Curriculum c. Secondary school curriculum. Basic curriculum

Lecture by Khabibullina L.K. TO and PT 2011

1. Secondary school curriculum:

a) Curriculum;

b) Standard (basic) curriculum;

c) Regional Basic Curriculum;

d) General secondary school curriculum;

2. Features of the structure of the standard (basic) curriculum.

3. Characteristics of curricula, textbooks and teaching aids.

4. Textbooks and teaching aids.

Literature:

1. Kupisevich Ch. Fundamentals of general didactics. – M., 1986. P. 96.

2. Bespalko V.P. Textbook theory. Didactic aspect. – M., 1988;

3. Zuev D.D. School textbook. – M., 1983.

4. Pedagogy: a textbook for students of pedagogical universities and pedagogical colleges (edited by P.I. Pidkasisty. - M., Pedagogical Society of Russia, 2008. P. 576).

5. Theoretical foundations of the content of general secondary education (edited by V.V. Kraevsky, I.Ya. Lerner. M., 1983).

a) Educational plans- regulatory documents guiding the activities of the school. The curriculum of a comprehensive school is a document approved by the Ministry of Education and Science of the Russian Federation, containing a list of educational subjects studied in it, their distribution by years of study and the number of teaching hours for each subject for its study at each level of education.

By determining the set of educational subjects, the time allocated for studying each of them as a whole and at individual stages, curricula, on the one hand, establish priorities in the content of education, which the school directly focuses on, and on the other hand, they themselves are a prerequisite for implementation.

In the practice of modern secondary schools, the following types of curricula are known:

~ Standard (basic) curriculum of the Russian Federation;

~ approximate standard federal and regional curricula;

~ curriculum of a particular school.

The list of educational subjects in these plans is divided into three groups:

~ mandatory (basic component);

~ studied at the students' choice (differentiated component);

~ subjects that are introduced by the school council (school or regional component).

b) Model curriculum general educational institutions is the main state regulatory document, which is an integral part of the state standard in this area of ​​education. It is approved by the State Duma of the Russian Federation as part of the standard for basic schools. The model federal curriculum is approved by the Ministry of Education and Science. As part of the state standard, the Model (basic) curriculum is a state norm for general secondary education, which sets requirements for the structure, content and level of education of students. The Core Curriculum serves as the basis for the development of regional, model and work-based curricula and as the source document for school funding.

c) Regional Basic Curriculum is developed by regional educational authorities on the basis of the state Standard (basic) curriculum. It is advisory in nature and approved by the Ministry of Education and Science.

d) School curriculum(general education institution) is developed on the basis of the state Standard (basic) and regional curricula for a long period. It reflects the characteristics of a particular school. The school's work plan is approved annually by the school's pedagogical council.

The development of general education school curricula and their improvement are carried out in two directions:

1. New, previously unstudied subjects are introduced. They reflect the progress of science, technology, and changes in social life.

2. The share of traditional disciplines is being revised. A search is underway for a balance between different components of education - compulsory and elective, and between cycles of academic subjects.

The Russian Federation Law “On Education” gives schools the right to draw up individual curricula, provided that they meet state educational standards. This means the presence of compulsory academic subjects for all schools and the right to in-depth study of a number of subjects, expressing some specialization in the areas of science, mathematics, humanities, etc. There is also a set of elective subjects (electives). Differentiated education, its timing and degree constitute a theoretical and practical problem, since it directly affects the development of personality and the completeness of education.

Federal State Educational Standards (FSES) are a set of requirements mandatory for the implementation of basic educational programs of primary general, basic general, secondary (full) general, primary vocational, secondary vocational and higher vocational education by educational institutions that have state accreditation.

Federal state educational standards provide:

1. unity of the educational space of the Russian Federation;
2. continuity of the main educational programs of primary general, basic general, secondary (complete) general, primary vocational, secondary vocational and higher professional education.

Federal Law No. 309-FZ of December 1, 2007 approved a new structure of the state educational standard. Now each standard includes 3 types of requirements:

1. requirements for the structure of the main educational programs, including requirements for the ratio of parts of the main educational program and their volume, as well as the ratio of the mandatory part of the main educational program and the part formed by participants in the educational process;
2. requirements for the conditions for the implementation of basic educational programs, including personnel, financial, material, technical and other conditions;
3. requirements for the results of mastering basic educational programs.

What is the distinctive feature of the new Standard?

A distinctive feature of the new standard is its active nature, with the main goal being the development of the student’s personality. The education system abandons the traditional presentation of learning outcomes in the form of knowledge, skills and abilities; the formation of the standard indicates the real types of activities that the student must master by the end of primary education.

Requirements for learning outcomes are formulated in the form of personal, meta-subject and subject results.

An integral part of the core of the new standard are universal learning activities (ULAs). UUD is understood as “general educational skills”, “general methods of activity”, “supra-subject actions”, etc. A separate program is provided for UAL - the program for the formation of universal learning activities (UAL).

An important element in the formation of students’ learning skills at the level of primary general education, which ensures its effectiveness, is the orientation of younger schoolchildren in information and communication technologies (ICT) and the formation of the ability to use them competently. The use of modern digital tools and communication environments is indicated as the most natural way to develop UUD, therefore the subprogram for the formation of ICT competence is included in the UUD formation program.

The implementation of the program for the formation of educational learning in primary schools is the key task of introducing a new educational standard. The Czech Republic considers it a priority to actively include the subprogram for the formation of ICT - competence in the educational programs of educational institutions.

Each educational institution develops its own educational program, taking into account, among other things, the requests and wishes of students’ parents.

What requirements for students’ results does the Standard establish?

The standard establishes requirements for the results of students who have mastered the basic educational program of primary general education.

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

Meta-subject, including universal learning activities mastered by students that ensure mastery of key competencies that form the basis of the ability to learn, and interdisciplinary concepts.

Subject-based, including the experience acquired by students in the course of studying an academic subject in activities specific to a given subject area in obtaining new knowledge, its transformation and application, as well as systems of fundamental elements of scientific knowledge that underlie the modern scientific picture of the world.

Subject results are grouped by subject areas within which subjects are listed. They are formed in terms of “the graduate will learn...”, which is a group of mandatory requirements, and “the graduate will have the opportunity to learn...” Failure to achieve these requirements by the graduate cannot serve as an obstacle to transferring him to the next degree of education.

Example:
The graduate will learn to independently title the text and draw up a text outline.
The graduate will have the opportunity to learn how to create a text based on the proposed title.
You can get acquainted with the content of this division in more detail by studying the programs of academic subjects presented in the main educational program.

What is studied using ICT?

A distinctive feature of the beginning of training is that, along with traditional writing, the child immediately begins to master keyboard typing. Today, many parents who constantly use a computer in their professional and personal lives understand its capabilities for creating and editing texts, and therefore should understand the importance of including this component in the educational process along with traditional writing.

Studying the world around us offers not only the study of textbook materials, but also observations and experiments carried out using digital measuring instruments, a digital microscope, a digital camera and a video camera. Observations and experiments are recorded, their results are summarized and offered in digital form.

The study of art offers the study of contemporary arts along with traditional ones. In particular, digital photographs, videos, animations.

In the context of studying all subjects, various sources of information should be widely used, including the accessible Internet.

In modern schools, the project method is widely used. ICT tools are the most promising means of implementing project-based teaching methods. There is a series of projects, by participating in which children get to know each other, exchange information about themselves, about school, about their interests and hobbies. These are the projects “Me and My Name”, “My Family”, the modern edition “ABC” and much more. Parents should encourage their children to do this work in every possible way.

The integrated approach to learning, applicable when creating a new standard, suggests the active use of knowledge gained from studying one subject in lessons in other subjects. For example, in a Russian language lesson, work is being done on descriptive texts, and the same work continues in a lesson about the world around us, for example, in connection with the study of the seasons. The result of this activity is, for example, a video report describing pictures of nature, natural phenomena, etc.
Traditional textbooks or digital resources?

The new Standard set the task of developing new educational and methodological complexes, which is currently being solved. In addition to an active approach to the content of educational material, authors must provide means of presentation that are adequate to the modern information society, including digital ones, which can be presented both on disks and on the Internet.

What is extracurricular activity, what are its features?

The standard proposes the implementation of both classroom and extracurricular activities in an educational institution. Extracurricular activities are organized in areas of personal development.

Extracurricular activities may include: homework, individual lessons with children requiring psychological, pedagogical and correctional support, individual and group consultations for children of various categories of excursions, clubs, sections, round tables, conferences, debates, school scientific societies, olympiads, competitions, search and scientific research, etc.

The time allocated for extracurricular activities is not included in the maximum permissible load of students. The alternation of classroom and extracurricular activities is determined by the educational institution and agreed with the parents of students.

Syllabus is a regulatory document that includes:

1) the structure and duration of academic quarters, the academic year and vacations;

2) a list of subjects studied;

3) distribution of the list of subjects by years of study;

4) dividing subjects into compulsory and elective;

5) weekly and annual distribution of time for studying academic disciplines in each class.

Types of curriculum:

1) basic (this is part of the state educational standard)

2) standard (created on the basis of a basic plan, it is the basis for the school curriculum.)

3) school curriculum (drawn up on the basis of the basic and standard plans)

Training program is a normative document defining:

2) the logic and sequence of studying topics;

3) the total amount of time to study certain topics.

Study programs are divided into several main types:

1) standard programs;

15. Concepts: “content of education”, “model of content of education”

I. Ya. Lerner and M. N. Skatkin under content of education understand a pedagogically adapted system of knowledge, skills and abilities, experience of creative activity and experience of emotional-volitional attitude, the assimilation of which is intended to ensure the formation of a comprehensively developed personality, prepared for the reproduction and development of the material and spiritual culture of society. The content of education is a system for acquiring knowledge, skills and abilities that will later be used in production work and must correspond to the set goals of human development.

Model of formation of educational content as a single structure,

combining different processes of content development and its design into a single

whole, was a significant step forward for the development of didactics, because brought out

theoretical knowledge about the content of education in a qualitatively new scientific

level characterizing the transition from partial to holistic understanding.

The model provided a holistic view of the learning process and its components,

since all didactic categories (large and small) have become possible to study

didactic guideline

five-level model of formation of educational content

Kraevsky-Lerner reflected the pedagogical reality of her time and introduced

significant contribution to the theory of educational content and domestic didactics in

in general. Currently, pedagogical reality has become more multifaceted,

variable, requiring a more flexible approach to the formation of content

education. She changed her view of the teacher’s activities and significantly enriched him

functional component, including in relation to the formation process

formation of content and naturally “grows” out of the five-level

At school, as at a university, the entire educational process must be confirmed by certain documents. In this article I would like to talk about one of them. We'll talk about what it is

Definition of the concept

First of all, you need to decide on the concepts that will be used in this article. The main one is the curriculum. It must be said that His goal is to determine the number of subjects, as well as the hours allocated for their study. Also, the curriculum will specify the arrangement of hours by week, the breakdown of these hours into various types of classes (for universities): lectures, seminars, laboratory work. An important point: the curriculum is drawn up and approved by the Ministry of Education.

Filling

So, it’s also worth taking a closer look at what the curriculum is filled with.

1. This document determines the length of time (year, semester) allocated for studying this subject. Vacation days are also prescribed.
2. The plan contains a complete list of subjects that will be taught to students.
3. Each subject will have its own breakdown into hours (their total number; hours allocated for lectures, seminars, laboratory work).
4. Official aspects: name of the course, indication of specialty codes, signatures of officials certifying the document.

Nuances

It is worth remembering that the curriculum is drawn up once every 5 years. It requires changes only if adjustments have been made either by the Ministry of Education or by the department itself. Every year a working curriculum should be drawn up, which will provide more detailed information about a particular subject.

It is worth saying that all curricula and programs must be drawn up in accordance with the principles prescribed by the Ministry of Education. So, when compiling them, you need to adhere to the following points:

1. The curriculum must be drawn up in accordance with the following documents: State Educational Standards for Higher Professional Education and educational standards, which are official documents).
2. All disciplines of specialties should not exceed the volume that was regulated by the educational standard.
3. All individual student work - laboratory, coursework, graphic work, abstracts, as well as certification issues (exams or tests) - are included in the total hours allocated for studying a particular subject.
4. The educational institution may change some aspects at its discretion. However, federal disciplines always remain the same. For example, the number of hours allocated to physical education is constant.

Peculiarities

When drawing up a curriculum (2014-2015) for universities, it is worth remembering that the number of disciplines that a student must pass during the year should not exceed 10 exams and 12 tests. You should also take into account that the department can change some points at its discretion:

1. Regulate the amount of hours allocated to studying a particular subject (necessarily within 5-10%).
2. Independently formulate plan cycles, while leaving the cycle of normative disciplines partially untouched (this will include history, philosophy and other compulsory subjects intended for study by all students, regardless of specialty).
3. Each teacher can draw up original programs for the disciplines he teaches, while recommending a certain number of hours for their study (the department must take these recommendations into account).
4. The division of hours into the study of a particular subject from a cycle of disciplines specialized for a particular department occurs at the discretion of the department administration, but must be in sufficient quantity to fully study the subject.

Individual plan

Another very important document is the individual curriculum. It is compiled for a specific student who is trained according to a special, individual system. For schoolchildren this is possible due to illness, but a student can either work or be on maternity leave.

Principles

It is worth saying that an individual curriculum must necessarily implement the following principles:

1. It is compiled on the basis of a general education program, which the student must necessarily complete.
2. In the individual curriculum, changes relative to the curriculum are allowed, but within 5-10%.
3. It is possible to make changes to the plan only in the third section (disciplines in the specialty); changes are not possible regarding standard disciplines.

Both regular and individual are sealed with a set of signatures and always a wet seal. Only in this case the curriculum is considered an official document according to which it is possible to conduct

Basic curriculum

It is also worth saying that the work plan for the academic year should be drawn up not only for students of higher educational institutions, but also for schoolchildren. So, it is worth understanding such a concept as a basic curriculum. This document is also being developed on the basis of the federal standard. Here is an annual distribution of hours for studying all school subjects. Features: it is worth remembering that the federal basic plan for primary school students (grades 1-4) is drawn up for 4 years of study, for students in grades 5-11 - for five years.

Distribution of federal plan components

It should be said that the school curriculum must be distributed according to certain rules. Thus, the federal component will contain approximately 75% of all subjects, the regional component - necessarily at least 10%, the educational institution component - also at least 10%.

1. Federal component. It contains all the disciplines required for schoolchildren to study, prescribed by the Ministry of Education.
2. Regional (or national-regional) component. This section may study subjects that are important for a particular region, but not for schoolchildren throughout the country. Example: the native language of certain nationalities.
3. The educational component may deepen the study of certain subjects. Example: a school with in-depth study of foreign languages ​​gives an additional few hours to study these subjects.

In the 11th grade, additional hours will help allocate for pre-vocational training of students.

Structure

Well, at the very end I would like to look a little at the structure of the curriculum (i.e. those points that must be present there).

1. Title page. However, this is not a separate sheet, as in a term paper or essay. This is the so-called “anatomy” of the educational institution. The name of the school or university, department, specialty (with codes), etc. should be indicated here.
2. Next item: summary data regarding the time budget (by week). The time allocated for studying, tests and exams, and vacation time is listed here.
3. A plan of the educational process, which specifies the distribution of hours by subject.
4. Special point: practice(industrial, pre-diploma (for university students)).
5. A separate point goes
6. A block of signatures that are sealed with a wet seal.

All these points are mandatory when drawing up curriculums. The structure of the curriculum is not subject to change and cannot be adjusted at your discretion.