variables).

Methodological foundations of the study: competency-based approach (considers the formation of competencies and personal and professional qualities of students, integrating knowledge, skills and readiness for their effective use in solving life, professional and educational problems, as the most important target of the educational process), metasystem approach (considers the educational environment as a metasystem that includes relatively independent subsystems - educational environments of a lower level of the hierarchy), a qualimetric approach (considers the effectiveness of the educational environment as an integrative indicator that is diagnosed based on an assessment of a set of relevant criteria), a synergistic approach (considers the educational environment as a self-organizing system, and its effectiveness functioning - as an indicator of the success of the use of resources for further development). The synergetic approach is relatively new in assessing the effectiveness of both the educational process and the educational environment as a whole.

From the point of view of the authors, effective educational systems are characterized by synergistic functioning, i.e. self-development, self-organization, and most importantly - the strengthening of processes due to the activities that took place earlier. In other words, such an educational environment effectively uses external and internal resources (and the use of internal resources is leading in relation to external ones) for its development; previous experience of activity is the most important factor in the accumulation and multiplication of the subsequent one (this trend must be sustainable). As can be seen, for an effective educational environment, the main factor in its successful functioning is previous experience (previous performance results), as well as the personal and professional qualities of participants in socio-pedagogical interaction. In other words, in a synergistic (effective) educational environment, the formation of the personality of its subjects (both teachers and students) and all kinds of conditions (organizational-methodical, psychological-pedagogical, socio-economic, etc.) are interdependent.

Let's take an example. The faculty of the department actively forms electronic educational resources to improve the quality of teaching in various academic disciplines. But thanks to the informatization of the educational process, students better master the material of the relevant academic disciplines, form information competence. Thanks to this, the best students can take part in replenishing the information and methodological support of the educational process (electronic educational resources), therefore, improve its conditions, which, in turn, are factors of its quality (quality of education).

For the socio-educational mesosphere or microenvironment, the first (and main) indicator of the effectiveness of educational activities (the numerator and denominator of the first multiplier correspond to the end and beginning vocational training; the actual training time T is 4 years if the student is trained according to the full program, 3 years - if according to the reduced one). Wherein

where N 1 , N 2 , N 3 , N 4 , N 5 - respectively, the number of students with creative (higher), high (education), average (literacy), low (situational) and lower (zero) levels of social and professional competence. This calculation model is explained by the fact that only the highest levels of socio-professional competence (creative and educated) have meaning. it is in this case that the individual is a self-organizing self-developing system (education cannot be considered successful if, as a result, internal, psychological prerequisites for self-development of the individual are not created). Of course, the parameter W could be estimated using a different formula:

where N is the total number of students. But the above formula, on the one hand, does not require a reduction in the denominator, on the other hand, it makes senseless to increase the number of students with lower levels of social and professional competence (proven on the basis of the mathematical theory of limits). In addition, the score specific gravity(share) of students puts educational environments in an unequal position: the greater the number of students, the more difficult it is to individualize and differentiate learning, as well as to provide students with effective support in life and professional self-determination.

But it is known that the social and professional competence of a student (an integrative personal and professional quality and the main target of a competence-oriented educational process) is a multicomponent system, the structural components of which are competencies (related competencies can be combined into personal and professional qualities, for example, into information competence, tolerance, etc.). It is known that the formation of competencies and personal and professional qualities of students is a multifactorial process (it depends not only on the initial level of competencies and the activities of the educational environment). Therefore, the second indicator of effectiveness (more precisely, a group of indicators) is the contingency (synchronism) of the growth of interrelated competencies or personal and professional qualities.

This is due to the fact that the combination of a high level of some competencies with a low level of others can lead to sad consequences; and, conversely, the combination of the proper levels of interrelated components of socio-professional competence is a factor in the prevention (for an individual) of all kinds of deviations, and in general - the success of life and professional activity. For example, an individual's combination of a high level of personal physical culture with a low level of individual social experience, tolerance and conflictological competence is a “guarantee” of deviant behavior, an intolerant attitude towards “lagging behind” (and when combined with legal nihilism - a low level of legal competence - and involvement in criminal activity). Or, for example, a combination of the proper level of discipline (based on strong-willed qualities) and the most important professional competencies is a factor in successfully completing internships at enterprises, adapting to the production environment, and overcoming the difficulties of professional activity. The conjugation (synchronism) of the formation of students' competencies can be reflected by the correlation coefficients between the promotion (over the period of professional training) of the relevant competencies. For example, it is very important to track (for groups and streams of students) the correlation coefficients between the promotion of such pairs of competencies (or personal and professional qualities) as “physical culture of the individual - tolerance”, “physical culture of the individual - social responsibility”, “tolerance - conflictological competence ”, “tolerance - communicative competence”, “discipline - professional competences”, “information competence - social responsibility” (for the prevention of information addiction), “readiness for research activities - professional competences”, “readiness for life-professional self-determination - legal competence ”, “legal competence - tolerance”, etc. Then the integral indicator (for a group or flow of students) will be the strength of the correlation galaxy - the sum of the correlation coefficients.

The third indicator is the effectiveness of the personal and professional growth of students:

where N is the number of students, is the effectiveness of the personal and professional growth of the i-th student. The averaging model is due to the fact that external (in relation to the educational environment) factors of the student's personal and professional development can be multidirectional. For example, one student not only conscientiously works in physical education classes (to form the physical culture of the individual), but also goes in for sports outside the educational institution, and his group colleague lives in a disadvantaged area and has “friends” leading an unhealthy lifestyle. The effectiveness of the personal and professional development of the student. Here: T / , T // - respectively, the normative and actually spent time for the preparation of the student, Q - the level of his personal and professional development. For example, if a bachelor in engineering is being trained under an abbreviated program (has a secondary vocational education), then the training period is 3 years instead of the standard 4 years. It's obvious that

where m is the number of competencies of the individual, Z i is the level of formation of the i-th competency according to the R-point linear scale. The number m can also vary, for example, in connection with additional education.

From the point of view of the authors, the positive dynamics of a number of its parameters, correlated with time, testifies to the effectiveness of the educational environment. It is obvious that the safety, stability, awareness, generalization, intensity, coherence and structuredness of the educational environment are associated with the quality of education, i.e. with its ability to meet the needs of society and participants in socio-pedagogical interaction (modality is an integrative characteristic of the educational environment). But the growth rates of the breadth and activity of the educational environment are the fourth and fifth indicators of its effectiveness, respectively (such parameters correspond to the synergistic approach, or the “igniting the fire” model), the mobility of the educational environment is the sixth indicator. The breadth and activity of the educational environment can be assessed on a linear scale, taking into account the significance (weight coefficients) of various parameters.

It is known that the breadth of the educational environment serves as a characteristic showing which subjects, objects, processes and phenomena are included in it. The breadth of the educational environment can be assessed on the basis of indicators of the interaction of scientific and pedagogical teams (represented in the work), a variety of enterprises and organizations that are business partners educational environment (department or faculty), many graduates with whom stable contacts are maintained, etc. For example, in 2013 the staff of the department maintained business relations with 20 employees of other departments, in 2014 - with 30. Or, for example, for a faculty that trains bachelors and masters in the field of construction and real estate management, business partners will be developers of the city and region .

The social activity of the educational environment serves as an indicator of its socially oriented creative potential and the expansion of this educational environment into the habitat. From the point of view of the authors, when assessing the activity of the educational environment, it is necessary to take into account its role not only for society as a whole, but also for the educational environment of a higher order, as well as for itself. So, for example, a team of programmers of the Faculty of Computer Technologies can develop or modify the website of an educational institution. Or, for example, students of a specialized department can participate in the replenishment of its electronic educational resources (for example, create multimedia materials), and this also indicates the effectiveness of the educational environment. When assessing the activity of the educational environment, it is necessary to take into account the role of its scientific and pedagogical workers for the scientific community of different levels of the hierarchy (first of all, to evaluate indicators based on citation, the methodology is presented in the work), the level of prosocial activity of students (a typical example is the activity of volunteer movements), etc. .d.

Special attention should be paid to the parameters of the research activities of the scientific and pedagogical team (suggested earlier by the authors in the work). If social valency and the degree of translation of research results can be attributed to the parameters of latitude, then significance can be attributed to the parameters of activity (significance is assessed not only by the citation of publications, but also by the implementation of research results in information and methodological support of the educational process, etc.).

The authors of this article fully share the opinion expressed in the paper that indicators for research activities of students, sports and physical culture and health work, as well as cultural events should be attributed to the activity of the educational environment. But to diagnose the effectiveness of the educational environment as the ability to effectively use its resources (as well as the resources of social systems of a higher level of the hierarchy, because the educational environment is also a society), a different interpretation of the indicators is needed. The effectiveness of physical culture and health and sports work

where PPP is the number of rate units of the teaching staff working at the Department of Physical Education for the analyzed period of time, R FOSR is the rating of achievements of all students in physical culture and health and sports work. The calculation model is explained by the fact that the personnel resource of the educational environment - physical education teachers - must effectively carry out sportization and valueologization of students' physical education. Similarly, one should evaluate (but for the faculty) the effectiveness of cultural-mass and socially-oriented work.

In a different way, one should evaluate (both for the department and the faculty) the effectiveness of the research activities of students in the educational environment (one should not confuse the effectiveness of the research activities of an individual student and the social environment as a whole). First, the number of teaching staff should be excluded from the calculation model (in order to exclude artificial “improvement” of efficiency by reducing the denominator, as well as dehumanizing diagnostics). Secondly, it must be remembered that the parameters characterizing the research activity of students and its results can be divided into two categories: those that are amenable to and those that are not amenable to artificial increase. The former should include the number of educational research papers, the number of reports at a student scientific conference, etc.; the second - awards at various competitions, articles and objects of intellectual property with the participation of students, scientific and practical and scientific research work, etc. It is known that the scientific and practical activities of students are an intermediate link between teaching and research and research activities; its most important difference from the first is the continuity of results at various stages of the educational process. In accordance with the synergistic approach (the model of “lighting the fire”), when diagnosing the effectiveness research work students should take into account that the experience of research activity obtained at the previous stages of the educational process is “teaching”, at the subsequent ones it is credit (i.e., the experience of research activity at the previous stages of the educational process is the most important factor in its accumulation at the subsequent ones).

Integral indicator (cumulative index, rating) of students' achievements in research activities: . Here: K i - weight coefficient of the i-th achievement (rating score for one i-th achievement), M i - the number of achievements of the i-th type. A more accurate calculation model should take into account the classification of indicators (achievements) in terms of the possibility of artificial “improvement”, therefore

Here: L is the number of medals won at external competitions of student scientific papers, S is the number of papers of the first category (research papers), D is the number of papers of the second category (scientific and practical papers), F is the number of papers of the third category (educational and research papers), G - the number of speeches with reports without presentation at a student scientific conference, H - the number of speeches with presentations at a student scientific conference, W - the number of speeches at scientific conferences (not lower than the regional level), Q - the number of scientific articles with participation students in magazines or collections. Recall that one of the authors of the article previously proposed a method for calculating monitoring indicators, which makes it pointless to artificially increase the input parameters.

For a “weighted” assessment of the process of research activity of students, we introduce a speed parameter. Here: T is the time for students to study (4 years for a bachelor's degree, 2 years for a master's degree, etc.). Study time can also be measured in semesters.

At the same time, it is obvious that the success of students' research activities depends on their accumulated knowledge and skills provided for by the curriculum, on the operational component of readiness for research activities (knowledge of research methods and the ability to apply them), and their experience in research activities (behavioral component). Within the framework of the presented problem, increasing the effectiveness and improving the mechanisms of research activities of students depends on its volume and level in the past.

Thus, by means of the ratio of the share of effectiveness of the research activity of students in later periods of study Р(С) 2 to the share of effectiveness in earlier periods Р(С) 1, we obtain the value of the coefficient of accumulation of her experience:

Due to the fact that the preparation of a bachelor takes place over 4 years, it is possible to imagine options for accumulating experience on an independent basis. creative activity(Table 1). The experience accumulated in earlier periods, we will call “educational”, in later periods - “recording”.

Table 1. Variants of accumulated and accumulated experience

It follows from Table 1 that the first option is the most difficult, since the time for accumulating research experience is only one year, and its application is the next three years, the least difficult is the third option with three years of experience and one year of use. Thus, the coefficients of accumulation of experience in order of decreasing difficulty will look like this:

It is known that the less research experience gained, the more difficult it is to develop and accumulate. Mathematically, the coefficient of development of research experience can be represented by the ratio of the most complex accumulation to the least complex:

which reflects the effectiveness of students' research activities in the educational environment.

The mobility of the educational environment includes the mobility of goals and technologies (methods, means) of the educational process, the mobility of the content of education and its information and methodological support, mobile staff, etc. The level of innovative processes in the educational environment can, in general, be considered an indicator of its mobility.

The results of this study allow us to put forward practical advice to improve the management of educational environments (in order to improve the efficiency of educational meso-environments and micro-environments). It is necessary to create an information environment within educational institutions, which is a multi-base system that combines heterogeneous information environments of departments and faculties. The unity of the information environment of the university should be ensured by maintaining a university-wide database, the processing of which will allow evaluating and comparing the effectiveness of various educational microenvironments and mesoenvironments, as well as performing its factor analysis. It is necessary to have an established social and pedagogical interaction between the leadership of educational environments of various levels, in order to influence the critical and significant factors in the effectiveness of microenvironments and mesoenvironments. Of course, this recommendation is feasible under the condition of the effectiveness of the university (educational macro-environment). Such a recommendation is fully consistent with modern model ideas about highly non-equilibrium complex systems, in which many direct and feedback relationships are the basis for their synergistic development and effective functioning. In addition, the upgrade system of remuneration should take into account all the results of the activities of the teaching staff.

Conclusion

Objective diagnostics of the effectiveness of educational environments is one of the most urgent and difficult tasks at present. The complexity of this task is due to both the multidimensionality of the very functioning of educational environments, and their complexity, as well as the ambiguity of the relationship between quality and productivity (efficiency) of the functioning of educational environments at various levels of the hierarchy. For example, the educational macro-environment or meso-environment may function inefficiently, while the micro-environment may function effectively (and vice versa).

The question arises: why do the performance indicators of educational mesoenvironments and microenvironments (faculties and departments) differ from the performance indicators of macroenvironments (i.e. universities)? The fact is that a university is a legal entity and a socio-economic entity (a structural unit of the national economy) that has a charter, budget, and other attributes (departments and faculties are not legal entities). And it is the university that is characterized by authority in society (including the international community). For example, it is Moscow State University named after M.V. Lomonosov, Oxford University, Sorbonne, etc. In addition, the quality and productivity of educational meso-environments and micro-environments can differ significantly within the macro-environment. Let's take an interesting example. The leading university in Russia is Moscow State University named after M.V. Lomonosov - is evaluated ambiguously on various scales (according to the London scale, he is not included in a hundred best universities world, and in Shanghai - enters). But both according to the Shanghai and London scales, mathematical education at the leading university in Russia is in the top 100 in terms of its level, while biological and chemical education is not.

Research prospects - analysis of factual data on the activities of educational microenvironments and mesoenvironments, as well as the study of the relationship with the indicators proposed by the academician Russian Academy Education V.A. Yasvin. Another task is to create models of self-development and increase the efficiency of educational environments (mesoenvironments and microenvironments) on the basis of synergetic and probabilistic-statistical approaches. Analysis and generalization of the results of this study led to the following conclusions:

1. Objective diagnostics of the effectiveness of educational environments is one of the most difficult metrological tasks. The relevance of its decisions is due to the increase in the requirements of society and the state to the education system, the need to create conditions for its innovative development, the transition Russian education to a multi-level system and the need to ensure continuity between stages.

2. Sets of indicators that reflect the effectiveness of the functioning of educational environments differ for educational macro-environments, meso-environments and micro-environments. The differences are due to the fact that the university is a legal entity and a unit of the national economy (like any enterprise and organization). At the same time, the sets of characteristic parameters for diagnosing the effectiveness of mesomedia and microenvironments are universal, i.e. invariant with respect to the profile of educational and scientific activities.

3. The effectiveness of educational environments is inextricably linked with the synergy of their functioning, with their self-organization and self-development. This means that the results of the functioning of the educational environment at the previous stages are the most important factors for even greater productivity of the functioning at subsequent ones. In effective educational environments, synergistic growth is characteristic, first of all, for such parameters as the breadth and social activity of the educational environment.

4. Modern information technologies make it possible to obtain primary information about the results of the functioning of educational environments and process it comprehensively (comprehensively). Monitoring the effectiveness of educational environments is inconceivable without the following information technologies: network technologies (especially corporate information systems and computer networks), database technologies, computer modeling and automated system-cognitive analysis.

Literature

1. Grigorash, O.V. On indicators of assessing the effectiveness of universities / O.V. Grigorash // Polythematic network electronic scientific journal of the Kuban State Agrarian University. - No. 95, 2014. - S. 1237-1262.

2. Grishaeva Yu.M. On aspects of information interaction between the system of vocational education and the labor market / Yu.M. Grishaeva, I.V. Kruglova, V.A. Dikarev // Secondary vocational education. - No. 8, 2014. - p. 39.

3. Kazakovtseva, E.V. Fuzzy systems of financial and economic analysis of enterprises and regions / E.V. Kazakovtseva, A.V. Kovalenko, M.Kh. Urtenov. - Krasnodar: KubGU, 2012. - 300 p.

4. Karlina, O.A. Participation in research activities as a condition for the personal growth of students / O.A. Karlina // Society: sociology, psychology, pedagogy. - No. 3, 2014. - S. 22-25.

5. Kiseleva E.S. Mathematical models continuity in the formation of personal and professional qualities / E.S. Kiseleva, L.N. Karavanskaya, M.L. Romanova, R.V. Teryukha // Scientific notes of the University named after P.F. Lesgaft. - No. 6 (88), 2012. - S. 66-73.

6. Kozhin, A.V. Synergetic approach to assessing the effectiveness of the educational process / A.V. Kozhin, B.I. Bortnik, N.Yu. Stozhko // Manager. - No. 4 (5), 2014. - S. 32-37.

7. Loiko, V.I. Modern models and methods of diagnostics of research activities of scientific and pedagogical teams / V.I. Loiko, D.A. Romanov, O.B. Popova // Polythematic network electronic scientific journal of the Kuban State Agrarian University, No. 112 (08), 2015.

8. Pashkus, N.A. University Competitiveness in the New Economy: Approaches to Assessment / N.A. Pashkus, V.Yu. Pashkus // Theory and practice of social development. - No. 12, 2014. - S. 122-127.

9. Petkov, V.A. Optimization of the management process of physical culture and sports in the municipality / V.A. Petkov, E.E. Kochkarov, E.A. Kubekov // Bulletin of the Adyghe state university. Series 3: Pedagogy and psychology. - No. 4 (146), 2014. - S. 140-145.

10. Petkov, V.A. The method of formation of indicators for monitoring the effectiveness of the functioning of social systems / V.A. Petkov, D.A. Romanov // Society: sociology, psychology, pedagogy. - No. 5, 2015. - S. 3-10.

11. Filonenko, V.A. Self-organization in the professional development of the personality of the future teacher / V.A. Filonenko, V.A. Petkov // Bulletin of the Adyghe State University. Series 3: Pedagogy and psychology. - No. 4 (129), 2013. - p. 82-88.

12. Khlopova, T.P. Monitoring the quality of education in modern conditions/ T.P. Khlopova, M.L. Romanova, T.L. Shaposhnikov. - Krasnodar: KubGTU, 2013. - 166 p.

13. Yasvin, V.A. Educational environment: from modeling to design / V.A. Yasvin. - M.: Meaning, 2001. - 365 p.

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