Working programm

disciplines "Pedagogy"

for specialty

050303 "Foreign Language"

Reviewers:

Explanatory note

Working programm educational discipline "Pedagogy" is intended for the implementation of state requirements for the minimum content and level of graduates in the specialty: 050303 "Foreign Language".

Educational discipline "Pedagogy" is a general professional discipline.

A special place in the system of vocational training of future teachers belongs to the course of pedagogy. Its full-fledged teaching assumes: weapons of students with knowledge of the theoretical foundations of pedagogy, the development of clear positions in professional behavior and activities, the relationship of pedagogical theory with the practice of training and education, the study of advanced pedagogical experience, the organization of work on self-education students.

As a result of the study of the subject, the student must

Know:

- theoretical basis and leading trends in the development of the education system, pedagogical science;

Maintenance theoretical approaches, modern concepts of upbringing and learning;

Patterns, principles, content and structure of a holistic pedagogical process;

Goals, objectives, content, form, methods and means of upbringing and learning;

Know modern innovative technology in education;

Know the Basics of Pedagogical Systems Management

be able to:

Apply psychological and pedagogical knowledge in different types educational activities;

Analyze, plan (design) and evaluate the educational process and its results;

- to carry out pedagogical communication with pupils, parents, colleagues;

Use modern innovative technology in education;

Planning everyday educational educational work and lead it in accordance with program and methodological documentation;

Implementing self-analysis, self-control of its own pedagogical activity, be able to submit it.

The program is designed for 202 hours, of which 30 is given to practical work. On independent work - 61 hours. The pedagogy rate includes 5 partitions:

• introduction to the Pedagogical Profession
• general Basics of Pedagogy
• pedagogy school
• interaction of educational institution with family
• basics of managing pedagogical systems.

The "Pedagogy" course is closely related to philosophy, general psychology, correctional and special pedagogy, anatomy and physiology, private techniques. Skills and skills are formed as a result of the passage of professional pedagogical practice.

The main forms and methods of studying the material are lectures, observation and analysis of demonstration activities, analysis of pedagogical situations, work with a book.

For the formation of self-work skills, various types of independent activities are performed

The discipline program provides for practical and independent work, writing coursework.

At the end of the study of discipline, there is current control in the form of a test and exam, questions on pedagogy are included in the final exam on psychology and pedagogy with a method of teaching a foreign language.

Note

The program allocated sections: 4 - "Relationship of educational institutions with family" and 5 - "Fundamentals of Pedagogical Systems Management", as it is necessary to give students the foundations of knowledge on working with parents and on the management of an educational institution.

In connection with the organization of professional pedagogical practice in the section "School Pedagogy", the theory and methodology of education is first considered, and then

REQUIREMENTS OF STATE:

Introduction to the Pedagogical Profession:pedagogical activity, its aspects; The emergence of the pedagogical profession, its development; The role and place of the teacher in the age of information society; Professional I. personal qualities and the ability of the teacher; Requirements for professional competence and mobility; the role of self-education and self-education in the formation of a teacher's professional;

General Basics of Pedagogy: The emergence and development of pedagogy, its place in the system of humanitarian and natural sciences; Structure of pedagogical science: the theory of education and training (didactics), the theory of education, school studies; main pedagogical concepts; a holistic pedagogical process as a subject of study of pedagogy; child as a subject and object of a holistic pedagogical process; Personally oriented approach in education; Methods of pedagogical research; development of the education system in Russia; principles of state educational policy; continuous education; continuity in the work of educational institutions; interaction of educational institutions with family;

Pedagogy school: theory of education and training; content of training; Modern concepts of primary and secondary education, their didactic and substantive filling; Essence and driving forces of training; exercise motives at different age stages; management of educational and educational activities of schoolchildren; Principles, methods and organizational forms of education; Lesson at school, types of lessons, their structure, requirements for conducting and analyzing; diagnostics and assessment of schoolchildren's academic achievements; Theory and Methods of Education: Purpose and Tasks of Education; driving forces; modern concepts of upbringing; their sociocultural grounds, scientific and methodological validity and practical applicability; Educational and out of learning activities schoolchildren; the relationship between the team and personality; educational school system; functions, main directions and forms of teacher's activities - class teacher; Assessment of the level of schoolchildren's pupsis.

Themed Plan

For specialty 050303 Foreign language

Name sections Topic	Max. uch on stu- denta	Total	Number of audit. hours with full-time learning
			Sn. on the lessons	Lab. slave Stratic. sn.
Section 1. Introduction to the pedagogical profession.
Theme 1.1.
Topic 1.2.
Topic 1.3. The role and place of the teacher in the age of information society. Professional and personal qualities andthe ability of the teacher.Requirements for professional competence and mobility
Topic 1.4. The role of self-education and self-education in the formation of a teacher - a professional.
Section 2. General Basics of Pedagogy.
Topic 2.1
Topic 2.2.
Topic 2.3. System and Structure of Pedagogical Science: Theory of Education and Training (Didactic), theory of Education, School Science
Topic 2.4.
Topic 2.5 A holistic pedagogical process as a subject of study in pedagogy.
Topic 2.6. Child as a subject and object of a holistic pedagogical process. Personal oriented approach in education
Topic 2.7. Methods of pedagogical research
Topic 2.8. Development of the education system in Russia. Principles of state educational policy. Continuous education. Continuity in the work of educational institutions.
Section 3. School Pedagogy.
Topic 3.1 Theory and Methods of Education
Topic 3.1.1
Topic 3.1.2
Topic 3.1.2.1 The content of the process of education
Topic 3.1.2.2 Principles of education
Topic 3.1.3 Education in educational and extracurricular activities of schoolchildren
Topic 3.1.4 Collective and Personal Relationships
Topic 3.1.5 Educational school system
Topic 3.1.6 Functions, main directions andforms of the teacher's activities - class teacher
Topic 3.1.7 Assessment of the level of students of schoolchildren
Topic 3.2 Theory of Education and Training
Topic 3.2.1 The subject and tasks of modern didactics
Topic 3.2. 2. Essence and driving forces of the learning process
Topic 3.2.3 Structure of the learning process. The exercise motives at different age stages. Management of the educational and educational activities of schoolchildren
Topic 3.2.4 Principles of learning
Topic 3.2.5. Content of learning
Topic 3.2.6 Teaching methods
Topic 3.2.7 Organizational forms of training Lesson at school: Typeslessons, their structure, requirements for conducting and analyzing
Topic 3.2.8 Diagnosis and assessment of academic achievements
Topic 3.2.9 Modern concepts of primary and secondary education, their didactic and substantive filling
Section 4. Interaction of an educational institution with family.
Topic 4.1. Conceptual foundations of family education in different periods of development of society.
Topic 4.2. Education of children in the family.
Topic 4.3. Pedagogical management of family education.
Topic 4.4. Forms of school work with family.
Topic 5.1. The concept and characteristics of the pedagogical system.
Topic 5.2. Law of the Russian Federation "On Education".
Topic 5.3. Management of an educational institution.
Topic 5.4. Fundamentals of the Pedagogical Team Management.
Topic 5.5. Socio-psychological climate in the team.
Topic 5.6. Scientific methodical support of the educational system.
TOTAL

Section 1. Introduction to the Pedagogical Profession

Topic 1.1 Pedagogical activity, its aspects

The student must

know:

The overall characteristics of the concept of pedagogical activity;

Goal, means, types and specifics of pedagogical

Activities;

be able to:

Classify activities on various activities

Signs;

Characterize the main approaches to the formation

objectives of pedagogical activities.

Course "Pedagogy" in the teacher training system

Historical Aspect of Professional Activities

The concept of pedagogical activity, its features

Pedagogical specialty

Analysis of educational literature on the course "Pedagogy"

Practical lesson №1:drawing up a table by type of activity.

Independent work:

Works and tests about the profession of the teacher.

Topic 1.2 The emergence of the pedagogical profession, its development

The student must:

know:

The origin of the words "upbringing", "School",

"pedagogy";

Features of the pedagogical profession;

Maintenance pedagogical ideas in a slave-owner and feudal society.

Be able to:

Allocate the main provisions

Pedagogical profession systems, its development. Education systems in slave-ownership. Education, school and pedagogical thought in feudal society. Features of the pedagogical profession.

Practical lesson number 2:drawing up a table

Independent work:work with sources

Theme 1.3 The role and place of the teacher in the age of the information society. Professional and personal qualities and teacher's abilities. Requirements for professional competence and mobility

The student must:

know:

General trends in the modernization of training systems

teachers;

The main problems of the teachers of the new millennium;

Professional and personal qualities and

abilities of the teacher;

What value is the development process and

the formation of professional and significant personal qualities in the professional self-development of the teacher;

Causes of professional unsuitability;

be able to:

Denote your socio-professional position.

Build a vocational growth program;

Give an assessment of professional-meaningful qualities of your personality.

Requirements for the teacher's personality in the writings of the Pedagogy

The identity of the teacher and its focus.

Pedagogical profession in the conditions of the information and technological revolution.

Professional and personal qualities and abilities of the teacher (model of the modern teacher).

Requirements for professional competence and mobility of the teacher.

Pedagogical contraindications.

Specificity of the rural school teacher.

Practical lesson:determine the socio-professional position of the teacher. Building a professional

Independent work:work with sources.

Topic 1.4 The role of self-education and self-education in the formation of a teacher-professional

The student must:

know:

Rational techniques and ways of independent

education;

Essence of professional self-education;

Factors affecting the process of professional

self-education teacher;

Stages and methods of vocational self-education;

be able to:

Create a professional program

self-education for the nearest period;

Fundamentals of self-education work

Professional self-education

Methods and techniques of self-education

Practical lesson №4:compilation of professionalself-education

Independent work:preparation of reports and communications

Section 2 General Basics Pedagogy

Topic 2.1 The emergence and development of pedagogy as science.

The student must

know:

The concept of "pedagogy";

Tasks of pedagogical science;

The main works and the contribution of classics teachers in the development of pedagogy as science.

The concept of pedagogy as a science of education.

The emergence and development of pedagogy.

Ancient education systems.

Development of pedagogy to Ya.A. Komensky

Jan Amos Komensky - Foreign Classical Pedagogical Theory

Pedagogical ideas of the XVII-early XX century: D.Lock, zh. Rousseau, I.G. Pestozzi, I.F. Herbart, F.A. Dysterweg.

K.D. Shushinsky is the founder of scientific pedagogy in Russia.

Ideas of Russian teachers of the 20th century: A.S. Makarenko, V.A.Somhomlinsky

Pedagogy cooperation. Ideas of teachers - innovators

Independent work:work with sources

Topic 2.2 Place Pedagogy in the system of humanitarian and natural sciences

The student must

know:

Interconnection of pedagogy with other sciences.

be able to:

Determine the relationships of pedagogy with other sciences

Communication pedagogy with other sciences.

Practical lesson number 1: Drawing up a scheme - interconnection of pedagogy with other sciences

Independent work:determining the relationship between pedagogy with other sciences.

Topic 2.3 System and structure of pedagogical science: the theory of education and training (didactics), theory of education, school studies

The student must

know:

Structural elements of pedagogical science;

Pedagogical Science System

be able to:

Proper use pedagogical terms

Pedagogical System Sciences: Pedagogy History, General Pedagogy, Age, Social, Special, Preventive, Preventive, Production, Military, Comparative, Medical, Religious, Folk Pedagogy.

The main components of the structure of pedagogical science: the theory of education and training, theory of education, the basics of managing pedagogical systems. The theory of education and training: the concept, main theories, systems and technology.

Theory of Education: concept, theory, system and technology.

Basics of managing pedagogical systems: concept, theory, control systems.

Practical lesson number 2:drawing up a table-table on the system of pedagogical sciences

Independent work:work with sources

Topic 2.4 Basic Pedagogical Concepts

The student must

know:

Main pedagogical concepts;

Be able to Operate pedagogical concepts

The essence of the definition of education in the social and pedagogical meaning. The historical nature of education. Purpose of education

The essence of the definition of learning as a holistic, targeted managed process. Training goals.

Development, formation, socialization.

Pedagogical activity: pedagogical interaction, pedagogical process, self-education, self-education.

Pedagogical system. Educational process.

Education as a process and the result of training and education.

Education levels: primary, secondary, higher.

Education Food: General, Professional, Polytechnic

The relationship of basic pedagogical concepts.

Practical lesson number 3:drawing up a dictionary of pedagogical concepts

Independent work:work with conceptualapparatus

Topic 2.5 Holistic pedagogical process as a subject of study in pedagogy

The student must

know:

Goals, objectives, stages, patterns of a holistic pedagogical process;

The purpose of education in modern domestic school.

The main components of the holistic pedagogical process

Functions of a holistic pedagogical process

The conditions for the effectiveness of a holistic pedagogical process be able to:

select the steps of a holistic pedagogical process.

The essence of a holistic pedagogical process (concept).

The main components of the holistic pedagogical process.

Functions of a holistic pedagogical process: educational, educational, developing, social

Patterns and principles of a holistic pedagogical process.

Contradictions as driving forces of a holistic pedagogical process

Stages of a holistic pedagogical process.

Conditions for the effectiveness of the pedagogical process.

Practical lesson number 4.definition of stagesholistic pedagogical process, decision of pedagogical situations

Independent work:analysis of the abstract lesson, design of the stages of a holistic pedagogical process

Theme 2.6 child as a subject and object of a holistic pedagogical process. Personal oriented approach in education

The student must

know:

The concept of "personality development";

Driving Personal Development Forces: Domestic and External Contradictions

Heredity, deposit, diagnosis of development;

Effect of education for the development of the personality;

Rights and duties of a child

Psychological and pedagogical features of different age groups

The concept of age periodization

Patterns of age-related development;

Principles of humanistic pedagogy;

The system of humane relations of the teacher with children;

be able to:

Organize a "zone of actual development" and "zone

nearest development ";

Carry out diagnostics of development;

Determine a personal-oriented approach in education

Consider age and individual features

children of younger school age in training and upbringing;

Characterize the features of the physical, spiritual,

social development of primary school children

Allocate the main priorities and values \u200b\u200bin a personal-oriented approach.

The identity of the child is like a subject and an object of education.

The concept of pedagogical anthropology.

Factors affecting the development of personality: heredity, environment, education, personality activity.

The relationship of development and education.

Age periodization. Preparation of children to school. Features of learning and raising children of younger school age. Uneven development. Accounting for features.

Personal - oriented approach in education: understanding of the child, recognition of the child, the adoption of re6enka

Hard-educated and gifted children

The rights and obligations of the child. The content of the main documents on the rights and responsibilities of the child.

Practical lesson number 5:analysis of situations, development of personal-oriented education rules

Independent work:preparation of reports and communications, work with sources

Topic 2.7 Pedagogical research methods

The student must

know:

Theoretical I. empirical methods research;

Requirements for teacher as a creator and researcher.

Pedagogical reality and study.

Methods pedagogical studies: observation, conversation, survey, experiment and pedagogical testing

Independent work:conducting an observation of a child according to plan.

Topic 2.8 Development of the education system in Russia. Principles of state educational policy. Continuouseducation. Continuity in the work of educational institutions.

The student must

know:

Law of the Russian Federation "On Education";

Types of educational institutions, units of education system, organization of education management, form of education, principles of state policy in the field of education

Law of the Russian Federation "On Education"

Principles of state educational policy.

The concept and structure of the educational system of society: educational standards and educational programs, a system of educational institutions, education authorities.

Types of educational institutions and variability of educational programs.

Continuous education.Continuity in the work of educational institutions.

General trends in the development of the education system in the modern world.

Independent work:work with sources.

Section 3 School Pedagogy

Subject 3.1 Theory and Methods of Education

Topic 3.1.1 Essence and structure of the process of education. Objectives and tasks of education. driving forces

The student must

know:

Essence, structure, goals and tasks of education,

features, strength and patterns

educational process;

be able to:

Characterize the general patterns of the educational process, driving forces, features of the education process.

Determining the upbringing in a wide and narrow sense of the word. Objectives and tasks of education. Features of the process of upbringing. Driving forces of the educational process. General patterns of the process of upbringing (efficiency).

The structure of the upbringing process is the characteristic of the stages of the process of education: mastering knowledge of norms and rules of behavior, the formation of beliefs, the formation of feelings.

Education as socialization. Media and socialization. Society of peers and children's subculture.

Topic 3.1.2 Modern concepts of upbringing, their sociocultural grounds, scientific and methodological validity and practical applicability

The student must

know:

Modern concepts of upbringing and their

characteristics

Modern concepts of upbringing

Scientific and Methodical Rationalth of Education Concepts

Practical Applicability of Education Concepts

Independent work:work with sources

Topic 3.1.2.1 The content of the education process

The student must

know:

The essence of the concept of "content of education";

Ideas modern process Education

Components of the basic culture of personality

Concept content of education

Essence of education

The ideas of the modern process of upbringing

Philosophical and ideological training of schoolchildren: characteristics of the main elements of the content of education

Basic culture of personality

Independent work:work with sources

Topic 3.1.2.2 Principles of Education

The student must

know:

Principles of education;

Requirements for the implementation of principles

upbringing;

be able to:

Characterize the system of principles of education;

The concept of the principles of education

Requirements for the principles of education

System of the principles of education

Characteristics of the principles of education:

• public focus of education
• communication of upbringing with life and work
• support for Positive in Education
• unity of educational influences
• Personal approach

Practical lesson №1:analysis of situations

Independent work:Characteristics of the principles of education

Topic 3.1.2.3 Methods and Forms of Education

The student must

know:

Methods, techniques and form of education;

Classification of education methods;

Essence of education methods;

Types of educational activities;

be able to:

Develop educational affairs

focus;

Apply educational methods in practical

activities;

Analyze pedagogical situations.

The concept of methods and receptions of education. Selection of education methods. Classification of education methods.

Methods of formation of personality consciousness: C. fir methods of methods, characteristics of methods: story on ethical topic, clarification, ethical conversation, disputes, example

Methods of organization of activities and formation of public behavior: C. fir methods of methods, characteristics of methods: exercises, requirements, teaching, method of instructions

Methods for stimulating behavior and activity: C. fir group of methods

Characteristics of methods: Promotion, punishment, competition,

The concept of formations of education. Educational case as a form of education

Concept of raising

Practical lesson number 2: Analysis of situations

Independent work:development of forms and methods of education

Topic 3.1.3 Education in the educational and extracurricular activities of schoolchildren

should

know:

The main directions of education in the educational and

extracurricular activities of schoolchildren;

Features of various directions of education;

be able to:

Select the content of the material for extracurricular activities;

Draw up and conduct educational affairs;

Make and conduct ethical conversations.

Civil education in the system of formation of the basic culture of the personality.

Features of the process of moral education:

Concept, features at the present stage

• ways and means of moral education

Labor education

Concept, Laborging System

• methods of organizing various types of labor

Aesthetic education

• concept, content of aesthetic education
• aesthetic education in art lessons and means, the role of nature

Physical education

Concept, physical education

• physical education system at school

Legal, economic education. Formation of the foundations of ecological culture

• concept, content

Education of conscious discipline and discipline:

The concept of discipline and discipline

• discipline in class

Practical lesson number 3:development of ethical conversation, development of collective creative affairs

Independent work:development of CTD forms

Topic 3.1.4 Collective and Personal Relationships

The student must

know:

Concept, signs of the team

Types, functions, signs, stages, structure,

relationships, ways of development and pedagogical guide

team;

be able to:

Characterize the development of a collective at different stages of development;

Formation of interpersonal relationships in the classroom;

Determine the prerequisites that have an effective impact on the formation of the collective;

Design actions aimed at cohesion of the children's team and the installation of friendly relations between children;

Create conditions for the positive development of the team;

Allocate personal qualities that are necessary to the teacher (educator) for effective interaction with students and the organization of the children's team.

The concept of the collective, signs of the team, the stage of development of the team

Types, Functions and Structures of Collective

Teaching A.S. Makarenko about the team

Collective and Personality: Relationship, Development Ways

Pedagogical management team

Practical lesson №4:analysis of situations

Independent work:drawing up the characteristics of the collective according to plan

Topic 3.1.5 Educational School System

The student must

know:

Essence and content of the educational system of school

The concept, essence and maintenance of educational school work. Plan of educational work of the school.

Independent work:analysis of the educational work plan of the school, the development of game educational technologies

Topic 3.1.6 Teacher's activities - Class leader

The student must

know:

Functions, directions and forms of class activities

leader;

Basics of educational planning with

group of students;

be able to:

Plan educational work with the class;

Perform the functions of the class teacher in practical activities;

Determine the tasks of educational work with the team and individual children;

Watch and analyze the behavior of individual students, to clear the causes of positive and negative phenomena in the classroom.

Practical lesson number 5:analysis of the educational planwork with class

Topic 3.1.7 Evaluation of the level of students of schoolchildren

The student must

know:

Criteria for the definition of pupils;

Types of raising situations;

The concept of diagnosis of pupils. Criteria of pupils. Registration of diagnostic results.

Independent work:definition of the level criterionpupils of schoolchildren

3.2 Theory of Education and Training - Didactics

3.2.1 Subject and objectives of modern didactics

The student must

know:

The value of the term "didactics";

Tasks of modern didactics

The concept of didactics. The subject and tasks of modern didactics

The formation of didactics as science.

3.2.2 Essence and driving forces of the learning process

The student must

know:

- the essence of the learning process;

Contradictions of the learning process;

Signs of learning process

Essence of the learning process. Driving forces of the learning process. Laws of the learning process. Functions of the learning process.

3.2.3 Structure of the learning process. The exercise motives at different age stages. Management of the educational and educational activities of schoolchildren

The student must

know:

Stages of the learning process;

Schoolchildren's teachings motives at different age stages;

The activities of the teacher and the student at each stage of the learning process

The main stages of the learning process. Motives of schoolchildren's teachings. Stages of teacher's activities. Stages of educational cognitive activity Student.Management of the educational and educational activities of schoolchildren

Independent work:identification of the stages of the teacher and stages of educational and educational activities of the student

3.2.4 Principles of learning

The student must

know:

The meaning of the term "principle of training" and "Rules

learning ";

System of principles;

The essence of the principles and rules for their implementation;

be able to:

Apply learning principles in practical

activities;

Be able to analyze curriculum and textbooks with

positions of the principles of training;

Analyze lessons at school.

The concept of principles and rules of training. System of the principles of training:

The principle of consciousness and activity;

Principle of visibility of training;

Principle of systematic and sequence;

Principle of strength;

Principle of accessibility;

Principle of scientific relations;

Principle of communication of theory with practice;

The principle of raising and educational training;

The principle of individualization.

Practical lesson №1:observation and analysis of the lesson in computer science

Independent work:analysis of educational and methodological complexes and working programs

33.2.5 Learning content

The student must

know:

The concept of "the content of education", the requirements for the content of training;

The concepts "curriculum", "curricula", federal state educational standard, requirements for the standard;

be able to:

Analyze curricula, programs, textbooks

To schedule lessons based on educational

plan.

The concept of the content of education. Humanization of the content of education

The main components of the content of education. Subsection cycles

Federal State Educational Standard

Unity of General I. vocational education

Education requirements

Training Plan: Concept, Pedagogical Requirements

Types of curricula: basic, typical, educational plan of the secondary school

Characteristics of academic disciplines. schedule of lessons

Learning programs.

Concept and methodological requirements for curriculum

Construction methods and program structure

Educational and Methodical Complexes

Requirements for textbooks

Practical lesson number 2:analysis of educational and methodicalcomplex for school

Independent work:creating a schedule

3.2.6 Training Methods

The student must

know:

The concept of "learning methods";

Functions of learning methods;

Essence of learning methods;

be able to:

Analyze lessons from the point of view of training methods;

Apply methods in practical activity.

The concept of methods, receptions and learning tools. Requirements for learning methods. Selection of training methods. Various approaches to classification of learning methods. Characteristics of verbal learning methods. Characteristics of visual learning methods. Characteristics of practical learning methods. Characteristics of teaching methods for the nature of cognitive activity.

Practical lesson number 3:drawing up a methodology for the story, conversations, explanations.

Independent work:characteristics of training methods, message "Modern teaching methods", drawing up a summary table of two classifications of training methods

3.2.7 Organizational forms of training.School lesson: Types of lessons, their structure, requirements for conducting and analyzing

The student must

know:

The concept of "organizational forms of education";

Features of a cool-time learning system;

Requirements to modern lesson;

Types of lessons and their structure;

Additional forms of training;

Features of the lesson in a small school

Features of the organization of home independent work

be able to:

Analyze the lesson and components of the school lesson;

Analyze calendar-thematic and parcels

plans;

Develop the structure of lessons of various types;

The concept of the forms of training organization.

Ya.A. Komensei about the class-paper system.

Lesson at school: Types of lessons, their structure, requirements for conducting and analyzing.

Additional forms of the organization of the pedagogical process: Excursion, additional classes and consultations, non-standard forms of training.

Organization of home independent work of students.

Lesson in a small school.

Preparation of the teacher to the lesson: thematic and purchasing planning. Routing lesson. Analysis and self-analysis of the lesson.

Practical lesson №4:Observation and lesson analysis

Independent work:Report on the history of the occurrence of a cool-term system, the development of the abstract of non-standard lesson

3.2.8 Diagnostics and Evaluation of Trainingachievements of schoolchildren

The student must

know:

Requirements for an assessment of schoolchild learning achievements;

Features of assessment in primary grades

Concept, value, control function. Control and diagnostics. Pedagogical requirements for assessing educational achievements of students. Types and forms of control. Assessment of learning outcomes. Characteristics of the score assessment system. Evaluation. The role of estimated judgments. Humanization of control.

Independent work:analysis of species and forms of control in primary and primary school

3.2.9 Modern concepts of primary and secondary education, their didactic and substantive filling

The student must

have an idea about various types of systems and

teaching technologies;

know:

- the differences between the traditional learning system from the development

- know the features of modern concepts of primary and secondary education

be able to:

- Develop and conduct lessons using educational technologies

Concept, types of systems and technology. Characteristics of traditional and educational training systems. Educational training: System L.V. Zankova and System D. V. Elkonina - V.V. Davydova. Problem learning. Differentiated learning. Collective ways of learning. Technology block-modular learning. Game learning technologies. Design in the learning process.

Practical lesson number 5 Development of lessons using educational technologies, observation and analysis of the lesson in school

Independent work:aspects of class types. Messages on the topic "Characteristics of modern concepts of primary and secondary education, their didactic and substantive filling"

Section 4. Interaction of educational institutions with family

Topic 4.1 Conceptual foundations of family education in various periods of development of society

The student must

know:

- the history of the development of family upbringing in Russia;

- rights and obligations of parents;

- Principles, specificity of family education;

- family functions;

- know the reasons for reducing the educational influence of the family;

The concept of a family. Historical aspect. Family functions. Rights and obligations of parents. The specificity of family education. Features of the modern family. Legal bases of family education.

4 Topic.2 Education Children in the Family

The student must

know:

- conditions for the successful education and difficulties of family

upbringing;

be able to:

- Apply the knowledge gained in practical activity.

Type classifications families.

The principles of education in the family.

Essence and content of education of children in the family

Relationship styles (communication).

Difficulties of family education

Conditions of successful education of children in the family.

Practical lesson №1:analysis of situations

Independent work:compilation and analysissituation

Topic 4.3 Pedagogical Guide to Family Education

The student must

know:

- tasks and directions of work with parents;

- methodology for learning a family;

be able to:
- Work with family study techniques.

Objectives of managing family education. The main directions of work with parents. Family study methodology.

Practical lesson number 2:Development of pedagogical conversations and consultations.

Independent work:analysis of learning techniquesfamilies

Topic 4.4 School forms with family

The student must

know:

- Basic work forms of school with family, technique

work with family;

be able to:
- Develop parental meetings, family holidays, conversations for parents;

- Apply various forms of work with family in practical activity

Pedagogical conversation. Consultations for parents. Disputes and conferences. Joint holidays of parents and children. Parental meetings in the form of KTD. Parental public authorities at school.

Practical lesson number 3:observation and analysis of the parent meeting

Independent work:develop a conversation forparents, develop a parent meeting

Section 5. Fundamentals of Pedagogical Systems Management

Topic 5.1 Concept and characteristics of the pedagogical system

The student must

know:

-Things, types and properties of systems

- Principles and stages of managing pedagogical systems

The concept, types and properties of systems. Characteristics of the pedagogical system. Control stages. Basic principles of management.

Topic 5.2 RF Law "On Education"

The student must

know:

- the main sections of the Law "On Education";

- the basic requirements of the law;

be able to:
- work OS articles of law;

- analyze the main sections of the law.

The concept of education. Principles, structure of the law.

Convention on the Rights of the Child.

Practical lesson №1:analysis of articles Law of the Russian Federation "On Education", analysis of the main sections of the law.

Independent work:work with sources

Topic 5.3 Educational Institution Management

The student must

know:

- Acquisition of the educational institution;

be able to:
- analyze educational programs, training

plans.

The main directions of management activities at school. Planning as a type of management activity. Development of school development programs. Development of educational programs, curricula. Methods of managing educational school. Charter school. Innovation in management.

Practical lessonanalysis of educational programs, curricula.

Topic 5.4 Fundamentals of the Pedagogical Team Management

The student must

know:

- the rights and obligations of school officials;

- form management of the educational institution;

- Criteria for assessing the activities of members of the pedagogical

collective;

Traditional and new forms of community-wide management. Activities of the school. Functions of the director of the school and his deputies. Organization of the activities of the pedagogical team.

Independent work:compilation and analysis of pedagogical situations

Topic 5.5 Socio-psychological climate in the team

The student must

know:

- types of conflicts in the pedagogical team;

be able to:
- apply ways to exit conflict;

- Use receptions to create a positive

socio-psychological climate in the team.

Characteristics of the pedagogical team. Conflicts in the pedagogical team. Management of teachers team.

Practical lesson: Determination of ways to resolve conflicts in the school team

Independent work:compilation and analysis of pedagogical situations.

Theme 5.6 Scientific and Methodical Education System

The student must

know:

- content and conditions, efficiency of methodical

work, forms of methodical work;

- activity structure and work content

pedagogical Council;

- forms of improvement of teachers' qualifications;

- types of control and features of their use;

- didactic requirements for intra-school control;

- conditions for the effectiveness of pedagogical control;

- methods of control;

- general requirements to the labor assessment of the teacher;

- the main provisions of the certification of teachers;

- procedure for passing certification

The concept of methodical work. The content of methodical work. Forms of methodical work. Work of the Pedagogical Council. Forms of improving teachers' qualifications.

Concept, goals, principles of certification. Activation commission activities. The procedure for holding certification. Criteria for assessing teachers.

Themes of coursework

1. The influence of the example and the authority of the parents on the successful education of children.
2. Family holidays as a form of strengthening interpersonal relationship among family members.
3. The influence of interpersonal relations of the An enhancement of the status of members of the team.
4. The role of the family in the development of the child's intellectual abilities in the younger school age (adolescence).
5. Transmission of progress and the level of development of intelligence in adolescence (younger school age).
6. Analysis of modern educational systems at school.
7. The influence of the family on the development of the intellectual abilities of the child.
8. Differentiated approach to learning students.
9. The use of active learning methods in the basic school.
10. The use of game technologies in the process of learning schoolchildren.
11. Moral education of schoolchildren.
12. Moral and legal education of schoolchildren.
13. Patriotic education of students in the teacher's work system.
14. Improving the efficiency of schoolchildren's training as a result of intensive use of visual benefits at all lessons.
15. Holidays at school as a means of aesthetic education.
16. The system of educational work of the master school teacher.
17. Formation of a children's team in the main school.
18. Aesthetic education of schoolchildren.
19. Education of the culture of behavior from schoolchildren.
20. The role of the organization's methods and the formation of experience in behavior in the education of students.

Questions to the credit:

1. Pedagogical activity, its aspects.
2. The emergence of the pedagogical profession, its development.
3. The role and place of the teacher in the age of information society.
4. Professional and personal qualities and teacher's abilities.
5. Requirements for professional competence and pedagog mobility.
6. The role of self-education and self-education in the formation of a professional teacher.
7. The emergence and development of pedagogy as science.
8. Place pedagogy in the system of humanitarian and natural sciences.
9. Structure of pedagogical science.
10. Basic pedagogical concepts.
11. Methods of scientific and pedagogical research.
12. A holistic pedagogical process as a subject of study in pedagogy.
13. Child as a subject and object of a holistic pedagogical process.
14. Object and objectivesmodern didactics.
15. Essence of the learning process.
16. Structure of the learning process.
17. Principles of learning.
18. Content of learning.
19. Concept, family function.
20. The specificity of family education. Features of the modern family.
21. Features of raising children in the family
22. Pedagogical guide to family education
23. School forms with family

Questions for the exam

1. The concept of pedagogical activity, its features. The origin of the words "upbringing", "School", "Pedagogy". The emergence of the pedagogical profession.

2. The role and place of the teacher in the age of information society: Professional and significant and personal qualities and abilities of the teacher.

3. The emergence and development of pedagogy as science. Jan Amos Komensesky is the founder of the classical pedagogical theory.

4. The ideas of Russian teachers of the XIX and twentieth centuries: K. D. Ushinsky, A. S. Makarenko, V. A. Sukhomlinsky.

5. Place pedagogy in the system of humanitarian and natural sciences. The system and structure of pedagogical science. Interconnection of pedagogy with other sciences. Basic pedagogical concepts.

6. A holistic pedagogical process is the subject of study of pedagogy: the concept, main components, functions, patterns and principles.

7. A holistic pedagogical process: contradictions as a driving force, stages and conditions for the effectiveness of the pedagogical process.

8. Theory and Methods of Education. Assessment of the level of students' students.

9. Child as an object and subject of a holistic pedagogical process. Age periodization. Features of learning and raising children of middle and senior school age.

10. Education system in Russia.

11. The theory and methodology of upbringing. The essence of the process of education: the concept of education in a wide and narrow sense of the word, goals and tasks of education, specificity of the educational process.

12. Theory and Methods of Education. Essence process of education: driving forces of the process of education, the conditions for the effectiveness of the educational process.

13. Theory and methodology of education. The content of the process of education: the concept, characteristics of the main components of the basic culture of the individual.

14. Theory and methodology of upbringing. Principles of education: concepts, requirements, system of principles. Characteristics of the principles: the public focus of education, the connection of education with life and work.

15. Theory and methodology of upbringing. Characteristics of the principles of education: support for positive in the upbringing, unity of educational influences, personal approach.

16. Theory and methodology of education. Methods and form of education. The concept of methods, receptions, forms and agents of education, the choice of methods, classification.

17. Theory and methodology of upbringing. Characteristics of the methods of consciousness: a story on an ethical topic, an ethical conversation, an example.

18. Theory and Methods of Education. Characteristics of the organization's methods of activity and experience of the behavior of pupils: an exercise, a teaching, instruction, the method of raising situations, pedagogical requirement.

19. Theory and Methods of Education. Characteristics of promotion methods: promotion, punishment, competition.

20. Theory and methodology of upbringing. The relationship between the collective and personality: the concept, signs of the team, types and structure of the team. Teaching A.S. Makarenko about the team.

21. Theory and methodology of education. Educational School System: Concept, Content, main directions.

22. Theory and methodology of upbringing. The relationship between the collective and personality: the main models of development of relations between the individual and the team, the methods of studying the team.

23. Theory and Methods of Education. Ways of the formation of a collective, pedagogical requirements of the management team, the styles of the pedagogical leadership.

Questions for the exam

1. Theory of education and training. The subject and tasks of modern didactics. Concept, main categories.
2. The theory of education and training characteristics and functions of the learning process.
3. Theory of education and training.

4. Theory of education and training. Principles of learning: the concept of principles and rules of training, system,
5. Theory of education and training. Characteristics of the principles of the raising and developing nature of education, scientific, availability.
6. Theory of education and training. Principles of learning. Characteristics of the principles of systematic and sequence, clarity, theory of theory with practice.
7. Theory of education and training. Principles of learning. Characteristics of the principles: strength, consciousness and activity, individual and differentiated approach in training.
8. Theory of education and training. Training methods: concept of methods, receptions and learning tools. Multidimensional classifications.
9. Theory of education and training. Characteristics of training methods for the source of knowledge: a group of verbal methods.
10. Theory of education and training. Training Methods: Requirements for methods. Characteristics of teaching methods for the source of obtaining knowledge: visual and practical methods.
11. Theory of education and training. Training Methods: Selection of training methods. Characteristics of training methods in the nature of the cognitive activity of students.
12. Theory of education and training. The content of education: the concept, requirements for the content of education. Theory of education and training. Federal State Educational Standards. Syllabus.
13. Theory of education and training. Training programs and educational and methodological complexes.
14. Theory of education and training. The lesson is the main form of the organization of academic work. The concept of a cool-term system.
15. Theory of education and training. Requirements for the modern lesson.
16. Theory of education and training. Structure and types of lessons
17. Theory of education and training. Organizational forms of training: excursion.
18. Theory of education and training. Organizational forms of training: home independent work.
19. Theory of education and training. Organizational forms of training: non-standard training forms.
20. Diagnosis and evaluation of schoolchildren's academic achievements. Concept, meaning of control and diagnostics.
21. Diagnosis and evaluation of schoolchildren's academic achievements. Pedagogical requirements for evaluation. Types and forms of control.
22. Diagnosis and evaluation of schoolchildren's academic achievements. Characteristics of the score assessment system.

Questions on pedagogy to the final exam on psychology and pedagogy with a methodology for learning a foreign language

23. The concept of pedagogical activity.

Place pedagogy in the system of humanitarian and natural sciences. Pedagogical orientation of the teacher's personality.

24. Child as an object and a subject of a holistic pedagogical process.

The identity of the child is as an object and the entity of education. Factors affecting the development of the personality. Driving development forces.

25. Principles of education.

The concept, requirements for the principles of education, characteristics of the system of the principles of education.

26. Methods and form of education.

The concept of methods and receptions, forms and means of education. Classification of methods. Characterization of methods of consciousness.

27. Methods and form of education.

Characteristics of the organization and behavior methods. Characteristics of stimulation methods.

28. The relationship between the collective and personality.

The concept of the team, signs of the collective, the stage of development of the team. Teaching A.S. Makarenko about the team. Collective and personality.

29. Theory and methodology of upbringing.

Objectives and tasks of education. Features of the educational process. Driving forces of the process of education. The content of the upbringing process (basic personality structure).

30. Theory of education and training.

The subject and tasks of modern didactics. Concept, main categories. Characteristics and functions of the learning process.

31. Education in the educational and extracurricular activities of schoolchildren.

Discipline in the lesson. System of educational work at school. Diagnostics of pupils. Forms of extracurricular activities.

32. Theory of education and training.

Structure of the learning process: the main stages of the joint activity of the teacher and students.

33. Theory of education and training.

Principles of learning: the concept of principles and the rules of training, the system, characteristics of the principles of the raising and developing nature of training, scientific, availability.

34. Theory of Education and Training

Principles of learning. Characteristics of the principles of systematic and sequence, clarity, theory of theory with practice.

35. Theory of education and training.

Principles of learning. Characteristics of the principles: strength, consciousness and activity, individual and differentiated approach in training.

36. Theory of education and training.

Training methods: concept of methods, receptions and learning tools. Multidimensional classifications. Characteristics of training methods for the source of knowledge: a group of verbal methods.

37. Theory of education and training.

Training Methods: Requirements for methods. Characteristics of teaching methods for the source of obtaining knowledge: visual and practical methods.

38. Theory of education and training.

Training Methods: Selection of training methods. Characteristics of training methods in the nature of the cognitive activity of students.

39. Theory of education and training.

The content of education: the concept, requirements for the content of education. State standards. Syllabus. Training programs and educational and methodological complexes.

40. Theory of education and training.

The lesson is the main form of the organization of academic work. The concept of a cool-term system. Requirements for the modern lesson. Structure and types of lessons.

41. Theory of education and training.

Organizational forms of training: excursion, home independent work, non-standard forms of training.

42. Diagnosis and evaluation of schoolchildren's academic achievements.

Concept, meaning of control and diagnostics. Pedagogical requirements for evaluation. Types and forms of control. Characteristics of the score assessment system.

43. The activities of the teacher - the class teacher.

Functions of the class teacher. The main directions and forms of activity of the class teacher. Planning educational work with class.

44. Forms of school work with family.

Tasks of the pedagogical leadership of family upbringing. The main directions of work with parents. Pedagogical conversation as a family study method. Family forms: Consultations for parents, conferences, joint holidays of parents and children, parental meetings. Parental public authorities at school.

45. Intraschool control.

Concept. Control value. Types of control. Pedagogical requirements. Forms and methods of intraschool control.

Practical tasks

1. Give an analysis of pedagogical situations (according to the scheme)

2. Letter Oleg T. from summer camp. "Dear mommy, take me from here. We have an evil lead, every day punishes me. That makes it to squat 100 times, then in a quiet hour makes it stand on the veranda, and in the evening, when everyone goes to the cinema, it sends to sleep. Mom, take, please. I will not disturb you and I will do everything, even with a dog walking. " Your son Oleg.
3. "My son is studying in grade 3. In school, he is obedient and modest, and the house is stubborn, irritable, often offends the younger brother. Do not think that we do not bring it up. My husband is very strict: follows study, punishes, if necessary. " Compare the methods of education at school and family; What can you advise mom?

4. Olya - first grader. It is from an unsecured large family. One day, the teacher saw Olya took a beautiful pencil with a neighbor's desk and put in his portfolio.

4. From the conversation of the mother and son:

• Why are you so long stuck in school?
• I was not shaking, we were not released.
• Like this?
• Well, did not let the guilty, we had a rehearsal of the choir.
• Since when did you sign up in the singers?
• I did not record, we were driven.
• How did you drive?
• Well, what mom you are, incomprehensible. The head rose at the door, and the courteous - the locker room. We were built and told singing.
• What's wrong with that?
• Yes, I do not like to sing when forced.

5. Zhenya K. The most accurate notebooks, the teacher often draws attention to the guys. Zhenya learns well, performs all instructions of the teacher with readiness and conscientiously. The teacher constantly praises him. But the guys for some reason do not like Zhenya. It grieves the boy himself and his mother. But the teacher soothes the mother of the magnitude, says that the guys just envy.

6. In the family of my brother 2 daughters (12 and 7 years old). The younger Verochie sick a lot to 3 years. Now she is completely healthy, but they managed to spoil her to the limit. All the time praise about and without reason, it is littered with toys and sweets. And constantly requires some more promotions, otherwise it comes to hysterics and does not want anything.

7. My son is studying in grade 8. At each parent meeting, the class teacher praises the same, more often Dr. - Sasha and Oksana. And for some reason they do not like them in the classroom, they are silent, called "shutters". Mom Oksana is very worried about this, and the class teacher says that the guys just envy her. And it seems to me that the matter is something else.

8. I beat my son of the fifth grader. Do not hurry to condemn me. I do not see another exit. Children are different. The older daughter did not touch the finger. And what to do with it, if he does not understand anything, stubborn and evil, it does not want to learn, everything does everything "from under the sticks". "No, I'm sure that it is impossible to rush in a decent family of a flick - no upbringing?"

9. Hextarks in the health camp broke the main flower bed in the wellness camp at night to collect a bouquet of her favorite educator.

10. Seryozha - a five-grader, a boy timid, scored, insecure. He lives in a disadvantaged family. Serious is constantly punished at home, and all this is accompanied by noisy scenes. The boy must constantly lie: "I forgot" the notebook, "Lost" the diary, "this is not me, this Borya broke." He is again punished for a lie. Parents and do not suspect that the belt is the reason for lies.
11. Mom has punished six-year-old Pavlik, without letting him go for a walk. Pope came, indignant: "What are you kidding over the child?" Let the Pavlik let walk, gave money to ice cream.

12. Mathematics teacher conducted a lesson. The class was noisy, the children spent loudly among themselves. Most often, the teacher came across Y. Petrenko - the leader in the class, capable, proud, but not a very diligent boy. The teacher seemed that he was talking more than others.

"Petrenko, stop talking, otherwise I will dele you from the lesson," did several times
note teacher.

13. The teacher set Ola "3" in physics for a quarter. Recently, the girl came from another school, where she had "5" in physics. Olya complained mom. Mom called the Teacher on the phone and expressed his discontent him. At the lesson, the teacher ironically responded about how Olya and her mother perceive the oler marks. In protest, Olya Sometimes left the lesson. The teacher appealed to the director with a complaint about Olya and her mother.

14. The 5th grade student lost his diary, where such records were made by a class manager and the teacher: "I looked at myself in a lesson! Removed from class!, "Grossly talked to the teacher. Take measures! "

15. Second-grader Vitya brought home-headed socks and happily handed them to mother:

• Learned on labor lessons!

I did not have time to praise my son, how my father intervened:

• Not a men's business!

16. In the five-grader, if he does not get along with mathematics. Mom could not help him, and the dad lacks patience and, usually, these classes end with underwear and tears. Kolya refuses to go to school. To support interest in the teachings, Mom began to give a kola daily for 20 rubles.

17. In 6 "a" class, a poor student who has a very famous and influential dad. He is constantly trying to influence the teacher of mathematics.

18. There is a history lesson. The teacher fascinates about the events, reads student passages from books, which causes them a living interest. The teacher recommends that schoolchildren read books from which excerpts quoted, and dictates students to write book titles. At this time, the student raises his hand.

• I listen to you, - Teacher says.
• But another interesting book, "says the boy.
• Sit down and slaughter, "the teacher places him.

1. Give an analysis of pedagogical situations (on issues)

1Dide signs of adaptation disorders. How should the teacher do in this
situations?

Solve the situation: there is a lesson in grade 1. Children perform independent task In the notebook. Andrei begins to record with everyone, but suddenly his gaze breaks away from the notebook, moves to the board, then - on the window. The boy's face is illuminated by a smile, and he pulls out a new multicolored ball from his pocket. His movements are fast and noisy. Demonstrates his toy to the neighbor. Then pulls out the pencils from the portfolio. Unsuccessful supplied briefcase with a roar drops. After the teacher's comment, Andrew sit down at the desk, but after a moment it begins to mess around again. Finally call. Andrei is the first to run out of the class.

2 Solve the situation. Invite behavioral correction methods.

During the change, Seryo is increasingly can be seen aside from noisy and fun frolic classmates. He does not know how to quickly run and he is the first to catch up in the game in the cabin, he does not always have an accurate blow on the ball and therefore the boys are not named to play football. Even the girls trying to master jumps through a stretched elastic band, disgusting from Serezha, because the team will definitely lose with him. Seryozha - clumsy, awkward. Because of this, in rolling games with peers, the boy is unsuccessful. Maybe therefore Seryozha does not really like change?

3 Determine the type of violated behavior. Give recommendations to the teacher to work with such
children.

• Restless movements in the brushes and footsteps. Sitting on a chair, the child is written, wriggled.
• Inability to quietly sit in place when it is required.
• Easy distractions for extraneous stimuli.

• Impatience, the inability to wait for their turn during games and in various situations,
  arising in the team (classes at school, excursions, etc.)
• Inability to focus: I often answer, without thinking, without listening to them before
  end.

• Difficulties (not related to negative behavior or insufficiency of understanding)
  perform the proposed tasks.

4 Four-year-old Stasika - diathesis, he can not eat sweet. Parents strictly followed by this, and grandmother secretly buys a chocolate boy from them.

Questions:

- What kind of family education is broken?

- What can this lead?

5 Nine-year-old Natasha lives with mom. Dad left them when Natasha was 4 years old. Mother does not allow the daughter to see his father, to have him at home, take gifts. But the father tries to meet with Natasha (at school, on the street), gives her toys, books, chocolate.

Questions:

How should their father and mother behave in order not to have a detrimental influence on the child?

2. Make questions and give an analysis of the situation

1 My son is ready to do everything at home, and the lessons do not want to teach. Every day there is a serious conversation about this.

2 Our seinery is friendly in the courtyard with boys - teenagers. I am afraid that they are not taught to what it is necessary.

4 Tasks - Create situations, identify questions and give analysis:

- by the problems of upbringing the only child in the family;

- by the problems of upbringing in a large family;

- by the problems of education in an incomplete family;

- Issues of pedagogical communication in the family.

5 Analyze parent's statement:

- When it is guilty, should be on duty in the kitchen (8 sklass)

- When "3" brings, the floor washes in the kitchen and in the hallway (4th grade)

- If I got "2", loses walks for a week, washing the dishes after dinner (grade 7)

6 Reply to Questions:

1. What types of encouragement are used in family education, in your opinion?

2. Create an example of a positive impact of various types of encouragement on a child.

3. How do you feel about punishments? (Do I need to punish a child, how and when?)

4. Can I punish children with difficulty? What can it lead to?

Main literature

1. Kodjaspirova, G.M. Pedagogy: Tutorial for students of educational institutions of secondary vocational education [Text] / m. Kodjaspirova. - M.: Vlados, 2004. - 352 p.

2. Polyakova, A.A. Pedagogy. Tests and tasks [Text]: studies. manual for secondary students educational institutions / A.A. Polyakova. - M.: Humanitarian ed. Center "Vlados", 2004. -159c.

additional literature

1. Sub-clause, I.P. Pedagogy of primary school [text]: studies. For students of pedagogical schools and colleges /I.P. Salary. - M.: Humanitarian Publishing Center "Vlados.", 2004. - 399 p.

2. Pedagogy [Text]: studies. Manual for students of pedagogical universities and pedagogical colleges / under. ed. P.I. Bidcisters. - M.: Pedagogical Society of Russia, 2004. - 608 p.

3. Sub-clause, I.P. Pedagogy [Text]: studies. For students of the Higher Pedagogue. studies. institutions / and.p. Salary. - M.:Vlados., 1996. - 432 p.

5. Sub-clause, I.P. Pedagogy. New course: Textbook for students of pedagogical universities: in 2 kN. [Text] / И.P. Salary. - M.:Vlados., 2003. - 832 p.

6. Ryzhov, V.N. Didactics [Text]: studies. allowance for students of pedagogical colleges and lyceums /V. Ryzhov. - M.:Uniti - Dana, 2004. - 318 p.

7. Smirnov, S.A., Kotova, I.B., Shiyanov, E.N. and others. Pedagogical theories, systems, technologies [text]: studies. For students of higher and secondary pedagogical educational institutions / Ed. S.A. Smirnova. - M.: Academy, 2001. - 512С.

8. Titov, V.A. Pedagogy of primary school. Lecture Abstract [Text]: Handbook for exam preparation / E. Titov. - M.: Prior-Edition., 2003. - 224 p.

1. Amonashvili, S.A. Unity of purpose [Text]: Manual for Teacher / host. Amonashvili. - M.: Enlightenment, 1987. - 208 p.

2. Amonashvili, S.A. How do children live? [Text]: Manual for teacher / host. Amonashvili. - M.: Enlightenment, 1987. - 176 p.

3. Amonashvili, S.A. Hello children! [Text]: Manual for teacher / host. Amonashvili. - M.: Enlightenment, 1983. - 208 p.

4. Andreev, V.I. Pedagogy [Text]: studies. Course for creative self-development / record. Andreev.-3rd ed. - Kazan.: Center for Innovation Technologies, 2003. - 608 p.

5. Wulfov, B.Z., Ivanov, V.D. Basics of pedagogy in lectures, situations, primary sources [text] / b. Wulfov, V.D. Ivanov. - M.: PublisherURA, 1997. - 283 p.

6. Dmitriev, A.E., Dmitriev, Yu.A. Training and control tasks for didactics [Text]: studies. allowance /.e. Dmitriev, Yu.A. Dmitriev. - M.: Flint: Science, 1998. - 96 p.

7. Pottackina, G.A. etc. Workshop on pedagogy [Text] / Ed. prof. N.V. Savina. - M.: Enlightenment, 1986. - 111 p.

8. Law of the Russian Federation "On Education" [Text] - 3rd ed. - M.: Marketing, 2001. - 36 p.

9 Kodjaspirova, G.M., Kodjaspirov A.Yu. Pedagogical Dictionary: For students Higher. and media. Ped. studies. Entities [Text] /G.M.Kodzhapirova, A.Yu. Kodjaspira. - M.: Humanitarian Publishing Center "Academy", 2000. - 176 p.

10. Convention on the Rights of the Child. - M.: Marketing, 2001. - 24 s.

11. Kondrashova, L.V. Collection of pedagogical tasks [Text] / l. Kondrashov. - M.: Enlightenment, 1987. - 114 p.

12. Masharov, T.V. Pedagogical theories, systems and teaching technologies [Text]: studies. Manual / T.V. Masharov. - Kirov.: Ed. VGPU, 1997. - 160 s.

14. Maja, N.A. Pedagogy of medium vocational education [text]: tutorial /ON THE. MOREV.- M.: Academy, 2001. - 345 p.

15. Sub-clause, I.P. Pedagogy. 100 questions - 100 responses [Text] / И.P. Salary. - M.: InLados, 1996. - 311 p.

16. Selevko, G.K. Modern educational learning technologies [Text]: studies. Manual /G.k. Seleevko. - Kirov: Publishing house VGPU, 1998. - 256 p.

18. Sitarov, V.A. Didactics [Text]: studies. Manual for students of higher educational institutions / E. Sitar. - M.: Academy, 2002. - 368.

19.Solechik, S.L. Hour of apprenticeship. Life of wonderful teachers [Text] / h. Solovechik. - ed. 2.-M.: Children's literature. - 19728. - 256 p.

19. Stolyarenko, ld Pedagogy [Text] / l. Stolyarenko. - Rostov N / D.: Phoenix, 2000. - 448 p.

20. Titov, V.A. Pedagogy of primary school. Summary of lectures [Text] / hard. Titov.- M.: "Prior-Edition", 2003. 224 p.

21. Yasnitskaya, V.R. Social education in the classroom: theory and technique: [text]: studies. Location. For stud. Higher. Ped. studies. institutions / ed. A.V. Mudrica. - M.: Academy, 2004. - 352 p.

22. Shevchenko, L.L. Practical pedagogical activity [Text] / l. Shevchenko. - M.: Cathedral, 1997. - 647c.

Means of education

1. Computer class with Internet access
2. Automated teacher workplace
3. Electronic learning complexes

Working program of academic discipline

"Modern pre-school education systems and elementary schools abroad"

Directional direction

"050100.62 Pedagogical education"

(code and name of the preparation direction)

Preparation profile

Preschool I. primary education

(Name of preparation profile)

Qualification (graduate degree)

Bachelor

Form of study

dust

Tobolsk

	Goals and objectives of the development of discipline ......................................................
	Location of discipline in the structure of the OOP HPE ....... ................................. .............
	Requirements for the results of the development of the discipline ............................................. .........
	The structure of the discipline ................................................ ...............................................................
	Educational technologies .................................................. .........................................
	Independent work of students ........................................................................... ....
	Competence-oriented estimated means ..............................
	Estimated means of diagnostic control ............................................
	Estimated means of current control: modular-rating technology for estimating students work ......................................................................
	12. What new trends appeared in last years In the education system? 13. What are the main problems of pedagogy of pre-school and primary school education in Germany? 14. How does the pedagogy of Eastern and West Germany correlate? 15. What does the German society want to see future citizens? 16. What is the features of the device of the educational system in Germany? 17. What are the traditional features of the attitude of the British for childhood? 18. Are there any contradictions between national conservatism and European globalization? 19. What is the device of the educational system in the UK? 20. What is the role of national and international in upbringing? 21. What ways are national culture regenerate? 22. What requirements makes the European Union to women's rights guarantees and how are they provided? 23. What is most interesting and unusual in the Japanese system of education and upbringing? 24. What are the pedagogical efforts of adults? 25. What is the ratio of traditional and modern in Japan? 26. It would be possible in modern Russia To arrange a traditional kindergarten and what would be the rules of his work (by analogy with how it is developed in Japan)? 27. What problems of Russian national education makes Turkey's experience make thinking? 28. What problems of education and upbringing are most relevant now in Turkey and why? How are they solved? 29. What way in Finland is provided high level Education and education of children regardless of their place of residence and socio-economic status of the family? 30. How does national and universal correlate in Finland correlate? 31. What is close to Russians in the formation system of Finland and what distinguishes it from the Russian? Section number 4. Actual problems modern overseas pedagogy childhood 1. What is the essence of the ecological education of preschoolers abroad. - Which of these problems are most relevant for Russia? 2. What circle of issues is addressed in environmental education? What can it give to raise a person? 3. Freedom and independence in education. What role does the funding for kindergartens and schools play? 4. How is a certain form of education selected and applies? 5. Educator and teacher in the pedagogical process. How abroad changed the role of the teacher lately? 6. How does the teacher become a good teacher? What should a good teacher be pleased? 7. What is the role of conflicts and disputes in creating a working atmosphere in the team? 8. What is the essence of the problem of upbringing security? 9. How to prevent the formation of the features of violence? 10. Is education in the spirit of the world relevant to all countries? 11. How to raise a positive attitude towards the surrounding, the desire to live with everyone in the world? 12. What is the role in this games and toys? 13. What are the views of states and families for upbringing and education converge? 14. How girls and boys are raised in different countries, in different cultures? 15. Sexual identification, its problems. 16. How and when will diploma in foreign systems occur? 17. What is the attitude towards legisoles? 18. How to create speech? 19. What is included in the concept of polyethnic education? How do most and minority should learn to understand each other? 20. What directions of polyethnic education is important to work in any children's institution? 21. Why in many countries in the pre-school institutions of the group multiple? 22. What are the advantages and disadvantages of multi-year groups? 23. What are the three types of cognitive styles or modalities of training? 24. Is it possible to adjust what is laid or not laid on nature? 25. How to bring up adderkind? 26. What is the problem of education quality? What is it determined? Who is responsible for quality? How to measure education? 7.2.3. Topics of abstracts 1. Modern overseas concepts of child education and development. " 2. Pedagogy Reggio Emilia. 3. Pedagogical system Loris Mallaszi. 4. Educational system "Fair Community" L. Kolberg. 5. Features of sensory education systems in foreign pedagogy (F. Fubref, M. Montessori). 6. Modern pre-school and primary education systems in the UK. 7. Modern pre-school and primary education system in Hungary. 8. Pre-school institutions and primary schools of Finland. 9. Preschool and primary education in China. 10. Theory of the game in the works of Russian and foreign scientists. 11. Environmental education in one of the Western European countries. 12. Planning work in preschool institutions foreign countries. Questions to test (11 semester) 1. The effect of modern social problems on the world of childhood. 2. Comparative analysis of pre-school and primary education systems in foreign countries. 3. general characteristics Western pre-school educational programs. 4. The concept of "practitioners corresponding to the level of development of children." 5. Characteristic of the "anti-stereotypical training course". 6. "Situal approach" to upbringing: general characteristics. 7. Integrative education of preschoolers and younger schoolchildren abroad. 8. Characteristics of the Montessori system. 9. Environmental education of preschoolers of younger schoolchildren abroad. 10. Poland education of preschoolers of younger schoolchildren abroad. 11. Acquaintance with the manifold of cultures. Polycultural education. 13. Education in the spirit of the world abroad. 14. Collaboration of kindergarten and school with family. 15. Creating an area of \u200b\u200bspatial environment. 16. The problem of preparing pedagogical frames abroad. 17. Practice of using foreign pedagogical systems in domestic preschool and primary education 18. Home education. Principles of home education. 19. Outstanding Russian teachers and thinkers about the appointment and sense of primary school (). 20. Waldorf Pedagogy R. Steiner (kindergarten and school). 21. Pedagogic selene Franz 22. Modern pre-school education and primary education in Europe. 23. Modern pre-school education and primary education in China, India, Turkey and Japan. 24. Modern pre-school education and primary education in the United States. 25. Practice of using foreign pedagogical systems in domestic preschool and primary education 26. Differentiated and individual approach to upbringing and learning preschoolers and younger students. Gender education. 8. Educational and methodical and informational support of the discipline a) basic literature 1. Vinogradov Pedagogy: Tutorial / ,; ed. . - Moscow: Yuraight, 2013. - 510 p. 2., Protasova and primary education abroad. History and modernity. - M., 2001. 3. Pindient childhood protection in Russia and abroad: studies. Manual for students Higher. studies. institutions /. - M.: Academy, 2008. - 320 p. 4. Popov Pedagogy and Education [Text] /; Ed. .-M.: Academy, 2010. -208 p. 5. Titles, pedagogy. Summary of lectures: Tutorial /. - M.: A-Prior, 2008. - 158 p. - (Lecture notes). - [Electronic resource]. - Access mode: http: // biblioclub. RU / INDEX. php? Page \u003d Book & ID \u003d 56312 6. Turchenko Pedagogy: Tutorial. - M.: Flint, 2012.- 256 p. b) Additional: 1. Anisimov, Basics of Pedagogy [Text] /, .- M.: Enlightenment, 2006.-574c. 2. Butt, the spheres of pre-school services: problems of regulation [Electronic resource]: monograph / ,. - Krasnoyarsk: Sib. Feder. University, 2011. - 176 p. [Electronic resource] .- http: /// Catalog. php? Bookinfo \u003d 492736. 3. Gradusov, Pedagogy [Electronic resource]: uch. Location. /. - M.: Flint: Science, 2011. - 176 p. http: /// Catalog. php? Bookinfo \u003d 406029. 4. Zeer, Vocational Education: Competent approach [Text] /, .- M.: Moscow Psychological - Social Institute, 2005 5. The history of pedagogy and education: from the origin of education in primitive society until the end of the 20th century / under total. Ed. . - M: TC Sphere, 2007.- 496 p. 7. Cluster approach as a basis for building a new type of interaction of preschool institution with social partners | Izvestia Volgograd State Pedagogical University, 2013, No. 10. [Electronic resource] .- http: // e. / view / Journal / 108020 / Page2 / 8. Kozyrin Legislation and Educational Systems of Foreign Countries / Ed. . - M.: Academy, 2007. - 432 p. 9. Educational space: problems and prospects: materials of the All-Russian scientific study. conference. - Tobolsk: TGPI, 2007. - 192 p. 10. Pedagogical dictionary: studies. Manual for studies universities / ed. . - Moscow: Academy, 2008. - 352 p. 11. Development of education in European countries in the context of globalization and integration processes. - M.: Institute for Effective Technologies, 2013. - 466 p. [Electronic resource]. - URL: http: // biblioclub. RU / INDEX. php? Page \u003d Book & ID \u003d 232309 12. Rysakova, Education in Chinese Society: Sociological Analysis socio-cultural evolution /. - St. Petersburg: Aletia, 2010. - 219 p. [Electronic resource]. - - Access mode: http: // biblioclub. RU / INDEX. php? Page \u003d Book & ID \u003d 119616 13. Modern trends of pre-school education / Baltic Bulletin federal University them. I. Kanta, 2010, №11. [Electronic resource] .- http: // e. / view / Journal / 65774 / 14. Education standards and monitoring, 2014, No. 2 (95) / Standards and Monitoring in Education, No. 2 (95), 2014 - Ince Infra-M. [Electronic resource] .- http: /// Catalog. php? Bookinfo \u003d 466187. 15. Stepanov Gaming Activities of the Child: Review of preschool education programs. - Moscow: TC Sphere, 2009. - 128 p. 16. Fedorov, in pedagogical universities. - M.: Direct Media, 2013. - 125 p. - [Electronic resource]. - Access mode: http: // biblioclub. RU / INDEX. php? Page \u003d Book & ID \u003d 210410 17. Emich paradigm of modern education. Philosophical and anthropological grounds [Electronic resource]: - M.: Logos, 2012. - 174 p. Access mode: http: // www. Biblioclub. Ru c) periodicals 1. Journal "Pre-school education" 2. Magazine "Directory Senior Educator Dow" 3. Journal "Child in kindergarten" 4. Magazine "Obruch" 5. Magazine "Preschool Pedagogy" 6. Magazine "Primary School" 7. Magazine "Primary School Plus before and after" d) Internet resources 1. WWW. Pedlib. RU (Pedagogical Library) 2. Window. EDU. RU (Unified Access Window to Educational Resources) 3. www. proshkolu. RU (School Internet Portal) 4. WWW. FICTIONBOOK. RU / Author / Natalya_viktorovna_miklyaeva / Doshkolnaya_Pedagogika 9. Material and technical support of discipline - Cabinet, including multimedia equipment Technical Training Means - TV, Computer, Media Projector Educational and visual manuals - slides, films, portraits, didactic material, Tables, Schemes, Lectures with computer support. 10. Passport working program discipline Developer: To. P.N., Associate Professor The program is approved at a meeting of the Department of Theory and Primary Education Methods from "___" ______________ 2012, Protocol No. _____ Agreed: Head Department __________________ "___" ___________ 2012 Agreed: Specialist in UMR _______________ "___" ___________ 2012

In the modern concept of "education" includes not only knowledge, skills and skills as a result of training, but also the ability to critically think, create, to evaluate from moral positions, everything passing around as the process is infinitely deploying in the activities and communication of a person with him like that that This is achieved by inclusion of a person in major species Activities. Thus, the formation of a person (in the procedural plan) is a socially organized and normalized process (and its result) of a constant transmission of previous generations subsequent socially significant experience, which is in the ontogenetic plan to form a person in accordance with the genetic program and socialization of the individual.

In modern domestic pedagogy science, as described in detail in the works of V.V. Kraevsky, there are different concepts of the content of education, whose roots are held in the past - into the theory of formal and theory of material education. Each of them is associated with a certain interpretation of the place and the function of a person in the world and society. One of the concepts of the content of education treats it as pedagogically adapted bases of sciencesstudied at school leaving aside the rest of the personality qualities, such as the ability, to work, the ability to realize the freedom of choice, a fair attitude towards people, etc. This approach is aimed at the acquisition of schoolchildren to science and production, but not to a full-fledged independent life in a democratic society. In fact, a person acts here as a factor of production. Another concept considers the content of education as a totality of knowledge, skills and skills that should be learned by students. "Contained by education should be understood that system of scientific knowledge, practical skills and skills, as well as ideological and moral and aesthetic ideas that must be seized in the learning process." This definition is quite consistent with the conformal installations, because it does not disclose the nature of these knowledge and skills and is not based on the analysis of the entire composition of human culture. It is assumed that mastering knowledge and skills (relating, mainly to the same basics of sciences) will allow a person to adequately function within the existing social structure. It is enough to demand from a person so that he knew and skill - no more. In this case, the requirements for education are appropriate.

In modern conditions, the development of the Russian educational is not enough. The fundamental principles of updating the content of the education of the school allocated in the concept of the structure and content of general education in a 12-year school are: personal orientation of the content of education, involving the development of the creative abilities of students, the individualization of their education, taking into account interests and inconsistencies; humanization and humanitarianization, cultures are a reflection in the content of education at each stage of learning all aspects of human culture, providing physical, intellectual, spiritual and moral, aesthetic, communicative and technological education students; Fundamentality, strengthening of the methodological component of the content of education that ensures the universality of the knowledge gained, the study of the main theories, laws, principles, concepts, fundamental problems and generally accepted cultural and historical achievements of humanity, the possibility of applying knowledge gained in new situations; the priority of preserving the health of students, including through the unloading of the educational material (at a basic school at least 20%), bringing the content of education in line with the age characteristics of schoolchildren;

Ensuring the practical orientation of general secondary education through a rational combination of productive and reproductive activities of students; strengthening in the content of the education of the activity component, which is the main types and methods of educational activities, conjugate with the educational areas studied by individual subjects, their sections and themes; Optimization of the volume of training loads at the expense of psychological and pedagogically reasonable selection of the detention of education, the compliance of the issues studied and the problems of the age characteristics of students, ensuring the integrity of the ideas of students about the world by integrating the content of education;

The concept provides that the content of training items varies in the following areas: updating the educational material in accordance with the changes in the world and the achievements of the Basic Sciences; the inclusion of new sections and those required for life in modern society having a general cultural value; Exception of obsolete sections; Redistribution of educational material between the main and high school in order to reduce the learning load of students in the main school.

The basis for the selection of education is the general principles that determine the approach to its design and criteria acting as a toolkit for determining the specific content of the content of educational material in educational disciplines. What principles underlie the construction of the content of education? There is no definite answer to this question in pedagogical science. AND I. Lerner, M.N. Skhatkin and B.T. Likhachev, formulating a number of such principles, proceed from the fact that each of the listed principles, and their more than ten means that the content of education should be saturated with such educational material that helps to ensure the achievement of the objectives facing general educational institutions. However, aware of the fact that the principles listed by them may indicate only the general direction for the selection of the specific content of education and the mole instrumental in the implementation of the selection itself, the authors are trying to substantiate more private grounds. They boil down to the following principles:

 In the basics of science, it is necessary to reveal the main areas of the practical application of theoretical knowledge - the principle of communication and science;

 Consciousness of the assimilation and development of scientific thinking requires the inclusion in the content of the formation of methodological knowledge, disclosure of the process and history of knowledge, movement of ideas - the principle of polytechnism, correlation of educational material with the level of development of modern science, the aesthetic aspect of education;

 It is necessary to implement between subject bonds - the principle of interconnectedness and interdependence of related subjects.

These principles are the main benchmark of what should be, and what should not be included in the content of education. In accordance with the listed factors and principles of formation and designing the content of education in pedagogical science, the following dictionary of selection criteria was developed (Yu.K. Babansky, I. Ya. Lerner, M. N. Skhatkin).

Criteria holistic The reflections in the content of the formation of the tasks of the formation of a creative independent, thoughtful person of a democratic society, providing for the allocation of typical aspect problems of those areas of knowledge, which are studied at school and methods of sciences, important from a general educational point of view and accessible to students. The criterion is high The scientific and practical significance of the content of educational material included in each individual academic subject and system of educational disciplines. Teaching items should include important knowledge of knowledge important in general relationship - what is the definition, scientific fact, theory, concept, process and other. Criterion for conformity The complexity of the content of the educational material to the real educational capabilities of students of this age. Criterion for compliance volume The content of the existing time to explore this item. Accounting criteria International experience and building education. Criterion for compliance with the content of the existing educational and methodological and material database.

Modern education system concept

The concept of socio-economic development of Russia until 2020 provides for a high level of public participation in the management of the educational system through state-public administration authorities. December 29, 2012 adoptedthe federal lawNo. 273-FZ "On Education in the Russian Federation", which, with the exception of individual provisions, entered into force on September 1, 2013. It was developed and adopted in order to improve the legislation of the Russian Federation in the field of education, is a fundamental (basic) regulatory legal legal Act in the specified area and covers all legal relations in the field of education (from preschool to higher education).Changedsystemeducation levels: pre-school education and primary general education are highlighted as levels of education; initial vocational education and postgraduate education .

IN e. Of December 29, 2012, 273-FZ "On Education in the Russian Federation" contains a definition of standard: Federal State Educational– The set of mandatory requirements for the formation of a certain level and (or) to the profession, specialty and direction of training, approved by the federal executive body, carrying out functions to develop public policies and regulatory regulation in the field of education.GEF primary general education and basic general education are an integral part of Federal State Educational Standard of General Education and are a set of requirements required in the implementation of basic educational programs of general education educational institutions that have state accreditation .

Federal State Educational Standards (hereinafter - GEF) of the initial, basic and secondary (full) general education (GEF initial general education approved by order of the Ministry of Education and Science of Russia dated 06.10.2009 No. 373, GEF of the main general education approved by the Order of the Ministry of Education and Science of Russia dated December 17, 2010 No. 1897, GEF of the Middle (Full) General Education approved by the Order of the Ministry of Education and Science of Russia dated 17.05.2012 No. 413 There are a combination of requirements that are mandatory in the implementation of the main educational programs of general education educational institutions that have state accreditation.

In connection with the formation of a modern saturated information and educational environment, it is equally important to ensure the transition to the new educational paradigm of systemic and activity training. The standards of the general formation of the first generation, regulating the content of education in the didactic units, corresponded to the classical educational paradigm of the end of the XX century. At the beginning of the XXI century. They stopped performing the function of pedagogical support for the development of educational space. Awareness of the expert scientific and pedagogical community of need for new tools for the development of the educational space of Russia in the XXI century. He led to the development of new educational standards.

The principal difference of state educational standards of the second generation is the strengthening of their orientation on the results of education as a system-forming component of the design of standards. In the new standards, the object of standardization was not the content of education-oriented on the achievement of specific subject educational results, but a system of requirements for educational results - personal, meta-delta, subject. The standard of general education of the second generation represents a set of requirements, mandatory when implementing the main educational program basic general education educational institutions that have state accreditation .

GEF main general education is considered as a tool for consolidating state, social and civil orders to education. Democratization of education and educational activity as a whole is ensured by the standard, providing direct and direct public participation, that is, parents of students, representatives public organizations and business in education management, solving key issues of its development through municipal public councils, school management councils, public examination procedures.

The document states that a modern information society requires the formation of a new didactic model of education based on a competence educational paradigm. The latter involves the active role of all participants in the educational process in the formation of a motivated competent personality. To achieve this purpose it is necessary to change the role of participants in the educational process. If the traditional teaching system assumed a broadcast of information as the main function of the teacher, and the main function of the student– Its reproduction, then in the innovation system, the function of the participants in the educational process is changing. The teacher turns out of the source of information in a consultant. It must organize the activities of the learning on working with information based on the model of the lesson, and the student– Search, choose, analysis, systematization and presentation of information. Task teacher– Teach a child to learn, that is, to independently master knowledge and apply them in practical activities. .

Personality, society and state are a trio of customers who determine the goals, content and results of the educational process, form a social order to the education system: the state needs a healthy and free person. The education system should do everything possible to educate citizens - patriots having a full-fledged general education, psychologically ready to compete, change the style and place of life, work; possessing freedom of thinking and readiness for creativity, desire for self-realization; capable of supporting their health. Social order is reflected in the civil order system of education, expressed by direct consumers of educational services - educational and their parents. In the most general form, civil order can be formulated as a requirement for providing modern qualitative education available to each learning, regardless of his place of residence.

The formation of a civil order at the level of a separate educational institution is to reflect the educational requests of students and their parents in the main educational program of the educational institution. The center of any educational program becomes a child regarding the satisfaction of the educational interests of which two parties are negotiated - school and parent community .

Federal State Educational Standards of General Education reflect an understanding of the scientific and pedagogical community of challenges that arose before the domestic education system in the conditions of its integration into the world educational space. At the present stage of the information revolution, the requirements for an educated person changed to a large extent. Today he is impossible to know everything about

achievements in natural and humanitarian sciences, but it is very important to learn how to apply your knowledge in specific life situations.

The introduction of GEF is a complex and multidimensional process, which includes a solution to a number of issues of regulatory, information and methodological, organizational support.Under the organization of the introduction of GEFs is a set of activities, the implementation of which is necessary (at the federal, regional and municipal levels) to introduce the standard after its approval in the manner prescribed by the Government of the Russian Federation. These activities must be interconnected by content, timing, resources and responsible for their implementation. .

In accordance with the Action Plan for the Modernization of General Education for 2011-2015, approved by the order of the Government of the Russian Federation of September 7, 2010 No. 1507-p"On the Plan of Action on Modernization of General Education for 2011– 2015 " Provided:

the introduction of the Federal State Educational Standard of Primary General Education in all general educational institutions of the Russian Federation in 1-grades in 2011;

the introduction of the Federal State Educational Standard of Primary General Education in all general educational institutions of the Russian Federation in 2-grades in 2012;

introduction of the Federal State Educational Standard of Basic General Education as soon as possible in 5 grades in 2012 .

The leading mechanism for implementing the FGOS is the main educational program. The main educational program is a regulatory and legal document, which characterizes the content of education and the organization of the educational process in a particular general education institution. In accordance with Article 9 and paragraph 5. Article 14 of the Law "On Education in the Russian Federation" educational programs are developed and approved by an educational institution independently . It is the main educational program that determines the activities of an educational institution to achieve planned educational results. GEF establishes requirements for the structure of basic educational programs that reflect the main directions of the educational process at the corresponding stage of education.

According to paragraph 6 of Art and paragraph 5 of Article 14 of the Law of the Russian Federation "On Education in the Russian Federation" the OOP should:

include a curriculum, work programs training courses, items, disciplines (modules) and other materials providing spiritual and moral development, education and quality of training training;

ensure the achievement of learning (pupils) of the development results of the OOP established by the corresponding GEFs;

to form on the basis of the relevant exemplary OOPs, the development of which refers to the competence of the federal government agencies .

In the structure of the main educational program in accordance with the Law "On Education in the Russian Federation" there is no national-regional component, but two parts are distinguished: mandatory and formed by the participants in the educational process. The ratio of these parts (in elementary school it is 80% and 20%, in the main - 70% and 30%) provides sufficient opportunities to vary the content of education, taking into account the requests of students and their parents. In addition, the main educational program includes extracurricular activity, the content and forms of the implementation of which are fully determined by the participants of the educational process.

According to the law "On Education in the Russian Federation", the approximate basic educational program is created at the federal level of training steps and is the main educational institutional educational institutional programs. .

When moving from the GEF initial general education to the GEF of the main stage, the continuity of the requirements for the results of education in accordance with the age characteristics of the students and the objectives of the main educational programs are ensured.

The main purpose of education in accordance with the requirements of GEF is to develop the identity of schoolchildren through the formation of universal training actions (hereinafter URU), creating conditions for the development of creative abilities and the acquisition of experience. Therefore, the requirements for the results of the development of the main educational program are formulated as a system of substantive, meta-concrete and personal results students.

Federal Law of December 29, 2012 No. 273-FZ "On Education in the Russian Federation". // URL: www.consultant.ru/law/hotdocs/23125.htm.l [Reference date 12.04.2014]

« Introduction GEF of the main general education as a factor in the modernization of the Education System of the Stavropol Territory "// under scientific. ed. A.A. Volkov- Stavropol, 2012. p.7

Ministry of Education and Science of the Russian Federation

Federal State Budgetary Educational Institution of the Higher

vocational education "Karachay-Cherkess state University

named after u.d. Aliyev "

Modern problems of science and

education

working program discipline (module)

fastened for the department: theories and methods of vocational education

training Plan: In the direction of 050100.68 "Pedagogical Education", Profile of the Master's Program "Higher Education"

hours of state (from the RUE): hours on the working curriculum: 144 Total labor intensity (in Zet): hours on the work program: 144 hours for independent work on RUP: 76 (53%) hours on independent work on RPD: 76 (53 %) The uniqueness coefficient of discipline:

types of control in semester exams1.2 Starting coursework projects couchers (on courses) Distribution of discipline clocks on semesters Type of classes Semestrov number, number of training weeks in semeshots

UE RPD UP RPD UP RPD UP RPD

Lectures 18/8 18/8 16/6 16/6 34/14 34/14 Laboratory practical 18/8 18/8 16/6 16/6 34/14 34/14 KSR Aud. Classes 36/16 36/16 32/12 32/12 68/28 68/28 himself. Work 36 36 40 40 76 76 Total 72 72 72 72 144 144

The program was (s):

K.P.N., Associate Professor of the Department of "Theory and Methods of Vocational Education" Lavrinets K.Yu.

Reviewer (s):

Ph.D., Associate Professor of the Department of "Theory and Methods of Vocational Education" Urusova Z.M.

Working program discipline:

Modern problems of science and education.

Compiled on the basis of the curriculum: in the direction of 050100.68 "Pedagogical education", the profile of the master's program "Higher Education" and GEF VPO in the direction of preparation 050100 teacher Education (Master's qualifications) approved by the Order of the Ministry of Education and Science of the Russian Federation of January 14, 2010 No. 35.

The work program is approved at a meeting of the Department of Theory and Professional Education Methods Protocol from ___ 11 Iyuna_2014. № ___ 10___ Program Term: 2014-2015 Uch.G.

Head Department of Ph.D., Associate Professor Borlakova S.A.

RPD sight for use in the next academic year Approve: Head of UU K.Fil.n. Doc. Sarcyline A.I.

Objectives of the development of discipline 1.

development of the conceptualization of pedagogical thinking;

understanding the specifics of pedagogical science and education as sociocultural phenomena;

acquaintance with the modern areas of development of pedagogical science and education;

mastering techniques philosophical analysis processes occurring in the system of pedagogical 1.4 knowledge and education;

1.5 Mastering the methodological foundations of research activities in the field of 1.6 pedagogy;

the emergence of substantive representations of the methodological foundations of 1.7 system centric and anthropocentric paradigms of education, methods for obtaining modern scientific knowledge, educational system as an object of monitoring, the establishment of professional competence of the future master of pedagogy identification of development trends, studying the state, the patterns of educational innovation 1.8 xx century in domestic and foreign experience ; monitoring as a scientific and practical phenomenon; international system Estimates of the quality of education;

- & nbsp- & nbsp-

Requirements for the preparation of the learning:

For the successful development of discipline, the undergraduate must have basic training at the rate 2.1.

pedagogics in the capacity of the university program.

Disciplines and practices for which the development of this discipline (module) is necessary as 2.

previous:

Communication with other disciplines: "Pedagogy", "Psychology", "Philosophy".

"Historical Ethnology", "Ethnology", "ethnic component in the content of education", "cultural anthropology", "Comparative study of civilizations", "Sociology of religion", "History and methodology of science and education (history and methodology of ethnological education)".

- & nbsp- & nbsp-

Be able to:

develop and improve their generallylectual and general underground level, apply modern methods and technologies for the organization and implementation of the educational process at various educational steps in various educational institutions, analyze the results of scientific research and apply them when solving specific educational and research tasks.

Own:

the skills of humanitarian thinking, form pedagogical knowledge and skills necessary for both professional activities and to increase overall competence in interpersonal relationships.

skills to address issues related to the development of the future specialists of the humanistic worldview skills in stimulation for their personal growth and self-development.

Readiness for systematization, generalization and dissemination of methodological experience (domestic and foreign) in the professional field (PC-9)

Know:

structure of independent work of a student in a multi-level education system Modern educational technologies Modern methods of science for scientific research

Be able to:

alone to receive knowledge: work with abstracts, educational, educational, methodical, reference books and other sources of information; perceive and comprehend information; Apply the knowledge gained to solve the tasks; summarize the work; perform self-control; Fasten and expand the knowledge gained.

Own:

skills to independently search for ways to solve problems with individual creative abilities for the original solution of research

- & nbsp- & nbsp-

Readiness to use the knowledge of modern problems of science and education in solving educational and professional tasks (OK-2)

Know:

Modern problems of science and education

- & nbsp- & nbsp-

Improve and develop a general technical and community level

Be able to:

independently getting knowledge: work with abstract, educational, educational, methodical, 1 reference literature and other sources of information; perceive and comprehend information; Apply the knowledge gained to solve the tasks; summarize the work; perform self-control; Fasten and expand the knowledge gained.

independently get knowledge; deepen knowledge on signs of concepts, separate essential signs from insignificant; Create the boundaries of the use of knowledge.

independently getting knowledge to solve creative tasks.

Own:

To own the skills of self-searching ways to solve the tasks of the tasks 1 to own the skills of using various technologies when solving problems owning a foreign language to work with the texts of the professional orientation. The ability to exercise professional and personal self-education, to design a further educational route and professional career (OPK-2)

Know:

Design further educational route 1 Systematization, generalization and dissemination of methodological experience

Strategies of educational activities

Be able to:

Work with scientific literature and other sources of scientific and technical information:

2 correctly understand the meaning of texts in a professional environment professional communication in state and foreign languages

Own:

To own the skills of self-searching ways to solve the tasks of the tasks 1 own the skills of professional and personal self-education 2 own the skills of using modern information and communication technologies 3 to solve problems as a result of the development of the discipline

Know:

The specifics of the development of social sciences in the most important historical periods of human 3.1.1 society (antiquity, the Middle Ages, the new and the latest time);

The specifics of the development of modern social sciences in general, and pedagogics in particular at the current stage of their development;

Modern paradigms in the field of pedagogy;

Modern condition and main development trends;

Theoretical foundations of the organization of research activities in the field of education;

Structure and functions of educational projects;

Functions and types of monitoring in the field of education;

International education quality assessment systems;

Features of designing ways to develop common secondary and vocational education.

Be able to:

Interpret the issues of the relationship between society and school, school and state;

Apply self-search skills, selection, analysis, accumulation and systematization of information on modern problems science and education;

Analyze tendency to develop pedagogy;

Adapt modern achievements of science and high-tech technologies to the educational process;

Evaluate innovative educational projects in terms of their effectiveness;

Substantiate the directions for the implementation of monitoring activities in an educational institution;

Compare the functionality of various educational quality assessment systems.

Own:

Techniques, methods and methods of representing modern achievements of sociogumanitarian 3.3.1 of sciences;

Culture of public speech, tolerant attitude to other points of view, readiness for constructive dialogue;

Ways to understand and critical analysis of scientific information;

Skills of improving and developing their scientific potential;

The main procedures for comprehensive target design in education;

Own the basics of designing ways to develop an educational system.

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5. Educational technologies under educational technologies will understand the paths and ways of forming 5.1 competencies.

Within the framework of the discipline provided:

Practical classes, during which issues of lectures, homework are discussed, 5.4 are conducted by control and auditing independent work, oral messages are made on the subject of classes, business games are held, etc.;

Independent work of students, including assimilation theoretical material, 5.5 Preparations for practical and laboratory classes, the implementation of individual tasks, abstracts, work with textbooks, other educational and training and methodological literature, preparation for the current control of academic performance, to a test and exam;

Testing on certain topics of discipline, by program modules;

Consulting students on educational material issues, writing theses, articles, 5.8 reports at the conference;

The implementation of the Program involves the use of interactive forms of 5.9 laboratory and practical training. Conducting laboratory and practical exercises implies training built on group joint activities of students, including using computer technologies.

6. Estimated means for current control of academic performance, intermediate certification based on the development of discipline

6.1. Control questions and tasks The discipline work program is provided by the Assessment Fund for the input, current control of interim certification. The Foundation includes typical settlement tasks, tasks for control, laboratory work, tasks in the test system Visual Testing Studio, questions for the exam and test. Foundation for evaluation funds is presented in educational complex disciplines.

Used forms of current control: test papers; audit independent work;

typical settlement tasks; laboratory works; oral survey; oral message; Testing (including in the computer test system Visual Testing Studio).

6.2. Topics for written work

1. Modern philosophical-pedagogical doctrines.

2. Globalization processes and education.

3. Educational space: methodology and research methodology.

4. Features of reforming modern Russian pedagogy and education.

5. System-centric and anthropocentric paradigms of pedagogical science.

Problems of modern pedagogical anthropology.

The aspect of pedagogical science studies of permanent and temporary tasks, solved pedagogical 7.

Patterns in pedagogy as a relationship between intentionally created or objectively 8.

existing conditions and results achieved.

Communication lawful and causal.

The causal relationship of communication as a criterion of its patterns as results 10.

the pedagogical process is predetermined by the strict set of factors whose aggregate is irresistibly leading to the desired results of training, education, personality development.

Criteria for liabilities to regularly: universality as a manifestation of them in anyone 11.

teacher who follows the prescriptions of this technique.

Repeatability as a communication ability to reproduce in similar situations. Valid 12.

descriptions as the main form of presentation of pedagogical patterns. Restrictions of their metric, i.e. mathematical reflection.

Knowledge as the main element of the content of general education as a result of cognition 13.

reality, laws for the development of nature, society and thinking.

Place of methodology in the general system of methodological knowledge.

activity approach.

Characteristics of different types of scientific research, their stages and elements: hypothesis, object and 17.

subject of research, goal, tasks, etc.).

methods, principles of research and procedures used in one or another special scientific discipline).

Methodology of special science as a problem specific for scientific knowledge in this 19.

areas, in their application to pedagogy.

Relatives pedagogical systems "New schools" of the twentieth century with the type of innovation.

Compare and select the general and features School studied.

Educational standards in the context of Russia in the market economy 23.

Expert system innovative activity OU.

Quality of education: concept, approaches, trends.

Specificity of adult education.

Position of adults in the educational process.

Directions of informatization of education.

Bologna Declaration.

Lisbon Convention.

Prague communiqué. Berlin communiqué.

National report of the Russian Federation to the Education Ministerial Meeting (for 2004-2005).

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8. Material - technical support of the discipline (module) of premises for lecture, practical training is equipped with necessary 8.1 specialized educational furniture and technical means for presentation educational information Students. Laboratory work is carried out in computer classes. Laboratory software software: WMAPLE computer mathematics system.

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