scholarly journals MODEL OF IMPLEMENTATION OF ORGANIZATIONAL AND PEDAGOGICAL CONDITIONS OF CONTINUOUS DEVELOPMENT OF LEARNING INDEPENDENCE OF STUDENTS

2021 ◽  
pp. 25-32
Author(s):  
Светлана Валерьевна Косикова
Keyword(s):  
General Education ◽  
Primary School ◽  
Statistical Data ◽  
Educational Activity ◽  
Continuous Development ◽  
Conceptual Content ◽  
Practicing Teachers ◽  
Functional Blocks ◽  
Basic School ◽  
Basic Level

Актуализируется проблема обеспечения непрерывности образовательной деятельности в педагогической системе общего образования с целевым ориентиром на учебную самостоятельность обучающихся. В условиях дискретности российской образовательной системы этап перехода школьника из начальной школы в основную школу определяется автором как стратегически важный период в решении обозначенной проблемы, заключающийся в создании на переходном этапе общего образования комплекса организационно-педагогических условий, рассматриваемых как совокупность внешних и внутренних обстоятельств образовательной деятельности, направленной на непрерывное развитие учебной самостоятельности обучающихся. Научная новизна исследования, проведенного автором, заключается в разработке модели реализации организационно-педагогических условий непрерывного развития учебной самостоятельности обучающихся, включающей концептуальный, содержательно-деятельностный и результативный модули. Особенностью авторской модели является интеграция функциональных блоков, которые взаимодействуют друг с другом посредством разработанных механизмов и инструментов реализации и показывают, какие организационно-педагогические условия должны быть выполнены, чтобы задачи были решены и функции, описываемые блоками, осуществились. Цель статьи заключается в описании модели реализации организационно-педагогических условий непрерывного развития самостоятельности обучающихся в учебной деятельности на этапе перехода из начальной школы в основную школу. В результате экспериментальной проверки модели доказано, что выявленный автором комплекс организационно-педагогических условий (управленческих, методических, проектировочных, технологических) обеспечивает непрерывность учебной самостоятельности школьника при его переходе с начального на основной уровень общего образования. Исследование проводилось методом естественного эксперимента в рамках опытно-экспериментальной работы, результаты которой подтверждены статистическими данными. Статья предназначена для исследователей, специалистов в области педагогики, педагогов-практиков, студентов педагогических вузов. The author actualizes the problem of ensuring the continuity of educational activity in the pedagogical system of general education with a target focus on the educational independence of students. In the context of the discreteness of the Russian educational system, the stage of the student’s transition from primary school to basic school is defined by the author as a strategically important period in solving the indicated problem, which consists in creating a complex of organizational and pedagogical conditions at the transitional stage of general education, considered as a combination of external and internal circumstances of educational activity, aimed at the continuous development of educational independence of students. The scientific novelty of the research carried out by the author lies in the development of a model for the implementation of organizational and pedagogical conditions for the continuous development of educational independence of students, including conceptual, content-activity and effective modules. A feature of the author’s model is the integration of functional blocks that interact with each other through the developed mechanisms and implementation tools and show what organizational and pedagogical conditions must be met in order for the tasks to be solved and the functions described by the blocks to be realized. The purpose of the article is to describe a model for the implementation of organizational and pedagogical conditions for the continuous development of students’ independence in educational activities at the stage of transition from primary school to basic school. As a result of the experimental verification of the model, it was proved that the complex of organizational and pedagogical conditions (managerial, methodological, design, technological) identified by the author ensures the continuity of the student’s educational independence during his transition from the primary to the basic level of general education. The study was carried out by the method of natural experiment within the framework of experimental work, the results of which are confirmed by statistical data. The article is intended for researchers, specialists in the field of pedagogy, practicing teachers, students of pedagogical universities.

scholarly journals Organizational and pedagogical conditions for the continuous development of student’s educational independence

2020 ◽  
Author(s):  
С.В. Косикова
Keyword(s):  
General Education ◽  
Natural Experiment ◽  
Statistical Data ◽  
Necessary Conditions ◽  
Cognitive Activity ◽  
Educational Activity ◽  
Continuous Development ◽  
Modern School ◽  
And Control ◽  
Basic Level

Актуальность рассматриваемой в статье проблемы обеспечения непрерывности образовательной деятельности с целевым ориентиром на учебную самостоятельность школьника обусловлена тем, что современная школа нуждается в создании необходимых условий для самостоятельной, активной познавательной деятельности обучающихся в непрерывном формате на уровне общего образования. Цель статьи заключается в описании исследования по оценке эффективности комплекса организационно-педагогических условий непрерывного развития самостоятельности школьника в учебной деятельности на этапе перехода из начальной школы в основную школу. Исследование проводилось методом естественного эксперимента в рамках опытно-экспериментальной работы, включающей констатирующий, формирующий и контрольный этапы. Результаты каждого из этапов эксперимента подтверждены статистическими данными. В итоге доказано, что выявленный автором комплекс организационно-педагогических условий (управленческих, методических, проектировочных, технологических) обеспечивает непрерывность учебной самостоятельности школьника при его переходе с начального на основной уровень общего образования. Статья предназначена для исследователей, специалистов в области педагогики, педагогов-практиков, студентов педагогических вузов. The relevance of the problem of ensuring the continuity of educational activity with a target focus on educational independence, considered in the article, is due to the fact that a modern school needs to create the necessary conditions for independent, active, cognitive activity of students in a continuous format at the level of general education. The purpose of the article is to describe a study on identification and experimental verification a complex of organizational and pedagogical conditions for the continuous development of a student's independence in educational activities at the stage of transition from primary school to basic school. The research was carried out by the method of natural experiment within the framework of experimental work, including the ascertaining, forming and control stages. The results of each stage of the experiment are confirmed by statistical data. As a result, it was proved that the complex of organizational and pedagogical conditions (managerial, methodological, design, technological) identified by the author ensures the continuity of the student's educational independence during his transition from the primary to the basic level of general education. The article is intended for researchers, specialists in the field of pedagogy, educational practitioners, students of pedagogical universities.

scholarly journals Formation of content modules for teaching artificial intelligence in the basic school

2021 ◽  
Vol 18 (3) ◽  
pp. 227-237
Author(s):  
Irina V. Levchenko ◽  
Polina A. Merenkova
Keyword(s):  
Artificial Intelligence ◽  
General Education ◽  
Primary School ◽  
School Curriculum ◽  
Learning Opportunities ◽  
Educational Material ◽  
Primary School Students ◽  
School Students ◽  
Grade 5 ◽  
Basic School

Problem and goal. The problem of insufficient substantive provision of training of primary school students in the field of artificial intelligence (AI) is considered. The goal is to identify and describe the basic didactic elements within the content modules, as well as to identify the intrasubject and intersubject connections that are realized in the course of teaching the elements of AI in the main school. Methodology. A set of methods was used: analysis of international experience (USA, China, England, Germany, Israel, Russia); analysis of documents defining requirements for the implementation of basic educational programs; analysis of textbooks; research of ready-made software solutions applicable in the process of teaching the basics of AI to primary school students; reflection of the content of the knowledge gained. Results. The study made it possible to identify learning opportunities in the field of AI for students starting from grade 5, regardless of the availability of teaching hours allocated for compulsory informatics education, due to the variability of general education. An analysis of informatics textbooks for basic school showed that teaching the basics of AI should be implemented taking into account intrasubject connections with informatics. This approach will make it possible to carry out a supporting, expanding or propaedeutic function of teaching AI elements in relation to the main course of informatics. In the process of forming meaningful modules for teaching the elements of AI to primary school students, starting from grade 5, didactic elements were identified, the development of which must be organized taking into account interdisciplinary connections with general education disciplines. The content of educational material in the field of AI should be mastered through the most expedient types of activity in the context of the system-activity approach, which will allow to form personally significant know- ledge and skills of students, to develop their creative abilities. Conclusion. The results of the study made it possible to substantiate the expediency of teaching the elements of AI to primary school students, starting from grade 5. Various options for including in the basic school curriculum issues related to the basics of AI, taking into account the existing experience of teaching schoolchildren in the field of informatics, were identified.

scholarly journals The influence of the lexical and grammatical component of speech on the formation of speech competence of younger adolescents in primary school

2021 ◽  
pp. 41-45
Author(s):  
Olha Нubar
Keyword(s):  
Primary School ◽  
School Environment ◽  
Speech Therapy ◽  
Statistical Data ◽  
Communicative Competence ◽  
Speech Disorders ◽  
Educational Process ◽  
Educational Institutions ◽  
Grammatical Aspect ◽  
Basic School

In the article, the author points out the need for the development of a speech personality in educational institutions as a prerequisite for the development of harmonization of the personality, its successful socialization in society. Modern documents and regulations indicate exactly this. A number of statistical data is also provided on the insufficient level of development of the adolescents' speech competence as a component of the communicative competence, which in turn creates unfavorable conditions for the adolescent's socialization and his/her adaptation in society. The article also examines the features of the development of the lexical and grammatical component of the speech of younger adolescents in the conditions of primary school as a necessary component of the speech competence formation. The necessity of developing a special speech environment in a school is substantiated, the participants of which should be both objects of educational influence (adolescents) and teachers, specialists working in the educational space of a basic school. According to the results of the experiment, the peculiarities of the development of the lexical and grammatical aspects of speech of adolescents, studying in the inclusive environment of the primary, school are determined. The analysis of the influence of the level of formation of the lexical and grammatical aspect of speech on the formation of negative character traits in adolescents is carried out. The necessity of correction of speech disorders in adolescents has been proved in order to prevent difficulties in the educational process and socialization of the personality. These facts, in turn, prove the need for active speech therapy support for younger adolescents in a basic school environment

scholarly journals SYSTEM FOR THE FORMATION OF COMMUNICATIVE-COMPENSATOR COMPETENCE OF THE BASIC SCHOOL STUDENTS

2020 ◽  
Vol 224 ◽  
pp. 21-26
Author(s):  
E.I. Lapteva ◽  
Keyword(s):  
General Education ◽  
Primary School ◽  
Social Order ◽  
Social Life ◽  
Communicative Interaction ◽  
School Students ◽  
Normative Documents ◽  
Communication Situation ◽  
The Creation ◽  
Basic School

The revolutionary development of innovations in pedagogical science, due to the fundamental tendencies of social life, the expansion of the sphere of contacts between peoples and states within the framework of globalization and internationalization, implies significant changes in the field of basic general education as a strategically important area of the state policy of the Russian Federation, providing for the creation of a competent person and focuses on the need for the formation of communicative-compensatory competence of students of the basic school and the creation of a pedagogical system, the introduction of which will ensure the availability of a system of knowledge, skills, personal qualities that allows integrating strategic moves in the process of communicative interaction that are adequate to the communication situation that contributes to the positive effectiveness of intercultural contact. The developed pedagogical system for the formation of the communicative-compensatory competence of students of the primary school is regulated by the social order and educational normative documents reflected in the normative block; is built on a complementary basis of systemic, competency-based and participatory approaches; consists of five interconnected blocks (motivational-targeted, organizational-substantive, operational-activity and reflective-diagnostic); functions taking into account the basic principles (consciousness, science, accessibility, activity, strength, visibility) and specific principles (emergence, overcoming sociocultural interference, software combination, interactive didactization, personal-vector reception). The main goal of the author’s system is to diagnose a high strategically productive level of formation of communicative-compensatory competence, which will provide students with the knowledge and skills to conduct a constructive dialogue, tolerate the views of a communication partner, understand and adequately interpret the communication situation that has arisen directing her to a productive result. The results of the experimental work and a comparative analysis of the dynamics of the results of primary school students, as well as their diagnosis by the methods of mathematical statistics, showed a significant improvement in the level of formation of communicative-compensatory competence, which indicates the effectiveness of the implementation of the developed system.

STUDY OF PECULIARITIES OF PEDAGOGICAL CONTROL OF PUPILS 'TRAINING

2021 ◽  
Vol 23 (2) ◽  
pp. 25-30
Author(s):  
Belalov R.M.
Keyword(s):  
General Education ◽  
Teaching Practice ◽  
Educational Process ◽  
Educational Activity ◽  
Research Issues ◽  
School Research ◽  
Growth Of Knowledge ◽  
Subjective Element ◽  
Current Assessment ◽  
Teaching Function

The aim of the work was to study the features of pedagogical control of schoolchildren's learning in a modern general education school. Research methods: theoretical: a review of psychological and pedagogical literature on research issues. The advantages of the system for assessing the degree of training are that each subsequent parameter is qualitatively higher than the previous one, and the system as a whole assesses the growth of knowledge and skills of students and the proposed parameters are convenient to operate in practice during the current assessment of knowledge, skills and abilities of students. The disadvantage of the system - the last parameter - "transfer" - characterizes as the student's ability to solve problems of a heuristic and creative type, ie. this stage requires detailing. The teaching function of control is to determine the content, techniques and methods of control, which are educational in nature. Any controlling task, except for the controlling function, trains students in the implementation of specific educational actions, ensuring a more solid mastery of these actions. The controlling task includes an element of novelty in the informative and substantive terms, providing an expansion of the cognitive horizons of students, developing and increasing the learning value of control. It is difficult to eliminate the subjective element of pedagogical control due to various circumstances: the designation of learning outcomes is rather arbitrary: knowledge, abilities, skills, assimilation, academic performance, etc .; methods of direct measurement of educational activity have not been developed, and it is judged indirectly by the answers, by the actions of students. Pedagogical control is an important component of the educational process that influences the result, the course of training and education. This problem is one of the most urgent in teaching practice.

Functional Literacy of a Primary Schoolchildren: Ways to Overcome Difficulties in Its Formation

2021 ◽  
pp. 3-6
Author(s):  
Natalya Vinogradova
Keyword(s):  
General Education ◽  
Learning Outcome ◽  
Educational Activity ◽  
Federal State ◽  
Functional Literacy ◽  
Educational Standard ◽  
Research Activities ◽  
Primary Schoolchildren ◽  
Student Subject ◽  
State Educational

The article discusses the problem of the formation of functional literacy of primary schoolchildren as the main learning outcome that meets the requirements of the Federal State Educational Standard of Primary General Education. The article reveals the characteristics of the concept of “functional literacy”, which includes two groups of achievements of a younger student - subject and metasubject. The reader gets acquainted with the widespread pedagogical “mistakes” of the teacher, as well as the difficulties that children face in the learning process. The main types of educational activity are determined, which to the greatest extent contribute to the formation of functional literacy of primary schoolchildren, which primarily include search and research activities.

Astronomy in basic level schools in Brasil

2009 ◽  
Vol 5 (S260) ◽  
Author(s):  
M.F.O. Saraiva ◽  
S.O. Kepler
Keyword(s):  
School Curriculum ◽  
New Curriculum ◽  
Basic School ◽  
Basic Level

AbstractWe present the structure of the basic school curriculum in Brazil, that for a few years has included astronomy, and comment on the strategies that universities are adopting for preparing the teachers for the new curriculum.

scholarly journals Synthesis of Plans to Increase the Results of Ordinary National Education Test by All-Round Tutoring Process for Primary School Grade 6

2021 ◽  
Vol 14 (2) ◽  
pp. 63
Author(s):  
Nuttakan Pakprod ◽  
Kanokrat Jirasatjanukul ◽  
Damrong Tumthong ◽  
Prapa Amklad ◽  
Wipa Lekchom
Keyword(s):  
Standard Deviation ◽  
Primary School ◽  
Target Group ◽  
Educational Testing ◽  
School Grade ◽  
National Education ◽  
Standard Deviations ◽  
The Difference ◽  
High Level ◽  
Basic Level

The objective of this research is to study the results of activities to increase the scores of Ordinary National Education Test. Cluster; teachers of Phetchaburi Rajabhat University comparing the results of Ordinary National Education Test in 2017-2018 and studying the satisfaction of the activities. The target group is 49 schools in Phetchaburi and Prachuap Khiri Khan Provinces, data were analyzed using mean and standard deviation. The study found that the difference of the scores of the Ordinary National Education Test was higher in 32 schools and there is a difference in scores of Ordinary National Education Test tests lower by 2 schools, representing 94.12, with the satisfaction of the participation in the activity of increasing the basic educational testing at the basic level is at a high level with an average of 4.22, standard deviations 0.73, which the participants are satisfied with the process. The process of organizing activities was at the highest with an average of 4.28, standard deviations 0.76 and continues organizing activities to increase the scores of Ordinary National Education Test.

scholarly journals EFFECT OF MODERN TEACHING METHODS AND NEW EDUCATIONAL TECHNOLOGIES ON THE CREATION OF EDUCATIONAL MATERIALS AND THE FORMATION OF TEACHING AND EDUCATIONAL COMPLEXES “KINDERGARTEN – PRIMARY SCHOOL”

2020 ◽  
Vol 12 (2) ◽  
pp. 59-65
Author(s):  
ОLHA HOMON
Keyword(s):  
General Education ◽  
Primary School ◽  
Teaching Methods ◽  
Educational Technologies ◽  
Elementary Grades ◽  
Structural Elements ◽  
Educational Facilities ◽  
Educational Materials ◽  
School Network ◽  
Demographic Fluctuations

On the basis of use of modern research methods, the requirements for designing new types of teaching and educational complexes “Kindergarten – Primary School” were determined. It was established that the form and methods of kindergarten education have a certain analogy with the education in the first grades of primary school, which is one of the factors of feasibility of blocking and cooperation of the senior kindergarten groups with the elementary grades of general education schools and the formation of teaching and educational complexes on this basis, which enables receptiveness to demographic fluctuations and, if necessary, change of the function of kindergarten to the function of primary school, and vice versa – the flexibility and multivariance of the teaching environment is one of main conceptual provisions in building of network and typology of educational facilities at the present stage, on the basis of which the structural elements of school network in massive restrained urban development are formed.

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