Pedagogical assessment in variable developmental primary education ivankova elena valerievna. Modern problems of science and education The approach of semantic pedagogy of variable developmental education

• Prepared by:

• ph.D., Associate Professor of the Department

• pedagogy and psychology

• Maslovskaya S.V.

Cultural-historical system-activity paradigm of education

• Competence approach

• Problem-oriented developmental education

• Personality-oriented developmental education

• Semantic pedagogy of variable developmental education

• Contextual approach

• System-activity approach

(V.I.Slobodchikov, 1995):

Psychological and pedagogical design developing educational processes within a certain age interval, creating conditions for the formation of a person as a true subject of his own life and activity. In particular, learning - as mastering general ways of acting; formation - as the development of perfect forms of culture; education - as the development of the norms of community in different types of community of people.

Types of pedagogical design(V.I.Slobodchikov, 1995):

• Socio-pedagogical design educational institutions and developing educational environments that are adequate to certain types of educational processes, traditions, way of life and development prospects of a particular region of Russia.

Types of pedagogical design(V.I.Slobodchikov, 1995):

• Pedagogical design proper as the construction of developing educational practice, educational programs and technologies, methods and means of pedagogical activity.

Competence approach ideas:

• Competence understood as a result of cognitive learning

• Competence - this is "knowledge in action."

• Types of competencies: personal, communicative, intellectual, social, general cultural

Ideas of problem-oriented developmental education:

• The principles of the L.V. Zankov include:

• 1. High level of learning difficulty.

• 2. The leading role of theoretical knowledge in teaching.

• 3. A fast pace in the study of the material, ensuring high cognitive activity of students.

• 4. Students' awareness of the course of their mental actions in the learning process, providing a developmental effect.

• 5. Intensification of learning by including the emotional sphere.

Ideas of personality-oriented developmental education

• integration of the unique and inimitable subjective experience of each student;

• balanced initiatives of an adult and a child as equal partners;

• mastering by students the skills of independent organization, reflection and assessment of their activities in accordance with the individual development program

Ideas of semantic pedagogy of variable developmental education

• the purpose of the educational process multidimensional systemic development of semantic consciousness appears, the acquisition of personal meanings.

Contextual approach ideas(A.A. Verbitsky)

• It is based on a cross-cultural context that includes five levels:

• 1) the world educational space;

• 2) the educational space of the state, set by the system of educational standards and training programs;

• 3) educational space of mass media;

Contextual approach ideas(A.A. Verbitsky)

• 4) the educational system itself, concretized in the system of conditions of a particular educational institution;

• 5) the educational space of the family, which sets the system of moral and moral standards.

Ideas of the system-activity approach:

• learning is the driving force behind development;

• learning "leading development" should be carried out in zone of proximal developmentchild; him contentmust be system of scientific concepts;

• With this approach, the content of the academic subject acts as a system of scientific concepts that constitute a certain subject area.

• "Developmental education" can be meaningful only if its essential indicators are determined:

• characteristics of the main psychological neoplasms that arise, form and develop at a given age;

• highlighting the leading activity of a given age period, which determines the emergence and development of the corresponding neoplasms;

Ideas of the system-activity approach:

•  a description of the content and methods of carrying out this activity (whether it is carried out spontaneously or purposefully, etc.); an indication of the relationship of educational activities with other activities;

•  development of a system of methods to determine the level of development of the corresponding neoplasms;

• determination of the nature of the relationship between the levels of development of neoplasms with the peculiarities of the organization of the leading activity and other types of activity adjacent to it.

Ideas of the system-activity approach:

• Phased formation of mental actions and concepts (P.Ya. Galperin) - 3 subsystems:

• 1) conditions that ensure the construction and correct implementation by the student of a new mode of action;

• 2) conditions that ensure "working off", that is, the education of the desired properties of the method of action;

• 3) conditions that make it possible to confidently and fully transfer the performance of actions from the external objective form to the mental plane.

Ideas of the system-activity approach:

• Six stages of interiorization of action:

• 1. Assimilation begins with creating a motivational basis for action, when the attitude of the student to the goals and objectives of the learned action, to the content of the material on which it is practiced is laid.

Ideas of the system-activity approach:

• 2.the formation takes place guideline action diagrams , that is, a system of reference points necessary to perform an action with the required qualities. In the course of mastering the action, this scheme is constantly checked and refined.

Ideas of the system-activity approach:

• 3.F formation of an action in a material (materialized) form, when the orientation and execution of the action are carried out based on the externally presented components of the scheme of the indicative basis of the action.

Ideas of the system-activity approach:

Stage 4 - external speech - occurs action transformation- instead of relying on externally presented means, the student proceeds to describe the meanings of these means and actions in external speech. The need for a material (materialized) representation of the scheme of the orienting basis of action, as well as the material form of action, disappears; its content is fully reflected in speech, which begins to act as the main support for the emerging action.

Ideas of the system-activity approach:

• Stage 5 - (action in external speech "to oneself") there is a further transformation of the action - a gradual reduction of the external, sound side of speech, the main content of the action is transferred to the internal, mental plane.

• 6 stage - the action takes place in hidden speechand takes the form of a proper mental action.

Ideas of the system-activity approach:

• As a general educational activity the main structural components of educational activities:

• 1) cognitive and educational motives;

• 2) educational target;

• 3) educational task;

• 4) educational actionsand operations(orientation, material transformation, control and evaluation).

The need to optimize primary education is recognized by society as an urgent task when there is a significant gap between the new system of requirements for educational outcomes and the results of the educational program. It is possible to point out a number of circumstances that determine the relevance of the task of improving primary education at the present stage of development of Russian society.

The rate of renewal of the system of scientific knowledge, the increase in the information volume required for the improvement of technologies, the increase in the level of requirements for the basic basis of vocational training sets the task of creating a system of a mobile system of continuous education that requires restructuring, including the system of primary education;

The goals of education are increasingly reduced to a utilitarian interpretation and are considered within the framework of the tasks of mastering private skills and abilities, while the social and value-semantic aspect of education, the tasks of personality development remain outside the proper attention of educational institutions;

The introduction of the achievements of the concept of developmental education based on the revision of the content and methods of teaching, developed in the works of D.B. Elkonin, V.V.Davydov, P.Ya. Galperin, to date, unfortunately, has not led to the modernization of the entire primary education system, but it remains only an "isolated island" in the general educational process, which necessitates the search for new forms and ways of introducing the ideas of developing education in school;

The complication of the content of the educational material of school education leads to the fact that rarely any of the students of primary school, and then of secondary school, learns on their own, without the help of their parents, often actually shifting the function of orientation, planning, solving problems to their parents and retaining only the role performer ". The result of this state of affairs is the lack of development of the child's ability to learn and organize their educational activities;

The overload of primary school students, which is a risk factor for the somatic, neuropsychic and psychological health of children, requires a decrease in the teaching load without compromising the quality of education;

Fundamental expansion of forms of socialization and upbringing of a child, including different kinds The media, confessional education make it necessary to improve the school education system in order to preserve and strengthen its leading role in the educational process.

Analysis of new trends in the optimization of the educational process at school allows us to speak, first of all, about a change in the general paradigm of education, which is reflected in the transition

From the definition of the goal of learning as the assimilation of knowledge, skills, skills to the definition of the goal as the formation of the ability to learn;

From the "sterility" of the system of scientific concepts that make up the content of the academic subject to the ecological paradigm of including the content of education in the context of solving life problems;

From spontaneity learning activities student to the strategy of its purposeful organization;

From an orientation towards the educational and subject content of school subjects to an understanding of the educational process as a semantic one (the process of sense formation and generation of sense);

From an individual form of assimilation of knowledge to the recognition of educational cooperation as a necessary condition for the development of a student.

An important trend in the development of the modern educational system is the rejection of the academic paradigm of the educational process in favor of the so-called ecological paradigm (G. Solomon). The ecological paradigm puts forward the requirement of a close connection between the knowledge acquired at school with direct practice and the student's real life problems. Criticism of the academic paradigm is associated with the isolation of purely laboratory scientific knowledge taught at school from real life, with an unjustifiably narrow application of the acquired knowledge outside the classroom. On the contrary, in the ecological paradigm, the basic principle of the psychology of education becomes the principle of contextuality, which presupposes the unity and integrity of knowledge and skills and their application in a real context, taking into account its social, interpersonal and subject characteristics. To implement the ecological paradigm, it is necessary to move from mastering individual academic subjects to a polydisciplinary (interdisciplinary) study of complex situations in real life. Accordingly, actions and operations specific to each subject are already in primary school should be complemented by universal (meta-subject) learning activities.

In the modern psychology of learning and education, there is a convergence of the ideas of the supporters of the activity and constructivist approach (J. Piaget, A. Perret-Clermont) on the question of the role of the student himself in the educational process. It is the student's activity that is recognized as the basis for achieving the developmental goals of learning - knowledge is not transmitted in finished form, but is built by the student himself in the process of cognitive research activity. In real educational practice, there has been a transition from teaching as a presentation of a system of knowledge to the active work of students on assignments directly related to the problems of real life. Recognition of the active role of the student in learning leads to a change in ideas about the content of the student's interaction with the teacher and classmates. Learning is no longer seen as a simple translation of knowledge from teacher to students, but acts as cooperation - the joint work of teacher and students in the course of mastering knowledge and solving problems. The sole leadership of the teacher in this collaboration is replaced by the active participation of students in the choice of content and teaching methods. All this gives a special urgency to the task of forming a communicative component of universal educational actions in primary school.

Today, in pedagogy, psychology and educational practice, the opinion is gaining more and more recognition that the success of learning is based on general educational actions that have a priority over narrow-subject knowledge and skills. In the education system, methods are beginning to prevail that ensure the formation of an independent creative educational activity of a student, aimed at solving real life problems. The most authoritative approaches here are activity-oriented learning, learning focused on solving problems (tasks), project-based forms of organizing training.

Analyzing the problems of building innovative pedagogy, V.I. Slobodchikov believes that in the education-oriented sciences, the anthropological paradigm is taking root more and more as an orientation towards human reality in all its spiritual-mental-bodily dimensions; serving as a search for means and conditions for the formation of a complete person; a person - as a subject of his own life, as a person in a meeting with Others, as an individual. According to V.I. Slobodchikov, now we can talk about several types of pedagogical design.

1. Psychological and pedagogical design of developing educational processes within a certain age interval, creating the conditions for a person to become a true subject of his own life and activity: in particular, learning - as the development of general methods of activity; formation - as the development of perfect forms of culture; education - as mastering the norms of community in different types of community of people.

2. Socio-pedagogical design of educational institutions and developmental educational environmentsadequate to certain types of educational processes, traditions, way of life and development prospects of a particular region of Russia.

3. Actually pedagogical design - as the construction of developing educational practice, educational programs and technologies, methods and means of pedagogical activity.

It was here, according to V.I. Slobodchikov, a special task of design and research activities arises to ensure the transition from traditional education (traditional school, traditional management systems, traditional education and upbringing) to innovative education that implements the general principle of human development.

At the same time, any restructuring of the primary education system must be scientifically justified. E.O. warns about the danger of mistakes in case of incompetent innovative activity in education. Smirnov, pointing out that often under the guise of modernization of education, child development undergoes simplication, i.e. oversimplification and impoverishment, identifying with the accumulation of knowledge, skills and abilities. Behind this understanding lies a rather traditional and difficult to eradicate idea of \u200b\u200ba child as a small adult, only half-educated, knowing nothing and not able to. Recently, this idea has been supported by slogans about the democratization of upbringing and about the equal rights of the child. The legal equality of children, as it were, extends to their actual and psychological equality, according to which children perceive and understand the world in the same way as adults. Based on this idea, the task of upbringing and development is to teach the child as early and as much as possible and accustom him to adult forms of life. From this point of view, play, for example, is a waste of time, an idle and useless activity, which is opposed by useful and promising learning and mastering new things. Such tactics in the approach to the education of children turns out to be destructive, since it divides the child from the true sources of his development. A simplified understanding of child development and its acceleration (i.e., simplication and acceleration) inevitably leads to impoverishment, narrowing of the child's capabilities, as a result of which there is a decrease in the level of general development and its significant lagging (despite the accelerated mastery of some knowledge and skills).

Since the time of LS Vygotsky, who formulated and substantiated the proposition that “learning leads development,” in Russian psychology and pedagogy, developing education has always been recognized as a normatively desirable model. The purpose of developmental education in various theoretical approaches was understood in different ways - the integrity and maximum efficiency of learning (L.V. Zankov), the development of theoretical thinking (V.V. Davydov, D.B. Elkonin), the formation of the subject of educational activity aimed at self-change. and self-improvement (V.V. Repkin), the formation of the intellectual activity of the individual (M.I. Makhmutov), \u200b\u200bthe development of the creative potential of the individual (E.L. Yakovleva).

Innovations in the system of primary and general secondary education are based on the achievements of ZUN, competence-based, personality-oriented and problem-oriented developmental education, semantic pedagogy of variable developmental education, contextual and system-activity approaches.

Competent the approach arises in response to the gap between knowledge and the ability to apply it to solve life problems that exists within the framework of the “knowledge” approach. The concepts "competence" and "competence" acquire a heuristic meaning. Competence is understood as the result of cognitive learning, and competence as a general ability and readiness to use knowledge, skills and generalized methods of action learned in the learning process in real activity. Competence is knowledge in action. Competence is understood as the ability of a person to establish links between knowledge and a real situation, to make a decision in conditions of uncertainty and to develop an algorithm of actions for its implementation. Depending on the nature of the tasks facing a person, such types of competence are distinguished as personal, communicative, intellectual, social, general cultural.

Problem-based developmental learning most fully presented in the concept of L.V. Zankov (1990), which became widespread in elementary school. Developing learning opportunities "according to the Zankov system" are determined by the complication of training programs by increasing the proportion of theoretical knowledge and increasing the amount of information; a special organization of the information basis for students' activities; individualization of teaching, assuming the variability of the components of the didactic system, which creates conditions for the individualization of teaching based on the principle of taking into account the level of intelligence development.

Accordingly, the principles of L.V. Zankov include the following provisions: 1. Training must be conducted at a high level of difficulty. 2. The leading role in teaching belongs to theoretical knowledge. 3. A fast pace in the study of the material ensures high cognitive activity of students. 4. Awareness by students of the course of their mental actions in the learning process provides a developmental effect. 5. The inclusion of the emotional sphere in the learning process intensifies the learning process.

Personality-oriented developmental education (V.D.Shadrikov, V.I.Slobodchikov, I.S. Yakimanskaya) aims to ensure the development of each child, taking into account his individual characteristics and personal profile. Special attention is paid to the integration of the unique and inimitable subjective experience of each student, which has developed in his real life on the basis of the learned scientific concepts. Coordination of the socially given and personally significant individual experience of cognition occurs in the educational situation of interaction between a teacher and a student, which is built on the model of balanced initiatives of an adult and a child, as equal partners. The student's transition to self-study and self-development is ensured by transforming a pedagogical educational situation into a problematic one, and then into an educational educational situation itself. The student masters the skills of self-organization, reflection and assessment of their activities in accordance with individual program development. The transition from one type of educational situations to another is consistent with the age characteristics of the students. In elementary school, pedagogical educational situations are implemented, in basic school, problematic situations that require the manifestation of cognitive activity and creativity of the students themselves, in high school, educational, involving the implementation by students of a conscious independent choice of the content of education and forms of educational cooperation.

AT semantic pedagogy of variable developmental education (A.G. Asmolov, V.V.Rubtsov, V.E. Klochko, E.A. Yamburg, V.E. Milman, 1987, I.V. Abakumova, 2003) the goal of the educational process is the multidimensional systemic development of semantic consciousness , the acquisition of personal meanings. A distinctive feature of semantic pedagogy is its focus on the formation of the motivational and semantic side of educational activity. The ways that ensure the formation of adequate meanings are the organization of training, which removes the contradictoriness of the individual form of appropriation of knowledge and the social method of its appropriation; the formation of an active life position of students, manifested in independent cognitive activity, the development of the need for knowledge and cognition, the priority of thinking over the reproduction of what has been learned; transformation of students from objects of influence and influence of teachers into subjects of personal and professional self-determination. The learning process is transformed from the appropriation of socio-cultural experience into the process of personality self-development.

Within the framework of semantic pedagogy, the educational process acts as a semantic reality, requiring the implementation of the principle of conformity to nature in education and upbringing, i.e. to the organization of the educational process corresponding to the nature of the child. The semantic activity of students as enrichment of the structures of consciousness and going beyond their own "I" is provided by the creation of educational spaces of different levels (lesson as a microspace, research activities of students outside the lesson, distance learning) in order to reconcile the subject experience of students and the "objectified" meanings of space. The content of education is considered within the framework of this approach as a “substrate that feeds the semantic development of students” (Abakumova I.V., 2003, p.16). Accordingly, the main questions become the question of how to detect the semantic intentions of students, initiate them and transfer them to the mode of self-actualization.The means of meaning formation are meanings and their forms (experiences, soreflection, introjection, creative acts). Education includes the processes of meaning formation, meaning generation and meaning creation.

Within the contextual approach (A.A. Verbitsky, 1999) culture acts as the basis of the educational process, implemented in the framework of a cross-cultural context, which includes five levels. These include the global educational space; educational space of the state, set by the system of educational standards and training programs; educational space of mass media; the educational system itself, concretized in the system of conditions of a particular educational institution; the educational space of the family, which sets the system of moral and moral standards. The development of society and culture is ahead of the restructuring of the content and forms of education, which in modern Russian society creates a certain contradiction between socio-cultural realities and the traditional way of education as the transmission of a certain amount of knowledge, skills and abilities to the student. A striking example is the gap between the acquired knowledge and the prospects for its application in the real professional and social activity of a student, which makes the learning process meaningless. The resolution of this contradiction presupposes the coordination of the learning process with the real life context. That is why the main “unit” of the content of education is the problematic situation in the unity of “objectivity” and “sociality”. The learning process is understood not just as the assimilation of a system of knowledge, abilities and skills that constitute the instrumental basis of the student's competence, but also as a process of gaining spiritual and moral experience and social competence of the individual.

Cultural-historical system-activity the approach is based on the theoretical provisions of the concept of L.S.Vygotsky, A.N. Leontiev, D.B. Elkonin, P.Ya. Galperin, revealing the basic psychological laws of the learning process and the structure of educational activities of students, taking into account the general laws of ontogenetic age development of children and adolescents.

The activity approach is based on the assumption that psychological functions and abilities are the result of the transformation of external objective activity into internal mental activity through successive transformations, including the speech form (Leontiev A.N., 1972). In the concept of D.B. Elkonin and V.V. Davydov, the position was substantiated according to which the content of education projects a certain type of thinking - empirical or theoretical, depending on the content of education (empirical or scientific concepts). L.S. Vygotsky wrote that learning exercises its leading role in mental development, primarily through the content of the acquired knowledge (L.S. Vygotsky, 1996).

The content of an academic subject acts as a system of scientific concepts that constitute a specific subject area. At the heart of the assimilation of the system of scientific concepts, which determines the development of theoretical thinking and the progress of the cognitive development of students, is the organization of the system of educational actions. The genesis of knowledge is determined by the formation of an action and its application for solving problems. As VV Davydov pointed out, the primary form of existence of theoretical knowledge is a mode of action (VV Davydov, 1996). The following types of educational actions of a modeling-transformative nature can be distinguished, aimed at building meaningful generalization and the corresponding method of orientation in the object:

transformation of a situation or alteration of objects to discover a universal genetic fundamental initial relationship between objects;

modeling of a universal relationship in a spatial-graphic or sign-symbolic form (creating models);

transformation of the relationship model to highlight the relationship "in its pure form";

derivation and construction of a series of particular concrete practical problems solved in a general way.

The implementation of the specified system of educational actions is necessary for the construction and understanding of a generalized method of action. In the most complete form, such a system of educational actions was developed for teaching mathematics and the Russian language in the 91st school under the leadership of D.B. Elkonin and D.B. Davydov. Such characteristics of educational actions as the degree of independence of the student in their application, the measure of assimilation (the degree of development, the level of performance), generalization, rationality, awareness, criticality, time indicators of performance are assessed (P.Ya. Galperin, 1965). The quality of the mode of action depends on the nature of the orientation basis of the action, i.e. the system of conditions on which a person really relies when performing an action (P.Ya. Halperin). Learning of the developmental type, an example of which is learning, which involves the organization of the student's orienting activity according to the 3rd type (P.Ya. Galperin), which is based on the allocation of the main "units" of educational content and arming the student with a method of analyzing the studied objective reality, discover and highlight the main essential connections and relationships of the subject area.

Practice has shown that the consistent implementation of the activity approach increases the effectiveness of learning in the following indicators: the flexibility and strength of the assimilation of knowledge by students, the possibility of their independent movement in the studied area; a significant increase in interest in learning, openness to self-development, educational responsibility, goal-setting, planning, forecasting, self-esteem and reflection in educational activities are formed; ; there is a possibility of differentiated teaching while maintaining a single structure of theoretical knowledge; there is an increase in the general cultural and personal development of students; the time for studying a subject is significantly reduced.

Analysis of existing approaches to optimizing the primary education system allows us to conclude that with a significant variety of approaches to solving the problem, there is a recognition of the need to build systems general education in the unity of the functions of training and education, cognitive and personal development of students, based on the formation of general educational skills, generalized methods of action, ensuring high efficiency in solving life problems and the possibility of self-development of students.

For the first time, the idea of \u200b\u200bvariability, like the very concept of “variable education”, was proposed by A.G. Asmolov in 1991. In the period from 1991 to 2011, the concept of "variable education" has firmly entered the lexicon russian education, tempered in discussions with the supporters of the faceless command-administrative unitary education and authoritarian pedagogy. The methodological source of the idea of \u200b\u200bvariable education was the idea of education as a mechanism of sociogenesis of personality and culture, depending on the totalitarian or liberal orientation of the culture, extinguishing or supporting the manifestation of a person's individuality. These views are based on both the cultural and historical psychology of L.S. Vygotsky, A.N. Leontiev, D.B. Elkonin and V.V. Davydov, so on the concept of anthropologist V.P. Alekseeva on "variable evolution" / evolution supporting different variations development, different individual development options /.

In contrast to unified education as a factory for shaping the "average" student, variable education helps a person to find other ways of understanding and experiencing knowledge in a changing world.

Variable education is understood as a process aimed at empowering a person's competent choice life path and self-development of the individual.

The purpose of variable education is the formation in joint activities with adults and peers, primarily through the development universal learning action picture of the world, which is indicative framework for student activities (P.Ya. Galperin) in solving a wide range of problems, including problems that simulate situations of uncertainty.

Motivated variable education is the motivation for the transformation of education into the leading institution of socialization of the individual, contributing to the achievement of personal and professional success of a person in modern society.

The ideas of variable education were embodied in the design from the standpoint of the system-activity approach of a new generation of standards and programs of general education, as well as in the expansion of variable programs of vocational education. / see, for example, Asmolov A.G. School of Uncertainty // Moscow Club, 1993, №3;

Asmolov A.G., Nyrova M.S. Non-standard education in a changing world: cultural and historical perspectives. - Novgorod, 1993 .:

A.G. Asmolov Development strategy of variable education: myths and reality // Master, 1995, №1;

A.G. Asmolov Cultural-historical system-activity paradigm of school education standards design // Questions of psychology, 2007, No. 4 (together with GV Burmenskaya, IA Volodarskaya, OA Karabanova, NG Salmina);

n Psychological and pedagogical foundations

n Anthropological paradigm - it is an orientation towards human reality in all its spiritual-mental-bodily dimensions; search for the means of becoming a person as a creator, as an individual.

Means - ped. designing ... a) developing educational processes; b) educational environments; c) ped. practices (programs, technologies ...)

n The principle of contextuality (the unity of knowledge and skills and their application, taking into account the social, interpersonal and subject characteristics of the context; the transition from the study of individual subjects to the interdisciplinary study of complex situations of real life, where universal educational actions are needed)

n Activity approach:

Active role of students;

Cooperation between teacher and students;

Formation of independent learning activities of students aimed at solving life problems;

Project forms of training organization

THE CULTURAL AND HISTORICAL SYSTEMIC AND ACTIVITY PARADIGM OF EDUCATION IS MANIFESTED IN

Ø Developmental education (D.B. Elkonin - V.V.Davydov)

Ø Theories of the phased formation of mental actions and concepts

(P.Ya. Galperin and N.F. Talyzina);

Ø Development Pedagogy (L.V. Zankov);

Ø Psychopedagogy of “living knowledge” (VP Zinchenko);

Ø Cultural-historical semantic pedagogy of variable developmental education (A.G. Asmolov, V.V. Rubtsov, V.V. Klochko, E.A. Yamburg);

Ø Personality-oriented education

(V.D.Shadrikov, V.I.Slobodchikov, I.S. Yakimanskaya, V.V.Serikov, etc.)

Ø School of Cultural-Historical Psychology

(L. S. Vygotsky, A. N. Leontiev, I. S. Yakimanskaya, V. V. Serikov)

Ø School of dialogue of cultures V.S. Bibler

n Methodological approaches

· The concept of problem-based learning (A.M. Matyushkin, M.I. Makhmutov, V. Okon, etc.)

· Creation of problem situations in front of students, their awareness, acceptance and solution of these situations in the process of joint activities of students and teachers with the maximum independence of the former and under the guidance of the teacher.

· Contributes to the achievement of a high level of mental development of schoolchildren (to think scientifically, dialectically, creatively), the development of the ability to self-education.

Forms a special style of mental activity, cognitive activity and independence

· Problem-oriented developmental education(L.V. Zankov)

High level of learning difficulty;

the leading role of theoretical knowledge;

Fast paced learning;

Students' awareness of their actions in the learning process;

The inclusion of the emotional sphere;

Purposeful and systematic development work all students.

· The concept of meaningful developmental education by V.V. Davydov and D.B. Elkonin

· Creation of zones of proximal development of schoolchildren;

· The formation of the foundations of theoretical thinking in schoolchildren in primary school;

· At the core - the solution of educational problems (acceptance of the problem, then - transformation of the situation);

• orientation towards the student's creativity as the basis of personality;

Student - a subject of activity (first - joint, then - independent), teacher SJ, reflective.

· Variable developmental education

(A.G. Asmolov, V.V. Rubtsov, V.E. Klochko, E.A.Yamburg, V.E. Milman, I.V. Abakumova)

The goal is the multidimensional systemic development of semantic consciousness, the acquisition of personal meanings of development through the formation of meaning, the generation of meaning and the creation of meaning by means of meaning and their forms (experiences, self-reflection, introspection, creative acts)

Active cognitive activity;

A student is a subject of personal and professional self-determination, learns sociocultural experience

· System-activity approach

Concept system-activity approachwas introduced in 1985. This term tried to remove the opposition within the domestic psychological science between the systemic approach, which was developed in the studies of the classics of domestic science (such as B.G. Ananyev, B.F. Lomov, etc.), and the activity approach, which has always been systemic (it was developed by L.S.Vygotsky, L.V. Zankov, A.R. Luria, D.B. Elkonin, V.V. Davydov and many others).

The system-activity approach is an attempt to combine these approaches.

The system-activity approach assumes:

• education and development of personality traits that meet the requirements of modern society (informatization, innovative economy, building a democratic civil society based on tolerance, dialogue of cultures and respect for the multinational, multicultural and polyconfessional composition of Russian society);
• transition to a strategy of social design and construction in the education system based on the development of educational content and technologies that determine the ways and means of achieving a socially desired level (result) of the personal and cognitive development of students;
• the development of a student's personality on the basis of mastering universal educational actions, cognition and mastering the world is the goal and main result of education.
• Indicative basis of activity

P.Ya. Halperin: the theory of the planned gradual formation of mental actions and concepts.

Needed 3 groups of conditions providing:

1. Construction and correct implementation by the student of a new way of action;

Scheme of the OOD - an indicative basis of action:

Result characteristic

Characteristics of the material, tools and means of action;

Forms of control

2. "Working out" the desired properties of the mode of activity;

- the form of performing the action (material, speech, mental);

Completeness or contraction of the action;

The measure of differentiation;

Time and power characteristics;

Reasonableness;

Consciousness;

Generalization;

Criticality;

Mastery of action

3. Transfer of an action from an external objective form to a mental plane (interiorization of an action)

in 6 stages:

1. Creation of a motivational basis for action;

2. Acquaintance with the action (according to the instructions), the OOD is formed in the mind;

3. Formation of action in an expanded material form;

4. External speech (speech as a support for the becoming action);

5. Speech "to oneself" (transfer of the main to the inner plane);

6. Automatic execution of worked out actions, can mentally reproduce

collapsed, as a speech to oneself;

Latent speech (proper mental action).

* some stages may "drop out"

· Competence approach (competencies - knowledge in action from the standpoint of the Council of Europe)

· Political and social competence, ability to make responsible decisions, work in a group;

· Competencies related to life in a multicultural world;

· Competencies related to oral and written communication;

· Competencies related to the informatization of society;

· Ability to learn throughout life as the basis for continuous improvement in professional and social life.

From the standpoint of A.V. Khutorsky:

Competencies: value-semantic, general cultural, educational and cognitive, informational, communicative, social and labor, personal competence and competence of self-improvement.

FROM strategy of modernization of educational content

- competence in the field of independent cognitive activities;

- competence in the field of civil and social activities;

- competence in the field of social and group activities;

- Competence in the domestic sphere;

- competence in the field of cultural and leisure activities.

10 leading competencies:

1. Competencies related to the person himself as a person, a subject of activity and communication:

- health preservation competence,

- competence of value-semantic orientation in the World,

- integration competencies,

- the competence of citizenship,

- the competence of self-improvement, self-regulation, self-development, personal and

subject reflection,

2.Competencies related to human and social impact:

- competence of social interaction,

- communication competence

3. Competences related to human activities:

- competence of cognitive activity,

- competence of activity,

- competence in the field of information technology

Literature

1. Bordovskaya, N.V., Rean A.A. Pedagogy. Textbook for universities. / N.V. Bordovskaya, A.A. Rean - SPb: Piter Publishing House, 2000. - 304 p.

2. Pedagogy. Tutorial for students of pedagogical universities and pedagogical colleges. Second edition. / Ed. P.I. Pidkasistogo - M .: Russian Pedagogical Society, 1996 .-- 602 p.

3. Psychology and pedagogy. Textbook / Ed. K.A. Abulkhanova, N.V. Vasina, L.G. Lapteva, V.A. Slastenin. - M .: Publishing house "Perfection", 1998. - 320 p.

4. Slastenin V.A. and others. Pedagogy: Textbook. manual for stud. higher. ped. study. institutions / Slastenin V.A., Isaev I.F., Shiyanov E.N .; Ed. V.A. Slastenin. - M .: Publishing Center "Academy", 2002. - 576 p.