policy, methodology and strategy of the Russian education specify its historical landmarks.Developing a new Federal State Educational Standards (GEF).According to him, the Institute of Education is designed to ensure the socialization of the new generation, its adequate entry into society.
Such a peremptory statement of strategic objectives gave rise to a change of the paradigm of the didactic.From the purposes of acquiring knowledge, skills and abilities (Zun), dominant pedagogy over half a century, a task focus reconstructed on a fundamentally new paradigm - systematically - activity-.
currently systematically - activity approach in elementary school, practically implemented.It is time for changes in the basic school.
semantic field for understanding SDP
Systemic - activity approach (SDP) becomes a means of socialization.It provides a collaborative and informed actions of the subjects of education in the process of appropriation of historical values and traditions.
Psychological aspect of education is focused on the cultivation of personal meanings, value-bearing plants.Space for their development, generation and transformation is a joint activity of students with adult mentors.
criterion of the educational process, as opposed to the school, it is the motto of modern times, "meaning it is impossible to teach.It can only bring up. "
The new view of education there are new dialectical opposites: standardization and variability.
variability factor of education - the property that allows full demonstrate the ability of the students in the groups, as well as giving the opportunity to take into account the individual characteristics of individual students.
standardization of education - a system of limits of variability.The purpose of the restrictions - to ensure equal opportunities of education in the subjects of the educational process.
specifics of the SDP in the development of GEF
Systemic - activity approach dictated by a number of provisions that need to be taken into account for the development of the GEF.
- The individual can be understood only as watching purposeful activity in which it is integrated, through which develops, operates, through which lives.
- adult, the child and his peers in co-divided activity for each other and enrich the understanding of the world.That it allows the person to solve the growing problem of a wide range of life.
- age stages of child development are characterized by a predominance of one or another leading activity.It defines the individual characteristics of students, depending on their age.
- child can learn how historically formed human behavior, a capacity to grow, to learn the values and social norms, proving past history only if it is included in the deliberate and systematic activities.
plans analysis of the development of the GEF
When designing GEF activities must be designed, which forms the image of the world on the basis of the four plans are consistently implemented its analysis:
- motivational-value plan (the MMP);
- target plan (CP);
- the operational plan (OP);
- resource plan (RP)
Systemic - active approach needs to take into account the plans to develop exemplary education programs.
briefly about the specifics of each plan analysis activities.
1. Specificity of the MMP - it answers the question: "Why is this activity?".
answer gives a picture of values that underpin the developing personality.When designing standard and sample programs, you need to give priority to the worldview of the individual and motivate learning.
backbone characteristic of educational standards in the course of the MMP analysis is the achievement of personal results with training and education.
2. The specificity of the CPU - it answers the question: "What is the activity?»
answer gives a picture of action, during which there is the assimilation of the content of education.The design should pay attention to the combined use of universal educational actions (ECU), leading to the subject-meaningful learning outcomes - integral fundamental educational core.
3. Specificity OD - it answers the question: "How to make the action?»
answer gives a picture that contains special modes of action and operation.With their help, assimilated knowledge and skills that ensure fulfillment of educational activities.
in any academic subject, subject to assimilation, the goal of educational action - constant value and a set of operations, including technology to arrive at the result - the variable.
4. The specifics of the Republic of Poland - it answers the question: "At the expense of the resource activity happening?»
answer gives a comprehensive picture of resources, which is not possible without an effective course of training and education: financial, personnel, legal and regulatory.
The choice of resources affected by the following factors:
- necessary substantive result (defining condition - the purpose of the action);
- necessary personal result (defining condition - motive activity).
Resources, as well as technology and education are variable components in its standard.
Competence and Zun
Systemic - activity approach to education states that Zun secondary to the targeted training actions.They (Zun) must be generated, stored and applied only on the basis of terms of purposeful activity.
As for the quality of knowledge, it also derives from the variety of targeted ACU.
The SDP competence of the person is formed in the following order: "competence - activities - competence".
competence appears as knowledge in action.It manifests itself in the ability to use learned knowledge and skills for effective performance.
Systemic - activity approach reunites in educational psychology, methodology and didactics of two fundamental historical approach: competence approach modern-to-date and earlier, today - the second based on the Zun.
