The main systems of Russian education. Basic principles of education

The education system is formed by the state, which determines its structure as a whole, the principles of its functioning and directions (prospects) of development. The leading role in education is played by public policy principles, which regulate the activities of all educational institutions and educational authorities in the country. The principle of state policy in the field of education is reflected in the Law of the Russian Federation "On Education" (version 2004): 1) the humanistic nature of education, the priority of universal values, human life and health, free development of the individual. Education of citizenship, hard work, respect for human rights and freedoms, love for the surrounding nature, homeland, family; 2) the unity of the federal, cultural and educational space. Protection and development by the educational system of national cultures, regional cultural traditions and characteristics in a multinational state; 3) the general availability of education, the adaptability of the education system to the levels and characteristics of training students and pupils; 4) the secular nature of education in state and municipal educational institutions; 5) freedom and pluralism in education; 6) democratic, state-public nature of education management. Autonomy of educational institutions.

The implementation of the goals and objectives that are put forward by modern society in the field of education and training are unthinkable without an appropriate educational system. The system itself took shape gradually. At the beginning, it included only educational institutions that spontaneously emerged and closed. The teaching material was the result of the creativity of the teachers themselves. They taught what they knew and how they imagined it. There was no system of control over the quality of teaching in these schools and, moreover, there was no centralized system for selecting the content of the taught disciplines.

With the strengthening of statehood, the authorities tried to take control of the existing schools. For this, special (national and local) governing bodies of educational institutions were created. Thus, the education system began to include two types of institutions: educational institutions and governing bodies of educational institutions. In this form, the education system in Russia existed until the entry into force of the Law of the Russian Federation "On Education" in 1992.

With the adoption of the new law in the education system, state educational standards began to play a significant role, which, along with government bodies, began to regulate the activities of educational institutions and determine the general parameters of the entire education system as a whole. Therefore, since 1992, the education system has been replenished with another component - educational programs built on the basis of state educational standards. Moreover, educational standards have become the leading characteristic of the education system.

Today education system in the Russian Federation is a set of interacting:

- state educational standards, educational programs;

- networks of educational institutions;

- educational authorities.

Educational programsdetermine the content of education at each specific level of education in a given educational institution and consist of two parts. First partis formed on the basis of the federal component of the educational standard (more than 70% of the content of the program): this is the so-called mandatory minimum of the content of the educational program. The second partthe educational program is created on the basis of the national-regional component of the educational standard and is mandatory only for Russian citizens living in this region. All educational programs of the Russian Federation are subdivided into general education and professional.

General education programsare aimed at the formation of a general culture of the growing person, his adaptation to life in society and the creation of a basis for the created choice and development of professional programs. General education programs include the following:

Preschool education;

Primary general education (grades I - IV);

Basic general education (grades V - IX);

Secondary (complete) general education (X - XI grades).

Professional programs are designed to train specialists with relevant qualifications by consistently improving the professional and general educational level of students. Professional educational programs include:

Initial vocational education;

Secondary vocational education;

Higher professional education;

Postgraduate vocational education.

In addition to basic educational programs, an educational institution can implement additional educational programs (electives, courses at the request of parents and students, programs of children's art palaces, and so on).

Institutions that carry out the educational process are called educational institutions, that is, they implement one or more educational programs and (or) provide the content and upbringing of students, pupils.

According to their organizational and legal forms, educational institutions can be state, municipal, non-state (private, institutions of public and religious organizations).

Due to the fact that educational institutions implement various educational programs and work with students of different ages, levels of training and abilities, educational institutions of several types are distinguished:

1) preschool;

2) general education (primary general, basic general, secondary (complete) general education);

3) institutions of primary vocational, secondary vocational, higher vocational and postgraduate vocational education;

4) institutions of additional education for adults;

5) special (correctional) for students, pupils with developmental disabilities;

6) institutions for orphans and children left without parental care (legal representatives);

7) institutions of additional education for children;

8) other institutions carrying out the educational process.

In Russia, in addition to ordinary general education institutions (schools), there are other types of educational institutions. Such types as gymnasiums, lyceums, schools with in-depth study of individual subjects, author's schools, private schools, Sunday schools, educational complexes, family schools, "kindergarten-school", "school-university" and others have become widespread.

Gymnasium is a type of general education institution focused on the formation of a well-educated intelligent personality, ready for creative and research activities in various fields of fundamental sciences. It functions in various V-XI classes. Education in the gymnasium is given on a broad humanitarian basis with the obligatory study of several foreign languages.

A lyceum can be opened only on the basis of a specialized higher educational institution. Together with the university, the lyceum forms an educational complex. High school students study in it. The Lyceum is intended for the implementation of advanced training in individual subjects, early profiling of students and the preparation of graduates for a conscious choice of profession, independent creative training at a university.

A general education school with in-depth study of individual subjects provides extended, in-depth education in individual subjects of one selected field of knowledge and carries out early profiling of the corresponding field of knowledge. For the implementation of the developed educational program, the school can involve the teaching staff of universities, employees of research institutions, cultural institutions. Such a school includes all three levels from I to XI grades.

In pedagogical science and practice, the desire to comprehend the integral pedagogical process from the standpoint of the science of management, to give it a rigorous scientifically grounded character, is becoming increasingly stronger. It is true that many domestic and foreign researchers have stated that management is real and necessary not only in the field of technical production processes, but also in the field of social systems, including pedagogical ones.

Management generally refers to activities aimed at making decisions, organizing, controlling, regulating a controlled object in accordance with a given goal, analyzing and summing up based on reliable information... The objects of management can be biological, technical, social systems. One of the varieties of social systems is the education system of a city or district. The subjects of management of the education system in this case are the Ministry of Education and Science of the Russian Federation, the education department of a republic, territory, region or city, as well as district education departments.

One of the distinctive features of the modern education system is the transition from state to state-public administration of education.Its main idea is to unite the efforts of the state and society in solving educational problems, to provide teachers, students, parents with more rights and freedoms in choosing the content, forms and methods of organizing the educational process, in choosing various types of educational institutions. The bodies of public administration of education include the Board of Trustees and Management Boards, and School Boards.

Board of trustees - a self-governing body of an educational institution, created in order to assist in organizing the statutory activities of an educational institution, public supervision over the financial and economic activities of an institution and to strengthen its material and technical base.

The Board of Trustees is a permanent collegial body on a voluntary basis at an educational institution. The main goal of the Board of Trustees is to assist the educational institution in the implementation of its tasks stipulated by the charter, as well as to attract additional financial resources to strengthen the material base of the educational institution and improve the quality of the services it provides. The Board of Trustees does not have the right to interfere with the current operational and administrative activities of the administration of an educational institution. The board of trustees interacts with the pedagogical council of the educational institution: a representative of the board of trustees can participate in the work of the pedagogical council. Members of the Board of Trustees carry out their activities free of charge and without interruption from their main activities.

The state nature of the education system means, first of all, that the country is pursuing a unified state policy in the field of education, which is enshrined in the law of the Russian Federation "On Education". The organizational basis of state policy is the federal program for the development of education, adopted by the Federal Assembly of the Russian Federation for a certain period of time. The program contains three main sections - analyticalcovering the state and trends in the development of education; conceptual, setting out the main goals, objectives, stages of program activities and organizational, defining the main activities and criteria for their effectiveness.

The state nature of education management is also manifested in the observance by the governing bodies of the guarantees of the rights of citizens of the Russian Federation to education, regardless of race, nationality, language, sex, age, health status, social, property and official status, social origin, place of residence, attitude to religion, beliefs ... The task of educational authorities is not only to formally provide guarantees for education, but also to create conditions for self-determination and self-realization of the individual.

For the consistent implementation of state policy in the field of education in the country, state educational authorities are created:

Central - the Ministry of Education and Science of the Russian Federation and other federal bodies related to the education system;

Departmental, republican (republics within the Russian Federation);

Regional, regional, cities of Moscow and St. Petersburg, autonomous regions, autonomous districts.

The Ministry of Education and Science of the Russian Federation (Ministry of Education and Science of Russia) was formed on March 9, 2004. The Ministry of Education and Science of Russia is a federal executive body responsible for the development of state policy and legal regulation in the following areas: education, scientific, scientific, technical and innovation activities, development of federal centers of science and high technologies, state scientific centers and science cities, intellectual property ; youth policy, education, custody and guardianship, social support and social protection of students and pupils of educational institutions. The Ministry of Education and Science of the Russian Federation coordinates and monitors the activities of the Federal Services for Intellectual Property, Patents and Trademarks, the Federal Service for Supervision in Education and Science, the Federal Agency for Science and Innovation and the Federal Agency for Education, which are under its jurisdiction.

The jurisdiction of the federal educational authorities includes the following issues:

Development and implementation of federal and international education development programs;

Establishment of federal components of state educational standards;

Development and approval of standard regulations on educational institutions, establishment of the procedure for their creation, reorganization and liquidation;

Establishing lists of professions and specialties for which vocational training and vocational education are conducted;

Establishment of the procedure for attestation of teaching staff of state and municipal educational institutions.

The educational authorities of the constituent entities of the Russian Federation determine the specifics of the implementation of federal laws and regulations in their regions. They are in charge of:

Formation of legislation of the constituent entities of the Russian Federation in the field of education;

Development and implementation of republican, regional programs for the development of education;

Establishment of national and regional components of state educational standards;

Formation of budgets of the constituent entities of the Russian Federation in terms of spending on education, the establishment of local taxes on education, and so on.

An educational institution in its activities implements one or more educational programs. However, the forms of mastering an educational program by a citizen of the Russian Federation may be different. In accordance with the Law of the Russian Federation "On Education", the development of an educational program is allowed:

1) in the form of full-time, part-time (evening), part-time;

2) in the form of family education, self-education, external studies.

The first form is characterized by the fact that in the course of education there is a constant relationship "learner - teacher". This connection can be carried out in the course of direct communication (with full-time and part-time education) or through control work (with part-time education).

In the second form of mastering the educational program, the student only takes exams for certain parts of the educational program. At the same time, teachers do not follow the process of its preparation. All responsibility for the quality of mastering the educational program lies with the parents of the student and himself.

The first and second forms of education are fundamentally different, but the law allows a combination of these forms. Consequently, any child attending school from any class can be transferred to the second form of education for a period of one, two or more years. This requires only the desire of the parents and the execution of the relevant documents. In 2007, the RF Law on compulsory secondary (complete) general education was adopted, regardless of the form of its receipt.

Lecture 17.

The source of the content of education in any society at one stage or another of its development is the current and future needs of the given society. The RF Law "On Education" defines general requirements for the content of education, which should be focused on ensuring the self-determination of the individual, creating conditions for his self-realization; development of society; strengthening and improving the rule of law.

According to the theory of I.Ya. Lerner and M.N. Skatkin, based on the humanistic paradigm, content of education Is a system of knowledge, intellectual and practical skills, experience of creative activity and experience of an emotional-value attitude, determined by the nature of education in a given educational institution (school, college, university, graduate school, etc.).

Knowledge serve as a tool of activity in all other elements. However, you can know but not be able to. Skill - the experience that humanity has accumulated in the implementation of methods of activity. At the same time, one can know and be able to act, but not be able to create. Creation manifests itself in the vision of new functions of objects, the transfer of previously acquired knowledge to a new situation, an independent statement of the problem and the search for alternative ways to solve it, etc. Encyclopedic education of a person does not guarantee creative potential at all. Finally, all of these elements can serve different purposes depending on the systems of norms of relations to the world, society, knowledge, to oneself. The last component of the content of education determines the direction of the student's actions in accordance with his needs and motives.

There are numerous theories of the selection of the content of educational material. The most important of them are encyclopedism (didactic materialism), didactic formalism and utilitarianism. Supporters of encyclopedism, including Ya.A. Comenius, believed that the main goal of the school is to transfer to students as much knowledge as possible from various fields of science. They argued that the depth of understanding by students of a certain fragment of reality is proportional to the amount of material studied. Curricula, built on the principle of the maximum amount of information, compel the teacher to hurried and superficial work, and turn students into passive listeners who master the material fragmentarily and, above all, at the expense of memory.

In contrast to the representatives of encyclopaedism, supporters of didactic formalism viewed teaching only as a means of developing the abilities and cognitive interests of students. They saw the purpose of the school's work in deepening, expanding and forming abilities and interests, therefore, the main criterion in the selection of academic subjects, in their opinion, should be the forming value of the academic subject, which is most strongly represented in mathematics and classical languages. In ancient times, this point of view was held by Heraclitus ("Knowledge will not teach the mind"), Cicero, then I. Kant, G. Pestalozzi, A. Disterweg.

According to K.D. Ushinsky, “the mind develops only in really real knowledge,” therefore, these theories must be considered interconnected, since the knowledge of facts affects the formation of thinking, and the development of thinking gives the student the opportunity to master knowledge of a certain factual material.

The theory of utilitarianism (pragmatism) arose at the turn of the 19th and 20th centuries in the United States (J. Dewey). According to Dewey, education must be understood as a continuous process of "reconstruction of experience." The source of the connection between the educational content of individual subjects should be sought in the individual and social activities of the student. The only way to master the social heritage is associated with the possibility of familiarizing them with the activities that allowed civilization to become what it is. Therefore, when determining the content of training, you need to focus on constructive classes, teach children to cook food, sew, and introduce them to needlework. Academic progress is not associated with the study of individual subjects in a specific sequence, but with the student's freedom to form new attitudes and behaviors associated with his experience. Consequently, the reconstruction of social experience is the main criterion in determining the content of education; a variety of practical activities should play the role of a factor that activates the thinking and activity of students.

Analyzing all the above theories, we can conclude that any element of the content of education should be considered from two positions: what it gives for the knowledge of the world and what it gives for the development of the personality. Consequently, educational subjects are not important in themselves, but as an integral part of culture in the broadest sense of the word. The more technically developed a society becomes, the less specialized education should be: in a given society, changes occur quickly, therefore, narrow specialization quickly loses its significance. The technocratism of modern thinking consists in a fragmented perception of the world exclusively through the achievements of science and technology. But the creativity of famous scientists is characterized by the interaction of natural science and humanitarian concepts (O. Khayyam, Cervantes, V. Khlebnikov, etc.).

If there is a world law of education, then one of its first premises should be the prevalence of the humanitarian component over the technocratic one. After all, education (the image of one's own “I”) is, first of all, upbringing, but they bring up principles that cannot be worked out without developed general humanitarian thinking. Studying natural sciences without clear moral and moral guidelines can lead the student into the jungle of antiscientific and even misanthropy. Science should be based on the commandments of universal human morality, otherwise the educational institution will turn out not to be a breeding ground for enlightenment, but as a "den of future robbers", and new research by scientists will turn against a person.

How to increase the humanitarian component in the content of education?

1. It is necessary to consider courses in chemistry, physics, biology from the side of philosophy, ethics, history of the development of science. The beginnings of all sciences are humanitarian according to the laws that determine human nature.

2. Make wider use of historical information in the classroom, as it makes classes socially meaningful and the most modern data through the prism of history are perceived more easily. "The drama of ideas" and "the drama of people" helps in the assimilation of any topic, contributes to the formation of the student's personality.

Introduction to the content of education of end-to-end integral courses ("History of Science and Culture", "Wisdom of the Ages" and so on).

The next question, which needs to be resolved when analyzing the content of education, can be formulated as follows: is it necessary to provide one content at different times, or give different content in volume and depth over the same time? Of course, everyone should be taught equally well, but not equally in terms of the amount of knowledge in each of the subjects. One of the ways leading to the solution of this issue was the emergence of textbooks with three-level content.

1st level - a basic "super minimum" containing the most important and fundamental, the simplest in each topic. It provides an inextricable logic of presentation and creates, albeit incomplete, but necessarily an integral picture of the main concepts.

2nd level - natural expansion and deepening of knowledge due to a single inextricable logic.

Level 3 - Super-curriculum material designed for students who have a desire for creativity and an interest in this subject.

The choice of the level of study is left to the student himself, this provides a basic minimum and gives scope for the development of a creative individual. Three levels of educational content should not be confused with three levels of assimilation of the same material.

Education standardization Is the orientation of the educational system towards the implementation of the state educational standard. The standardization of domestic education became relevant in the early 1990s in connection with the democratization of schools and the provision of independence to the regions.

The Constitution of the Russian Federation and the Law "On Education" establish state educational standards (SES), which include federal and national-regional components that determine the mandatory minimum content of basic compulsory programs, the maximum amount of study load of students, requirements for the level of training of graduates. The standards fix the goals, objectives and content of education, which makes it possible to diagnose its results, exercise state control over the observance of citizens' rights to education, and preserve a single educational space in Russia. State educational standards for new educational programs are introduced no earlier than five years after the start of work on these programs. It is the SES that are the basis for an objective assessment of the level of education and qualifications of graduates, regardless of the form of education.

On the basis of the SES, curricula are developed for educational institutions of all types. Basic curriculumconsists of federal component (invariant part), national-regional and school (university) components (variable part). In the invariant part, educational areas are designated that create the unity of the educational space on the territory of Russia, the variable part meets the goals of taking into account national, regional characteristics, ensures the individual character of the development of students in accordance with their inclinations and interests, the capabilities of the educational institution, the specifics of the development of the territory.

Each educational area in a specific school curriculum is represented by a set of related subjects and integrated courses. Invariant part includes the following educational areas: “Russian language as the state language”, “Language and literature”, “Art”, “Social disciplines”, “Natural disciplines”, “Mathematics”, “Physical culture”, “Technology”. The set of educational areas remains invariant, while their content with specific subjects may differ markedly in different regions. For example, the educational area "Social Disciplines" may include the following subjects: history of the Fatherland, general history, man and society, the foundations of modern civilization, civics, economics and other subjects that meet the needs of the region and school. The invariant part also contains the minimum number of hours devoted to a particular educational area, compulsory for any type of school.

Variable partthe curriculum largely depends on the direction chosen by the given educational institution, and consists of hours devoted to "Compulsory lessons", "Elective lessons" and "Optional, individual and group lessons." The hours of the variable part are used for in-depth study of the subjects of the invariant part, for the introduction of additional courses, elective courses for students in grades 10-11, individual curricula for gifted students.

Thus, each school has the opportunity at this time to compose its own curriculum based on a common basic. Academic plan establishes the composition of academic subjects, their distribution by years of study, the weekly and annual number of hours allocated to any subject, the maximum load of students, which should be 35 hours in grades 7-8, 36 hours in grade 9 and in grades 10-11 - 38 hours.

The content of the subject is determined by its program , in which the main objectives of the subject are formulated, the logic of studying the main ideas of the course is revealed, indicating the sequence of topics, the dosage of time for their assimilation and a list of knowledge, skills and abilities that the student must master. There are several ways to build programs: concentric, linear, spiral and modular. Concentric the path involves going through the same sections of the course twice or three times with a gradual expansion and deepening of their content depending on the age of the students. Such a program can be schematically represented in the form of circles of different sizes, superimposed on each other. Linearthe principle provides for a consistent and even distribution of material over all years of study, and the content of the subject is, as it were, stretched out in one line, representing the links of one chain.

Helical the method involves the formulation of a problem, to the solution of which the students and the teacher return constantly, expanding and enriching the range of related knowledge and methods of activity. Thus, this method is characterized by repeated return to the study of the same educational topics and the addition of new ones. When modular In this way, the entire content of the educational topic is redistributed in the following directions: orientation, content, activity and testing.

Currently, many teachers create and defend their own author's programs, which, taking into account the requirements of the state standard, may contain a different logic for constructing an academic subject, their own approaches to the consideration of certain theories, their own points of view regarding the phenomena and processes being studied. They are approved by the school's teachers' council and are the most widely used in teaching elective courses.

Taking into account the available variety of educational programs, textbooks and teaching aids. Textbooks and teaching aids act as the most important teaching aids, contain a presentation of the foundations of the sciences and at the same time organize independent educational activities of students to master the material. They should take into account their peculiarities of perception and thinking, develop cognitive and practical interest, be colorful to the best of their ability, and contain the necessary illustrations. A good textbook is informative, encyclopedic, connects educational material with additional literature, encourages self-education and creativity. The teacher can choose those didactic materials that he considers the most successful.

Thus, the process of democratization is actively underway in the content of education, which consists in the following:

Objective, versatile, free reflection of the content of academic disciplines;

Humanization, interconnection of all types of sciences;

Introduction of alternative educational systems (School "Dialogue of Cultures", Waldorf pedagogy, M. Montessori schools, free development);

Differentiation of education, new educational structures (kindergarten - school, school - university).

Under general education system means the totality of preschool education institutions, general education schools, boarding schools, orphanages, institutions for educational work with children, as well as all institutions of higher education and secondary vocational education.

Principles of building the education system in Russia

1. The relationship between education and specific conditions and goals of state policy in the transition to market relations.

2. Maintaining the main provisions that have developed in the Russian school: the priority of the educational sphere, the secular nature of education, joint education and upbringing of both sexes, a combination of collective, group and individual forms of the educational process.

3. Professional self-determination of young people, taking into account social needs, regional, national and general cultural traditions of the peoples of Russia.

4. The diversity of educational institutions, the diversity of forms of education in state and non-state educational institutions with and without interruption from production.

5. The democratic nature of the education system.

The established education management system performs regulation, coordination and control functions at federal, regional and local levels.

All educational governing bodies are under control To the Ministry of General and Professional Education of the Russian Federation, including educational institutions subordinate to him.

State administration bodies carry out licensing and accreditation of both state and non-state educational institutions, substantiate targeted financial and other costs for the development of regional education systems, direct financing of the activities of educational institutions, develop standards for their financing, form the structures of educational systems, develop a list of professions and specialties for which vocational training is conducted in the country.

The most important function government education authorities is the control implementation of the legislative framework in the field of education, implementation of educational standards and the implementation of budgetary and financial discipline.

Control state and municipal educational institution carried out by an administrator (manager, manager, director, rector, chief) who is hired, appointed or elected to a managerial position in accordance with the charter of the educational institution.

Manual non-state educational institution is carried out by its founder or, in agreement with him, the board of trustees formed by the founder.

At the present stage of development, there is a growing need for a new reform of the Russian education system. Her the main task - to relieve the state of the burden of maintaining schools in all its links, to turn both higher and secondary schools towards the market.

In the field of management, it is planned to significantly expand the rights of municipal bodies and individual educational institutions on the basis of the autonomy of educational institutions and strengthening the public components of control and management. Significant changes are expected in the area of \u200b\u200bfinancing.

Characteristics of documents that determine the content of education.

Education is individual culture of a person, which he masters in the process of assimilating social experience, a system of knowledge, abilities and skills. Education involves the assimilation of experience, the development of behavioral qualities, physical and mental development.

Basic principles of modern education

The right to education is one of the leading and inalienable rights of citizens of Russia (Art. 43 of the Constitution of the Russian Federation).

Directions of the educational policy of the Russian Federation:

Providing state guarantees for the availability of quality education;

Creation of conditions for improving the quality of general education;

Creation of conditions for improving the quality of vocational education;

Formation of effective economic relations in education;

Providing the education system with highly qualified personnel, their support by the state and society.

Education in the Russian Federation is carried out in accordance with the legislation of our country and the norms of international law. The right to education is one of the leading and inalienable rights of Russian citizens, provided for by the country's fundamental Law.

It is enshrined in Article 43 of the Constitution of the Russian Federation:

1. Everyone has the right to education.

2. The availability and free of charge of preschool, basic general and secondary vocational education in state or municipal educational organizations and enterprises are guaranteed.

3. Everyone has the right, on a competitive basis, to receive a higher education free of charge in a state or municipal educational organization and at an enterprise.

4. Basic general education is compulsory. Parents, or their substitutes, ensure that their children receive basic general education.

5. The Russian Federation sets federal state educational standards, supports various forms of education and self-education.

The education system is understood as a set of educational standards and programs, a network of educational organizations and governing bodies, as well as a set of principles that determine the functioning of the system.

The main element of the modern education system is the educational organization.

An educational organization is a non-profit organization that carries out educational activities as the main (statutory) type of activity in accordance with the goals for which such an organization was created.

Secondary vocational education Training of qualified workers Training of mid-level specialists

Higher education Bachelor's degree Master's degree, specialty Training of scientific and pedagogical personnel

The typology of educational organizations is determined by the level of education and depends on whether educational activity is the main activity of this organization.

Educational organizations

Educational organizations (education is the main activity)

Organizations providing training (education - an additional type of activity)

Preschool educational organizations

General educational organizations

Professional educational organizations

Educational organizations of higher education

Organizations of additional education

Organizations of additional professional education

Scientific organizations

Organizations for orphans and children left without parental care

Organizations providing treatment, health improvement and (or) recreation of children

Organizations providing social services

Other legal entities, regardless of their organizational and legal form

Pedagogical psychology:

1. Professional training and personal development of a teacher of a preschool educational organization. Styles of pedagogical communication. Pedagogical tact and empathy .

2. The competence component in the professional training of teachers of a preschool educational organization. Basic styles of management and communication: authoritarian, democratic, liberal. The communication style of a preschool teacher as an expression of pedagogical tact. The concept and the main components of the pedagogical tact. Signs and elements of pedagogical tact. Empathy as a professionally significant quality of ECE teachers.

Professional training of a teacher

It is no coincidence that the teacher's activity has become the subject of consideration in educational psychology; it is the starting point for changing the mental qualities of a child in educational institutions. The teacher has many opportunities to influence the future indirectly - through his students.

Successful pedagogical communication and interaction of a teacher with students presupposes that the teacher has the following psychological qualities and abilities:

1. Availability of needs and communication skills, communicative qualities;

2. Ability of emotional empathy and understanding of people;

3. Flexibility, operational and creative thinking;

4. Ability to feel and maintain feedback in communication;

5. Ability to manage oneself (facial expressions, gestures, mood, mental state, mood, etc.);

7. Ability to predict possible pedagogical situations, the consequences of their influences

8. Good verbal skills: culture, speech development, rich vocabulary, correct selection of language means;

9. Ability for pedagogical improvisation, ability to use all variety of means of influence (persuasion, suggestion, infection).

Means of increasing the effectiveness of exposure:

- "adaptations" - a system of techniques (mimic, speech, psychological): approval, advice, discontent, hint, request, condemnation, humor, ridicule, order, trust, wish, and so on;

- "additions or additions" - the adaptation of your body to the intonation and style of communication to another person in order to then adapt his behavior to the goals of the teacher;

Change of methods of verbal influence: transition from complex to simple, from simple to complex;

A sharp change in the ways of communication.

Styles of pedagogical communication

There are the following types of pedagogical communication (according to V.A.Kan-Kalik):

1. Communication based on high professional attitudes of the teacher, his attitude to pedagogical activity in general.

2. Communication based on friendly disposition. It presupposes a passion for a common cause.

3. Communication-distance is one of the most common types of pedagogical communication. In this case, in the relationship, the distance is constantly traced in all areas.

4. Communication-intimidation, a negative form of communication, inhuman, revealing the teacher's inadequacy.

5. Communication-flirting, typical for young teachers striving for popularity.

Models of pedagogical communication

Among the classifications of styles of pedagogical communication developed in recent years abroad, the typology of professional positions of teachers proposed by M. Talen seems to be interesting.

1. " Socrates ". This is a teacher with a reputation as a lover of arguments, discussions, deliberately provoking them in the classroom.

2. "Leader of the group discussion". He considers that the main thing in the educational process is the achievement of agreement between students, assigning himself the role of a mediator, for whom the search for democratic consent is more important than the result of discussion.

3. "Master". The teacher acts as a role model, subject to unconditional copying, and above all, not so much in the educational process. How much in relation to life in general.

4. "General". Avoids any ambiguity, emphatically demanding, rigidly achieves obedience, since he believes that he is always and in everything he is right, and the student must obey orders unquestioningly. According to the author of the typology, this style is more widespread than all combined in teaching practice.

5. "Manager". A style that has become widespread in radical schools and is associated with an atmosphere of effective classroom activity, the encouragement of initiative and independence.

6. "Coach". The atmosphere of communication in the classroom is imbued with a corporate spirit. Students in this case are like players of one team, where each individually is not important as an individual, but together they can do a lot. The teacher is assigned the role of inspirer of group efforts, for whom the main thing is the final result, brilliant success, victory.

7. "Guide". The embodied image of a walking encyclopedia: laconic, precise, restrained. He knows the answers to all questions in advance, as well as the questions themselves.

M. Talen points to the basis inherent in the typology: the choice of a role by the teacher, based on his own needs, and not the needs of students.

Barriers to pedagogical communication:

Difficulty in communication (in activity) is a state of "failure" subjectively experienced by a person in the implementation of predicted (planned) communication due to rejection of the communication partner, his actions, misunderstanding of the text (message), misunderstanding of the partner, changes in the communicative situation, own mental state, etc. etc. Psychologists note the factors of social-perceptual distortions in the pedagogical process:

- halo effect - the influence of the general impression of another person on the perception and assessment of private properties and manifestations of his personality;

The effect of inertia is the tendency to preserve the once created idea of \u200b\u200ba person;

The effect of consistency is the influence on the perception of the sequence of receipt of information about a person;

The influence of the implicit theory of personality is the consideration of a specific person through the prism of implicit ideas about what a person should be in the opinion of the perceiver;

Judgment about another person by analogy with oneself - in most cases, an unconscious transfer to other features of properties, experiences, etc.;

The effect of stereotyping is the imposition of a stereotype, a generalized image of a class, group, category of people on the perception of an individual;

Striving for internal consistency - the tendency of perception to "displace" all aspects of the image of the perceiving person that contradict the "concept" that has developed about him;

The influence of the personality characteristics of the perceiver is the impact on the social perception of the level of cognitive complexity of the perceiver, the receiver, the level of his claims, self-esteem, sociability, etc.

The following barriers to pedagogical communication are distinguished:

1. Personal:

Thinking stereotypes;

Bias;

Wrong attitude;

Lack of attention and interest;

Disregard for facts;

Fear barrier;

The barrier of suffering;

Bad mood barrier;

Contempt barrier;

Barrier to lack of understanding of the importance of communication;

Barrier to speech.

2. Physical:

Physical environment barriers;

Physical barriers.

3. Socio-psychological:

Organizational and psychological barriers;

Cognitive psychological barriers;

Sensory-receptor barriers;

Psychomotor barriers;

Psychosocial barriers.

The role of education in the development of Russian society …………………… 5

The structure of modern Russian education …………………… ..8

3. The system of higher professional education in the Russian Federation …………………………………………………………………… ..16

Conclusion ……………………………………………………………………… .22

References ……………………………………………………………… 25

Introduction

The modern economy is characterized by dynamism, as well as rapid and profound structural changes, which have two-fold consequences for highly specialized training of highly qualified personnel. First, the long-term need for such training is to some extent reduced in relation to the training of general personnel who acquire and change their specialization within the framework of the system of continuous education. Secondly, the continuing need for highly specialized training lends itself to reliable forecasting by government bodies and employers for no more than two years. An indispensable condition for the effective use of budgetary funds is the coincidence of the horizons of budgeting and forecasting those needs that are realized with the help of the budget.

The transition to a two-tier education system entailed changes in many teaching methods. Pedagogical science has reacted to these processes with a stream of studies devoted to understanding the ways of reforming education. They show that the solution of educational problems requires a completely different level of thinking, the habit of operating with other categories, guided by different ideas about life ideals and values.

Scientific research in solving this problem is aimed at eliminating the contradictions characteristic of the modern higher military school: between the new quality of life and the current education system; between social requirements for the personality of a specialist and the lack of appropriate professional training at the university; between the need to involve foreign language professional communication (oral and written, including theoretical) in the educational process and the lack of a clear system in teaching a foreign language of this kind; between the desire of students in technical universities to acquire additional higher (humanitarian) education in a foreign language; between the presence of significant corpora of foreign language texts-sources of professional information that form professional competence (book, CD, text file in e-mail, electronic textbook, traditional lecture and report, etc.), and the students' ignorance of optimal systems for analyzing their semantic structure and etc.

The transition in Russia to a two-tier system of higher professional education is dictated by the interests of the individual. The two-level system allows you to build more flexible, individualized (personality-oriented) educational programs. After receiving a bachelor's degree, a person can adjust his educational trajectory: if necessary, go to work or continue education, if required, in a magistracy or in a specialist training program with a one-year training period or in structures of additional professional education. This system allows more rational use of students' financial resources.

The purpose of this work is to consider the formation of the Russian education system.

The object of research is the education system.

The subject of the research is the Russian education system.

consider education as a social phenomenon;

consider the Russian education system;

conduct research on articles on contemporary education.

The role of education in the development of Russian society

The educational policy of Russia, reflecting national interests in the field of education and presenting them to the world community, takes into account, at the same time, the general trends of world development that necessitate significant changes in the education system:

Accelerating the pace of development of society, expanding opportunities for political and social choice, which necessitates increasing the level of citizens' readiness for such a choice;

The transition to a post-industrial, information society,

Significant expansion of the scale of intercultural interaction, in connection with which, factors of communication and tolerance are of particular importance;

The emergence and growth of global problems that can be resolved only as a result of cooperation within the international community, which requires the formation of modern thinking in the younger generation;

Dynamic development of the economy, growth of competition, reduction of the sphere of unskilled and low-skilled labor,

Deep structural changes in the field of employment, determining the constant need for professional development and retraining of workers, the growth of their professional mobility;

The growing role of human capital, which in developed countries accounts for 70-80 percent of the national wealth, which, in turn, determines the intensive, outstripping development of education for both young people and adults.

The domestic education system is an important factor in preserving Russia's place among the leading countries of the world, its international prestige as a country with a high level of culture, science and education.

Of particular importance is the development of fruitful cooperation and the preservation of a common educational space with the countries of the Commonwealth of Independent States, educational support for compatriots abroad.

New social requirements for the Russian education system

School - in the broadest sense of the word - should become the most important factor in the humanization of socio-economic relations, the formation of new attitudes of the individual. A developing society needs modern educated, moral, enterprising people who can independently make responsible decisions in a situation of choice, predicting their possible consequences, are capable of cooperation, are distinguished by mobility, dynamism, constructiveness, and have a developed sense of responsibility for the fate of the country.

At the present stage of development of Russia, education, in its inseparable, organic connection with science, is becoming an increasingly powerful driving force of economic growth, increasing the efficiency and competitiveness of the national economy, which makes it one of the most important factors of national security and the well-being of the country, the well-being of every citizen.

The potential of education should be fully used to consolidate society, preserve a single socio-cultural space of the country, overcome ethno-national tensions and social conflicts on the basis of the priority of individual rights, equality of national cultures and various concessions, and limiting social inequality.

The multinational Russian school will have to show its significance in the preservation and development of Russian and native languages, the formation of Russian self-awareness and self-identity. Renewed education should play a key role in preserving the nation, its gene pool, ensuring the sustainable, dynamic development of Russian society - a society with a high standard of living, civil, professional and everyday culture. It is necessary to ensure everywhere equal access of young people to full-fledged quality education in accordance with their interests and inclinations, regardless of the material wealth of the family, place of residence, nationality and health status. It is necessary to use all opportunities for social protection of children and adolescents deprived of parental care. An important task is also the formation of a professional elite, the identification and support of the most gifted, talented children and youth.

In the context of priority support for education from the state, the education system must ensure the efficient use of its resources - human, informational, material, financial.

The structure of modern Russian education

The content of school education is the basis of the educational system, and in the conditions of a transitional period in the development of society, it is the main object of reform and renewal. The content of education and its implementation embody the values \u200b\u200band goals that society sets for the new generation. The successful implementation of the reform in the field of educational content is a difficult and difficult task. It requires careful planning, a well-designed strategy, commitment to the goal of those implementing it, attention to resources, provision of retraining, and the development of an appropriate assessment procedure. Reform of educational content is also complicated by the fact that it is being carried out in a society where teachers and infrastructure are not provided with adequate resources.

The former Soviet educational system was characterized by rigid curricula drawn up centrally. These plans were based on the fact that students acquired facto-logical knowledge in narrowly specialized subjects. The emphasis was on science and engineering. Almost no place was given to the pedagogical initiatives of the school or teacher. There was a general curriculum for all schools, which was drawn up under the leadership of the state. Textbooks were produced by the state monopolistically and were free of charge. There was no structured system for assessing educational standards nationwide. The educational needs were determined by the centralized planning of the distribution of the labor force.

Now Russian society is being rebuilt, re-evaluating its values \u200b\u200band goals, and these changes entail democratization in the educational sphere. Humanization, individualization, new concepts of civic education have found their place in the educational process. This is largely due to the variety of types of educational institutions (as well as in the Federal Republic of Germany) and the variability of educational programs, which is directly related to the development of a network of non-state educational institutions in the regional systems of Russia.

Despite all this, today's education system in Russia is federal and centralized.

At present, the Russian education system is very similar to the German one, but still it is presented in a more simplified form:

1) Preschool education, which, as in Germany, gives children basic knowledge, but, nevertheless, is not equated with the first stage of school education. Children start attending kindergarten from 1 / 1.5 years old (nursery) and stay there until 6 years old (also voluntarily at the request of the parents).

2) Primary education (primary school) starts from the full 6 years and lasts for 4 years (based on the results of recent reforms in the field of education). Unlike Germany, children can receive primary education already in gymnasiums or lyceums, since in Russia these types of educational institutions are presented comprehensively - from grades 1 to 11.

3) Incomplete secondary education in lyceums, gymnasiums, general education schools lasts for 5 years. The completion of 9 classes of each of these types of educational institutions gives the right to receive a certificate of general secondary education.

4) Complete secondary education or industrial and technical education with the right to enter a technical school, college and other professional institutions. Upon completion of the 10th and 11th grade of a school, gymnasium, lyceum, graduates receive a certificate of complete secondary education and have the full right to enter the university. This right also applies to those who have graduated from any professional institution, which in Germany is unacceptable.