The feasibility and necessity of state educational standards. The relevance of the introduction of GEF main general education

One of the current trends in the development of the content of education is its standardization that is caused by two circumstances. First of all, the need to create a single pedagogical space in the country, thanks to which the unified level will be ensured general Educationobtained by young people in different types educational institutions. The standardization of the content of education is also due to the task of Russia's entry into the system of global culture, which requires accounting for the development trends in the development of general education in international educational practice.

The concept of the standard comes from english word. Standart, meaning rate, sample, measure. The main purpose of standards is to organize such an organization and regulation of relations and activities of people, which is aimed at manufacturing products with certain properties and qualities that satisfy the needs of society.

Standardization under which the development and use of standards is understood, is objectively necessary activities to streamline practice, its stabilization in holistic systems that meet the historically changing needs of society.

Under the standard of education is understood as the system of basic parameters taken as the state norm of education reflecting the public ideal and takes into account the possibility of a real personality and the education system to achieve this ideal (VS Lial).

In this sense, the standardization of education in developed countries of the world has long been carried out by developing curricula and programs, establishing a certain level of education, etc. However, the term "standard" itself has been used relatively recently.

Along with the Law "On Education", the standard of education is the main regulatory document carrying the interpretation of a certain part of the law. It develops and specifies such characteristics of education, as content, its level and form of presentation, indicates methods and forms of measurement and interpretation of learning outcomes. Through the standard, the stability of the required level of education is ensured, its constant reproduction and improvement that meets the prospects for the development of society.

An important indicator of the education system is the degree of democracy of its standard, which is primarily characterized by the proportion of the share of education, centralized by the normalized authorities, with the share of education, independently defined by educational institutions.

In law Russian Federation "On education" in the editorial office introduced in 1996, it is envisaged that government agencies The authorities are normalized only by the minimum required level of education. Determination of the content of education over this norm is within the competence of educational institutions. That is why three levels are allocated in the State Standard of General Secondary Education: federal, national-regional and school.

The federal component determines those standards that ensures the unity of the pedagogical space of Russia, as well as the integration of the individual into the system of world culture.

The national-regional component contains standards in the field of native language and literature, history, geography, art, labor training, etc. They relate to the competence of regions and educational institutions.

Finally, the standard establishes the scope of the school component of the content of education, reflecting the specifics and orientation of a separate educational institution.

So, the standard of education, on the one hand, reflects the obligations of the state in front of its citizen, and on the other, a citizen before the state in the field of education. The state requires its citizen to achieve a certain level of education and guarantees in turn the required level educational services.

The federal and national-regional components of the Education Standard include:

Description of the content of education at each of its steps, which the state provides a trainee in the amount of necessary general education;
Requirements for the minimum necessary such preparation of students within the framework of the specified amount of content;
The maximum allowable scope of schoolchildren by year of study.

The essence of the general secondary education standard is revealed through its functions that are diverse and closely related to each other. Among them should be the functions of social regulation, humanization, management, management, improvement of the quality of education.

The function of social regulation is caused by the transition from the unitary school to the manifold educational systems. Its implementation involves such a mechanism that would prevent the destruction of unity of education. During the period of active search for new paths and models of training, educational standards are designed to play a stabilizing and regulatory role, not limiting the development of specific regional approaches, the emergence of various types of schools, creating variable programs.

Educational standards fix the volume and level of full basic general education. Real programs for their content can differ significantly from the standard and in latitude, and in the depth of the preparation of students, but they all are obliged to provide a level not lower than the standard. This allows you to achieve in the country of some guaranteed quality of training graduates of the school, which can be renounced when organizing subsequent training. This most is ensured by the equivalence of education - the most important factor in solving many demographic and social problems: the possibility of migrating the population, recognition of documents on the formation obtained in various regions, and the like.

The function of humanization of education is associated with approval using the standards of its personal-developing entity.

A clear definition of minimum comprehensive requirements for students opens up opportunities for learning differentiation providing for the possibility of mastering material at various levels. Thus, prerequisites are created for the resolution of the contradiction between the rights and obligations of the student: the schoolboy is obliged to fulfill state demands on the level of general education and has the right to make an appropriate desire to move in mastering the content further.

The right to limit into the study of a difficult or unloved subject with minimal requirements frees the student from the unbearable total learning load and allows it to realize his interests and inclinations. Wherein open information The standards gives the opportunity to a schoolboy consciously elect an individual trajectory of its development.

Such an approach to the content of general education largely removes the unjustified emotional and psychological tension of students, allows everyone to study at the highest possible level to him, forms positive exercise motives and creates conditions for the full development of the student of the student.

The control function is associated with the ability to reorganize the existing system of control and evaluation of the quality of learning outcomes.

The introduction of standards makes it possible to exclude spontaneity and voluntaryism in the development of a system of quality criteria for schoolchildren's education, improve objectivity and information content control, to unify estimates. Receiving reliable information about the real state of the school in the school will create conditions for adopting informed management decisions at all levels of education.

Governmental educational standards allow you to carry out the function of improving the quality of education. They are designed to fix the minimum need for the content of education and set the lower permissible border of the level of education. Prior to their introduction, nationwide mandatory standards did not exist. Available landmarks and ideas about the quality of general formation were spontaneously, they were aimed at the most trained schoolchildren and were not available to a significant part of students. The absence of a clearly defined assimilation limits led to the fact that the real level of knowledge of many graduates was extremely low, and the high level of education of individual schoolchildren did not solve the problems of the quality of education as a whole.

The introduction of educational standards allows to solve the question of the guaranteed achievement of each student of a certain, predetermined level of the base culture of the individual, helps to increase the overall level of education and, consequently, improving the quality of education as a whole.

Thus, the implementation of the basic functions of the General Education Standard contributes to ensuring the unity of educational space in the context of the diversity of types of schools, national and regional education models; the formation of students with the positive motivation of the teachings due to the increase in the availability of educational material, the normalization of the training load, the knowledge of the requirements for the level of education and the criteria for its assessment; the transition to the assessment of the working results of the teacher on the basis of the compliance of schoolchildren's learning achievements. adopting informed management decisions; Guaranteed allocation of time in the course of time for classes of students in accordance with their abilities, interests and inconsistencies.

To date, general education standards and abroad have been presented in the form of programs and requirements for the level of training for schoolchildren on individual educational subjects. General structure The content of education was determined by the typical curriculum that was a purely empirically. The standard of education allows you to designate non-empirically asked educational items, but the basic educational areas whose set is substantiated. Based on the combination of these areas that make up an invariant (basic) core of general secondary education, a wide variety of work curricula can be developed.

With the entry into the legal force of the Law of the Russian Federation "On Education" in 1992, the public first heard the concept of "State Educational Standard". The authority for the development and approval of the relevant complexes belong to the highest executive bodies.

The need for educational standards

The influential politicians and figures of the educational sector of the end of the twentieth century found innovations in a certain step towards modernization. However, in their opinion, the standardization of this sphere was to imply the introduction of a system in the regions at the national level, and not with the presence of separate regional components.

A few years after consolidating the position of the "State Educational Standard" position at the legislative level, a strengthened transition to the relevant rationing caused a flurry of indignation and resistance among educators.

Stages of the development of standardization

For 7 years, the time positions and their components continued to be developed. The State Educational Standard appeared in 2000 was referred to the first generation. Provisions and norms that determine the procedure for the introduction of training programs were intended separately for both the highest and general education.

The history of the formation of such an important element of the education system was held in several stages, the last of which ended in 2011. All periods of the formation of the Institute "State Educational Standard" accompanied the constant need to make minor adjustments or cardinal amendments, the grounds for which was the general development policy of this sphere.

The appearance of the concept of "GEF"

The term "federal state educational standard" began to be used since 2009. The adopted changes in the Law of the Russian Federation "On Education" determined the provisions of previous generations not federal, but only components of standard complexes.

The new law "On Education in the Russian Federation", which entered on September 1, 2013, established a pre-school education in the first level in the overall system of obtaining knowledge and skills.

Standards in the field of pre-school education

Federal State Educational Standard for Preschool Education, developed in accordance with the new regulatory legal act, requires the agencies of a thorough analysis of implementation pedagogical activity. The fundamental principle of GEF pre-school education is to enhance the methodological work of educators, teachers.

At the same time, the main goal of educational and methodological developments is considered to create in kindergartens of the appropriate environment, within which each teacher will be able to implement its own professional potential.

Features GEF for preschoolers

Improving the qualification level of each member of the pedagogical team in kindergarten is an important component of professional activities. In addition, the educational status of persons who study preschoolers and a creative approach plays a huge role. It is possible to implement the Federal State Educational Standard for pre-school education in the event that for children of kindergarten, and optimal conditions will be created for children. There is no reason without modern equipment, didactic materials, educational literature, benefits, etc.

The GEF developed for Russian kindergartens implies the interaction of teachers with parents and the families of preschoolers. Taking into account the individual abilities of each child, his tendency and special physical or mental health, the institution should create for the child the most comfortable conditions for its pastime.

Specificity of educational standards in the school educational process

As for the State Educational Standard of General Education, then everything is somewhat different.

The school is the highest level of that minimum of knowledge gained, which should have every citizen of modern society. It is not surprising that it is in the field of general educational activities The most significant changes that are reflected on the structure of the system, its organizational and content characteristics are constantly occurring. Implementation innovative approaches In the school curriculum is aimed primarily for the provision of differentiation.

A peculiar variability of the developed learning standards, taking into account the individual qualities of each student, fully complies with the current requirements of society. Modern society Requires the schools of the maximum disclosure of the abilities, the talents of each student. The result of their labor will be a powerful basic platform for creating a socio-sustainable, competent and responsible personality.

List of mandatory school subjects

The Federal State Educational Standard in secondary schools consists of a list of academic disciplines, conditionally divided into basic and profile.

The first group includes items focused on the establishment of worldview views, culture of the surrounding society. The tasks that the teachers in front of the teachers of this disciplinary complex are consistent with the educational and development of children, as well as in the formation of the right social position.

The block of specialized learning items is aimed at identifying the personal capabilities of students. Based on the individual qualities of the child, special disciplines focus on further receiving vocational education, and then work.

The state standard of secondary education or its federal component establishes the following mandatory items in Russian schools:

russian language, literature, foreign language;
history, social studies, natural science, world art culture;
mathematics, informatics and ICT, physics;
chemistry, biology, technology, geography;
economy, right;
Obzh, physical culture.

The rest of the disciplines did not find the mandatory consolidation in the Federal State Educational Standard of School Programs. The disciples that have passed the whole path of training are completing general education training by the passage of mandatory final certification. After that, determined with the further acquisition of activities, they can continue their studies for higher and secondary specialized vocational education.

Federal components of standardization in university activities

Approval of state educational standards for higher School (For universities, institutes, academies, etc.) switched not so long ago from the second generation stage to the third.

In 2011, legal importance acquired the provisions the main feature which consider refusal to compile a brief formulation that are descriptions of the minimum requirements of the compilation of educational programs. At the same time, state educational standards of vocational education contain a variable and main part in each cycle.

The adoption in 2012 of the aforementioned Law "On Education in the Russian Federation" became the main factor that necessitated the need for urgent adjustment to the current set of standards. Due to the fact that the so-called third-generation GEF was developed updated.

Disadvantages of GEF in the field of higher professional education

Improved government educational standards higher education Saved in their own content some negative moments that have passed into a package of rules and positions from the previous version of GEF.

These include the following:

the attribution of a certain standard to the preparations and specialties has had a significant impact on the increase in the number of the latter;
as in the past version of GEF, there is a lack of clear wording, which contributes to the excessive redundancy of the results of mastering curriculum (we are talking about the competence of graduates);
the level of competencies has a weak severity, which affects the continuity of the results of the development of programs of the set of educational levels;
it is difficult to communicate between potential spheres of professional activity and declared competencies of graduates;
the fields of objects, species and tasks of labor activity in the descriptive part have excessive details, semantic overload, frequent repetitions, which affects perception and does not reflect the features of the profession obtained.

The introduction of GEF as one of the directions of modernization of Russian education

Public educational standards are introduced into the system of regulatory and legal support for the development of the quality of education on the basis of the Law of the Russian Federation "On Education". In this regard, educational standards act as the most important regulatory legal act of the Russian Federation, which establishes the system of norms and rules, mandatory for execution in any educational institution that implements basic educational programs.

The priority goal of modern Russian education is the full formation and development of the student's abilities independently outlining the learning problem, to form an algorithm for its decision, control the process and evaluate the result obtained - to teach to learn.

The mandatory introduction of GEF in accordance with the Federal Law "On Education" begins on September 1, 2011, and a gradual transition to new standards in years is one of the key provisions of the Presidential Initiative "Our new school", Ensuring the continuity of the main directions of the concept of modernization of Russian education, the implementation of which is completed this year.

According to the plan of developers of the national educational initiative, "Our New School", the main result of school education should be its compliance of the goals of advanced development. The emphasis is placed on the mastering methods and technologies that will be useful to them in the future.

The main results of education in primary schoolAccording to the GEF of the new generation, should be:

· Formation of subject and universal methods of actions ensuring the possibility of continuing education in the main school;

· Education of the ability to learn - self-organization ability to solve task;

· Individual progress in the main spheres of personal development.

The introduction of a new standard of general education will introduce a number of newly discussed innovations into education, ensuring their agreed and positive impact on the training process, educational and educational results at the system level. Among such innovations: the introduction of various forms of organization of educational activities of students; the possibility of organizing students in interest in the afternoon; the use of various types of appreciation of students' achievements; Increase the share of the variative part of the curriculum.

The new educational standard ensures unlocking the main alarms that exist in society around the development of education:

· Education will not be paid - the standard includes guarantees and mechanisms to ensure the right to free education;

· The standard will first consolidate medical and sanitary - hygienic restrictions for loads;

· Standard is based on a variable approach to the selection of programs and textbooks.

The strategic goal of the development of Russian education is today in updating its content and, most importantly, in achieving a new quality. The task of the orientation of the entire education system for new educational results, which are associated with the understanding of the development of the personality as the purpose and meaning of education. Create conditions for achieving these goals and are designed to educational standards of the second generation.

· Support and development of the creative potential of the teacher;

· Development of social relationships of school with family, social institutions, culture and health care, various public organizations.

The standards of the new generation can and should help the Russian education system contribute to the development of the country on an innovative scenario through the formation of high-quality and competitive human capital. There is a good principle: "Do what should, and whether it will be." Let's adhere to this principle, implement the standards of the new generation and continue to believe in the best.

Second generation standard in elementary school

Educational standard is a tool to ensure the quality of education of the younger generation. The author of the article introduces the concept of a new Federal State Standard, provides recommendations for the study of materials and documents that ensure its implementation.

Development and Introduction of Education Standards, Improving Educational Systems - global problem The pedagogical community of the forefront of our planet. Until the end of the 90s. XX century Most of these, education standards did not apply as a tool for improving the quality of educational results. In Germany, Switzerland, Austria, the reform of education based on standards is currently held. Similar picture and in other countries. That is why, on the eve of the introduction of second generation standards in elementary school, international experience in solving this task is interesting.

Significant experience has been accumulated in this regard in the USA: in 1984, after the publication of the report of the US Department of Education, the Nation reacts: the latest measures to improve the education system, "began reforming the state educational system: standards and tests have appeared. And the discussions do not subside until now. The need and appropriateness of the introduction of unified educational standards argue teachers and policies of the whole world. In the publication "Whether state standards will save" D. Mayer, Professor of the Pedagogical Faculty of New York University, School Director in Boston, a prominent international scientist, says that over 25 years of reforming the American school did not solve all its problems.

The new State Educational Standard of Primary General Education (hereinafter referred to as standard) was prepared in the Russian Academy of Education by the team of Russian teachers-scientists with the involvement of a wide range of practical workers. Education Standard is one of the main elements of modernization of Russian education. The new concept of structuring educational standards has already received the domestic name "Three T" in the pedagogical community. The essence is that the structure of standards includes three basic requirements:

the conditions for the implementation of the main educational programs (personnel, financial, logistical, etc.);

the results of the development of the main educational programs.

The basis of the development of the standard is the target setting, which provides for the transition from the "outgoing" model of development of Russian education. The priority in creating the standard was the Russian value, scientific and cultural component, taking into account the national characteristics of the domestic education system. At the same time, the standard was developed as a tool for the implementation of state policy in education, providing:

preservation of the unity of the educational space of Russia;

equality and availability of education with various starting capabilities;

continuity of general education steps.

When developing the standard, the process of the formation of a new didactic model based on a competence-based educational paradigm was fully accountable in the context of the information society. The main educational result in this paradigm is the formation of a motivated competent personality. The main purpose of the standard is the regulatory consolidation at the federal level of requirements for the conditions necessary to achieve the strategic goal of Russian education, the fulfillment of the social order - the education of the successful generation of citizens of the country owning adequate time with knowledge, skills and competencies.

Let us dwell on some meaningful aspects of the proposed concept, in particular on "requirements for the results of the development of the main educational program of primary general education" (hereinafter referred to as the requirements). This is the educational resource with which children will come to the 5th grade of the main school.

Requirements contain a description of the target plants, the competence of a graduate of primary school, determined by personal, family, public, state needs and the possibilities of the child of the younger school age, individual features of its development and health status.

These requirements are invariant and mandatory for execution throughout the Russian Federation. They can be supplemented in the framework of the overall training time resource with the requirements of the subjects of the Russian Federation, educational institutions, teachers, parents and other participants educational process In order to fully reflect the needs of subjects of educational activities.

Requirements define the planned results of primary general education, the possibility of achieving which must be guaranteed by all institutions implementing the main educational programs primary general education, regardless of their type, location and organizational and legal form. The planned results are a mandatory component of the main educational program of primary general education.

Requirements specify the guidelines for assessing personal, meta-delicate and subject results of training. Requirements are written in educational areas studied in elementary school, i.e., it is presented, for example, what the opportunity to achieve the planned results gives a specific subject area "Russian", etc. Personal and meta-conductive results of training are achieved through the development of all objects and extracurricular work .

Personal learning results are the level of the formed value orientation of elementary school graduates, reflecting their individual and personal positions, the motives of educational activities, social feelings, personal qualities.

Meta-detective learning results are universal learning actions, interpreteable concepts when studying several or all items.

Substantive learning results are mastered studying during the study. training subject Experience specific for this subject to obtain new knowledge, its transformation and application, as well as a system of fundamental elements of scientific knowledge underlying the modern scientific picture of the world.

Requirements regarding the conditions for the implementation of the main educational program of primary general education are a system of standards and regulations of personnel, financial, logistics and other supports necessary for the implementation of the main educational program and achieve the planned results of primary general education.

The process of dating managers and primary school teachers with the materials of the standard will obviously be accompanied by a massive advanced training of pedagogical personnel in regional advanced training institutes and methodological services. However, a positive result from any organized forms of development of standards through courses and seminars is possible with preliminary familiarization of teachers with development materials. This statement is based on the one hand, on a thorough study of the submitted materials on standardization, and on the other hand, on many years of experience in the system of additional pedagogical education. The concept of standards with applications each of the elementary school workers is obliged to study personally. The Appendix provides a list of draft documents and materials providing the implementation of the standard. This is the very case when everyone should remember the need for self-education. Maybe not all will understand, something will cause the need to discuss the problem with colleagues in the round table mode or at a meeting (or cycle of meetings) of the school methodological association of primary school teachers.

Working with parents is also important, because in elementary school they almost always try to help children perform homework, participate in their educational activities. Now this practice can harm more than to help the teacher, since not only the requirements for the educational process have changed, but also the education itself.

application

List of projects of documents and materials,

providing standard implementation

The concept of federal state educational general education standards.

The concept of spiritual and moral education of Russian schoolchildren.

The needs of family, society and state in primary education.

Coordination of requests for participants in the educational process in primary general education as the basis of a public contract. Recommendations.

The risks of introducing the federal state educational standard of general education. Analytical review.

Organization of the introduction of the federal state educational standard of primary general education (main approaches).

The fundamental core of the content of general education.

Planned results of primary general education.

The basic plan for educational institutions of the Russian Federation, implementing the main educational program of primary general education.

Approximate program for the formation of universal training actions in elementary school. Manual for the teacher "How to design universal learning actions in elementary school.

From action to thought. "

Approximate primary general education programs.

Assessment of the achievement of planned results in elementary school.

An exemplary training program and socialization of students.

Requirements for the implementation of the main educational program of primary general education.

Requirements for the implementation of the main educational program of primary general education. Hygienic requirements.

IN russian education The concept of "Education Standard" for the first time appeared in the early 90s. Over the past years, schools were offered several options for the first generation standards, over which scientists and practices worked, building a chain of norms, rules that streamline the content of education.

The ability of a motivated competent personality:

quickly navigate in a dynamically developing and updating information space;

receive, use and create a variety of information;

take informed solutions and solve life problems based on the knowledge gained, skills and skills.

The requirements for the structure of the main educational program of primary general education are determined by:

the ratio of part of the main educational program of primary general education, mandatory for implementation in an educational institution, expressed in the number of training sessions, and parts formed by the participants of the educational process;

cost of compulsory learning items studied in elementary school;

2) the planned results of the development of the student of the main educational program;

3) curriculum;

4) a program for the formation of universal educational actions in students;

5) programs of individual training items, courses;

6) the program of spiritual and moral development, education of students;

7) a program for the formation of a culture of a healthy and safe lifestyle;

9) The system of assessing the achievement of the planned results of the development of the main educational program.

The main educational program in the educational institution has a state accreditation is developed on the basis of an approximate basic educational program.

Third position : The result of education is not only knowledge on specific disciplines, but also the ability to apply them to everyday lifeUse in further training. The student must have a holistic look at the world in its unity and diversity. This is possible only when combining the efforts of teachers of different items.

The standard establishes the requirements for the results of the development of the main educational program:

personal, including the readiness and ability of students to self-development, the formation of motivation for learning and knowledge, value-semantic attachments of students, reflecting their individual personal positions, social competencies, personal qualities; The formation of the foundations of civil identity.

metapledcomprising mastered learning universal training actions that make mastering the key competencies that make up the basis of the ability to learn and interprecotect concepts.

subject , including learning-based experience-specific experiences for this subject area Activities for obtaining new knowledge, its transformation and use, as well as a system of fundamental elements of scientific knowledge underlying the modern scientific picture of the world.

Fourth position : School should be created personnel, financial, material and technical and other conditions that ensure the development of educational infrastructure in accordance with the requirements of time.

The integrative result of the implementation of these requirements should be the creation of a comfortable educational environment:

providing high quality education, its availability, openness and attractiveness for students, their parents (legal representatives) and all society, spiritual and moral development and education of students;

guaranteeing and strengthening the physical, psychological and social health of students;

comfortable in relation to the student and pedagogical workers.

In order to ensure the implementation of the main educational program in an educational institution for participants in the educational process, conditions must be created, providing the opportunity:

achieve the planned results of the development of the main educational program by all students, including children with limited features health;

identifying and developing the abilities of students studying through the system of clubs, sections, studios and circles, the organization of social and useful activities, including social practice, using educational institutions additional education children;

work with gifted children, the organization of intellectual and creative competitions, scientific and technical creativity and design activities;

participation of students, their parents (legal representatives), pedagogical workers and the public in the development of the main educational program, design and development of the intra-school social environment, as well as in the formation and implementation of individual educational routes trainees;

effective use of the time allotted for the implementation of the part of the main educational program formed by the participants educational process, in accordance with the requests of students and their parents (legal representatives), the specifics of the educational institution, and taking into account the peculiarities of the subject of the Russian Federation;

use in the educational process of modern educational technologies of activity type;

effective independent work students with the support of pedagogical workers;

the inclusion of students in the processes of understanding and transforming an out-of-school social environment (settlement, district, city) to acquire real management experience and action;

updates to the content of the main educational program, as well as methods and technologies of its implementation in accordance with the dynamics of the development of the education system, children's requests and their parents (legal representatives), as well as taking into account the characteristics of the subject of the Russian Federation;

effective management of the educational institution using information and communication technologies, as well as modern financing mechanisms.

Fifth position : In order for the work on the standards to be effective, the system of assessing the quality of education will develop. An independent verification of schoolchildren's knowledge is envisaged, including when moving from the fourth in the fifth and from the ninth to tenth grades. In addition, monitoring and integrated assessment of academic achievements of the student and its competencies and abilities are introduced.

Sixth position : Legal field of introducing educational standards. Specific educational programs that in each educational institution are implemented under Article 114 of paragraph 5 of the Law "On Education" on the basis of exemplary basic educational programs, should ensure the achievement of learning results of the development of the main educational programs established by the relevant federal state educational standards.

Through federal state educational standards in the field of education, the main directions of public policy are being implemented:

1) the creation of the conditions for equal opportunities for the implementation of the right of citizens to education;

2) Mutual agreement of the personality (family), society and states in the development, adoption and execution of state educational standards (Standard as a public contract);

3) Achieving new quality of general education in the Russian Federation, the creation of conditions for the full development of the individual, the continuation of education, for the integration of the individual to the national and world culture;

4) the humanistic nature of the content of the standard, the orientation for the free development of the personality of a person and a citizen, the formation and manifestation of its individual, subjectively significant equivalents of the norms and rules, moral and ethical, social and legal values \u200b\u200badopted in a democratic society;

5) preservation of the unity of the educational space of the Russian Federation. The development of national-regional educational systems as a condition for the sustainable development of the formation of a multinational Russian state;

6) Ensuring the rights of students on high-quality education and protection of pedagogical workers from the biased assessment of their labor;

7) Balance of interconnection and balance of requirements in the field of state standard. State duty to ensure the conditions necessary to achieve the expected results. The duty of students to use the opportunities provided for qualitative education;

8) State control and responsibility for the fullness of education obtained by a citizen within the state educational standards.

§ 4. State Educational Standard and its Functions

One of the current trends in the development of the content of education is its standardization that is caused by two circumstances. First of all, the need to create a single pedagogical space in the country, thanks to which a single level of general education obtained by young people in different types of educational institutions will be provided. The standardization of the content of education is also due to the task of Russia's entry into the system of global culture, which requires accounting for the development trends in the development of general education in international educational practice.

The concept of the standard comes from the English word Standart, meaning the norm, sample, measure. The main purpose of standards is to organize such an organization and regulation of relations and activities of people, which is aimed at manufacturing products with certain properties and qualities that satisfy the needs of society.

The law of the Russian Federation "On Education", as introduced in 1996, it is envisaged that the government authorities are normalized only by the minimum level of education. Determination of the content of education over this norm is within the competence of educational institutions. That is why three levels are allocated in the State Standard of General Secondary Education: federal, national-regional and school.

The federal component determines those standards that ensures the unity of the pedagogical space of Russia, as well as the integration of the individual into the system of world culture.

Finally, the standard establishes the scope of the school component of the content of education, reflecting the specifics and orientation of a separate educational institution.

The federal and national-regional components of the Education Standard include:

The function of social regulation is caused by the transition from the unitary school to the manifold of educational systems. Its implementation involves such a mechanism that would prevent the destruction of unity of education. During the period of active search for new paths and models of training, educational standards are designed to play a stabilizing and regulatory role, not limiting the development of specific regional approaches, the emergence of various types of schools, creating variable programs.

The function of humanization of education is associated with approval using the standards of its personal-developing entity.

The right to limit into the study of a difficult or unloved subject with minimal requirements frees the student from the unbearable total learning load and allows it to realize his interests and inclinations. At the same time, open information about standards makes it possible to a schoolboy consciously choose the individual trajectory of its development.

The control function is associated with the ability to reorganize the existing system of control and evaluation of the quality of learning outcomes.

To date, general education standards and abroad have been presented in the form of programs and requirements for the level of training for schoolchildren on individual educational subjects. The overall structure of the content of the formation was determined by the standard curriculum that prevail is purely empirically. The standard of education allows you to designate non-empirically asked educational items, but the basic educational areas whose set is substantiated. Based on the combination of these areas that make up an invariant (basic) core of general secondary education, a wide variety of work curricula can be developed.

Appointment and functions of new generation standards
The new tasks set today before school education are significantly expanding the scope of action and the appointment of educational standards.
As already noted, the first generation standards were focused mainly to solve the problems of providing regulatory and legal regulation of the content and planned results of school education in the field of legalization in the early 1990s. varieties of educational systems. This has determined the main purpose and priority functions of the standards of that time - the preservation of the single educational space of the country, ensuring the availability of education within the minimum sufficient level of content and requirements for the preparation of graduates.
However, today, the developing potential of educational standards is becoming increasingly significant, which ensures the development of the education system in the conditions of changing requests for individuals and family, the expectations of society and the requirements of the state in education.
Currently, standards must be:
; the instrument of organizing and coordinating the education system, the guideline of its development and improvement, the criterion for evaluating its adequacy to the new goals and values \u200b\u200bof education (the development of the personality as a purpose and meaning of education);
; means of ensuring the unity and continuity of individual levels of education under the conditions of transition to a continuous education system;
; The regulatory and legal framework for regulating the relationship of the subjects of the education system (students, their families, teachers and leaders of the educational institution), on the one hand, and the state and society on the other.
At the same time, the new version of the standard should create conditions for the more efficient implementation of traditional standards functions as a means of regulatory regulation of the education system.
There are basic functions of the standard.
Function to ensure the right to full-fledged education. It lies in providing through the standard guaranteed by the Constitution of the Russian Federation for each citizen "equal opportunities to obtain quality education", i.e. The level of education representing the necessary foundation for the full development of the personality and the possibility of continuing education.
The function of preserving the unity of the country's educational space. The transition to the diversity of educational systems and types of educational institutions requires the creation of a regulatory mechanism designed to stabilize the education system in the country. This stabilizing and regulatory role should play educational standards. Without limiting the development of specific regional approaches, the emergence of various types of schools, the creation of variable programs, educational standards fix the volume and level of full basic education. Real training programs in their content can differ significantly from the standard and by volume, and in the depth of the preparation of students, but they all have to provide a level not lower than the standard. This allows you to achieve in the country of some guaranteed equivalent of the quality of training graduates of the school, which can be renounced when organizing subsequent training. The introduction of standards will be the most important factor in solving many demographic and social problems in the context of possible population migration, will be the basis for recognizing the equivalence of the formation of the formation obtained in various regions.
The function of improving the quality of education. General Education Standards are designed to set the lower permissible
The border of the level of preparation. Until now, this kind of national norms did not exist. Ideas about the level of educational results were largely spontaneously aimed at the most trained schoolchildren, and the level of requirements for training achievements Often, a significant part of students was unavailable. This led to the fact that the real level of educational results of many graduates was low, and the good preparation of individual schoolchildren did not solve the problems of the quality of education.
The introduction of educational standards allows you to raise the question of the real achievement of each student of a certain, predetermined level of preparation. Thus, the use of standards in school practice, the orientation of their unconditional compliance is designed to increase the overall level of education and, consequently, the quality of education as a whole.
The function of ensuring the continuity of the main educational programs of the initial general, the main general, medium (complete) general, primary professional, secondary vocational and higher vocational education.
Criterial-valued function. It stems from the essence of the standard as a reference point, equal to which the education system is developing. Separate components of the standard carry in themselves the requirements for the content of education, the volume of training load, the procedures for assessing educational results, certification of teachers and educational institutions.
The function of increasing the objectivity of estimation. The implementation of this function is related to the possibility of a radical restructuring of an existing system for monitoring and evaluating the quality of educational results based on a criterion-oriented approach to the assessment and use of a system of objective measurers of quality preparation of graduates and the effectiveness of educational institutions, the education system as a whole, defined by the standard.
Standard defines that permissible level of education (educational
valuables) relative to which in society
The Convention (Treaty) is achieved as a necessary and sufficient level for the possibility of continuing education at the next step. It is this level that acts as the basis of a criterion-oriented approach to the evaluation of educational results achieved by each individual schoolboy, and admits the transition to a dichotomic assessment. The use of a criterion-oriented approach and a dichotomous assessment system significantly increases the level of objectivity and reliability of assessing the achievement of the requirements of the standard.
Receive reliable information about the real state of school in school will create conditions for adopting informed management decisions at all levels - from the teacher (the choice of optimal methods, timely correction, differentiation and individualization of training, etc.) to leaders of public education (regional and national measures to improve the state Education, making changes to programs and textbooks, improving the organization and management of education).
The function of humanization of education and equality of opportunities for personality development. A clear definition of student preparation requirements opens up real prospects for individualization and differentiation of training, providing for the possibility of mastering material at various levels.
Such an approach frees the student from the unbearable total learning load and allows him to realize his interests and inclinations. An unjustified emotional and intellectual tension is removed, which allows each student to study at the level corresponding to its capabilities and abilities, forms positive exercise motives.

Standard (from the English. Standard is the norm, sample) in a broad sense of the word - a sample, a standard, model taken for the initial for comparison with them, etc. such objects.
Standard in the Russian Federation - a document in which the characteristics of the product, the implementation and characteristics of the design processes (including research), production, construction, installation, commissioning, operation, storage, transportation, implementation, and disposal, work, and transportation, implementation, and recycling, are established for voluntary repeated use. provision of services. The standard may also contain rules and methods of research (tests) and measurements, sampling rules, requirements for terminology, symbolism, packaging, labeling or labels and rules of their application. Some standards in Russia may have the status of mandatory applications for the transition time to the system of technical regulations.

The state standard of general education is the norms and requirements that determine the obligatory minimum content of the basic educational programs of general education, the maximum volume of learning loads of students, the level of training of educational institutions, as well as the basic requirements for the provision of educational process (including its logistical, educational -Laboratory, information and methodological, personnel support).
The appointment of the State Standard of General Education is to provide:
equal opportunities for all citizens in obtaining high-quality education;
unity of educational space in the Russian Federation;
protection of learning from overload and preservation of their mental and physical health;
the continuity of educational programs at different stages of general education, the possibility of obtaining vocational education;
social security of students;
social and professional protection of pedagogical workers;
rights of citizens to obtain full and reliable information on government norms and requirements for the content of general education and the level of training of graduates of educational institutions;
Basics for calculating federal standards financial costs For the provision of services in the field of general education, as well as to distinguish between educational services in the field of general education, funded by the budget and at the expense of the consumer's funds, and to determine the requirements for educational institutions implementing the state standard of general education.
The state guarantees the publicly available and free of general education in educational institutions within the limits determined by the state standard of general education.
The state standard of general education is the basis:
Development of a federal basis curriculum, educational programs of the initial general, basic general and secondary (full) general education, basic curricula of the constituent entities of the Russian Federation, educational institutions, exemplary programs on educational subjects;
an objective assessment of the level of training of graduates of educational institutions;
objective assessment of educational institutions;
definitions of the volume of budget financing of educational services, which are guaranteed to citizens at a rate of free of charge to the state throughout the Russian Federation;
establishing equivalence (nostrification) of general education documents in the Russian Federation;
Establishment of federal requirements for educational institutions in part of the equipment of the educational process, equipment of educational premises.
The state standard of general education includes three components:
The federal component is established by the Russian Federation (not less than 75 percent of the total regulatory time, assigned to the development of educational programs of general education);
The regional (national-regional) component is established by the subject of the Russian Federation (at least 10 percent of the total regulatory time displaced to the development of educational programs of general education);
The component of the educational institution is independently established by the educational institution (at least 10 percent of the total regulatory time drawn by the development of educational programs of general education).
Since 2001, when an experiment on the transition to 12 years of study was started, a 4th component was introduced - student: consultations, motor classes, etc. But they do not belong to the maximum learning load, therefore are optional for students.
In the late 2010 beginning of 2011, projects of a new standard of medium (complete) general education were published, which caused widespread criticism. In April 2011, a third version of the standard was published, soon shot from the portal of the ministry.

5.1.2. Structure and function of state
Educational Standard

At the legislative level, state-owned educational standards are devoted to Article 7 of the Law of the Russian Federation "On Education" and Art. 5 of the Federal Law "On Higher and Postgraduate Professional Education" The main provisions of this article are as follows.
In art. 7 main educational Law The following most significant features of the legislative definition and role of the state in the Russian education system are allocated:
1. In the Russian Federation, state educational standards are established, including federal and regional (national-regional) components, as well as a component of the educational institution. Russian Federation in the face of federal bodies state power Within their competence, the federal components of state educational standards are established, which determine the obligatory minimum of the maintenance of the main educational programs, the maximum volume of learning loads of students, requirements for graduate training.
State educational standards can be established on separate additional educational programs in the manner defined by the Federal Law.
2. When implementing educational programs for students with development deviations, special government educational standards can be established.
3. The procedure for the development, approval and introduction of state educational standards is determined by the Government of the Russian Federation, with the exception of cases provided for by law.
4. The main provisions of state educational standards of the initial general, basic general and secondary (full) general education, the procedure for their development and approval are established by federal law.
5. State educational standards are approved at least once every ten years.
6. State educational standards are the basis for an objective assessment of the level of education and qualifications of graduates, regardless of the forms of education.
The state in the Higher and Postgraduate Professional Education as a whole correspond to the provisions of the Law of the Russian Federation "On Education", but they have, nevertheless, with their specifics, the most significant of which they are (Article 5 of the Federal Law "On Higher and Postgraduate Professional Education"):
- State educational standards of higher and postgraduate vocational education are intended to ensure: a) the quality of higher and postgraduate vocational education; b) the unity of the educational space of the Russian Federation; c) the basis for an objective assessment of the activities of educational institutions implementing educational programs of higher and postgraduate vocational education; d) recognition and establishing the equivalence of documents of foreign countries about higher and postgraduate vocational education;
- State educational standards of the highest and postgraduate vocational education consist of federal and national-regional components. The federal components of state educational standards of the highest and postgraduate vocational education include: 1) general requirements to the main educational programs of the highest and postgraduate vocational education; 2) Requirements for the mandatory minimum content of the main educational programs of higher and postgraduate vocational education, to the conditions of their implementation, including educational and production practices and the final certification of graduates, the level of graduates in each direction of preparation (specialty); 3) the timing of the development of the main educational programs of the highest and postgraduate vocational education in federal state educational institutions that are not contrary to the terms established by the legislation of the Russian Federation and (or) provisions on higher educational institutions of the relevant species; 4) Maximum learning training volume. The national-regional components of state educational standards of higher and postgraduate vocational education reflect the national-regional peculiarities of training specialists in relevant training areas (specialties);
- the national-regional components of state educational standards of higher and postgraduate vocational education are determined by the highest educational institution at the initiative of the executive authority of the subject of the Russian Federation and are implemented by a higher education institution on a contractual basis with the relevant executive authority of the constituent entity of the Russian Federation;
- The main educational programs of the highest and postgraduate vocational education are developed by the federal state bodies for the education and departmental government agencies of education and in a part over the limits of relevant state educational standards, perform the functions of exemplary educational programs of higher and postgraduate vocational education.
How can you see one of the most characteristic features The modern Russian state educational standard is the allocation of federal and national-regional components in its structure, which very clearly describes the federal nature of educational legislation and in general the entire education system. Consider briefly the content and purpose of each component.
The federal component of the standard includes standards that ensure the unity of the pedagogical space of Russia and the integration of the individual into the system of world culture. It is associated with educational disciplines of general cultural and nationwide importance. For example, for high School - This is Russian, mathematics, physics, chemistry, history of Russia, for higher educational institutions - philosophy, foreign language, concept of modern natural science.
The national-regional component is the norms corresponding to the part of the content of education, which reflects the national and regional importance of culture ( native language and native literature, history, geography, art of the region). So, in the national-regional component of many standards of socio-humanitarian specialties of higher educational institutions of the Ural region, there are training disciplines related to the study of the history and culture of the peoples of the Urals, a political and legal system of one or another Subject of the Russian Federation, which is part of the Ural Federal District, etc.
The component of the educational institution reflects the specifics of a particular educational institution and thus allows him to independently develop and implement educational programs and curricula, which in accordance with sub-clause 6 of clause 2 of Art. 32 of the Law of the Russian Federation "On Education" is within the competence of an educational institution.
Within the framework of the federal and national regional levels, the Education Standard includes:
Description of the content of education at each of its steps, which the state is obliged to provide a learner;
requirements for the minimum necessary training of students within the framework of the specified content;
The maximum permissible volume of learning loads by year of training.
In a meaningful aspect, the standard provides:
1) possession of basic concepts and skills, which covers the ability: a) to learn and reproduce the basic concepts of the knowledge of the knowledge and reproduce; b) give them definitions; c) to reveal the content of the concept, its volume; d) to establish intermane ties with the above, below, nearby concepts; e) give a practical interpretation of the concept;
2) knowledge of theories, concepts, laws and patterns of the foundations of science, its history, methodology, problems and forecasts;
3) the ability to apply scientific knowledge in practice in solving cognitive (theoretical) and practical tasks in both stable (standard) and in a changing (non-standard) situation;
4) have their own judgments in the theory and practice of this educational region;
5) Knowledge of the main problems of society (Russia) and understanding of their role in their decision: social, political, economic, environmental, moral, industrial, management, national, international, cultural, family, etc.
6) Ownership of continuous self-education technology by industry, science and activities.
State educational standards acquire a real embodiment in the formation of the content of education in the following regulatory documents: curriculum, curriculum and educational literature (textbooks, tutorials, tasks, workshops, etc.). Each of these regulatory documents corresponds to a certain level of design of the content of education. Curriculum - level of theoretical representations; curriculum - the level of the educational subject; Educational literature - the level of educational material.
The characteristic of state educational standards would be incomplete, without determining their role, significance in society and the education system, which is directly expressed in the functions of standards. These functions include:
Criterial-valuation function: Standard is a benchmark on which the educational process is focused;
The function of preserving the unity of the country's educational space: standards fix the volume and level of full-fledged basic education In the context of the variety of types and types of educational institutions;
The function of improving the quality of education: the standard sets the level of the quality of education, which must be achieved;
The function of ensuring the constitutional right of citizens to a full-fledged education: in the system of guarantees of the right to education, state educational standards play far from the last role;
Education Humanization Function: Standards open the way to a multi-level formation in which the content curriculum May exceed standard standards. This contributes to personal-oriented learning according to interests, abilities, training capabilities;
The process of controlling the process and quality of education: Standards are used by education management bodies in order to create an effective system for controlling the quality of education.
Such is generally a characteristic of the legal foundations of state educational standards as an object and at the same time means of legal regulation of the education system.