Differences of fgos from the state standard. Educational portal

Article + presentation

2004 standards and GEF second generation

Changes in the content of education and in approaches to teaching

(Primary School)

Tsepeleva Evgeniya Viktorovna

Teacher primary school MBOU "Secondary School No. 61"

Vladivostok

“If we teach today like this,

as we learned yesterday

we will steal from children tomorrow.”

John Dewey

October 6, 2009 in the development of the educational system of Russia begins new stage. The essence of this stage is expressed in the reorientation of the education system to new approaches to the design and evaluation of educational results. , which are based on the process of personality development as the goal and meaning of education.

( GEF primary general education approved by order of October 6, 2009 No. 373 (registered by the Ministry of Justice of Russia on December 22, 2009 No. 15785))

What is the difference between the 2004 standard and the second generation GEF?

The fundamental difference between the new standards is that the main goal is not a substantive, but a personal result. The personality of the child is put at the head, and not just a set of information that is mandatory for study.

The federal state educational standard is a combination of three systems of requirements:

requirements for the result of mastering the basic educational program of basic general education,

requirements for the structure of the main educational programs (how the school builds its educational activities),

· requirements for the conditions for the implementation of the standard (personnel, finance, material and technical base, information support, etc.).

1. The 2004 Standard describes in detail the content of education - topics, didactic units. In the new standard a general framework has been set for resolving issues related to the education, upbringing and development of schoolchildren, the requirements for the results of mastering the main educational program of basic general education by students are clearly indicated:

· personal

· metasubject

· subject

The main result of education is the mastery of a set of universal educational activities that allow setting and solving the most important life and professional tasks. Universal learning activities- the ability of the subject to self-development and self-improvement through the conscious and active appropriation of new social experience

UUD- a set of ways of action of the student (as well as the skills of educational work associated with them), which ensure the independent assimilation of new knowledge, the formation of skills, including the organization of this process

First of all, the new educational standard was developed depending on the tasks that the student and graduate will face directly in adult life.

2. The 2004 standard was based on the selection of a new content of education; there was not a word about education in it.
new standard aimed at reviving educational work. The new standards contain clearly formulated state and public guidelines for the development of the education system. The main educational goal of the new standards is formation of an active citizenship in order to strengthen the Russian statehood . The school should form in its students a sense of civic identity, educate patriots of Russia, form educational motivation, the desire for knowledge, the ability to communicate, a sense of responsibility for their decisions and actions, critical thinking, tolerance and much more.

3.difference standards is the ability to implement it only in cooperation with the family, the media, institutions of culture, religion , which will allow developing the personality of the student emotional, spiritual, moral, intellectual, socialized, will reveal the talents of children in various areas of life and creativity.
The 2004 standards did not take into account the desires and preferences of the population to receive general education. new standard implies a focus on the desires and needs of students and their parents, implies avoiding the overload of students through a reasonable choice of the necessary subjects, courses and circles. I would like to draw attention to the fact that the center of gravity of responsibility for the result of education is shifting from the student to the municipality, educational institution and equally for the family.

The Federal State Educational Standard is based on a system-activity approach that provides

* formation of readiness for self-development and continuous education;

*design and construction of the social environment for the development of students in the education system;

*active educational and cognitive activity of students;

*construction of the educational process, taking into account the individual age, psychological and physiological characteristics of students

I have been working under the second generation of the Federal State Educational Standard for the first year. And, of course, I try to work in a new way. The beginning of the new was laid at the courses on the new standards of PIPKRO. A lot has been read, seen less, but also seen (from colleagues in the school of others, on the Internet ( in Electronic journal External study. Russian Federation, social network for teachers, guide to educational institutions, education news,) video tutorials) spurred on to work completely different from the work that I have been doing for the past 28 years. But of course the main thing is self-education and great desire to help my children, my students learn. Make Process learnability for them more accessible, more understandable. Help them comprehend and design the sequence of work in the lesson on mastering the topic from the goal to the final result; to distinguish the new from the already known and from this to teach to give a name to the lesson; find answers to questions using the textbook, information obtained in the lesson; pronounce the sequence of actions in the lesson; to distinguish between the correct task and the incorrect one. And, of course, teaching project activities. All this became possible during the implementation of the second generation of the Federal State Educational Standard . My activity is also changing - the activity of a teacher working according to the Federal State Educational Standard in comparison with my activity according to the first generation standard.

Subject of change	Traditional activities of a teacher	The activities of a teacher working according to the Federal State Educational Standard
Preparing for the lesson	The teacher uses a rigidly structured lesson plan	The main thing: I (the teacher) give knowledge and organize actions. The teacher uses the scenario plan of the lesson, which gives him freedom in choosing the forms, methods and methods of teaching.
	In preparing for the lesson, the teacher uses the textbook and guidelines	When preparing for the lesson, the teacher uses the textbook and methodological recommendations, Internet resources, and an electronic supplement to the lesson.
The main goal of the teacher in the lesson	To be able to complete everything that is planned	Organize activities for children: search and processing of information; generalization of methods of action; determining the name of the lesson, its topic setting a learning task, etc. teaches you to check the correctness of actions according to the standard (according to the textbook)
Formulation of tasks for students (definition of children's activities)	Formulations: solve, write down, compare, find, write out, do, etc.	Formulations: analyze, prove (explain, justify your choice), compare, express with a symbol, create a diagram or model, continue, generalize (draw a conclusion), choose a solution or a solution, explore, evaluate, change, come up with, etc.
Lesson Form	Predominantly frontal	Frontal, in pairs, group individual
Non-standard lessons		Project activity lesson
Interaction with parents of students	Occurs in the form of lectures, parents are not included in educational process	Awareness of parents of students. They have the opportunity to participate in the educational process. Communication between the teacher and the parents of schoolchildren is carried out using the Internet Mandatory - keeping electronic diaries.
Educational environment	Created by the teacher. Exhibitions of students' works	Created by students (children make educational material making presentations). Zoning of classrooms, halls
Learning Outcomes	Subject Results	Not only subject results, but also personal, meta-subject ones; definition of universal learning activities that are formed in the process of studying a specific topic, the entire training course;
	No student portfolio	Building a Study Portfolio student; teacher e-portfolio
	Main assessment - teacher assessment	Focus on the self-esteem of the student, the formation of adequate self-esteem
	Positive assessments of students on the results of examinations are important	Accounting for the dynamics of children's learning outcomes relative to themselves. Assessment of intermediate learning outcomes The teacher always remembers that the child (student) should feel successful

In the course of the implementation of the Federal State Educational Standard in the 1st grade, the monitoring system is being built in a new way.

• Subject universal learning activities - underlie the study of the subject itself.
• Metasubject universal actions. Their central component is the formation of the ability of students to work with information (to extract it, analyze, perceive).
• Personal universal educational actions are emotionality and morality in the study of the subject, the development of tolerance, healthy lifestyle life.

In addition to the usual subject tests, I now conduct meta-subject diagnostic work, made up of competency-based tasks that require the student to display not only cognitive, but also regulatory and communicative actions.

Completely new for the mass school is the introduction of the Federal State Educational Standard diagnostics of the results of personal development. The usual form of written control work is now supplemented by such new forms of results control as: purposeful observation (fixation of the actions and qualities shown by the student according to the given parameters), self-assessment of the student according to the accepted forms (for example, a sheet with questions on self-reflection of a specific activity), the results of educational projects, the results of a variety of extracurricular and extracurricular activities, the achievements of students.
The results of the teacher's diagnostics are an integral part of the student's portfolio.

For each student, I filled out an observation map for the process of adaptation of students in my class according to the results:

Starting diagnostics (September), which allows to determine First level formation of students' organizational, intellectual and communicative skills and abilities;

According to the method of E.A. Nezhnova:
- intermediate diagnostics (December), which determines the general educational and organizational skills of students;

His psychological portrait;

The outcome of the monitoring will be

Final diagnostics (May), revealing the formation of universal learning activities of students.

Conducted these diagnostics in order to determine the level of readiness of each child for schooling, his individual features; advised parents; carried out corrective action as necessary.

When analyzing the results of completing tasks, the relationship between the level of formation of universal educational activities (UUD) and the following indicators was taken into account:

Children's health status;

Progress in the main subjects;

The level of development of speech;

Degree of proficiency in Russian;

Ability to listen and hear the teacher, ask questions;

The desire to accept and solve a learning problem;

Communication skills with peers;

The ability to control their actions in the classroom.

When implementing the second generation of the Federal State Educational Standard, I use an unmarked method in my work (without a mark - showing the result of ZAR and ZBR)

Systematic assessment of personal, meta-subject and subject results is implemented within the framework of an accumulative system - a working portfolio.

During school year conducted a study of the level of mastery of students in my class with universal learning activities (UUD). Particular attention was paid to the control of literacy and writing, because the children came to grade 1 without any reading and writing skills. All the results of the control of mathematical skills, reading and writing skills are accumulated in the educational portfolio of each student. Showing the result of ZAR and ZPD is brought to the parents and the students themselves, as already mentioned, it is accumulated in the student's portfolio and in the form of statements from the teacher in a special storage folder.

By the end of the academic year, students must achieve certain personal, subject and meta-subject results. The final comprehensive work will show what universal learning activities students have mastered by the end of the school year. This will also be the result of my teacher's work on the implementation of the Federal State Educational Standard.

The school ensures the implementation of the Federal State Educational Standard of Primary General Education: the requirements for the structure of the BEP, for the results of the development of the BEP and for the conditions for the implementation of the BEP. The accumulated experience of integrating basic education, the high level of pedagogical skills allows us to hope for the successful implementation of the federal state educational standard. All this and much more will create conditions for the implementation of GEF IEO. The standards of the new generation should fix not so much the subject content of training as teaching methods. The formation of such relevant cognitive, organizational and communicative competencies directly depends on them.

The documents:

1. The Federal State Educational Standard of primary general education was approved by order No. 373 of October 6, 2009 (registered by the Ministry of Justice of Russia on December 22, 2009 No. 15785)

2. The Federal State Educational Standard of basic general education was approved by order of December 17, 2010 No. 1897 (registered by the Ministry of Justice of Russia on February 01, 2011 No. 19644)

3. GEF of secondary (complete) general education - approved by order of May 17, 2012 No. 413 (registered by the Ministry of Justice of Russia on 07.06. 2012, reg. No. 24480)

Municipal budgetary educational institution

"Average comprehensive school No. 1 p.g.t. Aktobe"

Aznakaevsky municipal district of the Republic of Tatarstan

Pedagogical Council

"Key Features and differences between federal state educational standards (FSES) and state educational standards (SES) of general education"

Prepared by:

primary school teacher

L.N. Khadeeva

p.g.t. Aktobe

2014 -2015 academic year year

Key features and differences between federal state educational standards (FSES) and state educational standards (SES) of general education

Slide 2. Russia is part of the global space. Recently, the education of Russia has not corresponded to the world's fundamental values ​​of education, which were formulated by UNESCO.

Slide 3. UNESCO. UNESCO - United Nations Educational, Scientific and Cultural Organization. Currently, 191 states are members of the Organization.

The USSR joined UNESCO on April 21, 1954. Since December 1991, Russia has taken the place of the USSR in UNESCO as a “successor state” The main goal of UNESCO is to promote the strengthening of peace and security by expanding cooperation between peoples in the field of education, science and culture respect, justice, respect for the rule of law and human rights, as well as the fundamental freedoms proclaimed in the Charter of the United Nations, for all peoples, without distinction as to race, sex, language or religion.
slide 4. World Fundamental Values ​​of Education (UNESCO). Learn to teach yourself in any situation and at any time; learn to work and earn decently; learn to live in a modern, rapidly developing world; learn to live together.

Slide 5. THE SCHOOL OF RUSSIA HAS ALWAYS BEEN FAMOUS FOR QUALITY EDUCATION (the criterion of quality has changed). The Russian school provided fundamental knowledge of various sciences. It has been good for many years. International Olympiads (Now - not only knowledge, but also the ability to apply this knowledge in a changed situation - last places). (Miscellaneous items different levels) Socio-economic, scientific, technical, cultural changes taking place in our country inevitably led to changes in education. It is impossible to include in textbooks everything that happens and accumulates at an incredible rate. The whole model of the education system has become obsolete……..

slide 6. The work between the ellipsis should be done by the Federal State Educational Standard of the new generation. The 2nd generation FSES is a fundamentally new document for the national school.

Slide 7. Innovative standards
1. For the first time, standards are complete system requirements for the entire education system of the country, and not just the requirements for the subject content of education

2. For the first time standards are considered as the constitution of school life, determines the way of school life.

3.For the first time, the basis for the implementation of standards in real life is a new organizational and economic model of education.

Slide 8 . 4. Separation in the main educational program (including the curriculum) of two components: the mandatory part and the part formed by the participants in the educational process

5. Organization of extracurricular activities in the areas of personality development (sports and recreation, spiritual and moral, social, general intellectual, general cultural)

6. System-activity approach as a methodological basis of the Federal State Educational Standard of General Education

Slide 9 . 7. Increasing the role of parents (legal representatives) of students in the design and implementation of the main educational program

8. Value-normative basis for the development and implementation of the Federal State Educational Standard of General Education - the Concept of Spiritual and Moral Development and Education of the Personality of a Russian Citizen

Slide 10 . Innovativeness in the system of evaluating the results of achieving the development of the main educational program.

The system-forming component of the standard was the requirements for the results of mastering the main educational programs. The idea of ​​educational results has changed - the standard focuses the teacher not only on the subject, as it was before, but on the meta-subject and personal results of the child.

slide 11,12 . Differences between the Federal State Educational Standard of General Education and the State Educational Standard of General Education

It is a social contract between the individual, family, society and the state.

The set of requirements that are mandatory for the implementation of basic educational programs (BEP)

The totality of three components (federal, regional (national-regional), educational institution), which primarily determines the content of the OEP

Structure of the standard

Requirements for the structure of the OOP;

Requirements for the conditions for the implementation of the OOP;

requirements for the results of mastering the OEP

(zT+S)

Mandatory minimum content of OOP;

The maximum amount of teaching load of students;

Requirements for the level of training of graduates

slide 13 . Structure of standards (3T + C)

federal law dated December 1, 2007N309-FZ, a new structure of the state educational standard was approved. Now each standard includes 3 types of requirements:

Requirements (T1) requirements for the structure of the main educational programs, including the requirements for the ratio of parts of the main educational program and their volume, as well as the ratio of the mandatory part of the main educational program and the part formed by the participants in the educational process;

Requirements (T2) requirements for the results of mastering the main educational programs.

Requirements (T3) requirements for the conditions for the implementation of basic educational programs, including personnel, financial, logistical and other conditions;

The system for evaluating the results of achieving the development of the main educational program (C)

Slide 14 . Differences between the Federal State Educational Standard of General Education and the State Educational Standard of General Education

- obligatory part;

The part formed by the participants in the educational process, by which we mean students, teachers of a general educational institution, parents of students.

Federal component;

Regional (national-regional) component;

Educational Institution Component

Slide 15. Extracurricular activities

Extracurricular activities included educational program.

Organization educational activities students in the classroom and the creation of an appropriate space for the implementation of the acquired knowledge, skills and abilities in practical socially and personally significant activities during after hours should ensure the achievement of the results set by the standard

Separate curricular and extracurricular activities

slide 16. Standardized results

personal;

Metasubject;

subject

Students should know;

Students should be able to;

Students must use in practice and Everyday life*

slide 17. Basis of the standard

System-activity approach

Main directions of modernization Russian education*

Ability to learn

Formation and development of universal educational activities (for the levels of IEO and LLC, respectively)

Formation, improvement and expansion of general educational skills, skills and methods of activity**

Financing the educational process

Lesson and extracurricular activities (main educational program)

Basic Curriculum

* Determined by the Concept of Modernization of Russian Education for the period up to 2010, approved by the Decree of the Government of the Russian Federation No. 1756-r dated December 29, 2001

** Refers to the federal component of the state educational standard

Slide 18 . New skills In the light of the Second Generation Standards, new procedural skills are laid in the content of education: to independently engage in their own learning and receive the necessary information from different sources;

work in groups and make decisions; use new information and communication technologies.

Speaking scientific language, the formationUniversal Learning Actions (UCA).

Slide 19 UUD . UUD as generalized actions open up the possibility for students to have a broad orientation both in various subject areas and in the construction of the learning activities. Universal learning activities are of an over-subject, meta-subject nature.

An important element the formation of universal educational activities of students at the stage of primary general education, ensuring its effectiveness are orientation junior schoolchildren in information and communication technologies(ICT) and the formation of the ability to correctly apply them (ICT-competence). The use of modern digital tools and communication media is cited as the most natural way the formation of UUD, the subprogram "Formation of ICT competence of students" is included. Implementation of the program for the formation of UUD in primary school is the key task of introducing a new educational standard.

Slide 20 . Educational technologies In this regard, improved educational technologies, the development of which takes into account the following trends in the development of education:

from rote learning to learning as a process of intellectual development;

from the reproduction of knowledge to their productive use and application, depending on the tasks being solved;

from focusing on the average student to differentiated and individualized learning programs;

from external motivation of teaching to internal moral-volitional regulation.

slide 21 . Lesson The current changes in education have a significant impact on the structure of the lesson. The main difference between a modern lesson, regardless of its type (a lesson to consolidate what has been learned, an integrated lesson, a combined lesson, etc.) is the involvement of students in the process of active joint learning activities in different learning situations, i.e. system-activity approach.

slide 22 . Extracurricular activities Fundamentally new is the inclusion in the mandatory part curriculum, which is one of the sections of the main educational program of primary general education - extracurricular activities of students.

In accordance with the Standard, 5 priority areas for the development of the student's personality are identified, according to which extracurricular activities are carried out in elementary school.

slide 23 . This is sports and recreation, spiritual and moral, social, intellectual, general cultural.

slide 24 Extracurricular activities . The content of extracurricular activities should be reflected in the main educational program of the educational institution, in contrast to the content additional education, which is not included in the main educational program of the educational institution. In each class of the school, an average of up to 10 hours a week is allocated for extracurricular activities. Hours allocated for extracurricular activities are not taken into account when determining the mandatory allowable workload of students. Extracurricular activities can be carried out both in the first half and in the afternoon, as it is an integral part of the entire educational process at school. Extracurricular activities can be conducted by teachers, class teachers, pedagogues-psychologists, teachers of additional education and other pedagogical workers.

(sports and recreation, spiritual and moral, social, general intellectual, general cultural).

Slide 25 . Extracurricular activities Extracurricular activities may include: doing homework (starting from the second half of the year), individual sessions teachers with children who require psychological, pedagogical and correctional support (including individual lessons in the formulation of oral speech, handwriting and writing etc.), individual and group consultations (including remote ones) for children various categories, excursions, circles, sections, round tables, conferences, debates, school scientific societies, olympiads, competitions, search and Scientific research etc.

slide 26 . Distinctive feature of the new standard A distinctive feature of the new standard is its active nature, which sets the main goal of developing the student's personality. The education system is abandoning the traditional presentation of learning outcomes in the form of knowledge, skills and abilities, the wording of the standard indicates real views activities that the student must master by the end primary education. Requirements for learning outcomes are formulated in the form of personal, meta-subject and subject results.

slide 27. CHANGE BASIC MODEL

Slide 28. PURPOSE OF EDUCATION.

Personal Outcome: Personal Development

In the Standard of the new generation, the content of education is not spelled out in detail, but the requirements for the results of mastering the main educational program of basic general education by students are clearly indicated: personal, meta-subject and subject.

The main result of education is the mastery of a set of universal educational activities that allow setting and solving the most important life and professional tasks.

Slide 29. The purpose of the school.

Equip your child with skills that will help him navigate new situations of his own.

professional, personal and public life, achieving the goal (i.e. equipping with COMPETENCES)

slide30 . I suggest you compare some key points old and new standards so you can get an idea of ​​how it used to be and how it will be now in the new school.

Slide 32 - 38 (by slides)

slide 39. Methodical literature on FGOST

Slide 40 . Conclusion. So, the second generation GEF is a normative legal act. The standard is intended to play a crucial role in the education of highly moral, creative, competent and successful citizens of Russia. The Standard is based on a system-activity approach aimed at achieving not only subject educational results, but, above all, at shaping the personality of students, mastering them universal ways educational activities that ensure success in cognitive activity at all stages of further education.

Slide 41 . Janusz Korczak (Polish educator) wrote: “Respect the ignorance of the child! Respect the work of knowledge! Respect ignorance and tears! Respect the current hour and today! How will a child be able to live tomorrow if we do not let him live a conscious and responsible life today? Let the child learn not because you told him, but because he himself understood; let him not learn science, but invent it. To live is the craft we must teach him.

Slide 42. Thanks for attention!

The draft standard was developed by the Institute for Strategic Studies in Education of the Russian Academy of Education. Project development leaders: Kezina.//.//.. Academician of the Russian Academy of Education; Kondakov A.M.. scientific adviser //(IPO RAO. Corresponding member of the RAO.

The structure of the Federal State Educational Standard. GEF is a set of three federal state educational standards:

for primary secondary education;

for basic secondary education;

for complete secondary education.

Each standard includes requirements for:

to the results of mastering the main educational program of secondary general education;

to the structure of the main educational program of secondary general education, including the requirements for the ratio of parts of the main educational program and their volume, to the ratio of the mandatory part of the main educational program and the part formed by the participants in the educational process;

to the conditions for the implementation of the main educational program of secondary education, including personnel, financial, logistical and other conditions.

Requirements in different standards - for primary, basic, full secondary education are homogeneous in form (in terms of the composition of requirements), but different in content, taking into account the training, existing subject competence, age characteristics and abilities of students. At the same time, the task is to ensure the continuity of the main educational programs of primary general, basic general, secondary (complete) general, vocational education.

If you carefully read the last paragraph of the above requirements, you can immediately notice that this is a requirement for the conditions of education, for the implementation of the educational process, and therefore for the educational environment. That is, the direct relationship between the Federal State Educational Standards and the educational environment is determined. Moreover, this relationship is realized in the form of a complex of direct and feedback:

the conditions of the educational process, expressed in the educational environment, affect its implementation and the results achieved;

achievement of the required results specified in the Standard implies the existence of requirements for the conditions for this achievement.

Therefore, the new Standard and the educational environment must be in a balanced combination. This means that their study, study is also interconnected: the study educational environment lies in the way of studying the content, features and new opportunities of the Federal State Educational Standard (Fig. 1.2.).

Fig.1.2. The relationship between the requirements of society and education

It should be noted that GEF is part of the educational environment. This is a legal document expressing the order of the company, the procedure and conditions for its implementation. At the same time, it regulates not only the implementation and development of education, but also the development of the educational environment - directly and indirectly. It is in these aspects that we will consider it in what follows.

First and main feature GEF is the return to general education of the upbringing function, expressed in requirements and expected results:

in the general provisions of the Standard, which indicates the orientation "to the formation of the personal characteristics of the graduate ("portrait of a school graduate");

in the results of subject education, including general educational results;

in the results of personal development.

The upbringing of the student is named one of the goals to which this standard (FGOS) is aimed.

Achieving the goal of educating a student involves a significant increase in the requirements for the educational environment.

The second feature of the GEF. The new educational standard introduces a new pedagogical category - the results of mastering the main educational program of primary, basic or complete secondary education (educational results, learning outcomes). The concept of the results of education and training was present in the pedagogical environment even earlier. But these results were perceived as an expression of the achievement of the goals of education and subject training, i.e. were derived from the content of goals, a reflection of purposefulness.

According to the new standard, educational results become an independent concept of pedagogy and an element of the educational sphere. As a conceptual category, they are applicable to subject systems of education - to educational subjects, considered here as learning outcomes. In this capacity, they become the subject of methodological research and constitute an independent component of the methodological system of subject education. "Learning Outcomes".

The content of the results and learning objectives should not duplicate (repeate) each other. Goals should be conceptual, determine the learning strategy, its general direction. Whereas the results of subject education should be more specific, expressing its goals and the concept of educational results of the Federal State Educational Standard - to constitute a set of specific educational achievements planned in methodological system this training.

The component "Learning Outcomes" in the subject methodological system, program, teaching materials allows you to model learning, formulate it in the form information model through determining the relationship between the content of the results, on the one hand, and the goals, methods, content, means and forms of education, on the other hand. That is, learning outcomes are a unifying, systematizing element in teaching an educational subject and in its methodology.

The third feature of the GEF– learning outcomes structured highlighting three main types of results − personal, meta-subject and subject. Each of these types presupposes the presence of a certain direction of education in general and subject-based education in particular, as well as the existence of a certain set of requirements for the educational and educational preparation of students.

The new Federal State Educational Standard (FSES, Standard) puts personal and meta-subject learning outcomes in the secondary education system at the forefront:

“The standard establishes requirements for the results of students who have mastered the basic educational program of secondary (complete) general education:

personal, including the readiness and ability of students for self-development and personal self-determination, the formation of their motivation for learning and purposeful cognitive activity, a system of significant social and interpersonal relationships, value-semantic attitudes that reflect personal and civic positions in activities, social competencies, legal awareness, the ability to set goals and build life plans, the ability to understand Russian identity in a multicultural society;

metasubject, including interdisciplinary concepts mastered by students and universal educational actions (regulatory, cognitive, communicative), the ability to use them in educational, cognitive and social practice, independence in planning and implementing educational activities and organizing educational cooperation with teachers and peers, the ability to build an individual educational trajectory , possession of skills in research, design and social activities;

subject, including skills mastered by students in the course of studying the subject area, specific for this subject area, types of activities to obtain new knowledge within the framework of the subject, its transformation and application in educational, educational-project and social-project situations, the formation of a scientific type of thinking, scientific ideas about key theories, types and types of relationships, knowledge of scientific terminology, key concepts, methods and techniques. (FGOS).

Subject learning outcomes no less than personal and metasubject are needed:

Firstly, this knowledge and skills reveal the specifics of the subject being studied and specialization in the subject area, and make it possible to achieve the required level of competence in this area. They are not universal and more specific, but, having the most direct relation to this subject, they create the necessary basis for the formation of other knowledge and skills for the development of the student's personality.

Secondly, subject knowledge and skills are necessary as data for describing knowledge, elementary knowledge for the formation of knowledge of a higher order: without subject knowledge, it is impossible to count on a student's full perception of meta-subject knowledge.

A special role in the Standard is assigned to the subject results at the integrated (general educational) level:

“Subject results at the integrated (general educational) level should be focused on the formation of a common culture and the implementation of predominantly ideological, educational and developmental tasks of general education, as well as the tasks of socialization of students ”(FGOS).

That is, the subject results at the integrated (general educational) level are designed to create the necessary basis for achieving personal results, increasing its ability to adapt in the social information environment, self-knowledge, self-organization, self-regulation, self-improvement.

Spiritual and moral development, education and socialization of students are named in the Standard among the main areas of secondary education that they provide.

According to the Standard, each educational subject must contribute to the formation of general educational subject results, develop, shape the culture and worldview of students with its specific means and express them at the level of its own forms.

This coincides with the requirements of education itself, an advanced pedagogical environment - teachers, methodologists, etc. That is, this is a condition of education, coming from the depths of education itself, suffered by it. Without a doubt, this should affect the development of the educational environment, its qualitative transformation.

However, the priority in the Standard is given to personal and meta-subject learning outcomes. Subject results are a necessary basis on which others are formed - personal and meta-subject. But this base should not be self-sufficient - it should ensure development.

metasubject results. Modern knowledge requires not only fundamentalization, but also universalization, or rather, a balanced combination of fundamentalization and universalization. The fundamental nature of knowledge and professional competence is needed by a specialist whose activities are focused on a rather narrow area.

Of course, the fundamentalization of education is necessary in the university. However, the modern continuously expanding world of knowledge requires their generalization, obtaining more knowledge on their basis. high level. Therefore, in the university, universalization in training is also necessary.

A student is a personal system being formed, the cognitive interests of which have not yet been finally determined. Therefore, he needs universal (meta-subject) knowledge and skills to a greater extent. A certain degree of fundamentalization involves specialized training. However, the fact that the subject of learning has universal knowledge always gives him additional opportunities and brings him to a new, higher level of knowledge. He is better oriented in the educational field, adapts in the educational field, has great abilities for obtaining and acquiring knowledge, for personal development and self-development. He has relatively large opportunities for productive knowledge of the world, including self-knowledge.

Meta-subject results in the Standard are, first of all:

interdisciplinary concepts that are used in various subjects, specifically expressed in them, and in fact represent a conceptual category;

universal learning activities: regulatory, cognitive, communication, also having a wide (interdisciplinary) scope;

ability for self-organization and educational interaction (cooperation);

ability to apply their knowledge and skills.

A special role in the formation of meta-subject results is given to educational subjects, the content, methods of which are of general educational significance - logic, language (colloquial and formal), information processes and information interaction, communication (at the level of language and information technologies). These subjects (mathematics, computer science, language) become meta-subjects, sources of interdisciplinary knowledge and skills, and occupy a central place in education according to the Federal State Educational Standard (required for education).

For example. General educational philological (linguistic) knowledge finds application in computer science when studying the topics “Designation and coding of information”, “Programming languages”, etc. At the same time, this knowledge itself is brought to a new meta-subject level - the implementation of direct and feedback.

Comment. The concept of metasubjectivity has another (no less important) meaning: as a description of the area of ​​a given subject, a general interpretation of its content. This is also necessary: ​​the achievement of meta-subject results presupposes the presence of a meta-subject description and interpretation. Otherwise, metasubject connections cannot arise. In this regard, mathematics, informatics, native language can be considered as universal metalinguistic means, subjects of the same name - as means of implementing their metalinguistic means in other educational subjects.

As we can see, the idea of ​​metasubjectivity, expressed in the Standard, also conceptually coincides with the ideas about it in the pedagogical (scientific and methodological) environment. The implementation of these ideas will make it possible to systematize the educational process and its results (into a single system of learning outcomes), to significantly increase the potential of interdisciplinary and metasubject communication.

With this implementation, much the role of the educational environment is growing, as an area of ​​intersystem (intersubject) relations, a mediator, and hence an active participant in these relations.

personal results. Training is proposed to be carried out in the aspect of the following:

formation of the student's readiness for self-development and continuous education; designing and constructing the social environment for the development of students in the education system.

Therefore, personal results suggest the presence of a combination of social, spiritual, intellectual qualities:

the formation of “civil identity, patriotism”, love and willingness to serve the Fatherland, a conscious civil law position, responsibility, an active position of the subject, “consciously accepting traditional national and universal humanistic and democratic values”;

the formation of the worldview in the aspect of the dialogue of cultures, forms of morality, art, religion; perception of the moral values ​​of society;

"readiness and ability for independent, creative and responsible activity (educational, teaching and research, communication, etc.), education and self-education throughout life."

We did not reproduce here all the requirements of the Federal State Educational Standard for personal learning outcomes (they are extensive - a sign of special attention to these results):

firstly, they are multilevel (for three levels of education);

secondly, work with primary sources is always more valuable than with their presentation. We limited ourselves to reflecting the position of the Federal State Educational Standard on this issue, which, like the previous ones (in terms of subject and meta-subject results), expresses the requirements and trends in the development of modern education, the position of advanced pedagogy.

Continuity of personality education means the presence of its ability to self-education, self-education, self-improvement. Accordingly, the main goal of education is teach to learn to form the foundations of a culture of knowledge, cognition, social and legal relations.

Readiness for self-education and self-learning, in turn, means the ability to:

to self-organization, self-government, self-determination, self-regulation, to self-development;

to self-knowledge as a spiritual and intellectual person, identifying their interests and needs, abilities and opportunities (potential).

The task of the educational environment, IEE is to fill all these requirements and positions with content that provides:

identification and conceptual (semantic, socio-cultural, aspect) interpretation of the terms used;

formation of knowledge and ideas about the content of the relevant concepts;

personal perception and “appropriation” by students of basic social and universal values;

formation of students' motivation and needs for action and interaction in accordance with these values.

Knowledge, skills, competencies of the subject of education can and, in fact, should be formed in subject education as its results, including general education. As for the subculture, personal self-development, they are formed, developed, manifested mainly in the processes of independent interaction in the environment and with the environment, with the educational environment, ISE.

The fourth feature of the GEF. The Standard introduces new concepts of “compulsory subjects”, “optional subjects”, “optional subjects”:

"mandatory" - study is mandatory;

"by choice" - a choice from a certain set to a certain number;

"optional" - a choice is possible on the basis of "educational services". The term "educational services" is also an innovation of the Federal State Educational Standard, although such services already exist in the field of education, and there is a need for them.

To a certain extent, the innovation of the Standard allows you to unload the training program (the total content of the subjects studied) for each individual student, provided that he (with the help of parents and teachers) determines the optimal teaching load in the paradigm compulsory subjects - elective subjects. But he can overestimate his strength by going along the line of "educational services." May occur personal information security problem student - overload with educational activities and information.

Obviously, since we are talking about the security of a personal educational environment, the problem of its security also applies to the educational environment (from general to personal). The choice of subjects studied can be a personal matter. However, personal security is a public matter.

The fifth feature of the Federal State Educational Standard is to achieve the logical closure of requirements. The conditions of education are diverse, and it is quite difficult to achieve complete logical isolation of the requirements for it. However, the Standard makes a serious attempt to achieve a balance between educational, informational and methodological requirements, requirements for IEE, infrastructure, financial, economic, personnel.

According to the Federal State Educational Standard, each educational institution creates in accordance with the requirements and structure specified in it own educational program containing the target, content and organizational sections, the system for evaluating the results.

program for the development of universal educational activities (UUD);

curriculum of subjects and courses;

program of spiritual and moral development, education and socialization of students.

The organizational section contains curriculum and system of conditions.

Obviously, the system of conditions is, first of all, the conditions of the educational environment, the IEE of a given (each specific) educational institution, the requirements for their definition, organization, creation, and functioning. The same applies to every educational subject.

Thus, each educational institution (school), each subject training according to the Federal State Educational Standard, each training course in this institution must develop a systematic description, information model, project of the corresponding ITS in the aspect active interaction with it, relying on it in achieving the planned results.

Natalia Shesterikova
Distinctive features GEF and FGT

Distinctive features Federal government requirements preschool education from the Federal State Educational Standard for Preschool Education.

More recently, we have studied and implemented the Federal State Requirements for the General Educational Program of Preschool Educational Institutions, and now we have to study and use the Federal State Educational Standard for Preschool Education in our practice. And, of course, common requirements remain between these documents, and new ones appear. Consider what is the difference between FGT OOP DO and GEF DO.

Firstly, the FGT consists of two parts - requirements for the structure of the main educational program of preschool education and requirements for the conditions for its implementation. GEF differs from FGT in that that it also presents the requirements for the results of the development of basic educational programs.

In the FGT, a mandatory section of the program of any preschool educational institution “Planned results of mastering the main general educational program of preschool education by children.

Secondly, distinctive features of FGT from GEF are seen in the requirements for the structure of the main general education program of distance learning. The basis of the content of preschool education in terms of its variability in FGT are 4 directions Keywords: cognitive-speech, social-personal, artistic-aesthetic, physical (10 educational areas).IN GEF the content of the preschool education program should cover the following educational areas: communicative and personal development, cognitive, speech development, artistic, aesthetic and physical development.

From the above, it follows that GEF aimed at establishing public relations (communication, and FGT on the public itself (socialization).

The ratio of parts of the program has been changed. The volume of the mandatory part of the FGT Program should be at least 80% of the total volume, and the part formed by the participants in the educational process should not exceed 20% of the total Program volume. While the scope of the mandatory part of the Program for GEF - 60%, and the part formed by the participants in the educational process - 40%.

FGT, one might say, are moving into the main part of the educational program.

It can be concluded that the program GEF more oriented towards difference from FGT on the specifics of national, socio-cultural, economic, climatic conditions in which the educational process is carried out; support for the interests of the teaching staff of the Organization; on established traditions of the Organization (groups).

3. The structure of the main educational program for GEF. It includes three main section:one. target 2. meaningful 3. organizational. Each section reflects the mandatory part and the part formed by the participants in the educational process. Added an additional section «Presentation of the program».By FGT:mandatory part: Explanatory note, the mode of stay of children, content by region, the results of mastering the EP, a monitoring system. The part formed by the participants of the educational process.

Fourthly, the FGT defines specific characteristics and qualities of a person (integrative qualities that are desirable for an ideal social portrait of a preschool child. They are the object of monitoring. The results of the main General Education Program and the quality of activities are assessed. The current (intermediate) the results of the development of the program and the final ones.

IN GEF the expected results are presented in the form of targets (social and normative age characteristics of the child's possible achievements at the stage of completing the level of preschool education):

Initiative

Independence

Self-confidence

Imagination

Physical development

Volitional efforts

Curiosity

child's interest.

Targets are not subject to assessment, including in the form of pedagogical diagnostics (monitoring), and are not the basis for their formal comparison with real achievements children. Mastering the program is not accompanied by intermediate and final diagnostics of pupils. Program for GEF involves an assessment individual development children. Such an assessment is made by a teacher in the framework of pedagogical diagnostics.

Pedagogical diagnostics is carried out in the course of observing the activity of children in spontaneous and specially organized activities. Toolkit for pedagogical diagnostics - maps of observations of child development, allowing you to record the individual dynamics and development prospects of each child in progress:

Communication with peers and adults

gaming activity

cognitive activity

Project activities

artistic activity

physical development

The program in accordance with FGT is aimed at the formation of a common culture, the development of physical, intellectual, personal qualities, the formation of prerequisites for educational activities. Program according to GEF is aimed at creating conditions for the social situation of the development of preschoolers, opening up the possibility of positive socialization of the child, his comprehensive personal moral and cognitive development, development of initiative and creative abilities, cooperation with adults and peers in the zone of proximal development.

Information for parents onthe new Federal State Educational Standards for Primary General Education

(FGOS NOO)

Dear parents!

From September 1, 2011, all educational institutions in Russia are switching to the new Federal State Educational Standard for Primary General Education (FSES IEO).

What is the Federal State Standard of Primary General Education?

Federal state standards are established in the Russian Federation in accordance with the requirements of Article 7 of the "Law on Education" and are "a set of requirements that are mandatory for the implementation of basic educational programs of primary general education (BEP IEO) by educational institutions with state accreditation." The official order on the introduction of the Federal State Educational Standard of the IEO and the text of the Standard can be found on the website of the Russian Ministry of Education and Science:http://www.edu.ru/db-mon/mo/Data/d_09/m373.html . Materials on the GEF IEO are posted on the websitehttp://standart.edu.ru/catalog.aspx?CatalogId=223 .

What are the requirements of the Federal State Educational Standard of the IEO?

The standard puts forward three groups of requirements:

1. Requirements for the results of mastering the main educational program of primary general education.
2. Requirements for the structure of the basic educational program of primary general education.
3. Requirements for the conditions for the implementation of the main educational program of primary general education.

What is the distinguishing feature of the new Standard?

A distinctive feature of the new standard is its active nature, which sets the main goal of developing the student's personality. The education system abandons the traditional presentation of learning outcomes in the form of knowledge, skills and abilities, the wording of the standard indicates the real types of activities that the student must master by the end of primary education. Requirements for learning outcomes are formulated in the form of personal, meta-subject and subject results.

An integral part of the core of the new standard are universal learning activities (UUD). UUD is understood as “general educational skills”, “ common ways activities”, “over-subject actions”, etc. For UUD, a separate program is provided - the program for the formation of universal educational activities (UUD). All types of UUD are considered in the context of the content of specific academic subjects. The presence of this program in the complex of the Basic Educational Program of Primary General Education sets the activity approach in the educational process of primary school.

An important element in the formation of universal educational activities of students at the stage of primary general education, which ensures its effectiveness, is the orientation of younger students in information and communication technologies (ICT) and the formation of the ability to correctly apply them (ICT competence). The use of modern digital tools and communication environments is indicated as the most natural way to form UUD (the subprogram "Formation of students' ICT competence" is included). The implementation of the program for the formation of UUD in elementary school is the key task of introducing a new educational standard.

What are the requirements for the results of training Xia sets the Standard?

The standard establishes requirements for the results of students who have mastered the basic educational program of primary general education:

• personal, including the readiness and ability of students for self-development, the formation of motivation for learning and cognition, value-semantic attitudes of students, reflecting their individual-personal positions, social competencies, personal qualities; the formation of the foundations of civic identity;
• meta-subject, including the development by students of universal learning activities (cognitive, regulatory and communicative), ensuring the mastery of key competencies that form the basis of the ability to learn, and interdisciplinary concepts.
• subject, including the experience of the activity specific to this subject area for obtaining new knowledge, its transformation and application, mastered by students in the course of studying the subject, as well as a system of fundamental elements scientific knowledge underlying the modern scientific picture of the world.

Subject results are grouped by subject areas within which subjects are indicated. They are formulated in terms of "the graduate will learn ...", which is a group mandatory requirements, and “the graduate will have the opportunity to learn…”. Failure to achieve these requirements by a graduate cannot serve as an obstacle to transferring him to the next level of education.

What is learned using ICT?

A distinctive feature of the beginning of learning is that, along with traditional writing, the child immediately begins to master keyboard set text. Today, many parents who constantly use a computer in professional and personal life understand its capabilities for creating and editing texts, so they should understand the importance of including this component in the educational process on an equal basis with traditional writing.

The study of the surrounding world involves not only the study of textbook materials, but also observations and experiments carried out using digital measuring instruments, digital microscope, digital camera and video camera. Observations and experiments are recorded, their results are summarized and presented in digital form.

The study of art involves the study modern species art along with the traditional. In particular, digital photography, video film, animation.

In the context of the study of all subjects, various sources of information should be widely used, including the accessible Internet.

IN modern school widely used design method. ICT tools are the most promising means of implementing project-based teaching methods. There is a cycle of projects, participating in which children get to know each other, exchange information about themselves, about the school, about their interests and hobbies. These are the projects “Me and my name”, “My family”, the joint publication of the ABC and much more. Parents should encourage their children to do this in every possible way.

The integrated learning approach used in the creation of the new standard involves active use knowledge gained in the study of one subject, in the lessons of other subjects. For example, in the Russian language lesson, work is underway on descriptive texts, the same work continues in the lesson of the world around, for example, in connection with the study of the seasons. The result of this activity is, for example, a video report describing pictures of nature, natural phenomena etc.

What is an information and educational environment?

Requirements for the information and educational environment (IS) are an integral part of the Standard. IS should provide opportunities for informatization of the work of any teacher and student. Through IP, students have controlled access to educational resources and the Internet, they can interact remotely, including after school hours. Parents should see in IS the qualitative results of their children's education and the assessment of the teacher.

What is extracurricular activity, what are its features?

The standard assumes the implementation in an educational institution of both classroom and extracurricular activities. Extracurricular activities are organized in the areas of personality development (sports and recreation, spiritual and moral, social, general intellectual, general cultural).

Extracurricular activities may include: doing homework (starting from the second half of the year), individual lessons of a teacher with children who require psychological, pedagogical and correctional support (including individual lessons in the formulation of oral speech, handwriting and writing, etc. ), individual and group consultations (including remote ones) for children of various categories, excursions, circles, sections, round tables, conferences, debates, school scientific societies, olympiads, competitions, search and scientific research, etc.

The time allotted for extracurricular activities is not included in the maximum permissible load students. The alternation of classroom and extracurricular activities is determined by the educational institution.

When do educational institutions switch to the new Primary Education Standard?

From September 1, 2011 in all educational institutions RF (grade 1) the introduction of the Standard is mandatory.