Round table on additional education for children. Problem-projecting round table “additional education: innovative vector of development. a round table "Space education for schoolchildren: problems and prospects" was held

The second generation of the Federal State Educational Standard was developed as part of solving the strategic, socially significant task of identifying, aggregating and fixing in the form of a conventional norm (social contract) modern requests to the field of education from the individual, family, society and the state.

When developing the standard, education was considered as the most important social activity, a system-forming resource underlying the development of civil society, it is based on a target setting that provides for the transition from a “catching up” to a “leading” development model Russian education.

This attitude presupposes the rejection of direct copying of Western models of education. The priority in the creation of the Standard was the Russian value, scientific and cultural component, taking into account the national characteristics of the national education system. The standard was developed as an implementation tool public policy in education, providing:

• equality and accessibility of education with different starting opportunities;
• preservation of the unity of the educational space of Russia;
• continuity of levels of general education.

When developing the standard, the process of formation of a new didactic model of education based on the competence-based educational paradigm, which involves the active role of all participants, was fully taken into account. educational process. The main educational result in this paradigm is the formation of a motivated competent person capable of:

• quickly navigate in a dynamically developing and updated information space;
• receive, use and create a variety of information;
• make informed decisions and solve life problems based on the acquired knowledge, skills and abilities.

The main purpose of the standard is the regulatory consolidation at the federal level of the requirements for the conditions necessary to achieve the strategic mission of Russian education, fulfill the social order - educate a successful generation of citizens of the country who own: adequate knowledge, skills and competencies, on the ideals of democracy and the rule of law, in accordance with national and universal values.

The standard establishes interrelated requirements for the results of mastering, the structure and conditions for the implementation of the main educational program of primary general education.

This allows:

• simultaneously provide for both the results of general education and the most general (framework) features of the modern educational process, as well as the conditions for its implementation;
• designate the conditions for effective normative legal regulation of general education;
• to turn the standard into the most important means of ensuring the systemic development of general education.

The key component of the standard is the requirements for the results of mastering the basic educational program of primary general education, formulated on the basis of generalization and coordination of the expected prospects and demands of the individual, family, society and the state in the field of education. These requirements represent the specified and operationalized goals of education. The standard significantly expands the idea of ​​educational results. If earlier subject results were subject to rationing, then the proposed Standard is also focused on meta-subject and personal results.

The standard contains new methodological foundations building a system for assessing the achievement of educational results - from assessing the achievements of students and teachers to assessing the effectiveness of all participants in the educational process. By expanding the composition of the objects of assessment, the standard simultaneously expands the range of assessment procedures, providing for the use of both personalized (for the purpose of final assessment and certification of students), and non-personalized or anonymous procedures in order to assess the state and development trends of the education system as a whole.

The main reference point for building the content of education is the fundamental core of the content of education (FYaSO), which has the necessary scientific and categorical apparatus, on the basis of which the value orientations of students are formed, scientific picture world and scientific outlook, as well as generalized methods of cognitive and practical activity.

The structure of the main educational program of primary general education provides for a program for the formation and development of universal educational activities (UUD), which is an integral part of the fundamental core of the content of education. The program is considered in unity with exemplary programs for academic subjects and offers a list of UUD, presented in the form of recommendations for organizing students' activities to solve specific problems in the structure of academic disciplines.

For the first time, the standard defines such a component as the health of schoolchildren as one of the most important results of education, and the preservation and promotion of health as a priority for an educational institution. At the same time, a methodology and methodology for assessing the health-saving activities of an educational institution was developed.

The standard proposes a new structure of the basic curriculum (educational) plan, which includes as a component extracurricular activities. At the same time, the ratio of parts of the main educational program was established with the allocation of invariant and variable parts, which allows to significantly expand the rights of participants in the educational process to meet their educational needs, including regional, local, ethno-cultural, confessional, etc.

The main factor influencing the design of the content of education is the needs of society and the goals that it sets for learning. Content of education is one of the factors of the economic and social progress of society and should be focused on ensuring the self-determination of the individual, creating conditions for its self-realization, developing society, strengthening and improving the rule of law. The content of education should provide an adequate world level of the general and professional culture of society, form a picture of the world adequate to the modern level of knowledge, integrate the individual into the national and world culture aimed at improving and at the reproduction and development of the human resources potential of the society.

Close to this approach can be recognized as a view of the content of education by G.M. Kodzhaspirova. The content of education is a system of scientific knowledge, skills, attitudes and experience creative activity mastery of which ensures the versatile development of the mental and physical abilities of students, the formation of their worldview, morality, behavior, preparation for public life and labor. The source of the content of education is the diversity of culture.

Also in the pedagogical literature there is a definition of the content of education as a set of motivational means, methods and techniques in obtaining knowledge for the adaptation of students to life. In accordance with this, the development of the content of education in an institution can be defined as the creation of a motivational atmosphere in an educational institution.

In the context of this approach, the following problems are seen in the design of the content of education: 1. The problem of searching best ways motivation in the education of the child and the teacher; 2. The problem of the possibility of non-compliance of the moral norms of modern society with the moral principles of the teacher; 3. The problem of the discrepancy between the student's health capabilities and the means, methods and techniques used by the teacher in the content of education (valeological aspect); 4. The problem of weak interaction between all participants pedagogical process(parents, students, teacher) in search of optimal methods, techniques and ways of teaching; 5. The problem of the teacher’s own lack of complete adaptation to modern society, its social security. From the formulation of these problems in the content of education, it can be seen that in this approach the emphasis is on the very method of implementing the content of education.

V.V. Kraevsky defines the content of education as a pedagogically adapted social experience of mankind, identical in structure (of course, not in volume), human culture in all its structural completeness. Content, identical to social experience, consists of four main structural elements:

• experience cognitive activity, fixed in the form of its results (knowledge about nature, society, technology, thinking and methods of activity. Assimilation of this knowledge ensures the formation of a correct picture of the world in the mind of the student, equips him with the correct methodological approach to cognitive and practical activities);
• implementation experience known ways activities (in the form of the ability to act according to the model. The system of general intellectual and practical skills and abilities that make up the content of this experience is the basis for many specific activities and ensures the ability of the younger generations to preserve the culture of the people);
• experience of creative activity (in the form of skills to accept non-standard solutions in problem situations. This experience requires the independent implementation of previously acquired knowledge and skills in new situations, the formation of new ways of activity on the basis of already known ones. This type of social experience provides the young generation with the development of the ability to further development culture);
• experience in the implementation of emotional-value relations (in the form of personal orientations, manifested in relation to the surrounding world, to oneself, to other people. This element of the content of education does not consist in knowledge, not in skills, although it presupposes them. Norms of attitude to the world, to oneself and those similar to oneself, not only knowledge of worldview ideas, but also conviction in their truth, a positive attitude towards them. This attitude is manifested in human behavior, in activities of a practical and intellectual nature. This is a fusion of knowledge, beliefs and practical actions).

The assimilation of the listed elements of social experience will allow a person not only to successfully function in society, "fit" into the social system, adapt to it, but also act independently, creatively.

The student's assimilation of these elements of social experience is aimed at transforming the latter into personal experience, the “transfer” of the social into the individual on the basis of a specially organized activity of students.

All of these elements of the content of education are interconnected and interdependent. They are interconnected in such a way that each previous element serves as a prerequisite for the transition to the next. For example, skills are formed on the basis of knowledge, and creative activity involves mastering a certain amount of knowledge and simple (reproductive) skills in a given area of ​​creativity.

It is clear that each of the elements of the content of education perform certain functions in upbringing and training Education, organized on the above basis: firstly, really prepares for life - such as it is, for the existing order of things; secondly, a person turns out to be able to make his own contribution to this order, up to its reformation.

Thus, the content of general education: is the most important condition for the educational and cognitive activity of students, since it reflects the current and future needs of society; acts as a tool for the design and implementation of this activity by students and thus is the content of the individual's personal needs in learning.

Directly in an educational institution, the content of education is determined by the educational programs implemented in it: “The content of education in a particular educational institution is determined by the educational program (educational programs) developed, adopted and implemented by this educational institution independently. State educational authorities ensure the development of exemplary educational programs on the basis of state educational standards” (Article 14, paragraph 5).

“The educational program determines the content of education of a certain level and direction. IN Russian Federation educational programs are being implemented, which are divided into:

1) general education (basic and additional),

2) professional (basic and additional).

General education programs include:

1. Preschool education.

2. Primary general education.

3. Basic general education.

4. Secondary (complete) general education”.

Principles for selecting the content of education

I. The principle of conformity of the content of education (in all its elements and at all levels of its construction) to the level modern science, production and the basic requirements of a developing humanistic democratic society. It is from this principle that it is necessary to include in the content not only traditionally distinguished elements (knowledge, skills and abilities), but also those that, in accordance with the personal orientation of education, reflect the experience of creative activity and personal attitude to universal values. II. The principle of taking into account the content and procedural aspects of learning in the formation and design of the content of educational material. It opposes a one-sided orientation that considers content in isolation from pedagogical reality. The implementation of this principle presupposes the representation of all types of human activity in their interconnection in all subjects of the curriculum. III. The principle of structural unity of the content of education at different levels of its formation, taking into account the personal development and formation of the student, which implies mutual balance, proportionality and harmony of the components of the content of education. It follows from this principle that the content of education should not be regarded as a simple sum of subjects or curricula created independently from each other. Separate academic disciplines already at the starting point of their construction should be focused on a general idea of ​​the composition and structure of the entire content of education. The meaning of this principle is to ensure the unity of approach to the construction of each subject and all study materials.

These generalizing principles are the main guidelines for what should and should not be included in the content of education.

With regard to the content of additional education, there are a number of conceptual developments related to:

• strategic meanings of this type of education in the development of the mentality of a modern person (Yu.V. Gromyko, V.I. Slobodchikov, L.G. Loginova, G.P. Budanova, A.K. Brudnov, L.N. Buylova)
• his cultural self-identification, the acquisition of personal meanings of life and the development of abilities (Boguslavsky M.V., Isenko S.P., Kargina Z.A., Leontovich A.V., Shchurkova N.E.)
• the role of non-standardized education for the development of the economic and humanitarian potential of Russia (V.I. Panov, V.I. Kozyr, N.F. Trubitsin, I.N. Semenov, etc.)

But only some of them define the mechanisms for entering the declared meanings into the real practice of additional education or attempts are made to describe the didactic model of additional education (L.G. Loginova, G.P. Budanova, A.K. Brudnov, L.N. Buylova, N .V. Klenova, A.V. Leontovich).

In accordance with the law "On Education", additional education is an independent type of education, therefore its content must differ from the content, for example, of basic general or vocational education.

Basic and additional education are carried by two different functions: the main general - the reproduction of the culture of the nation, additional - the development of the potential for self-realization of each person in this culture. Today, these functions reflect the most important aspects of a person's existence in the world: his self-identification as a representative of a certain culture, belonging to a certain society and community; and his awareness of himself as a unique personality with a unique set of qualities, which allows a person to build his own life trajectory and solve creative problems; become the subject of their own activities. “In this logic, additional education of children is not just an element, a structural part of the existing system of general education, but a component of the subjective formation of the personality and its internal growth (self-determination and self-development of the individual).”

The above suggests that the basic general and additional education of children should be arranged differently, both at the level of goal setting educational activities, and at the level of educational programs, methods of their implementation. If in relation to the first task there are a number of conceptual developments (see above), in relation to the second, additional education often follows the path of a general secondary, tracing its methods and means (a time-limited training module (a lesson is a study group lesson), an information unit (section curriculum), methods of attestation of students (test, exam), etc.). Such a path is certainly technological; it allows you to determine the content and record the results of the ongoing educational process en masse; however, it does not define the basic characteristics of additional education as a type.

At the same time, it often turns out that a lesson in an additional education group is no different from a lesson, in fact, it is a lesson, or not included in the basic syllabus, or given in depth or expanded. In this case, the result of education is supposed to be the mastery of a set of knowledge, skills and abilities by students, i.e., within the framework of the classes of training groups of additional education, the content is reproduced and the result of basic general education is achieved.

The main phenomenon of educational activity is "the meeting of the student and the teacher, in which the transfer occurs cultural heritage, patterns and norms of human activity, experience and traditions”. It is here that the content of education is realized, while the basic general and professional education is “responsible” mainly for the intellectual and competence-based components of a person’s education. Supplementing education to its "completeness" (including the emotional-volitional sphere, the ability to become the subject of one's own activity) is precisely additional education. This task should determine what we mean by the content of additional education. At the same time, a significant problem is the need to identify common, invariant components of the content of additional education for all areas, all educational programs, whether it be sports or a physical experiment.

1. General orientation in the main thematic sections of the chosen direction of additional education, which allows you to set independent creative tasks, choose the means of solving them from several possible ones, offer non-standard solutions based on knowledge of related fields and creative associations;

2. Experience of independent implementation various types activities based on mastering the basic existing methods solving problems and designing their own methods, means of achieving and presenting results;

3. The ability to acquire personal meanings of one's own activity, to build an attitude towards its course and results, to reflect them as a means of finding the goals and meaning of individual life;

4. The ability to enter into meaningful connections and relationships with others to achieve creative goals, organize active communities and enter as an equal participant in existing communities.

Based on this, the content of education within the framework of the direction of additional education can be depicted as follows:

• Mastering the information field of orientation
• Acquisition of experience in the implementation of activities
• Mastering the skill of reflecting activity
• Development of abilities to build communications and cooperation

Within the framework of any direction of additional education, the designated content is realized, which is the essence of the educational process. In other words, mastering sportsmanship, performing research work, the creation of a work of art is a means, the material on which the transfer of the four listed universal (for all directions) content components to the younger generation takes place. At the same time, mastering the material of a specific orientation can also be of decisive importance for the child as a means of professionalization, socialization, etc., but this is not central to the tasks of supplementary education. Educational program of additional education for children

Educational programs for additional education of children are a type of additional educational programs and are outside the main educational programs defined by the state standard:

“An educational institution, in accordance with its statutory goals and objectives, may implement additional educational programs and provide additional educational services (on a contractual basis) outside the educational programs that determine its status” (Article 14, clause 6).

The above provision of the Law indicates that additional educational programs are outside the state standards and, therefore, are regulated by the Model Regulation on an educational institution of additional education for children.

Determination of the direction of additional education

Determining the specifics and content of the concept of orientation in the system of additional education for children, determining the structure of orientation, is currently urgent task, since in this way it is possible to single out and fix the specifics of additional education for children as a special type of education.

Currently, the regulatory documents define the classification of additional education programs by areas. In Art. 26 of the Law "On Education" it is written "Additional educational programs include educational programs of various directions, implemented ... in educational institutions of additional education (in institutions of advanced training, courses, vocational guidance centers, music and art schools, art schools, houses of children's creativity , stations of young technicians, stations of young naturalists and other institutions that have the appropriate licenses ... through individual pedagogical activity". Obviously, the concept of the orientation of educational programs in children's institutions, the system of advanced training, and tutoring has a different meaning.

“The orientation of educational programs is a set of certain beliefs, ideas that are characteristic of a group (class) of educational programs. The focus of additional educational programs implemented by institutions is determined in the field of a particular educational field or professional activity. "The orientation of educational programs for additional education of children is determined by its goal or by that" core of values ​​", which is called the mission." “Orientation - common aspirations, guidelines, ... value-semantic "alignment" of the process and line of development towards a given goal ... The direction of development is a vector of change, a route with specific internal steps, "steps", methods, techniques, conditions for moving towards a specific goal based on the main values, common aspirations and priorities. “Orientation is a subject-thematic or type-activity area within which the content of additional education is implemented in real practice work of institutions of additional education.

The concretization of the model for each direction sets the content of this direction and is fixed in the programs of additional education (PDO).

1. Subject-thematic area, limited by a certain framework (subject content, its nature and level, compliance with and differences from the basic educational programs of basic general or vocational education in the relevant field). Subject content is divided into:

Invariant (basic) - ZUNs, basic skills common to all PDO of a given direction;

Special - unique for each of the PDO in this area, determined by the development potential, professional orientation and specialization, technological and methodological solutions, etc.

2. Priority educational goals characteristic of each direction (priority orientation to the tasks of education, upbringing, vocational guidance, personal development, compensatory education, etc.). These goals are determined in accordance with the specifics, for example: physical culture and sports - health promotion, physical improvement; natural science - in-depth study certain scientific area; ecological and biological - ecological education, in-depth study of ecological systems, etc.

3. Priority educational technologies and work methods (reproductive, design, research, creative, etc.). They are determined in accordance with the specifics of the direction. For example: natural science - reproductive lectures and seminars, research; physical culture and sports - preparation for competitions, etc. It should be noted that in almost all PDO at the stage of mastering the subject-thematic content of the orientation, reproductive technology is used.

4. The specifics of the performance evaluation criteria (development of motivation, special skills, the structure of achievements - the method of their fixation). In different areas, performance can be assessed on the basis of: exam results and tests; results of participation in competitions, competitions, olympiads; participation in a test event (for example, a hiking trip), etc.

5. Principles of interaction with the relevant professional area, which determines the inclusion of study groups in the relevant cultural and professional tradition. For example, for an artistic and aesthetic orientation, this may be cooperation with a professional theater, for a natural science one, with a research institute, etc.

The basis for attributing PDO to one or another direction is the correspondence of the content of PDO to the content of this direction. In the case of PDO of an integrated orientation, the content of one of them acts as a basic one, and the content of the other - as a special one.

The unifying framework for all PDO of one direction can be an organizational and content program of this direction, which deploys a generalized model in the conditions of a specific focus, determines the goals, objectives, functions, forms of educational activity and final certification common to all PDO, invariant content. Such programs determine the face of the institution of additional education and the specifics of the implementation of directions in it. The concretization of the model can also be carried out in each specific PDO.

The specificity of additional education allows for various schemes for the promotion of a child from one educational result to another. The development of any educational program can begin with any level of readiness achieved by the child to perceive the proposed material, to solve the proposed problem or to complete some task. (According to the materials of Builova L.N., Head of the Department of Pedagogy of Additional Education for Children of the Moscow Institute of Open Education, Ph.D.)

Event ended

Round table is carried out in order to inform specialists of educational, cultural and sports authorities at the regional and municipal levels, heads and specialists of organizations providing additional education for children about the current results of the implementation of projects that contribute to the achievement of indicators of the Federal Target Program for the Development of Education for 2016-2020.*

Round table organizers:

electronic portals PEREMENKA.CHILDREN and KNOW-WORLD.CHILDREN, with the support of the Ministry of Education and Science of the Russian Federation and the Institute of Education of the Higher School of Economics.

Speakers:

Sergey Gennadyevich Kosaretsky, Director of the Center for Social and Economic Development of the School of the Institute of Education (TSSERSh) of the National Research University Higher School of Economics;
Boris Viktorovich Kupriyanov, Leading Analyst of the National Research University Higher School of Economics;
Semyon Vasilievich Yankevich, Head of the Center for Applied Legal Research, Institute of Education, National Research University Higher School of Economics.

Issues for discussion:

Actual problems of the system of additional education for children;

Priority areas of the Federal Target Program for the Development of Education for 2016-2020 in the field of additional education for children;

Innovative practices in the field of additional education for children.

Location Location: Moscow, Potapovsky lane, 16/10, room. 309

For face-to-face participation please register using the link. The building has a pass system - do not forget your passport.

For those who will not be able to attend in person, a on-line translation. Registration via link.

Contacts:

on questions of participation - Andrey Vasilyevich Petlin: 8-962-921-8487;
media accreditation - Maxim Nikolaevich Petrov: [email protected]

* In 2016, for the first time, a competitive selection was held for the right to receive grants in the form of subsidies from the federal budget to organizations implementing pilot projects to update the content and technologies of additional education in priority areas within the framework of activity 3.1 "Updating the content and technologies of additional education and upbringing of children" task 3 " Implementation of measures to develop the scientific, educational and creative environment in educational institutions, development effective system additional education for children” FTsPRO for 2016-2020. The winners of the competitive selection were 16 organizations implementing additional general education programs from 15 constituent entities of the Russian Federation.

Additional education has a number of qualities: personal orientation of education; personal orientation of education; profile; profile; practical orientation; practical orientation; mobility; mobility; multifunctionality; multifunctionality; multi-level; multi-level; variety of content, forms, methods of education as a consequence of the freedom of a teacher working in such a system; variety of content, forms, methods of education as a consequence of the freedom of a teacher working in such a system; individualization of educational methods as necessary condition demand; individualization of educational methods as a necessary condition for demand; implementation of the educational function of education through the activation of students' activities; implementation of the educational function of education through the activation of students' activities; implementation of the orientation function through the content of the educational material. implementation of the orientation function through the content of the educational material.

The meaning of the development of the system of additional education is, first of all: in preserving and cultivating the uniqueness of each child in a constantly changing social environment; in preserving and cultivating the uniqueness of each child in an ever-changing social environment; in satisfying the natural need of children to know themselves, comprehend themselves in the world around them, gain the ability to maintain their freedom without interfering with others; in satisfying the natural need of children to know themselves, comprehend themselves in the world around them, gain the ability to maintain their freedom without interfering with others; in the formation of a stable resistance of a developing personality to destructive influences. in the formation of a stable resistance of a developing personality to destructive influences.

The development of additional education involves the solution of the following tasks: studying the interests and needs of children studying in additional education; studying the interests and needs of children studying in additional education; determination of the content of additional education for children, its forms and methods of work with students, taking into account their age, type of institution, characteristics of its sociocultural environment; determination of the content of additional education for children, its forms and methods of work with students, taking into account their age, type of institution, characteristics of its sociocultural environment; formation of conditions for the creation of a unified educational space; formation of conditions for the creation of a unified educational space; expanding the types of creative activity in the system of additional education for children to most fully meet the interests and needs of students in interest associations; expanding the types of creative activity in the system of additional education for children to most fully meet the interests and needs of students in interest associations; creating conditions for attracting more middle-aged and older students to classes in the system of additional education; creating conditions for attracting more middle-aged and older students to classes in the system of additional education; creation of maximum conditions for the development of spiritual and cultural values ​​by students, fostering respect for the history and culture of their own and other peoples; creation of maximum conditions for the development of spiritual and cultural values ​​by students, fostering respect for the history and culture of their own and other peoples; appeal to the personal problems of students, the formation of their moral qualities, creative and social activity. appeal to the personal problems of students, the formation of their moral qualities, creative and social activity.

The main task of a teacher of additional education is to develop in children a sense of a citizen of their country, a person who can not only appreciate the spiritual and cultural values ​​accumulated by mankind, but also strive to multiply them. It should not be about imposing certain models of culture on a person, but about creating adequate conditions in which knowledge, values, models will be “appropriated” and “experienced” as their own achievements and discoveries.

The interpenetration of basic and additional education can ensure: the integrity of the entire educational system of the school with all its diversity; the integrity of the entire educational system of the school with all its diversity; a certain stability and constant development; a certain stability and constant development; required level ZUN of schoolchildren and the development of their emotional and figurative sphere, the formation of spiritual and moral qualities; the necessary level of ZUN of schoolchildren and the development of their emotional-figurative sphere, the formation of spiritual and moral qualities; maintaining a certain conservatism of the system and more active use of innovative pedagogical ideas, educational models, technologies; maintaining a certain conservatism of the system and more active use of innovative pedagogical ideas, educational models, technologies; support for existing school traditions and the search for new ways to organize the life of student and teaching staff; support for existing school traditions and the search for new ways to organize the life of student and teaching staff; preserving the best forces of the teaching staff and inviting new people who are ready to work with children. preserving the best forces of the teaching staff and inviting new people who are ready to work with children.

The first model is a random set - a random set of circles, sections, clubs, the work of which is not always combined with each other. All extracurricular and extracurricular activities of the school are completely dependent on the available human and material resources; strategic lines for the development of additional education are not being worked out.

The second model is distinguished by the internal organization of each of the additional education structures available at the school, although it does not yet function as a single system. Quite often, in such schools, the field of additional education becomes an open search area in the process of updating the content of basic education, a kind of reserve and experimental laboratory for the latter.

The third model of close interaction is built on the basis of close interaction between the school and institutions of additional education. Such cooperation is carried out on a regular basis. The school and the specialized institution develop a joint program of activities, which largely determines the content of additional education in this school. At the same time, in practical implementation additional educational programs significantly increases the role of specialists from these institutions.

A fourth price model exists in prices). To date, the model is the most effective in terms of integrating the basic and additional education of children, since it organically combines the possibilities of both types of education. A solid infrastructure of out-of-school additional education is being created at UVK, on ​​the basis of which conditions are created to meet the various needs of the child and his real self-affirmation.

Additional education is represented by a number of areas. artistic and aesthetic; arts and crafts; scientific and technical; sports and technical; ecological and biological; physical culture and health; tourist and local history; military-patriotic; socio-pedagogical; cultural; economic and legal.

Organization creative work in the system of additional education solves the following tasks: Align the starting opportunities for the development of the child's personality. contribute to the choice of his individual educational path. Development of creative abilities and creative activity of schoolchildren. Development of their cognitive interests. Formation of motivation for success. Creation of conditions for self-affirmation and self-realization. Creation of conditions for the comprehensive development of the individual.

Innovative forms of organization of additional education Optional courses Circles Sports sections Elective courses of pre-profile training and specialized training Computer center Research activities Center for preparing preschoolers for school Children's public association Studios Clubs Museum pedagogy Workshops Publishing activities A comprehensive program for preparing for a university The work of self-government bodies GPA Psychological service

Additional education GOU SOSH 1096 Artistic and aesthetic direction Artistic and applied direction Sports and technical direction Scientific and technical direction Ecological and biological direction Physical culture and health improvement direction Tourist and local history direction Military patriotic direction Cultural and logical direction Psychological and pedagogical direction "Puppet Theatre" "Kumparsita" "Chorus" "Handyman" "Soft toy" "In the world of art" "Fantasy and the world of hobbies" "Football" "Handball" "Table tennis" "Basketball" "Mathematics around us" "Computer science around us "Chemistry and Medicine" "Introduction to the Internet" "World of Flowers" courses "ABVGDeyka" GPA "Yunkor" "Ethics" "Culture of Communication" club "Vympel" Museum "Terem" "Fortune" summer health camp "Sun"

GOU SOSH 1096 Youth Center Children of the streets SVOUO pool on the street. Kasatkina Children's School of Arts. S.I. Mamontova Psychological and Pedagogical Center on Snezhnaya Theaters Psychological Center Vozrozhdeniye Children's Polyclinic 9 House of Young Technician Interaction with Organizations

Diagnosis of the interests of students in grades 5-7 p / n Direction% 1 Physics and mathematics 18 2 Chemistry and biology 30 3 Radio engineering, electronics 30 4 Mechanics, design 16 5 Geography, geology 27 6 Literature, art 42 7 History, politics 15 8 Pedagogy, medicine 33 9 Entrepreneurship, home economics Sports, military affairs 54

Diagnosis of the interests of students in grades 8-11 Biology Geography Geology Medicine Light and food industry Physics Chemistry Engineering, mechanics Electrical engineering, electronics Processing of materials Information Technology Construction Transport, aviation, maritime affairs Psychology Military specialties History Literature, philology Journalism, advertising Sociology, philosophy Pedagogy Law, jurisprudence Service sector Mathematics Economics, business Foreign languages, Linguistics Visual arts Performing arts Music Physical education, sports

The paper presents the development of an event for the vocational guidance of adolescents, which is very positively perceived by the participants, and also serves as an actively used methodological development For class teachers during educational activities.

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Methodological development of the event in the form of a "round table"

on vocational guidance for high school students

in the system of additional education for children

Loginova N.N., candidate of technical sciences, methodologist,

Explanatory note.

The Federal Law "On Education in the Russian Federation" states that additional education of children ensures their adaptation to life in society, professional orientation. To meet the interests of a teenager outside of school learning activities in the system of additional educationpsychological, pedagogical and informational support can be provided in choosing the path of further education, as well as in choosing a profession.

For this task, you can use various forms work. The experience of the TsVR "Akademichesky" of St. Petersburg in the implementation of educational programs for teenagers shows that the most effective and interesting group form of work with the children's team, in particular when conducting career guidance events, is the "round table". The main feature of this form of work is a collective conversation devoted to a specific problem. The optimal number of participants in such a meeting is 15 people, which ensures a free exchange of views on topical issues in a round table conversation, allows you to approach a conscious solution to a problem posed without “pressure” from adults, for example, choosing your educational route.

When developing an event (class), first of all, the problems that are submitted to the “round table” are clarified, one's own experience, the experience of colleagues and literature data are analyzed on the possibility and conditions for using this form in practice. Then the materials are systematized and a plan and outline of the lesson are drawn up. When planning and holding an event (class), we pay great attention to reflection, which allows participants to realize how close and interesting the ideas they were discussing are to them.

As an example, we give an event on vocational guidance, which is very positively perceived by the participants, and also serve as an actively used methodological development for class teachers during educational activities.

Round table: "My choice future profession»

Prepared for holding within the framework of the regional event of the department of technical creativity of the GBOU DOD TsVR of the Kalininsky district St. Petersburg "Academic" "Week of children's technical creativity"

1. Loginova N.N., methodologist,
2. Lavrinenkova Ya A., teacher-psychologist, methodologist.

Subject:

Additional education in the professional self-determination of students

Group characteristics:

1. older guys school age(different age group of older teenagers of 8-11 grades). Number of people - from 10 to 25,
2. class teachers;
3. students under the program "Printing production";
4. guests, representatives of UDOD and technical school.

Target

Familiarize students with the basics of choosing a profession and interest in obtaining additional information on issues of professional self-determination in the system of additional education for children.

Tasks:

1. give an idea of ​​the basic concepts of career guidance;
2. to acquaint with the main factors of choosing a profession;
3. to acquaint with typical mistakes in professional self-determination;
4. familiarize with the possibilities of additional education in pre-vocational training.

Logistics:

1. room with tables and chairs,
2. multimedia equipment,
3. pens,
4. markers,
5. sheets of paper,
6. handouts, questionnaire forms, etc. - according to the number of participants.

Regulations:

1. 45-50 minutes - round table,
2. 30 minutes - presentation of the project "The world of technology and modern technologies in my future profession.
3. 10 minutes - debriefing, reflection.

The structure of the event

1. Greetings. Acquaintance. Introductory part.
2. Discussion of basic concepts (profession, position, specialty, specialization).
3. Discussing the possibilities of additional education for children when choosing a profession (speeches by the deputy director of the technical school, students studying through the network learning system).
4. Summing up the lesson. Reflection.

1. Greeting. Acquaintance. Introductory part.

The teacher greets the guests, seems to invite each guest to write their name on a piece of paper, make a house and put it in front of them for the whole time of the lesson, so that it is convenient and easy to contact the person (pieces of paper, markers must be prepared in advance). (displayed on the screenslide 1 "World of professions»).

As a warm-up, the teacher conducts a mini-conversation. An example is the interpretation of materialsGretsova A.G. (Choosing a profession. Tips from a practical psychologist. - St. Petersburg: Peter, 2005):

How many professions are there?Before moving on, I suggest you take a break… and write down on a piece of paper the professions that you know.

So, how many did you get on your list? Usually in the range of 20-30. if you remember 50 or more, it means that you are much better versed in the world of professions than most teenagers. And how many of them are there? The “International Standard for the Classification of Occupations” (there is, it turns out, such a document!) describes 9333 professions ... As technological progress and changes in the social structure, many new professions appear.

In fact, a young person living in an average Russian city chooses from about 700 professions, and in large metropolitan areas such as Moscow and St. Petersburg - 2000 - 3000. What percentage of this number could you name? Most likely only 3-5%. So how do you choose if you really don’t know from what?

Of course, it is extremely difficult to teach in such a huge number of professions and specialties... But... many professions and specialties have similar requirements for the basic training of workers, and various subtleties and nuances are successfully mastered directly at the workplace. Preparation in educational institutions carried out according to the so-callededucational professions and specialties.Each of them has a more or less generalized character and corresponds to several real professions and specialties. There are about 1000 similar educational specialties... They, in turn, are united into larger groups (for example, such - "construction, installation and repair and construction works").

There are thousands of professions. Want to choose the one that's best for you? Try to get to know as many of them as possible. It's hard to make a choice if you don't know what to choose from!

With the help of leading questions, the teacher leads the guests to the independent formulation of the goal.

For example, you can ask: “What do you expect from the work of the round table“ My choice of a future profession ”(moreover, you can ask a question to everyone, or you can address a specific participant - a schoolboy, addressing him by name), or the question:“ Are there those who still undecided about your professional future?”, or: “Did any of you face difficulties in your self-determination? For example, parents say one thing, but you want something completely different, or you would really like to become something, but you don’t know if you have the ability and talent for this. Or other kinds of questions, answering which, together with the teacher, the children, together with the teacher, voice the purpose of this lesson, why it is held, what it can give the children useful.

The teacher distributes the "Route of Continuing Education" to the students and offers to designate their intended route. Schemes are suggested to be saved for further work.

2. Discussion of basic concepts(profession, position, specialty, specialization).

Concepts are displayed on the screen one by one. The children are invited to describe their understanding, idea of ​​the essence of this phenomenon. The assistant writes down the ideas of the guys on the sheets. Using the wording of the children, the teacher leads to a clear definition of this concept.

After working on each step, a definition is displayed on the screen ( slides 2-9): Profession - kind of work activity, which is usually a source of livelihood and requires a certain qualification (slide 3).

Speciality -functionally isolated area of ​​labor activity within the same profession (slide 5).

Specialization -1) concentration of activities on relatively narrow, special areas, individual technological operations or types of products; 2) the acquisition of special knowledge in a certain area (part of the specialty); 3) division of labor according to its individual forms, types (slide 7).

Job title - duty, duty. This is a circle of actions assigned to a certain person and unconditional for fulfillment (slide 9).

Then there arewith teacher's comments:

- slide 10 "Examples",

Slide 11 "Choose a specialty",

Slide 12 "Choose a profession",

Slide 13 Answers.

1. Discussion of the main factors in choosing a profession and typical mistakes in choosing.

The teacher askswhat qualities are professionally important, together with the participants, formulates the answer (these are the qualities of personality, character, features of the cognitive sphere that a person needs to successfully master this profession) ( slide14).

Then he asks on the basis of what a profession is usually chosen and leads tomotivating factorswhen choosing a profession slide15).

Motivating factors discussed(slides - 16 interests, 17 inclinations, 18 demand).

Turning to schoolchildren, the teacher asks on the basis of what the schoolchildren are going to choose a profession. Children think and discussthe main factors in choosing a profession,the suggestions of the children are recorded by the assistant. Based on their suggestions, the teacher, together with the children, draws conclusions.(slide 19).

At the same time, the teacher conducts similar work with guests (teachers), inviting them to determine typical mistakes when choosing a profession, then formulates the results ( slide20).

Ignorance of the world of the profession	Ignorance of oneself	Ignorance of the rules career choice
Outdated ideas about the nature and working conditions in a particular profession. Prejudice against the prestige of the profession.	A biased assessment of one's abilities (overestimation or underestimation), ignorance of one's health. Inability, and sometimes unwillingness to correlate their abilities with the requirements of the profession.	Identification of the subject with the profession. The transfer of attitude towards a person to a profession. The choice of profession "for the company." Inability to determine the path of obtaining a profession.

The facilitator moves to the role of additional education, which can help avoid mistakes.

4. Discussing the possibilities of additional education for children when choosing a profession(speeches by the deputy director of the technical school, students in the network learning system

Assistant shows the audience choice card, compiled on the basis of data received from children, and comments on the general trend.

Teacher's story (main positions):

"Primary vocational education -training of skilled workers (workers, employees) in all main areas of socially useful activity on the basis of basic general education in educational institutions of primary vocational education (vocational schools, etc.)

Secondary vocational education– training of mid-level specialists on the basis of basic general, secondary (complete) general or primary vocational education in educational institutions of secondary vocational education or at the first stage of higher vocational education.

Higher professional education- professional training and retraining of specialists on the basis of secondary (complete) general, secondary vocational education in educational institutions of higher professional education (HEI)

Basic general, secondary (complete) education and additional education is engaged in pre-professional training, i.e. gives children the so-called general labor skills, abilities and personal qualities important for any work. So, the area of ​​general labor general production skills and abilities includes, for example, planning, organization of one's work (learning activities), self-control, calculations, etc. Strictly speaking, some of what a student does at school or during extracurricular activities actually contains original (albeit simplified) models of this or that work.

The teacher discusses with the children the possibilities of classes in the system of additional education. This conversation ends with the fact that the teacher brings the participants to the idea that in institutions of additional education it is possible to implement programs that introduce students to a particular profession and even specialty. This acquaintance makes it possible right choice in life.

It is proposed to return to the "Route of Lifelong Education" scheme and mark with colored felt-tip pens at what stage of education students see help in vocational guidance for additional education of children. Assistant collects diagrams.

The teacher gives the floor to the representative of the technical school and the students of the technical school.

5. Presentation of the project of network interaction of educational institutions for the vocational guidance of schoolchildren

6. Conclusion. Reflection (evaluation of the event)

Teacher:

1. as a relaxation, he asks to fill out a comic questionnaire “Find a profession for a familiar character”, using a matrix;
2. asks participants to evaluate the level of novelty of the information received;
3. thanks the participants for their active work, asks them to fill in the evaluation sheets and answer questions about what was interesting and useful during the round table;
4. invites schoolchildren to take with them the "Matrix of choosing a profession."

Deputy Chairman of the Federation Council Committee on Education and Science Lilia Gumerova held a round table "On the implementation of the Concept for the development of additional education for children in the constituent entities of the Russian Federation"
Gumerov. Changes in the law allowed us to see what we have. Normative per capita financing.
Provide preferences for enterprises that support additional education.
Moscow Institute of Open Education, Department of Pedagogy of Extracurricular Education Lyubov Nikolaevna Buylova. We do not have standard programs, but there is a common position of teachers to be developed. The number of additional education programs is growing, but this does not mean that their quality is changing. Not all teachers have the skills to develop programs. The concept of an educational program is legally fixed. New regulations for additional educational programs. Additional education at the student's choice and does not have federal standard. We implement on numerous webinars they are posted on YouTube. The teacher does not need to determine the novelty of the programs. And we demand that you search and compare. In the regions, it is necessary to organize multi-level assistance to teachers. To the best of our ability and capabilities, we provide assistance to the regions. Development of network and remote programs. And, of course, professional development.
Ivanov, Samara. Remove additional education from schools so that general education takes place there. From September 1, the standard of teachers of additional education comes into force. Teachers work without higher teacher education, and engineers are techies. So that teachers of additional education have the same status as a teacher.
Rostov region. If the school transfers students' hours to additional education, then it also transfers finances. The school bus cannot use additional education. How to count the children involved in our education.
Stavropol. Please do not rush to finalize the introduction of normative per capita financing. In six cities our center, five branches.
Director of the Department of State Policy in the Sphere of Education of Children and Youth Alexander Eduardovich Stradze. In no case do we remove the responsibility for the development of additional education, but the regions should too. Set priorities and resolve the issue. Additional education at the enterprise is what preferences are. It will be required in the future. The issue with the load in the Ministry of Sports of the Ministry of Education of the Ministry of Culture is different. It is impossible to teach a child to play the harp for 20 people, the teacher will work with one. I worked as a swimming coach there alone, he can't be sad. It is better to work in a team of 20 people. Thank you so much for the Gifted Children portal. We are creating a state resource for gifted children. Of course, vouchers to children's centers are a sore problem. Eaglet Artek Smena are working at full capacity, this year 67 thousand free trips compared to 53 last year. Among all this is not enough. Astronomy even drawing is a huge platform for additional education. Additional education should be in demand and varied. Must possess domestic facilities, equipment, toys.
Gumerov. You are a man of your word. Great job, funding doubled. More than 11 million covered. Someone will become a world champion and someone will just learn to take care of their health. Creation of an open, understandable system for registering children and improving the quality of additional education. With children's musical education, everything will be fine.
L.M. According to a source in the Duma, free children's music education is being closed while it is being reduced. The parliament assures that everything will be fine, but musical questions do not sound in the topic of additional education. It is suspicious that this is done in parallel with the elimination of regimental bands as part of a program to suppress patriotism.

FEDERAL ASSEMBLY OF THE RUSSIAN FEDERATION COMMITTEE OF THE FEDERATION COUNCIL ON SCIENCE, EDUCATION AND CULTURE
st. B. Dmitrovka, 26, Moscow, 103426
PROJECT
Recommendations based on the results of the "round table" on the topic "On the implementation of the Concept for the development of additional education for children in the constituent entities of the Russian Federation"
After listening and discussing the implementation of the Concept of additional education for children in the subjects of the Russian Federation, the participants of the round table recommend:
1. To the Federation Council of the Federal Assembly of the Russian Federation:
1.1. To analyze the law enforcement practice of legislative and regulatory legal acts aimed at developing the system of additional education for children.
1.2. Support the draft federal law No. 984375-6 “On Amendments to the federal law"On Education in the Russian Federation" in terms of organizing the provision of additional education for children in federal state educational organizations and private organizations that implement additional general educational programs for children, providing its expert and legal support.
2. To the Government of the Russian Federation:
2.1. Continue work on the implementation of the action plan for 2015-2020 to implement the Concept for the Development of Additional Education for Children.
2.2. Consider the issue of allocating subsidies from the federal budget to the constituent entities of the Russian Federation for the development of the material and technical base of resource centers for additional education.
2.3. Consider the creation of a federal resource center for the training of pedagogical personnel for innovative areas in the system of additional education.
3. To the Ministry of Education and Science of the Russian Federation:
3.1. In order to improve activities to develop the system of additional education for children, work out the issue of holding quarterly video conference calls with representatives of the subjects
RF.
3.2. Resolve the issue of developing and implementing a unified methodology for calculating the indicator "Proportion of children aged 5 to 18 enrolled in additional educational programs in the total number of children of this age."
3.3. Continue work on advanced training (retraining) of managers and teachers on the basis of federal resource centers for the development of additional education on innovative additional general education programs.
3.4. Develop and implement unified criteria for assessing the quality of activities of organizations of additional education for children.
3.5. To form a national bank of additional general educational programs of a technical nature, summarizing the experience of their implementation in the constituent entities of the Russian Federation. Promote the dissemination of best practices, models and teaching methods.
3.6. Continue the practice of holding all-Russian conferences and seminars on the development of additional education for children.
3.7. To promote the development of professional skills of teachers in the field of upbringing and additional education.
3.8. Facilitate the participation of the constituent entities of the Russian Federation in all-Russian competitions professional skills of teachers in the field of upbringing and additional education (“I give my heart to children”, “Educate a person”, etc.).
3.9. Initiate the development of educational programs for undergraduate and specialty educational institutions of higher professional education "Teacher of additional education"
3.10. Develop and implement regulatory mechanisms network form implementation of additional general education programs.
3.11. In order to develop the human resources potential of the system of additional education, ensure measures to identify and disseminate advanced pedagogical experience in the field of additional education for children.
3.12. Develop and implement modern instruments monitoring and evaluating the quality of additional education for children, including public expertise with the participation of consumers and employers.
3.13. Continue work on the methodological support of the system of additional education for children, paying special attention to children with disabilities and children with disabilities.
3.14. To monitor the efficiency of organization and support of recreation and health improvement of children, including children with acute respiratory infections, in the constituent entities of the Russian Federation.
3.15. To improve the mechanisms for the formation of profile and specialized shifts and the direction of children in the federal state educational institutions "All-Russian child Center"Eaglet" and "All-Russian Children's Center "Ocean", the federal state budgetary institution "International Children's Center" Artek ".
3.16. Organize and conduct seminars for the constituent entities of the Russian Federation (including with the use of information and communication technologies) on the application of the Rules for identifying children who have shown outstanding abilities, accompanying and monitoring their future activities.
4. State authorities of the constituent entities of the Russian Federation
4.1. Organize an assessment of the availability, quality and satisfaction of students and (or) their parents ( legal representatives) provided by additional general education programs.
4.2. When implementing additional general educational programs of a technical orientation, pay attention to the use of distance learning educational technologies, including in the field of programming, robotics.
4.3. Ensure the creation of regional "resource centers" for methodological support, organization of additional professional education for teachers of additional education and coordination of the activities of educational organizations implementing additional general education programs of various directions.
4.4. Monitor the implementation of the action plan for 2015-2020 for the implementation of the Concept for the Development of Additional Education for Children, submit a corresponding report to the Ministry of Education and Science of Russia.
4.5. Intensify work on the implementation of measures aimed at improving the activities of the executive authorities of the constituent entities of the Russian Federation in the field of organizing additional education for children in technical programs, taking into account the age characteristics of students.
4.6. Develop and implement " road maps» on the introduction into the activities of educational organizations professional standard"Teacher of additional education".
Chairman of the Committee Z.F. DRAGUNKINA