What should a graduate of a modern school be like? Model of a modern school graduate

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Pedagogical Council

"Modern Graduate"

through the eyes of teachers, parents, students.

Model of school graduate No. 16"

Prepared

Deputy Director for HR

January 2013

Modern graduate! What is he like?!

Little first-graders come to school and we are all moved to watch how awkwardly they hold balloons and bouquets and bend under the weight of large briefcases. They come to the first lesson and the teacher immediately sees in each of them there is a small personality, which after ten years transforms into a mature personality - a modern graduate.

What influences this personality?

A child grows up in a family and the traditions and views of the family primarily influence the formation of personality; children watch TV, communicate with peers and the general socio-economic situation seriously influences the future graduate.

And only then – school, where the child spends 1/3 of his time for ten years! It is at the time when personality formation occurs!

Let's try to name five personality traits that should be formed as a result of the process of learning and upbringing at school:

- Independence

- Determination

- Education

- Objectivity

- Competitiveness

- Communication skills

- Initiative

- Responsibility

- Intelligence

- Decency

Now let's try to name the personality traits of our real graduates

- Self-confidence

- Ambition

- Assertiveness

- Impudence

- Careerism

And for now, without discussing the results, let’s name the personality qualities that will help graduates become successful in modern society:

- Careerism

- Self-confidence

- Impudence

- Communication skills

- Assertiveness

The results of monitoring the level of education of students in grades 10–11 showed that

Why are there differences between these groups of qualities and

how to combine these qualities?

Differences exist because:

· Ideal people there is no such thing as people who should cultivate these qualities in students;

· School cannot educate everyone in the same way, all people are different in themselves;

· A person himself must be able to cultivate the necessary qualities in himself, and school only helps him in this;

· Some students believe that they cannot demonstrate their qualities at school;

· Honesty and kindness, in our time, are not needed by anyone;

« What needs to be done to improve the learning process

and education at school?

Need more extracurricular activities together with parents and teachers to get to know each other better;

· Introduce the subject “Economics”, which will help graduates navigate modern life;

· In high school, the student himself must choose the most interesting and necessary subjects,

· Give more vital and practical skills in lessons;

· Hold self-government days more often,

Students want to be more independent, but at the same time they need the cooperation of teachers, it is more important for them to gain practical skills and choose their own subjects to study, and communication is very important for them, because most of them go to school for this.

Parents believe that the school (use survey data)

The parents’ answers can hardly be called objective; in their opinion, everything is fine at the school, so to find out the public’s opinion, let’s look at how 140 respondents aged 40 to 50, who were asked to answer five questions, evaluate today’s graduates.

LET'S COMPARE TODAY'S GRADUATES AND GRADUATES FROM THE TIME YOU FINISHED SCHOOL(this question was asked to 140 respondents aged 40 to 50 years).

IS THE KNOWLEDGE LEVEL OF TODAY'S GRADUATES HIGHER OR LOWER THAN THE KNOWLEDGE LEVEL OF THE SCHOOL GRADUATES OF YOUR TIME?

DO YOU THINK ARE TODAY'S GRADUATES PREPARED FOR AN INDEPENDENT LIFE BETTER OR WORSE THAN THE SCHOOL GRADUATES OF YOUR TIME?

IN MORAL, HUMAN QUALITIES, ARE TODAY'S GRADUATES BETTER OR WORSE THAN THE SCHOOL GRADUATES OF YOUR TIME WERE?

ARE TODAY'S YOUTH, IN YOUR OPINION, TRYING TO GET AN EDUCATION OR TRYING TO START WORKING AND EARN MONEY AS EARLY AS POSSIBLE?

DO YOUNG PEOPLE OF TODAY, IN YOUR OPINION, FIRST OF ALL STRIVE TO STUDY, WORK, OR MOST SEEK TO HAVE FUN AND RECEIVE PLEASURE FROM LIFE?

As you can see, the majority opinion is inclined to believe that a modern graduate is inferior in moral qualities and degree of preparedness for life to a graduate of that time.

If with the “graduate” everything is more or less clear, then

What should a modern school be like to educate a modern graduate? This is a more complicated question .

This question was asked to the audience

Moscow Institute for Advanced Training of Education Workers.

Teachers' responses from different regions, allow us to conclude that modern schools have common problems. How to find a solution to these problems?

Concept for the development of education until 2015 sets before society the task of updating the content of education, the basis of which should be activity approach - kit key competencies, which a graduate must master.

Student competencies:

personal,

communicative,

intellectual,

social,

general cultural.

For us, this is the formation of a set of key competencies that a modern graduate should have:

Formation of a knowledge base for further professional education Formation of ways of organizing individual and collective activities (planning, design, research, creativity, etc.), Formation of ways of using various types of resources to implement one’s plans Formation of methods of socialization (inclusion in various educational, professional, etc. communities).

The most important characteristic of modern education and the condition for achieving its goals is educational environment.

The following types of educational environment are distinguished (L. Korczak), based on the priority of the child’s personality and the inadmissibility of authoritarian leadership:

1. Dogmatic educational environment - a passive and dependent person;

2. Career – a relatively free person, but mostly always dependent on people and circumstances, and at the same time active;

3. A serene educational environment - the individual, although relatively free, is always passive;

4. Creative educational environment – ​​free and active personality.

The latter, as you understand, is an ideal to which we must strive.

The goals and objectives facing a modern school require the creation of a scientifically based model of a graduate. The need to create a model of a modern school graduate arises from the following conditions:

1. The level of education in the world is constantly growing. To meet international standards, a graduate of a modern school must be intellectually and spiritually developed, ready to continue education, and capable of self-realization, self-determination, and self-improvement.

2. The most important task modern school is the education of national self-awareness.

3. The model serves as a guide for both the subject teacher and the class teacher when choosing forms and methods of teaching and upbringing, intermediate, final certification, diagnostics of students' personality development.

4. Without a model, it is difficult to provide assistance to families in raising children; without it, the guidelines for self-education and self-education of high school students become uncertain.

5. The model protects students from poor quality education, and teaching staff– from biased assessment their labor.

Model (from Latin modulus - some measure, sample) in in a broad sense words are a mental or conventional image of an object, process or phenomenon.

The model of a graduate's personality is a system of basic value parameters that characterize the quality of education and are used as school standards of education and good manners.

School graduate model:

§ A person capable of independently finding a way out problematic situation, carry out search activities, conduct research, owning the means and methods of research work; (Vetch)

§ Personality ready for conscious choice and mastering professional educational programs, taking into account inclinations, existing interests and individual capabilities; (Roma)

§ A personality capable of self-development and self-change; Galkina Anya

§ A person with versatile intelligence and a high level of culture; (Dasha)

§ A person who guides his life activities by universal human values ​​and norms, who perceives another person as an individual who has the right to freedom of choice and self-expression. (Temples)

But the question still remains unresolved: “How to raise such a graduate?” It is obvious that in conditions of rapid change, a mechanism for its constant updating must be built into the school curriculum. A similar mechanism may research and creative activities, carried out in the form projects, specialized training, elective courses, social practices, etc. Therefore, the traditional framework of the curriculum is expanded due to various activities of students and teachers.

The main problem of the current disunity is the absence of a single unifying ideology; the school does not have a clear perspective: for life in what society, for what social roles should we raise our students? In order to answer this question, it is necessary to determine the understanding of Russia’s place in the modern world. Who will the school graduate tomorrow and the day after tomorrow - citizens of a great power, specialist “nerds” or workers servicing the extraction and transportation of raw materials?..

DRAFT DECISION OF THE PEDAGOGICAL COUNCIL:

“A modern graduate through the eyes of teachers, parents, and students.

Model of a school graduate."

In order to implement the “School Educational Program” and form a model of a school graduate:

1. Create conditions for the manifestation of the individual characteristics of each student at school, taking into account the social order through extracurricular activities, elective courses, pre-vocational training and specialized training.

2. Within the framework of existing programs, emphasize the practical orientation of training to demonstrate search activity and creative activity of students through the introduction of new pedagogical technologies, the use of role-playing games, excursions, seminars, project activities.

3. Place under-achieving students in the second quarter under internal school control.

4. Subject teachers should conduct individual work with students who have one C in their subjects

Because?

Assignments for creative groups.

1. What provisions need to be added to make the proposed graduate model more complete?

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2. What do you think should be the purpose of a modern school?

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

3. What conditions are necessary to achieve this goal?

4. What traditions of our school do you consider most appropriate to preserve?

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

5. What measures need to be taken, introduce new rules, carry out the following activities...)

Pedagogical advice on the topic:

“Model of a school graduate – socialization of the individual”

Goal: to develop a system of general views on the personal qualities of a school graduate in the conditions of the experiment “School - socialization of the individual.”

According to the methodology: Traditional.

By form: reports with discussion.

By composition of participants: constant.

By place and role in the educational - educational process: strategic.

Plan:
1. Report by Gubareva E.A. (ZDUMR) "Model of a school graduate."
2. Report by Mitrokhina O.G. (teacher of Russian language and literature, 9th grade class leader) “Socialization of teenagers and problems of pedagogical alienation”
3. Brainstorming “Image of a graduate”
4. Decision making.

Report “Graduate Model”
Time has brought the question of questions to every school: what should its graduate be like? The search for a school’s target setting today is associated not only with understanding its purpose, but also with modeling the image of a graduate of a given school.

The graduate model is the personality traits of a graduate. Psychology has already counted more than two thousand personality traits. What to do? What should I do? At the school V.A. Karakovsky at one time found such a way out: in the “working model” of the graduate, the teaching staff included only seven integrated qualities, which they considered the most relevant for socio-economic and political situation:

1. Harmony of the individual and the social, harmony of the personal and the public.

2. Focus on the main ideological and moral values ​​of society (Motherland, World, Man, Labor, Knowledge).

3. High level of self-awareness.

4. Social responsibility.

5. Humanity, altruistic orientation.

6. Creativity, ability to create.

7. High level of general culture, intelligence.
(V.A. Karakovsky. My favorite students. Publishing house "knowledge", M. 1987,

At the same time, the goal was to transform the dream of forming harmoniously developed personality into a real problem.

E.A. Yamburg has a different opinion on this matter. He proposes to go from the opposite: to draw up a “defect sheet” for the person of today.

Speaking at a round table in 1989, he noted that our troubles began when we set ourselves the task of forming a comprehensively developed harmonious personality. This is understandable as a distant goal set by Marxism, but we have transferred the plane to the practical, immediate task of pedagogy. But in reality, instead of a harmoniously developed personality, we have a personality, what kind? Torn, dogmatic, intolerant, ready to destroy the ideological enemy.

There was no harmony. Then we gradually changed the concepts and instead of “harmonious personality” we began to say “comprehensively developed”; it seemed to become more modest. And under the flag " comprehensive development“We began to cram one thing, another, a third, etc. into the program until we reached a dead end.

“We all learned a little something, somehow.”

So what should we do? Yamburg's credo is that it offers education from the opposite. “We didn’t know,” continues Yamburg, “what a person of the future should be like, and is this carrot that hangs in front of the donkey and moves him forward necessary? But we know very well what is hindering us today, our thinking, our soul. So, perhaps, we should draw up a “defect sheet” for the person of today, scratch it and clean it, and you’ll see that something harmonious will appear later. (innovative teachers reflect, argue, propose. Transcript of speeches at the round table, M., 1989, pp. 65-66).

A group of young scientists from Tver State University have developed a personality model for a graduate of an educational institution, which:

• 
  Is an integral part of the model educational space;
• 
  Has independent integrity and significance;
• 
  Based on the Law of the Russian Federation “On Education”
• 
  Represents the guiding ideal towards which education should be directed;
• 
  Performed in an activity-theoretical approach in the language of schematic images.

The main points of this model are as follows:

The graduate must be capable of self-determination and self-realization. Both of these qualities are interconnected and dictated by the new socio-economic and political situation, cultural environment, and spiritual life of society.

Self-determination is understood as a process that includes the following mandatory steps:

• 
  A person’s understanding of himself and his needs;
• 
  Constructing an idea about the “external”, about the requirements that this “external” makes (for example, this or that activity);
• 
  The relationship of the first (“internal”), self) with the second (“external frame”);
• 
  Checking for compliance of the first with the second;
• 
  In case of coincidence, the person consciously takes upon himself the demands of the “external” (for example, activity).

A person who knows how to carry out the above procedures in his consciousness has the ability to self-determination. Such a person, as a rule, is responsible for his activities, does not experience uncertainty and discomfort, at the same time knows how to “Have himself” and respects others, is adequate to the situation, and makes non-random choices.

It is also required that the graduate develop a picture of the world that is adequate to the modern level of the educational program (level of study). A holistic picture of the world includes:

• 
  Moral, i.e. an idea of ​​human relationships between people;
• 
  A system of knowledge about nature, society, man;
• 
  Certain operational experience;
• 
  Experience of creative activity.

Readiness for self-realization assumes that a graduate is able to act in a changing situation, analyze his actions, find the cause of difficulties, and build a new project for his actions. All this means a person’s ability to reflect. In this case, the appeal to the experience accumulated by humanity, to national, world, professional, general, spiritual culture is extremely significant. It is this kind of focus on culture, through reflection on one’s activities, that ensures a person’s integration into the systems of national and world cultures, which is an important requirement for a graduate of an educational institution.

The presented model can be considered as a guideline towards which education should be directed. Logic requires that the process ensure the achievement of a result, a final product. Thus, it becomes clear that the educational process should not only be built on the type of transfer of subject knowledge, subject skills and abilities, but also create conditions for the formation and development of the student’s abilities for activity, self-determination, reflection, and thinking.

The need to construct a graduate’s personality is caused, on the one hand, by the fact that society’s order for a “product pedagogical activity“, in fact, is absent today, and on the other hand, by the fact that each school operates in a specific environment and the personality traits of graduates of different schools can be predicted, taking into account the specifics of this Environment. When formulating the goal and modeling the personality of a school graduate, the teaching staff proceeds from universal human values, national guidelines, national and regional characteristics.

SOCIALIZATION OF ADOLESCENTS AND THE PROBLEM OF PEDAGOGICAL ALIENATION

Recognition at the international and Russian levels of the rights, freedom, and dignity of the child (Declaration of the Rights of the Child, 1959, Convention on the Rights of the Child, 1989) requires changing the goals, content and technologies of education and training, including control and evaluation activities. A new attitude towards a person, in including to the child, not as a means, but as an end, raised questions about the need to change the educational paradigm.

Traditional pedagogy practically carries out violence against a growing personality. It alienates a child, teenager, young man from the potentially creative possibilities of the educational process and leads to alienation. Growing up presupposes the socialization of the individual, it means general, social, related to life together people, their varied communications and activities. The process of growing up is aimed at developing the ability to build productive relationships with surrounding people and social institutions, and to master activities that are feasible for each age, including cognitive ones. Therefore, education, as one of the leading spheres of society and human life, bears direct responsibility for the results of upbringing and training. However, it is in an educational institution, at school, that many students receive a negative experience of perceiving and experiencing the educational process as alien, devoid of personal meaning.

Research by many authors (B.N. Almazov, L.S. Alekseeva, etc.) confirms the growth of feelings and, over the years, the awareness of the educational process as personally significant. Instability of motivation to study among younger schoolchildren, its decline by the end of the third year of study in adolescence develop into a problem of difficulties associated with adaptation during the transition from primary school to secondary school, and are transformed into the problem of a “difficult teenager”.

The data presented indicate a tendency towards alienation, which increases as we move towards the senior grades. As the results of the analysis of student responses show, the attractiveness of the school is falling due to the dissatisfaction of the need to solve their personal and social problems, to accumulate their life experience. “Pure knowledge”, knowledge for the sake of knowledge, for the sake of school diary, magazines are not considered by teenagers to be personally significant, vital.

Presented data from a sociological study of a schoolchild

indicate the presence of a stable contradiction between the process of social maturation of schoolchildren and the obvious defense of the educational process from their pressing personal and socially significant problems.

The school is a social institution that is actually called upon to protect the rights, freedom and dignity of every child, to provide psychological and pedagogical support in the difficult and contradictory process of personal and social development and formation. However, in real life, the problem of pedagogical alienation is not actualized by teaching staff.

Human-centered education is responsible for the results of personality development in ontogenesis and involves the responsible participation of professionals in the life of the child. This is achievable by using a student-centered approach to students. It requires the ability to determine the “zone of actual” development, but the most important and difficult thing is to move in collaboration with the student into his “zone of proximal development.” As Vygodsky L.S. emphasized, the zone of proximal development has great value for the dynamics of intellectual development and learning success than the current level of development. This methodological position is especially important for the theory and practice of constructing educational process, for the new competence of the teacher, his knowledge and skills to “grow” the success of each student.

Pedagogical alienation, which arises in an unfavorable life situation for the student, resulting from the psychology of pedagogical incompetence, can be prevented and actually overcome by changing the educational paradigm - moving from a cognitively-oriented (Zun) model to a personality-oriented one. This path creates favorable pedagogical conditions that prevent the emergence and intensification of the child’s pedagogical alienation, and, if necessary, correct the personal development of each student if:

Carry out full-fledged educational activities, including three links: motivational, corrective, central (working) and control-evaluative;

Create a situation of success for each student by organizing training in the zone of proximal development.

3. Brainstorming “Image of a graduate.”
Tasks: 1. to identify and coordinate the opinions and ideas of teachers about the image of a school graduate - the socialization of the individual.

2. bring the idea of ​​the current situation in school into line with the real social order.

Form of work: group (4-5 people in a group).
Organization.

Each group is given one questionnaire containing a list of individual characteristics. Based on this list, each group completes five tasks. The results of each task are submitted to the manager in writing. Having received written reports from the groups, the manager, having processed the results, will receive average indicators for each questionnaire. The results can be discussed immediately. In this case, a possible technique would look like this.

After a short break, during which a group of managers processes the results (based on group reports, selects and ranks the most attractive characteristics separately for each of the five characters proposed for description), they are put on public display.

Next, maintaining the same microgroups, the leader asks after some time (30-40 minutes) a representative from each group to give an analysis of the results obtained. The representative is obliged to express not his personal, but the agreed opinion of the entire microgroup.

1. In the preliminary list, select those individual characteristics that you consider most important for describing a “good student”

today” (answer from the perspective of what could be).

• 
  Competitive spirit
• 
  Conformity
• 
  Feeling of camaraderie
• 
  Creativity, ability to create
• 
  Ability to think critically
• 
  Curious, inquisitive mind
• 
  Preoccupation with material success
• 
  Decency-fairness
• 
  Honesty
• 
  Humanism (kindness)
• 
  Independence
• 
  Intellectual development
• 
  Materialism
• 
  Obedience
• 
  Enterprise
• 
  Openness
• 
  Having your own beliefs
• 
  Balance-organization
• 
  Sense of humor
• 
  Emotionality
• 
  Sincerity
• 
  Social adaptability
• 
  Good manners

Select five traits that best reflect a modern good student and rank them in order of importance to you (rank them).

Develop a common opinion in the group.
2. From the list provided, select the individual characteristics that you consider the most significant to describe a “graduate of a school-socialization of personality.”

(list repeats)

3. From the list below, select those individual characteristics that you consider most important in describing a “good teacher.”

(list repeats)

Select the five traits that seem most significant to you and rank them in order of importance.

Choose a common opinion in the group.

4. In the list above, select the individual characteristics that seem to you the most significant for describing the “teacher of the school of personality socialization” (hereinafter, similarly)

5. From the list below, select the individual characteristics that seem most significant to you in describing a “Successful Adult.”

Conclusion: the school graduate’s model of personality socialization includes the following most important personality traits:
1. intellectual development

2. social adaptability

3. inquisitive, inquisitive mind

4. having your own beliefs

5. ability to think critically.

PS solution:
1. To approve the “graduate model” of the school - the socialization of an individual who has the following qualities: intellectual development, social adaptability, an inquisitive inquisitive mind, the presence of his own beliefs, the ability to think critically.
2. Discuss intermediate results in 2006 (in a year), in 2010 (in 5 years).

The requirements for the modern education system directly affect the image of a graduate that is formed in the consciousness of society.

What kind of people does modern society need in order for it to develop?

Let's try to create a model of a modern graduate, using the opinion of the world's leading teachers.

A graduate of a modern school who will live and work in the coming millennium, in a post-industrial society, according to F.S. Schlechti, must have certain qualities individuals, in particular:

• 
  adapt flexibly to changing life situations, independently acquiring the necessary knowledge, skillfully applying it in practice to solve various problems, so that throughout life you have the opportunity to find your place in it;
• 
  independently think critically, be able to see difficulties arising in the real world and look for ways to rationally overcome, using modern technologies; clearly understand where and how the knowledge they have acquired can be applied in the surrounding reality; be able to generate new ideas and think creatively;
• 
  competently work with information (be able to collect the facts necessary for the study of a certain problem, analyze them, put forward hypotheses for solving problems, make the necessary generalizations, comparisons with similar or alternative considerations, establish statistical patterns, formulate reasoned conclusions and, on their basis, identify and solve new problems );
• 
  be sociable, contactable in various social groups, be able to work together in different areas, preventing conflict situations or skillfully exiting them;
• 
  independently work on developing one’s own morality, intelligence, and cultural level.

Social roles of modern man .

The model of a modern graduate is implemented through the development of the student’s personality traits. In the book by G.K. Selevko “Encyclopedia of Educational Technologies” presents three models of the structure of personality traits: according to K.K. Platonov, I.P. Ivanov and the model of key personality competencies.

Model of the structure of personality traits according to K.K. Platonov .

The level of temperament includes those personality qualities that are determined by heredity and the individual characteristics of the human nervous system. At the level of characteristics of mental processes, a person receives a primary set of sensations and perceptions and, on the basis of this, makes mental logical operations, called modes of mental action (MOA), which plays a huge role in the learning process. Then the person begins training, the formation of knowledge in work and practical activities takes place - SPD (sphere of effective practical activity). At the final stage - the formation of personality - there is the formation of a person’s value life guidelines, which forms the basis of the self-governing mechanism of personality (SGM). The final point is, thanks to these progressive actions, the formation of a self-concept, a holistic, developed personality, that is, a model of a modern graduate, ready for an independent life.

Model of the structure of personality traits according to I.P. Ivanov .

Six spheres of the psyche: ZUN – sphere of knowledge, skills and abilities;

SUM – self-governing mechanism of personality;

SEN – the sphere of aesthetic and moral qualities;

SDP is the sphere of effective and practical qualities;

STV – sphere of creative qualities;

SFR is the sphere of physical development.

Personality development according to I.P. Ivanov should occur, affecting all areas of the psyche. Therefore, an individual approach to each child is necessary, since the development of these areas is at the stage of development for students. at different levels. For each student you need to create individual program development. By creating conditions for the development of a child’s personality, it is possible to form in a graduate such qualities that will contribute to his or her realization in life.

Personality can also be represented as a “set of competencies”.

Competencies determine the extent to which a person can engage in activities in real life conditions.

Model of key personality competencies .
All of these concepts are aimed at the comprehensive development of the child’s personality; they are a predictable result of the teachers’ activities, and in no case a goal. First of all, it is necessary to see the student and choose an individual development program, thus shaping his unique personality. Each student in the learning process must build his own model of a graduate, be it a person with a “Self-concept”, a person who has developed all areas of the psyche, or a competently developed student. The teacher will help the student with this, taking it into account individual characteristics, as well as the requirements of the time, society and the state.

The teaching profession is a human science,
constant never ending
penetration into the complex spiritual world of man.
A wonderful trait is to constantly open
there is something new in a person, to be amazed at the new,
To see a person in the process of his formation -
one of those roots that nourish
calling to teaching.

V.A. Sukhomlinsky

Based on the social order, in the municipal educational institution “Secondary school No. 9” of the Vilyuchinsky urban district, a certain model of a graduate has developed - as a theoretical image that serves as the basis for designing the school’s educational policy and forming certain requirements for the level of professionalism of teachers. In addition, the graduate model involves the formulation of basic principles, compliance with which determines the achievement of quality education (responsibility, initiative, adaptability to changing conditions, formation of value orientations, etc.).

The main point in this image, in accordance with the priority directions of the school, is the formed motivation for learning in the constant acquisition of knowledge necessary for continuing education and successful socialization in the future. That is, a graduate of our school is a person ready for social, professional and civic self-determination; sustainable in difficult socio-economic circumstances and the changing political reality of modern Russian society.

A school graduate is an educated person who independently acquires knowledge and is ready to make morally justified decisions.

• Aware a variety of life values ​​(freedom, cooperation, respect for another person), one’s own self-worth.
• Able to make a choice; live and work in a group of different ages.
• Capable plan your life in accordance with your goals, make decisions.
• Having life experience of working in a group: under guidance, independently, in pairs, with a book, with documents, with instruments, a computer.

The class teacher plays the leading role in the formation and development of a child’s personality, revealing his identity, abilities and potential, and protecting his interests. The class teacher is a professional teacher who is for a growing person ( Appendix 1 )

– a spiritual mediator between society and the child in mastering the foundations of human culture;
– protector from moral degradation, moral death;
– organizer of cooperative relationships in various types of joint activities of the class team;
– organizer of conditions for self-expression and development of each child, carrying out (together with a psychologist, social teachers) correction of the process of his socialization;
– an assistant, consultant in organizing everyday life and activities, in understanding the socio-economic, political life of society, in professional guidance;
– coordinator of the efforts of teachers, family, society - in a word, all educational institutions of society influencing the formation and development of students;
– the creator of a favorable microenvironment and moral and psychological climate in children’s and adolescent teams, associations, and groups.

Basic characterological guidelines for a graduate’s personality(Appendix 1 )

Free personality . A person with a high level of self-awareness, citizenship and self-discipline. Respecting herself, aware of her own value and recognizing the value of another person, capable of being responsible to herself and society.

Humane personality – shows mercy, kindness, the ability to compassion, empathy, patience and goodwill. Ready to help, strives for peace and understands the value of human life.

Spiritual personality – has a need for knowledge and self-knowledge and reflection, has a need for beauty and communication.

Creative personality – has developed abilities, knowledge, abilities, skills, developed intelligence.

Practical personality – knows the basics of computer literacy, professional training, has aesthetic taste, good manners, knows and respects the Constitution and laws of the country. Strives for physical perfection and is a supporter of a healthy lifestyle.

Municipal educational institution Secondary School No. 9 is a school with a mixed student population, where gifted and ordinary children study, children in need of correctional and developmental education. Based on the heterogeneity of the population, the school focuses on taking into account the individual characteristics of each child. The main direction of education at school is the adaptation of students to life in modern society on the basis of general education within the framework of state standard.

Model of a graduate of Municipal Educational Institution Secondary School No. 9 ( Appendix 1 )

Possessing a common culture and moral orientation towards socially significant values. A school graduate is a Russian citizen who is characterized by a sense of pride in his homeland. This is a purposeful person for whom the concepts of “Motherland”, “Culture”, “Humanity”, “Tolerance”, “Family” are dear.

Ready for life in 4 areas: economic; environmental; moral and legal; scientific. A school graduate is ready for professional self-determination and self-affirmation; he adequately assesses his capabilities. He strives to continue his education or enter the workforce.

Ready for self-realization in subject-related practical and communicative activities. The graduate is active and has organizational skills. He is sociable and has communication skills. Can correct his behavior and other people’s aggression, and is psychologically stable.

Possessing the culture of human relationships, their manifestation and self-analysis. The graduate strives to build his life according to the laws of harmony and beauty, and develops his creative potential. He is law-abiding and has the basics of legal education.

Having a broad outlook, possessing a culture of thought, feelings, and speech. The graduate is distinguished by a wide education, which acts in the form of continuous self-education, which has become a need, a habit in life.

In our school, education is carried out at three levels: primary school (grades 1–4), basic school (grades 5–9) and secondary school (grades 10–11).

One of the directions for modernizing Russian education is specialized education at the third stage of school. A flexible system of specialized training provides the opportunity to continue education in profile class or universal profile class. Profile training is a means of differentiation and individualization of training, which allows, through changes in the structure, content and organization of the educational process, to more fully take into account the interests, inclinations, and abilities of students, and to create conditions for the training of high school students in accordance with their professional interests and intentions regarding continued education.

Portrait of a graduate of Municipal Educational Institution Secondary School No. 9 at three levels of education (Appendix 1 ).

The graduate model is not seen as an end in itself. It does not set strict limits for the student and the teacher, suggesting a creative, individual approach to the implementation of the principles of developmental education and student-centered pedagogy.

The activities of the class teacher are the most important link in the educational system of an educational institution, the main mechanism for implementing an individual approach to students. It is determined by the modern task that the world community, the state, the republic, and parents set before any type of educational institution - the maximum development of each child, preserving his uniqueness, revealing his talents and creating conditions for normal spiritual, mental, physical perfection.(World Declaration on Survival, Protection and Development).

Chapter 1
IMAGE OF A MODERN SCHOOL GRADUATE

1.1. Theoretical and methodological foundations for creating a model of a modern school graduate

The problem of the quality of education worries different categories of social strata of society, whose points of view on the results of education do not always coincide with each other. The school cannot meet the requirements of all social customers.
First of all, it is necessary to determine the mission, purpose of the school, declare the potential possible results of education, including the receipt of compulsory basic general and complete general education with an in-depth study of Russian culture, aimed at the formation of a spiritually rich, free personality of a Vologda citizen, a citizen of Russia, a world where the determining factor is formation of national identity, thus connecting the understanding of the quality of education with the educational paradigm of the school.
The uniqueness of the goals and objectives facing a modern school, “modeling the desired, decent level of quality of education,” will require the creation of a scientifically based model of a graduate, as a system-forming component of the school’s goals for the formation of a spiritually rich, free personality of a Vologda citizen, a citizen of Russia, with a well-formed sense of national identity .
Determining the main ideas for creating the image of a modern school graduate should be preceded by an analysis of the characterology of the Russian national character based on the works of Russian philosophers, sociologists, historians, writers, teachers, etc. The model being created is based on: the ideas of Russian Orthodox education (Alexy II, V.V. . Zenkovsky, N. O. Lossky, etc.); historians and sociologists about the dependence of national character on the human environment and the history of the country (A. O. Voronov, L. N. Gumilyov, V. O. Klyuchevsky); Russian national education (D. I. Mendeleev, M. O. Menshikov, K. D. Ushinsky, F. M. Dostoevsky, V. V. Rozanov, P. F. Kapterev, V. N. Soroka-Rosinsky, S. L. Rachinsky, I. A. Ilyin), characteristics of a Russian person (N. A. Berdyaev, G. P. Fedotov, N. O. Lossky, etc.), theories of national education in the modern Russian school (I. F. Goncharov , E. P. Belozertsev, V. Yu. Troitsky, A. M. Ryabchenko, etc.), and also analyzed works in the field of personality-oriented education and upbringing by L. A. Abramova, T. V. Andronova, A. G. Asmolova, E. V. Bondarevskaya, V. M. Korotova, N. E. Shchurkova and others.
Model (from the Latin modulus - some measure, sample) in the broad sense of the word - any image (mental or conventional: image, description, diagram, etc.) of any object, process or phenomenon.
The graduate model creates a clear idea of ​​the initial tasks of a modern school, serves as a guideline in determining the nationally oriented component of the content of general secondary education, adjusting school curricula, creating new Russian-oriented subjects, teaching various disciplines, and reflects the national-social ideal, taking into account historical, social, economic and cultural development of the region, takes into account the capabilities of the school and the real individual in achieving this ideal.
The model of a graduate's personality is a system of basic value parameters that characterize the quality of education and are used as school standards of education and good manners.
The need to create a model of a modern school graduate arises from the following conditions:
1. The level of education in the world is constantly growing. To meet international standards, a graduate of a modern school must be intellectually and spiritually developed, ready to continue education, and capable of self-realization, self-determination, and self-improvement. Therefore, when creating a model, it is necessary to analyze and forecast the development of education in the region, country, and world.
2. The most important task of a modern school is the education of national self-awareness; in this regard, the true national values ​​of the Russian people must be recorded.
3. Each school in its work is guided by the state and social order, but it is necessary to take into account the requirements of the region and the surrounding society.
4. Pedagogical creativity in terms of updating the educational content of each school requires understanding the school model of a graduate in order to predict the results of their activities.
5. Only in the presence of a single agreed upon, collectively developed model can the systematic management of the activities of the teaching staff and the group of students, planning, organization, and summing up the results of teaching activities be carried out.
6. The model serves as a guide for both the subject teacher and the class teacher when choosing forms and methods of teaching and upbringing, intermediate and final certification, and diagnosing the development of students’ personality.
7. Without a model, it is difficult to provide effective assistance to families in raising children; without it, the guidelines for self-education and self-education of high school students become uncertain.
8. The model protects students from poor-quality teaching, and teachers from biased assessment of their work.
9. When organizing experimental work at a school, the model is the goal and guideline for continuous monitoring of the effectiveness of the experiment.
Modeling is the construction of a model and its further use. Modeling the image of a graduate is a social modeling that determines indicators of a graduate’s personality development based on federal and national-regional education standards.
Theoretical and methodological foundations determine the system of ideas and principles necessary to predict the basic personal qualities that a graduate should have at the turn of the 20th-21st centuries, and reveal the methodology for creating a model of a modern school graduate.
Fundamental ideas are determined by the conditions of life; needs, tasks facing modern developing society and individuals; currently existing generalized ideas about the full-fledged life of a modern Russian citizen and the spiritual and material potential necessary for this; current state and real capabilities of the system public education, educational institution and society as a whole.
The legal framework for creating a school graduate model is: the Constitution of the Russian Federation; Law of the Russian Federation “On Education”; The concept of federal components of state educational standards of primary general, basic general and secondary (complete) general education; The concept of the Vologda regional component of the state educational standard primary general, basic general and secondary general education, etc.
The model is based on the following initial ideas:
– the state interests of Russia require the education of a harmoniously developed personality of a citizen of the country, highly educated, spiritually and physically healthy, possessing the best qualities of a Russian person;
– the harmonious development of the individual must be guaranteed by ideological, legal, economic and material support, support for the spiritual sphere of life of the school and society;
– integration of the general, special and particular, as universal, national and personal, will allow us to educate a graduate who is differentially aware of himself, his people and his culture as a value in a universal context;
– a generalization of historical and modern experience, the best examples of education in Russian and foreign schools, combined with taking into account family, national, religious and ethnic traditions.
The urgent task of modern times is to affirm the need for harmony of public and personal interests, to cultivate patriotism, respect for all countries and peoples, and involvement in a universal cause within the country and the world. Russia needs a person inspired by the ideals of goodness, who consciously and actively does not accept destructive ideas and is able to resist them. It is necessary to revive good family, national, religious and ethnic traditions, the foundations of human morality, starting from respect for parents and ending with the consciousness of deep responsibility to the Motherland. Without this, harmonious social development is impossible and the very existence of modern civilization becomes threatened.
The confusion between the concepts of literacy and culture, widespread in a large part of society, has led to a dangerous confusion between the concepts of education and culture. The low cultural level of the population is perhaps the main reason for all the failures and misfortunes that have befallen our country: from environmental disasters and national conflicts to negative phenomena social behavior. “Today we need an uplifting transformation of the mass popular mind, an increase in the mental qualifications of the entire population of the country.” Society needs not just a performer, but a person capable of self-education, of independently acquiring new information oriented towards a creative approach to business, possessing a high culture of thinking, capable of accepting right decisions striving to improve the world around us.
Since the school graduate model is a kind of educational standard, it has the functions of a general education standard, the description of which allows us to more fully reveal its essence:
– Criteria-evaluative function. The model is considered as a standard that the teaching staff is guided by when organizing the educational process.
– The function of ensuring the right to a full-fledged education. The adoption of the model as the goal and result of the educational process at school provides each graduate with a level of education (training, upbringing, development) guaranteed by the Constitution (Art. 43.), the Law of the Russian Federation “On Education”.
– Function of maintaining the unity of the educational space: “Transition to diversity educational systems and types of educational institutions requires the creation of a regulatory mechanism designed to stabilize the education system in the country. Education standards should play this stabilizing and regulating role.” One of these standards, in our opinion, is the school graduate model.
– The function of creating a unified educational space within society, since various representatives of the educational space take part in creating the model.
– Control function. The implementation of this function is associated with the ability to control and evaluate the quality of education based on the use of the main value parameters determined by the graduate model.
– Function to improve the quality of education. The introduction of the model as a standard for the personality of a school graduate allows us to raise the question of guaranteed achievement by each student of a certain, predetermined level.
We have defined the basic principles for constructing a model of a modern school graduate:
1. The principle of priority is the recognition of spiritual values ​​as fundamental.
2. The principle of harmony is reflected in the model of the comprehensive development of the student’s personality.
3. The principle of historicism - reliance on the specific experience of education in the past and present, in different countries and among different peoples. Following this principle, it is necessary to select all the most valuable things in pre-existing images in order to transform the graduate model.
4. The principle of scientificity - the theoretical justification of the model is complex, interdisciplinary, based on the fundamental principles of pedagogy, psychology, sociology, philosophy, and economics.
5. The principle of reality - the model must be acceptable and achievable.
6. The principle of relevance - compliance with the model priority areas the work of the school, the requirements of the time, society, and the state.
7. The principle of collegiality and integration - the model is developed by all participants in the educational process: school administration, teaching staff, students, parents. The image created collectively is attractive to students, which plays important role in choosing socially valuable and personally significant guidelines for building one’s personality.
8. The principle of flexibility and variability - the possibility of updating the model when the socio-economic situation in society changes. This means updating it in a way that would preserve the main orientation towards national, universal ideals and values. The structure and content of the model can serve as the basis for developing a model of a graduate of any educational institution.
9. The principle of effectiveness - the personality qualities enshrined in the model are indeed the most valuable in modern conditions, which is confirmed in the future life path school graduates.
We have determined the following structure of the model and the technology for its construction. The model being created must be built from the point of view of its structure and technology in such a way as to help solve the current problems facing the school. During the implementation of the educational process, the content of education is “transferred” to the student’s experience, that is, it is aimed at the formation of appropriate personality qualities, which are constantly modified. Therefore, it is necessary to take into account age characteristics development of the student’s personality at various stages of its formation. When building a model of a secondary school graduate, it is necessary to develop models of primary and secondary (general) school graduates.
When structuring the image of a graduate at any stage of education, one should take into account all aspects of human development necessary for full life and activities in society: spiritual and moral, cognitive, communicative, aesthetic, environmental, physical and labor culture. This does not subject the educational process to a rigid pattern, but, on the contrary, opens up wide opportunities for pedagogical creativity.
The area of ​​spiritual and moral culture of a schoolchild includes: understanding the purpose and meaning of life, assimilation of the values ​​“Fatherland”, “Culture”, “Creativity”, “Love”, cultivating a sense of pride in belonging to one’s nation, for one’s Motherland, understanding the essence of moral qualities and character traits of a Russian person, manifestation in relationships with people of kindness, honesty, decency, politeness, respect for people of another nation and other peoples, moral attitude towards nature, readiness for active work on environmental protection. “Without spiritual and moral revival, we will not overcome the crisis of personality, and therefore all those temptations, fault lines and tragedies that now darken the life of our Fatherland and the soul of each of us.” “The spiritual in the life of a nation is primary: it is spiritual changes that lead to the desired results in the economy. Let us remember again and again the time of the era of Sergius of Radonezh. The restoration and strengthening of national spirituality is the link that graciously pulled the whole chain together.”
Cognitive culture includes nurturing in the younger generation a “productive, paradoxical, non-standard mind, improving the character and intelligence of each person,” the desire and willingness to continue education after school, and independent acquisition of knowledge. “In the strengthened, speedy development of education lies our entire future, all our independence, all our strength, and the only, conscious path is forward, and, most importantly, the path of peace, the path of harmony, the path to real strength. “We promised to stand especially for literacy because in its dissemination lies the only possible connection with our native soil, with the people’s beginning.”
Communication culture presupposes that the graduate has mastered the skills of a culture of communication, the ability to correct one’s own and others’ aggression in communication, and to maintain emotionally stable behavior in a crisis life situation. “Communication skills are considered as the ability to communicate with peers and teachers, managing one’s behavior, the ability to work among like-minded people, high social adaptability, applying knowledge in new communication situations, developing a culture of communication, and the ability to perform one’s task in any team.”
Aesthetic culture presupposes the formation in students of the ability to build their lives according to the laws of harmony and beauty; the desire to create beauty in educational, labor, leisure activities, behavior, and relationships with others. “Through the beautiful - to the humane - this is the pattern of education.”
Physical education of a schoolchild is the desire for physical perfection and leading a healthy lifestyle. " Physical education should be that children’s bodies from childhood develop strong, powerful, flexible and dexterous, capable of successfully resisting all the adverse influences of the country’s nature. The nature of Russia, as we know, is too diverse. It represents all climatic varieties from the poles to the tropics and from east to west. Therefore, children’s bodies need to be raised so that, first of all, they are strong and powerful.”
Labor culture involves instilling in graduates an adequate assessment of their real and potential capabilities, readiness for professional self-determination, self-affirmation and self-realization in adult life, the desire to get involved in work, and the need for in-depth study of their chosen profession.
The interests of personal development require that the content of education, as independent training courses (areas of knowledge) and in the form of “cross-cutting” lines of all academic subjects, should include basic content components that provide spiritual, mental, moral, physical, communicative, aesthetic, and labor education students, taking into account their individual interests, inclinations and abilities.
The relationship between the influence of various training courses of the federal, national-regional and school components on the formation of a student’s personal culture is reflected in the table.

Let us dwell on the possibilities of the national-regional component from the point of view of influence on the formation of the student’s personality.
Spiritual and moral culture is formed by studying regional training courses such as “Historical destinies of the family in Russia”, “Lights of the Vologda region”, “Lad”, “Self-education”, “Small Motherland”, “Culture of the Fatherland and MHC”.
Cognitive culture is developed by studying regional illustrations in relation to:
– systems, structures – in the form of a regional section for the educational field “Mathematics”;
– a self-governing system – in the form of a regional section for the educational field “Informatics”;
– society – in the form of regional educational areas “History of the Vologda Region”, “Economy of the Vologda Region”, as well as a system of elective courses reflecting certain aspects of specific social relations in the Vologda region;
– living nature – in the form of the regional educational field “Nature of the Vologda Region”, as well as a system of electives that reveal various aspects of the activity of biosystems in the conditions of the Vologda Region;
– land – in the form of a regional educational area “Geography of the Vologda Region” and regional training courses on “Ecology of the Vologda Region”;
– inanimate nature – in the form of regional sections for the educational field “Physics and Astronomy”;
– substances – in the form of regional sections for the educational field “Chemistry”.
Communicative culture is formed by studying electives with regional content such as “Vologda dialects”, “Vologda toponyms”, etc., as well as educational areas “Russian language and literature”, “Literature of the Vologda region”, “Foreign languages”.
Aesthetic culture is formed by studying the regional educational areas “Literature of the Vologda Region”, “Art of the Vologda Region”, “Rhetoric”, electives “Native Writers and Poets”, “Business and Everyday Writing”, “Ethics and Psychology of Family Life”.
Labor culture is formed by studying the block of regional courses “Crafts and Trades of the Vologda Region”.
Physical culture is formed by studying the training courses “Fundamentals of Life Safety”, “Traditional Sports Games and Competitions in the Vologda Region”.
As a result of the analysis of pedagogical sources and experimental activities, the technology for creating a model of a modern school graduate was determined.
Pedagogical technology is a systematic method of creating, applying and defining the entire process of teaching and learning, taking into account technical and human resources and their interaction, which aims to optimize forms of education.
In our understanding, technology is represented by three aspects:
– scientific: development of goals, content, methods and means for building a model;
– procedural-descriptive: description (algorithm) of the process of building a model;
– procedurally effective: implementation of the technological process, functioning of all personal, instrumental and methodological means.
The technological process is carried out in stages:
1. Preparing the teaching staff, parents, and students to accept the idea of ​​modeling, since rejection of the idea and lack of faith in the possibility of its implementation can lead to a diametrically opposite effect instead of the expected one, which will cast doubt on the feasibility of the updated educational process.
2. Determination of socially significant qualities of a graduate’s personality by all participants in the educational process through questionnaires, interviews, problem-based activity games, discussion classroom hours, parent meetings.
3. Creation of creative groups to study philosophical, psychological, pedagogical knowledge about personality, its structure, patterns of development, analysis existing models in Russian and foreign educational institutions, integrating the ideas of teachers, students and parents about the most significant qualities of a person, designing models of primary, secondary and secondary school graduates.
4. Collective discussions of proposed projects at the pedagogical council, school student self-government council, school-wide parent committee in order to make amendments.
5. Creation of a creative group to finalize projects taking into account the amendments made.
6. Adoption of final options by the school’s pedagogical council.
7. Approval of models at a school-wide conference.

1.2. Model of a modern school graduate

To determine the nationally oriented component in the content of general secondary education, scientific understanding is essential pedagogical design personality, which becomes a noticeable phenomenon in educational activities at the present stage. In V. M. Korotov’s assessment, the problem of forecasting is initially pedagogical. At one time, K. D. Ushinsky gave it an interpretation in his work “Labor in its mental and educational meaning”, great attention V. A. Sukhomlinsky paid attention to the characteristics of the personality of a citizen, worker, family man.
V. M. Korotov developed a draft program for the formation of the personality of a Russian schoolchild, endowed with the most important social roles. In his theory, education is revealed as a system-oriented process of human studies, the product of which is an individual who is ready and capable of fulfilling an integral system of social roles:
family man - honors mother and father, grandparents, takes care of them and other family members; participates in housekeeping and serves himself to an ever-increasing extent; considers family as one of the highest human values; consciously prepares oneself to create own family and raising their children in the spirit of professional traditions and ideals of their people; preserves the memory of ancestors, strives to be like them;
student - knows how and loves to learn; speaks his native language perfectly; reads well and a lot; understands that he will have to study all his life and therefore masters the techniques of self-education; treats his teachers with respect; strives to obtain secondary and higher education; masters dialectical logic, culture of thinking;
hard worker - sees in work his duty, the source of family well-being and prosperity of Russia; masters various professions, improves qualifications, hones skills; participates in technical creativity and agricultural experimentation; disciplined, a skillful organizer, knows how to work in a team, helps comrades, participates in family work, self-service, other school affairs and improvement of the neighborhood; strives to rationalize labor and increase technological culture; proactive and enterprising, constantly expanding his economic knowledge; masters computer skills;
citizen - patriot, internationalist, humanist, fighter for a prosperous democratic Russia; knows and complies with the laws and rules of the hostel; actively participates in school self-government and in the socio-political life of the country; protects nature, personal and public property; We tolerate dissent; knows Russian history well and native land; improves its political and general culture;
a connoisseur and creator of beauty - he knows folklore and artistic achievements well; creates and expands a personal library; develops a need to communicate with beauty; masters the basics of world culture and is well versed in art; draws well; understands classical and modern music; visits theaters and museums, combines tourism with local history;
adherent of a healthy lifestyle - cares about his own safety and the safety of those around him; habitually follows the rules of the road, safety regulations, and the use of household appliances; consciously treats his health and the health of loved ones as his main wealth; neat, observes the rules of personal hygiene; abstinent in food; deals with hardening and physical exercise; develops resistance to bad habits, knows how to provide first aid to the victim.
These parameters successfully connect the projected personality with the principles of ethnopedagogy, with Russian family traditions, with the patriarchal way of life, but, in our opinion, due to the high and extensive level of requirements for a school graduate, the prospect of achieving this image is unlikely.
The concept of a person’s role purpose is very promising, since it strives to embody the ideal of forming the personality of a citizen, a future worker, a representative of a dynastic family, a family man, public figure, a successor to the best traditions of his people and Fatherland, a supporter of a healthy lifestyle, a connoisseur of beauty in the world around him. Many modern schools follow this path, successfully implementing the principles of ethnopedagogy and introducing nationally oriented courses into the content of general secondary education.
Certain research experience, significant for the interpretation of this problem, has been accumulated by teachers of modern Russian schools in Gatchina, Ivanovo, Kostroma, Moscow, Orel, Penza, Rostov, Tobolsk and other cities, teachers of the Vologda region. The educational space of the Vologda region has distinctive features related to natural environment, ethnicity, originality of environmental, historical and cultural development, folk traditions, dialogue with other regions of the country and the international community.
When designing the image of a graduate, determining the requirements for the level of development of the spiritual, moral, communicative, aesthetic, labor, physical aspects of the culture of the student’s personality and the mechanism of pedagogical influence, we took as a basis the principle of conformity to nature, taking into account the interdependence of the ongoing mental processes in the child’s personality according to his age and main types pedagogical impact. In this regard, the theoretical ideas of a personality-oriented approach to the education of schoolchildren are considered.
An interesting schematic picture of a holistic-dominant approach to a child’s education program is presented by a group of authors in the work “Raising Children at School” edited by N. E. Shchurkova. According to the authors, the goal of education is a person capable of building a life worthy of a person. In our opinion, such an approach to solving the main problems in education is acceptable and effective.
We believe that a child, in order to become a person, must go from perception (at the initial stage of education) to the need for action (at the senior stage). Schematically it might look like this:

The interdependence of the ongoing mental processes in the child’s personality, according to his age and the main mechanisms of pedagogical influence on him, is reflected in the following diagram:

Requirements for the level of development of the spiritual, moral, communicative, aesthetic, labor, and physical aspects of a student’s personality culture at each age level, according to his age characteristics, are reflected in the following tables:

The most generalized images of primary and secondary school graduates are formulated as follows:
The image of a primary school graduate - “A primary school graduate has the best qualities of a Russian person, such as love for the Motherland, kindness, attention to people around him, honesty, responsiveness, hard work, respectful attitude to the elders. Actively participates in the life of the class and school, knows how to organize his time, manages his behavior and feelings, and takes care of strengthening his health. Shows cognitive interest in the surrounding world of history, the culture of his homeland, has coherent, free, correct speech, knowledge, skills and abilities meet the requirements of educational standards.”
The image of a high school graduate is “a man devoted to Russia, an active patriot who protects and defends his Motherland, its history and culture, who has combined in his mind the idea of ​​personal good with the good of the state. A spiritually rich, creative, free personality with best features Russian character, striving for physical and moral perfection. An educated person with a culture of mind, ready for self-education, self-determination and self-realization in adulthood.”
The formation of personality is not a consequence of school education and upbringing alone, it depends on genetic prerequisites and the influence of preschool time, family upbringing, “pressure” from others, voluntary and involuntary influence of means mass media, as well as self-education, stimulated by the emergence in a person of a certain plan for the future, a known life ideal, which the school should promote in every possible way.
Thus, the graduate model is considered as a standard that combines the ideas of teachers, students and parents about the most significant qualities of a person, as the main criteria for tracking all experimental activities. Considering the model as a kind of educational standard, we turn to criteria that allow us to analyze and measure the quality of a graduate’s personality, we establish characteristics that are necessary and sufficient for “the phenomenon to function and develop according to a certain type, that is, to be at the level of “qualitative certainty”” . Given the variety of conditions that determine the content of general secondary education, the nationally oriented component of the content of education also finds expression in the structure of the graduate model.
IN methodological aspect the model of a school graduate is a set conceptual provisions, fixing the goals of modeling, the system of basic concepts. In fact pedagogical dimension the model characterizes the main stages and products of the process of standardization of general secondary education at the level of the subject of the Federation. Innovative in its essence and nature, the model is built in accordance with the requirements for modeling in such a complex area of ​​public life as education, in relation to the activities of the school.

Chapter 2
NATIONAL CHARACTER OF THE CONTENT OF GENERAL SECONDARY EDUCATION AND EXPERIENCE OF ITS IMPLEMENTATION IN A MODERN SCHOOL

2.1. Possibilities of the federal component of the content of general secondary education from the point of view of the development of the personality of a Russian person

We consider the educational process as a complex historical and ethnopedagogical phenomenon, which is a combination of historical, social, psychological, ethnocultural phenomena, as a unity of the environment and the student.
The fundamentals of the regulatory framework in the field of general education for the constituent entities of the Russian Federation are fixed in the Constitution of the Russian Federation and the Law “On Education” (Article 7). According to the Law of the Russian Federation “On Education”, the established state educational standard, as “a mandatory minimum of basic educational programs, the maximum volume of academic workload, requirements for the level of training of graduates,” is divided into two components that take into account the federal nature of the structure of Russia: federal and national-regional components.
The federal component of the standard defines those standards, the observance of which ensures the unity of the educational space of Russia, as well as the integration of the individual into the system of world culture. The national-regional component of the state educational standard, the establishment of which is within the competence of the constituent entities of the Russian Federation, determines, at the levels of general education, those standards in the field of studying the native language and literature, nature, history, economics and culture, which take into account the characteristics and interests of the region. Thus, a number of educational areas are represented by both federal and national-regional components (history and social disciplines, art, Earth, biology, physical training, labor training.
The Law of the Russian Federation “On Education” stipulates that responsibility for the content of education, the maximum volume of teaching load, and the requirements for the level of training of graduates rests with state authorities. The competence of an educational institution includes the development and approval of educational programs and curricula, as well as work programs of educational course disciplines. Educational authorities of the constituent entities of the Russian Federation, with the help of expert councils formed by them, control the content of original author's programs, teaching aids and others created on the initiative of teachers. didactic materials. Therefore, considering that both the teacher himself and the child he teaches are equally protected by law, pedagogical creativity of an educational institution is possible in terms of updating the content of education, in particular, using the capabilities of the federal and national-regional components for the purpose of national education of students, thereby promoting the integration of the individual into the national and world culture; the formation of a person and citizen integrated into his contemporary society and aimed at improving this society.
As for the school component, which includes compulsory elective classes and elective classes, its content and structure are under the control of the educational institution and make it possible to make even more full use of the specifics and focus of the educational institution, and to strengthen the nationally oriented focus of the content of education.
The basic curriculum proposed by the Ministry of Education ensures the division of competencies between the federal, national-regional and school components as follows:

The federal component includes that part of the educational content that includes training courses of general cultural and national significance. They are fully represented by the Russian language (as the state language), mathematics, computer science, physics, astronomy, and chemistry. 47% of the educational time allocated to the federal component also provides an opportunity for national orientation of the content of education, making it possible to realize the tasks of forming an individual with a humanistic national identity.
The content of the school course in natural sciences is determined by the significance of these sciences in the creation and development of human civilization, in the formation of intellectual and emotional spheres human activity, the significance of acquired knowledge in everyday life, and its necessity for studying other subjects. These disciplines make it possible to solve one of the main tasks facing modern schools - educating the younger generation “a productive, paradoxical, non-standard mind, improving the character and intelligence of each person.”
In the context of the introduction of new information technologies, the task of developing complex intellectual skills that allow one to effectively work with information and evaluate it comes to the fore. social significance. In this regard, it is necessary to change the emphasis in the educational activities of schoolchildren, namely:
– significantly increase the proportion of tasks with practical content related to the description of real situations, thus preparing students for the free use of mathematical knowledge and skills in life situations;
– use more widely in teaching activities aimed at intellectual development students by reducing the share of reproductive activity (for example, in mathematics - teaching proof should be considered as teaching students to analyze ready-made proofs, reproduce them, independently discover a fact, search and construct a proof, as well as refuting proposed proofs);
– as early as possible, give schoolchildren the knowledge in the field of science education necessary to solve personal and social problems (for example, the use of Russian traditions of preserving and promoting health, solving environmental problems of the region, etc.).
The potential of these subjects is of decisive importance in the formation of the general culture of a growing person: understanding the beauty and grace of scientific reasoning, perceiving geometric forms and comparing them with the “ornament” of the Russian people, mastering the idea of ​​symmetry, mastering the language of physics and the ability to use it to analyze scientific information and presentation basic physical ideas, awareness of continuity with cosmic infinity - all this contributes to the aesthetic education of a person, the education of a “paradoxical non-standard” mind. The content of these subjects, laid down in state educational standards, allows us to solve the problems of forming the communicative, moral, labor and physical culture of the student’s personality, thereby creating the opportunity to achieve compliance of the real image of the graduate with the developed model.
Analyzing the curriculum of the physical and mathematical cycle training courses from the point of view of filling them with nationally oriented content, we came to the conclusion that this is possible by including a national-regional component in each course, which implies:
– focusing schoolchildren’s attention on the significance of the contribution of Russian scientists to the development of world science and civilization – with access to the character of the Russian person;
– familiarizing schoolchildren with the history of the development of sciences in Russia, ancient measures, counting techniques, etc.
– illustration program material national-regional examples with the inclusion of data on the development of the regional economy, solving problems of a local history nature, compiled on the basis of natural history, historical material, and also aimed at assessing the current state of affairs in the region, diagnosing a specific socio-cultural situation;
– finding in the studied facts, laws, etc., analogues with human life, in particular, the schoolchild himself.
Let's look at some examples from the practice of experimental activities of school No. 15 in Vologda. IN primary school broadening the horizons of students and developing their curiosity is facilitated by the systematic inclusion of tasks of a local history nature in the content of lessons, which eliminated formalism in knowledge, helped to bring educational material closer to the life of a child, family, city, region, and contributed to the implementation of interdisciplinary connections.
A manual “Local history material in mathematics lessons in primary school” has been developed, including:
a) educational information about the history and nature of the Vologda land in numbers (length of rivers, area and depth of lakes, interesting facts from the life of animals and plants, phenological observations, dates of formation of cities, monasteries, first museums, factories, etc.);
b) the main types of simple and compound problems compiled on the basis of local history material;
c) tasks for oral counting, math warm-ups: number chains, magic squares, entertaining tasks, as a result of which students gain additional information about the nature and history of the region. Here are several options for tasks:
Example 1. Problem on the topic “Multiplication and Division” (concentration “Hundred”), 2nd grade: To produce 1 kg of Vologda butter, 23 kg of milk of the highest grade is required. How much milk will be needed to make 2 kg (3 kg, 4 kg) of Vologda butter?
Example 2. Oral work on the topic “Time and its measurement”, 2nd grade (using a calendar and a clock model): a) In 1908, lilies of the valley bloomed on June 23, and in 1957 on May 15. How many days earlier did the lilies of the valley bloom in 1957? b) At the beginning of the 20th century, the working day at Vologda enterprises began at 7:30 a.m. and ended at 6:30 p.m.; the lunch break was from 12:00 to 2:00 p.m. How many hours did people work?
Example 3. Oral work on the topic “Addition and subtraction” (concentration “Thousand”), 2nd grade. Find out the length of the Vologda River (in km). The “key” to the answer is the sum of the missing three numbers increased by 100.

Systematic inclusion of such tasks in the lesson helps to develop children’s mathematical skills and abilities, develop thinking, creative activity, cognitive independence, and most importantly, to form and maintain interest in their land, its history, and nature. Interesting information, children perceive facts emotionally, which affects not only their mind, but also their heart, and this, in turn, helps solve the problems of both learning and education.
Primary and secondary school teachers continue the work begun in the primary grades to instill interest in the subject, instill in children curiosity, a sense of national pride and patriotism (Appendix 1). When selecting material related to the history of the region and Russia, the content of subject programs, the age of students, the level of development of their thinking and intelligence are taken into account.
The history of the development of natural and mathematical sciences is rich in dramas of ideas, bright national personalities, which makes it possible to enrich the stock of historical and scientific knowledge of schoolchildren, to form their ideas about these sciences as part of national and world culture. Familiarity with the main historical milestones in the emergence and development of sciences, the fate of great discoveries, and the names of people who created science fosters national pride, national dignity, and national self-awareness, which is an integral part of the intellectual baggage of every cultured person. Therefore, when studying the relevant sections of mathematics, physics, chemistry, astronomy, it is important to show the role of Russian scientists in the development of world sciences, earthly civilization. The investment of time pays off by increasing interest in the topic of the lesson and makes the children feel proud of our Motherland.
At the same time, the main thing, in our opinion, is not only the addition of the content of education, but the development of new approaches, methods and forms of pedagogical activity in all subjects of the curriculum. A modern lesson is a spiritual communication of a group organized by a teacher, the content of which is scientific knowledge, and the key result (product spiritual effort) becomes the intellect of each subject of lesson communication, spiritual enrichment. The lesson unfolds as a sequential, within the framework of the educational topic, research, cognition, assessment of life in all its manifestations: physical, chemical, biological, social, philosophical. The truth is sought, revealed, revealed, examined, comprehended, verified, illustrated - and all this in order for a person to acquire vitality, physical and spiritual. What is being studied is not a “paragraph”, “not a rule”, not a “formula” - what is being studied is a pattern of life that has adopted its specific version in a specific lesson during the lesson. scientific discipline, objectively, existing outside the will of man. Knowing this pattern makes a person stronger, and most importantly, freer in choice. Knowledge is valuable only as a means of understanding the secrets of life and a means of gaining freedom of choice in building one’s own destiny. Having discovered positive and negative quantities in a mathematics lesson, children acquire an ambivalent (dual) structure of the world: day and night, good and evil, love and hate. Having traced the process of transition from quantity to quality in a physics lesson and convinced of the universal nature of this law, schoolchildren will better understand their fate and its vicissitudes, assessing the quantitative accumulation of their actions and deeds in their influence on the changes occurring in life. L.N. Tolstoy put a very interesting meaning into the concept of a fraction: “Man is a fraction. The numerator is - in comparison with others - a person’s dignity, the denominator is a person’s assessment of himself. It is not in the power of man to increase his numerator - his merits - but anyone can reduce his denominator - his opinion about himself, and by this decrease he will come closer to perfection.” While thinking about the properties of fractions, children simultaneously think about the possibility of improving themselves. Thus, life itself is studied in the lesson. The emotional coloring of a lesson is a mandatory characteristic, since emotions are a person’s defense mechanism in his interaction with the world, and it must be developed: the attitude towards the world is lived in emotions, and through emotions a child moves towards the highest values ​​of modern culture.
Each item has its own specificity special features intellectual and moral improvement of students, formation of their humanistic relations and environmentally appropriate behavior, readiness for work.
Work in the classroom is supplemented by the research and creative work of students outside class time. Children write messages about the biographical data and activities of Russian mathematicians: P. L. Chebyshev, L. F. Magnitsky, I. M. Vinogradov, A. N. Krylov, N. I. Lobachevsky, S. V. Kovalevskaya, M. V. Ostrogradsky and others. In elective classes, students’ knowledge is expanded by studying additional topics. For example, in mathematics: “Information from the history of Russian mathematics”, “First arithmetic”, “ Original forms accounts and units of measurement adopted in Rus'”, “How our ancestors studied”, etc.; in physics - “At the Origins of Science”, “What is the Price of Truth?”, “The Starry World in the Telescope of Copernicus, Galileo, G. Bruno and the Modern Russian Scientist”, “Music of the Spheres”, “Astrology - Pseudoscience?” etc. The use of this material increases the interest of schoolchildren in subjects of the federal component, their history, national traditions, and promotes the integration of the student’s personality into national and world culture.

2.2. National-regional component of the content of general secondary education as the main factor in the development of students’ national self-awareness

Based on the federal component of the state educational standard, in accordance with the Law of the Russian Federation “On Education” (Article 47.14, 29 paragraph 2), a national-regional component is being developed, reflecting specific historical, cultural, national, geographic, demographic, ethnic, natural-ecological, social characteristics region, ensuring satisfaction special needs and interests in the field of education of various population groups and includes that part of the content of education that reflects national and regional identity.
The development of the national-regional component of the state educational standard, the volume of which (in hours) is set at the federal level, is the responsibility of the region.
The following main approaches to the development of the national-regional component can be distinguished:
– The content structure of knowledge, embodied in the national-regional component, must be in the general logic of the laws that determine the structure of the content of general education.
– To consistently ensure comprehensive human development, it is necessary to structure the content of the national-regional component in such a way that it is possible to carry out a correlation between the basic invariant structure of activity and the structure of the content of fundamental education.
– The region as an object of study, reflected in the national-regional component of the content of general secondary education, should be considered as part of the subject area of ​​fundamental education. Therefore, the basic structure of studying an object-region should be reflected in subject structure scientific knowledge.
– Since the region is like component subject area, that is, the surrounding world, embodies both material-energy and anti-entropy types of organization of material systems, then the general structure of the content of the national-regional component can be presented as a set of interconnected branches of knowledge, reflecting both general lines development of matter. In addition, the general structure also takes into account those sectors in which knowledge about the region can be systematized on the basis of such fundamental concepts as “general patterns”, “technology” and “system”.
– A specific set of educational areas (training courses), reflecting the content of the national-regional component of general education, can be compiled based on either the complex influence of two factors - the structure of the object being studied and varieties of culture, reflecting the structure of activity, or at least one of these determinants .
– The content of the national-regional component of general education is structured vertically, taking into account the logic of presentation educational material in conditions continuing education and age-related characteristics of students’ acquisition of knowledge, the formation of skills. .
It is logical to assume that the components of the curriculum, as a single complex, can and should intersect somewhere. It is impossible to draw a boundary between the components of the standards by grouping the corresponding educational areas; the boundary between the federal and national-regional components of the content of education passes, as a rule, within the educational areas. Most of the training courses are objectively “tailored” in such a way that they include both federal and national-regional components of education. Although it is possible to single out training courses that are entirely related to the federal (for example, mathematics) or national-regional component (for example, local history disciplines).
The relationship between the federal and national-regional components is determined by the basic curriculum.

BASIC CURRICULUM (fragment)

From the table above we can draw the following conclusions:
1. The normalization of the invariant is left to Russian Federation, standardization of the national-regional component is the sphere of competence of the constituent entity of the Russian Federation.
2. The share of teaching hours per week allocated to the national-regional component in relation to the federal component varies depending on the educational field and level of study. For example, the share of national-regional content in the educational fields “Russian language and literature”, “Society”, “Art” is much higher than in such educational fields as “Nature” and “Physical Education”.
3. There is a clear tendency for the role of the region to grow in determining the content of education from primary to high school.
The national-regional component should not be divided into separate national and regional components, because national and ethnic characteristics are reflected in the regional way of life of the region.
The goal of regional education policy is to guarantee the stable development of the region, which is the key to the prosperity of the nation, Russia. Stable development of the region can only be achieved if there is a good national education in the region, since school graduates for the most part go to their regional polysystem society. In this regard, it is necessary to eliminate the contradictions between the increased demands of society for school and the facelessness and groundlessness of the modern school, since it is during the period of schooling that the foundations of the worldview and worldview of the individual are laid, and national self-awareness is formed. Consequently, the content of education should fully represent the riches of the Russian national culture, spiritual values ​​of the Russian nation, way of life, traditions, customs, social norms (stereotypes) of behavior that make up the features of this region.
It is at the regional level that it is possible to create a national and at the same time Russian school. “It is possible to satisfy the ethnocultural interests of the individual, ensure the integrity of human communities, preserve and develop the culture of regional society only in the specific territory where ethnic groups live.”