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INTEGRATED

PROGRAM

PHYSICAL

EDUCATION

STUDENTS 1-11 GRADES

admitted

Ministry of Education

Russian Federation

"Education"

UDC 372.8:796 LBC 74.26

Reviewers: N.I. Nazarkin; N.N. Nazarov; SOUTH. Travin

EXPLANATORY NOTE

basic and variable Base

Variable

three sections :

SECTION 1. GRADES 1-4

Table 1

PART I

PHYSICAL CULTURE LESSONS

TARGETS AND GOALS

Each lesson of physical culture should have a clear target orientation, specific and clear pedagogical tasks that determine the content of the lesson, the choice of methods, means of training and education, ways of organizing students. At each lesson, as a rule, a complex of interrelated tasks is solved: educational, health-improving and educational. At the same time, a distinctive feature of classes in elementary school is a greater emphasis on solving educational problems: mastering the school of movements, the formation of elementary knowledge about the basics of physical culture and a healthy lifestyle. These tasks must be solved in close connection with the development, first of all, of various coordination and conditioning abilities. The result of solving the educational tasks of the lesson should be the developed ability and interest of students to independently engage in physical exercises, outdoor games and use them in their free time. In the course of the lessons, the teacher must determine the student's predisposition to certain sports and facilitate the start of these sports.

At each lesson, the teacher should pay great attention to educating students of such moral and volitional qualities as discipline, a friendly attitude towards comrades, honesty, responsiveness, courage during physical exercises, and also to promote the development of mental processes (imagination, memory, thinking, etc.). .).

In schools that have the appropriate conditions, you can start learning to swim from the 1st grade. The time for the passage of this material (10-12 hours for two times a day, 16-18 hours for three times a week) is allocated in equal proportions from other sections, including from the variable part.

Identification of working muscle groups and measurement of heart rate in the process of plot-shaped exercises and outdoor games using basic forms of movements. Measurement of height, weight, shoulder circumference and muscle strength (dynamometry).

Socio-psychological foundations. Influence of physical exercises, hardening procedures, personal hygiene and daily regimen on health promotion. Physical qualities (strength, speed, flexibility, endurance) and their connection with physical development; complexes of exercises for the development of physical qualities and the rules for their independent implementation; movement training and posture formation rules; sets of exercises for posture correction and muscle development. Emotions and their regulation in the process of physical exercises.

Performing vital skills and abilities (walking, running, jumping, throwing objects, climbing, crawling, climbing, skiing, swimming) in various ways and with varying amplitude, trajectory and direction of movement in the conditions of game and competitive activities. Control over the correctness of the performance of physical exercises and testing of physical qualities.

Hardening techniques.Air baths. In autumn and winter, take air baths 2 times a day. First, for 5-10 minutes, gradually bring to 30-60 minutes (air temperature from +22 to -16 ° C). Air baths are recommended in combination with gymnastics, outdoor and sports games. In summer, light-air baths - 10-60 minutes and longer. Sunbathing. In the middle lane between 9-11 hours from 4 to 60 minutes (for the whole body). water procedures. Rubbing - early in the morning, after exercise or before daytime sleep 2-3 minutes. Pouring - in the morning after charging, air and sunbathing(summer) 40-120 s (depending on age, individual characteristics). Shower - in the morning before meals or before daytime sleep, 90-120 s. Swimming in the river, reservoir. The first bathing at an air temperature of +24 °C, water from +20 °C, duration about 2 minutes. In the future, stay in the water can be gradually increased to 10-15 minutes. Walking barefoot. In autumn and winter, start with a few minutes of walking barefoot in the room with a gradual increase in the duration of the procedure. In summer, walking on grass and dirt. With good health in winter, walking and running in the snow for 10-40 seconds are possible.

Ways of self-regulation. Mastering the techniques of self-regulation associated with the ability of students to strain and relax muscles. Control and regulation of movements. Special breathing exercises.

Methods of self-control. Measurement of body weight. Methods for measuring pulse (heart rate before, during and after exercise). Testing of physical (motor) abilities: speed, coordination, strength, endurance and flexibility.

Outdoor games

Outdoor games in primary school are an indispensable means of solving a complex of interrelated tasks of educating the personality of a younger student, developing his various motor abilities and improving skills. At this age, they are aimed at developing creativity, imagination, attention, fostering initiative, independence of action, developing the ability to comply with the rules of public order. Achieving these goals depends more on the skillful organization and observance of the methodological requirements for the conduct of games than on their own content.

The variety of motor actions that are part of outdoor games, has complex impact to improve coordination and conditioning abilities (reaction abilities, orientation in space and time, restructuring of motor actions, speed and speed-strength abilities, etc.).

At this age, the foundations of game activity are laid, aimed at improving primarily natural movements (walking, running, jumping, throwing), elementary game skills (catching the ball, passing, throwing, hitting the ball) and technical and tactical interactions (choosing a place, interaction with a partner, team and opponent) necessary for further mastery of sports games in the middle and senior classes.

As a result of training, students should get acquainted with many games, which will allow them to develop an interest in gaming activities, the ability to independently select and spend them with friends in their free time.

The program material on outdoor games (Table 2) is grouped according to their predominant impact on motor abilities and skills. After mastering the basic version of the game, it is recommended to vary the conditions of the game, the number of participants, equipment, the time of the game, etc. The system of exercises with large and small balls is a kind of ball school. It is very important that every primary school student master this school. Movements with the ball are recommended to be performed in approximately equal proportions for both arms and legs.

PART II

AND EXTENDED DAY

Physical culture and health-improving activities in the mode of study and extended day include: gymnastics before training sessions, physical education minutes during lessons, physical exercises and outdoor games during extended breaks, daily physical education classes in extended day groups.

Each school, in accordance with its own conditions, can independently diversify the content, organization and conduct of the above-mentioned forms of sports and recreational activities, as well as change and supplement them.

All classes are usually held outdoors.

Gymnastics before training sessions(introductory gymnastics). Its goal is to increase the mental performance of students, set them up for the upcoming learning activities and prevent negative changes in the body associated with a long stay in a motionless position. It consists of 4-6 general developmental exercises of low intensity, requiring focused attention on the exact execution of exercises. Its duration is 5-7 minutes. Gymnastics before training sessions is carried out under the supervision of a subject teacher who leads the first lesson in given class. The content of the complexes is developed by the teacher of physical culture or, on his instructions, by high school students and changes once every two weeks. It is advisable to conduct gymnastics before training sessions with musical accompaniment.

Physical education minutes. They are held during the lessons and consist of 2-3 exercises aimed at relieving tension in the muscles of the back, fingers and shoulder girdle. The time and content of the physical education session is determined by the teacher leading the lesson. The content should vary and should be brought to the attention of subject teachers and students. Physical education is also recommended during homework.

Physical exercises and outdoor games during extended breaks("hour of health"). Their goal is leisure, strengthening health, hardening, increasing mental and physical performance, developing the habit of systematic exercise. During an extended break, exercises with balls, a rope, climbing and climbing, elements of dancing, skiing, sledding, skating, scooters, outdoor games, elements of sports games, sports attractions, etc. are recommended. Duration of outdoor breaks 15 - 45 minutes.

INTEGRATED

PROGRAM

PHYSICAL

EDUCATION

STUDENTS 1-11 GRADES

admitted

Ministry of Education

Russian Federation

"Education"

UDC 372.8:796 LBC 74.26

Reviewers: Head of UMO of the Center for Organizational Support of Physical Education of the Moscow Department of Education, Candidate of Pedagogical Sciences N.I. Nazarkin; physical education methodologist of the Western Administrative District of Moscow, Honored Teacher of the Russian Federation N.N. Nazarov; Professor of the Russian State University of Physical Culture, Doctor of Pedagogical Sciences SOUTH. Travin

EXPLANATORY NOTE

The purpose of physical education at school is to promote the comprehensive development of the individual through the formation of physical culture of the student's personality. The components of physical culture are: good health, good physical development, the optimal level of motor abilities, knowledge and skills in the field of physical culture, motives and mastered ways (skills) to carry out sports and recreational and sports activities.

The achievement of the goal of physical education is ensured by the solution of the following main tasks aimed at:

Strengthening health, promoting harmonious physical development;

Teaching vital motor skills and abilities;

Development of motor (conditional and coordination) abilities;

Acquiring the necessary knowledge in the field of physical culture and sports;

Raising the need and ability to independently engage in physical exercises, consciously apply them for the purpose of relaxation, training, increasing efficiency and strengthening health;

Assistance in the education of moral and volitional qualities, the development of mental processes and personality traits.

The system of physical education, which combines lesson, extracurricular and extracurricular forms of physical exercise and sports, should create the most favorable conditions for the disclosure and development of not only the physical, but also the spiritual abilities of the child, his self-determination. In this regard, the principles of further development of the system of physical education at school should be based on the ideas of personal and activity approaches, optimization and intensification of the educational process. Solving the problems of physical education, the teacher needs to focus his activities on such important components as the education of value orientations for the physical and spiritual improvement of the individual, the formation of students' needs and motives for systematic physical exercises, the education of moral and volitional qualities, the formation of humanistic relations, the acquisition of experience communication. Schoolchildren need to be taught how to creatively apply the acquired knowledge, skills and abilities in order to maintain a high level of physical and mental performance, health, self-study.

The content of the program material consists of two main parts: basic and variable(differentiated). Mastering the basic foundations of physical culture is objectively necessary and mandatory for every student. Without the basic component, successful adaptation to life in human society and effective implementation labor activity regardless of what the young person would like to do in the future. Base component forms the basis of the national standard general education in the field of physical culture and does not depend on the regional, national and individual characteristics of the student.

Variable The (differentiated) part of physical culture is due to the need to take into account the individual abilities of children, regional, national and local characteristics of the work of schools.

This comprehensive program* has three sections which describe the content of the main forms of physical culture in grades 1-4, 5-9 and 10-11, which make up an integral system of physical education in a secondary school. Each section consists of four interconnected parts : physical culture lessons, sports and recreational activities in the mode of training and extended day, extracurricular work, physical culture and sports events. This material is preceded by the tasks of physical education and indicators of physical culture of students in primary, basic and secondary schools. The first part of the program regulates the conduct of physical education lessons. The second, third and fourth parts of the program are intended for the teaching staff of the school. The effectiveness of extra-curricular forms of physical education, physical culture and sports events, physical culture and health work is ensured by the joint efforts of the school principal, his deputies for educational and educational work, physical education teachers, elementary school teachers, physical education asset of senior students, coaches, athletes, patrons organizations, parents.

SECTION 1. GRADES 1-4

"5 Ostapenko Andrey Aleksandrovich, Doctor of Pedagogical Sciences, Professor of the Kuban State University, Institute of Development..."

Ostapenko Andrey Alexandrovich,

doctor of pedagogical sciences, professor

Kuban State University,

Institute for the Development of Education

Krasnodar Territory, Yekaterinodar

Theological Seminary and Higher Theological

courses of the Moscow Theological Academy,

psychology and anthropology.

A.A. Ostapenko

Lecture in Zakamensk (Buryatia)

PEDAGOGICAL SIN:

KUBAN STATE UNIVERSITY

EKATERINODAR SPIRITUAL SEMINARY

PEDAGOGICAL SIN:

Reviewer:

A.P. Fursov, editor-in-chief of the journals "Spiritual and Moral Education" and "Russian Literature"

(Publishing house "School press", Moscow) O-76 Ostapenko A.A. PEDAGOGICAL SIN: CONCEPT, TYPES, SCALE. - Krasnodar: Author's edition,

2016. 24 p. 500 copies (Lectures on systemic and co-figurative pedagogy. Issue 5).

Based on the introduced by A.G. Obodovsky in pedagogy the concept of pedagogical sin and based on the theory of the pedagogical system N.V. Kuzmina, the author proposes a definition of this concept and a classification of the types of pedagogical mistakes (flaws), transferring the typology of the types of dominance of A.A. Kasatikov.

UDC 371 LBC 74.00 © Ostapenko A.A., 2016

BACKGROUND

Now, thank God, all primary sources are available.

You can, without leaving your home, carefully shovel through the electronic archives of large libraries and get scans of rare publications. A holiday for my pedagogical soul was the reading of textbooks by A.G. Obodovsky. Slowly, prolonging the joy of the meeting, I enjoyed the pedagogical wisdom and the Russian style of the Pushkin era. He wrote, among other things, about the benefits of slowness: “Hurry in teaching is usually more harmful than imaginary slowness and constant repetition of the first principles”1. Or this: “Education in the narrow sense is the deliberate development and education of all the powers bestowed on a person, directed so that he can achieve his destination in the best possible way”2.

Among this pedagogical richness, I suddenly unexpectedly meet A.G.

Obodovsky the concept of "pedagogical sin". Moreover, he is Obodovsky A. A guide to didactics or the science of teaching, compiled according to Niemeyer. Ed. 2nd. SPb.: Type. Wingeber, 1837. S. 14.

2 Obodovsky A. A guide to pedagogy or the science of education, compiled according to Niemeyer. SPb.: Type. Wingeber, 1833. S. 3.

applies it without clarifying at all, without defining, as a matter of course, an axiomatic concept:

“To be boring for students is the greatest pedagogical sin”3.

The word "sin" in Greek (,) literally means to miss or miss the target. Sin is, in fact, the inconsistency of a person with the purpose of his existence. According to Blessed Theophylact of Bulgaria, "sin is a deviation from the goal assigned to man by nature." Then a pedagogical sin is a voluntary or involuntary deviation from the pedagogical goal. In this article, we will use the words "sins", "faults" and "blunders" as synonyms.

To miss, miss the target, or, as in our case, not reach the target as the intended result, can be different reasons. These reasons can be associated both with the goal itself (the main, dominant component of the pedagogical system) and / or attitude towards it, and with the rest (peripheral) components of the pedagogical system - means, content, the student or the teacher himself. Here and below, we will use the concept of the pedagogical system, which was introduced by N.V. Kuzmina4, who proposed a five-component model: goal (why teach?), teacher (who teaches?), student (who is taught?), content (what is taught?), means (how are they taught?).

For clarity and convenience of presenting the essence of our idea, we use a certain basic metaphor (see Fig.), KoNina Vasilievna Kuzmina Obodovsky A. Guide to didactics ... S. 27–28.

Kuzmina N.V. The concept of "pedagogical system" and the criteria for its evaluation // Methods of systemic pedagogical research / Ed. N.V. Kuzmina. M.: public education, 2002, pp. 11–13.

which we will conditionally call "artillery".

–  –  –

Each component of the pedagogical system corresponds to the component of the system "target (target) - gunner - cannon - core - gunpowder". We will put the goal as a target in line with the pedagogical goal (why), using the homonymy of these words of different meanings. An artilleryman is a teacher (who) who seeks to direct the core-pupil (who) to the goal / to the goal. To do this, the artilleryman uses a cannon-means (what), which he stuffs with gunpowder-content (what).

You can miss the target for various reasons. The cannon can be weak, the cannonball can be crooked, the gunpowder is raw, the artilleryman is oblique. And you can not get out of principle, firing on a duel in the air deliberately. But first things first.

DOMINANT MISSES

From the article by Archpriest Alexy Kasatikov5, in which he outlines the author’s classification of the types of dominance of systems, it is clear that different types of dominance of pedagogical systems correspond to different types pedagogical sin. Normally, the dominant of the pedagogical system is its pedagogical goal. Archpriest Alexy Kasatikov can avoid achieving the goal (sin) in different ways: do not aim at it at all; aim not there; get confused between multiple targets, intentionally lead away from the target.

We will use the classification of types of dominance proposed by Father Alexy Kasatikov to analyze the types of pedagogical sin. And since sin is a religious concept, let's try to apply it partly to religious Orthodox pedagogy. Meanwhile, having called sin a slip (translated from Greek into Russian), it is permissible to use it in a secular audience.

Father Alexy in his article suggests five types of system dominance. For clarity, we present the table he proposed6 with examples of different types of dominance in various fields (humanitarian systems).

Kasatikov Alexy, prot. The dominance of systems, its types and the Orthodox worldview // Studies of humanitarian systems. Issue. 2. Dominance of systems and its types / Nauchn. ed. and comp. A.A. Ostapenko. Krasnodar: Parabellum, 2014, pp. 6–54.

6 Ibid. S. 51.

–  –  –

art) forms of fornication From the table it is clear that only one of the types he calls true dominance or simply dominance. With this type of dominance, “the system exists in a natural way, fully corresponding to its nature, that is, the image of its being, determined by the Dominant of all dominants through dominant connections. This system is organically and consistently included in the context of the Great True System. Such a thing is guaranteed Eternal Life. The dominant of all dominants is God. Variants of deviations from the true dominant can be, in his opinion, four. He calls them pseudo-dominance, polydominance, non-dominance and anti-dominance8. Accordingly, there will be, in our opinion, four options for deviations from the true pedagogical goal as the dominant of the pedagogical goal.

Obviously, the true dominant of the pedagogical system will be the repeatedly and extremely clearly formulated goal of Orthodox pedagogy, which is “to restore in man the Image of God lost in the fall”9. By the way, the anthropological ideal of such pedagogy is presented very concretely. It is easy to be convinced of this by opening the pages of the Gospel, where the Image of Christ is presented. This Image is extremely concrete and understandable in contrast to the abstract Soviet image of a comprehensively developed harmonious personality. Although the Image of Christ is the Image of a genuine, divinely complete (and therefore comprehensive and harmonious) personality. Here, except that one can argue about the developed one, because it cannot be considered there. S. 44.

There. pp. 45–49.

9 Osipov A.I. Orthodox understanding of the meaning of life. Kyiv: Publishing House named after St. Leo, Pope of Rome, 2001. S. 206.

completed the scientific and theological discussion10 about whether there is a place for development in the Christian worldview.

And now about the variants of deviations from the pedagogical goal or about the types of pedagogical sin or about dominant mistakes. Recall that the pedagogical goal as the dominant pedagogical system in its essence is the expected pedagogical result.

"He didn't aim there"

Pseudo-dominance involves the substitution of the true pedagogical goal by any of its surrogates. Most often, instead of an anthropological image as an intended pedagogical result, the pseudo-goal is either the content of education (to teach to read fluently, write calligraphically and stack it in a column), or its means (to master skills or competencies), or even means of control (to pass the Unified State Examination or GIA). And the person fades into the background or disappears altogether, turning into a function. An example is the competence mode, in which “there is a dehumanization of a person. In the competency-based way of education, a person is “sharpened” for the existing production, which is modernized at an incredible speed, and in which a person turns out to be only a consumable material”11.

"Eyes in a run", "for two hares"

Polydominance implies simultaneity, simultaneousness of different pedagogical goals.

See for example: Lorgus Andrew, Fr. Methodological problems of the idea of ​​development // Shestodnev against evolution / Ed. priest Daniil Sysoev. M.:

Palomnik, 2000. Access mode – http://www.creatio.orthodoxy.ru/sbornik/rev_alorgus_method.html; Mironova M.N. Category "development" in psychology and Christian anthropology // Moscow Journal of Psychotherapy. 2005. No. 3. S. 75–98.

11 Slobodchikov V.I., Zverev S.M. Key categories of thinking of a professional teacher. Issue 1. Moscow: Sputnik+, 2013, pp. 79–80.

(pluralism), which leads to a bifurcation (multiplication) of paths, branching of the consciousness of both the educator and pupils.

If this happens in the head of one teacher, he works for a break, trying to instill mutually exclusive qualities, for example, interethnic tolerance and international friendship. But this, alas, has become a reality - to receive recommendatory circulars with directly opposite educational attitudes.

If different teachers in relation to the same children set different goals, that is, when “there is no agreement among friends,” then “their business will not go well.”

"Didn't aim at all"

Dominance implies a complete lack of pedagogical purpose. Pedagogical process for the sake of the process. Who to teach (students) is, who to teach (teachers) is, what to teach (content) is formulated, how to teach (means) is scheduled, but why (goals)? Yes, what a difference! Some pretend to teach, while others pretend to learn. Imitation "fantastic" process. Please do not confuse it with game learning, in which the pedagogical goal is hidden from the student, but the teacher understands it and he strives for it. The sin of pedagogical aimlessness is the absence of a goal in the teacher. "I do not believe!" - K.S. would have exclaimed. Stanislavsky, seeing a teacher who enters the class and does not have a super-task as the main ideological goal for which a pedagogical action is created. Today, when education is turning into the sphere of consumer services, in my opinion, this is the most common pedagogical sin.

"Intentionally aiming in the wrong place"

If, with pseudo-dominance (“I was aiming in the wrong place”), it can be assumed that avoiding true purpose was allowed not intentionally, but out of stupidity or thoughtlessness, then anti-dominance suggests that the anti-goal to which the anti-teacher leads his pupils is fully realized by him. Such unfortunate teachers are led by hatred, evil, the desire for destruction. And if I wrote this text a year ago, I would have to come up with hypothetical examples. Today, alas, there is no need to invent them, they are real. Here is an excerpt from a private letter dated April 2014, received from an associate professor at the Academy of Civil Service of Ukraine: “For centuries you have secured yourself in our person instead of the fraternal people - the worst enemy. We ourselves and our children, not without reason and quite successfully, are already learning to hate you. Do not write me anymore". After such a letter, it became clear to me why a mass collective rage was possible at the school line in a Kyiv school “Whoever doesn’t jump, that Muscovite!”

On one of my trips to Poltava, my friend suggested that I look at the “scientific” monograph by a certain Pavel Shtepa “Ukrainian and Muscovite: Two Opposites”, which became a reference book for representatives of the “national intelligentsia” during the days of severe unrest in my native Ukraine. Then I refused, and now I found the text on the net and realized what the pedagogical sin of educating with hatred is. Here are some quotes. “Deceit, treachery, deceit are the national traits of a Muscovite and they are hereditary”12. "Muscovites are the most vile, most vile sadists in the world"13. “Anger, heartlessness, Shtepa P. Ukrainian and Muscovite: two parallels. 3rd view. Drogobych: Revival, 2010, p. 43.

13 Ibid. S. 45.

cruelty, sadism are deep national signs of the Moscow people”14. “For a couple of rubles, a Muscovite will make a false oath on the Holy Cross and the Gospel”15.

I thought that I would bypass this topic in my article, but I could not. Six months ago, it seemed that the demonism of anti-dominance was not so strong. But, alas...

Meanwhile, we have something to oppose. And, of course, we will oppose love as a manifestation of the true dominant. Recall F.I. Tyutchev:

“Unity,” proclaimed the oracle of our days, “perhaps soldered only with iron and blood ...”

But we will try to solder it with love, - And then we will see that it is stronger ...

PERIPHERAL MISSES

If the goal of the pedagogical system is its dominant, then the remaining components constitute its systemic periphery. The possibility/impossibility of achieving the goal may also depend on these components. Pedagogical blunders associated with these components of the pedagogical system will be considered peripheral, although this does not mean at all that they are less dangerous or less painful. Let's deal with each one separately, assuming that the entire pedagogical system is under the control of a true dominant - the pedagogical goal is reasonable, high and achievable.

Even if you have a good goal, you can not achieve it if you fill the heads of students and pupils with improper content. The cannon will not fire properly if it is filled with wet gunpowder. “They wanted one thing, but they taught there. S. 47.

–  –  –

another” - this is how one can characterize such an unsuccessful pedagogical scenario. There are many examples of this.

We everywhere proclaim the pedagogical goal of cultivating the virtues, but at the same time almost all educational work reduce to the prevention of defects.

All around are targeted federal and gubernatorial programs such as "Antinarco", "Antiterror", "AntiAIDS", etc. Children are told about all kinds of drugs and their actions. Posters are hung on the walls of schools depicting such methods of planting explosives as healthy person and could not come to mind. For students, an educational and preventive action "My friend is a condom" is carried out.

Do you think there will be fewer drug addicts, terrorists and AIDS patients as a result of the introduction of such educational content? Will there be fewer vices and more virtues? Class hours in the framework of the Antinarco program become drug advertisements, Antiterror posters become instructions for criminals, and students, after such contraceptive actions, ironically: “Tell me who your friend is…”

I remember how my friends were ironic about the name of the preventive festival "Rock Against Drugs", offering to hold a festival for beekeepers "Bees Against Honey".

Another poignant example of content inconsistency with purpose is the attempt to cultivate respect through tolerance or mercy through leadership. Sometimes such simulacra appear out of stupidity, and sometimes out of malice, when they try to brighten up worthless (or even harmful) content with a high purpose. The result in this case is directly opposite to the goal.

Wrong means or "crooked gun"

It is possible to whistle past a good goal, having bad, insufficient, low-quality (in a word, unsuitable) pedagogical means. You will not hit the target from a crooked or low-powered gun. “Swipe for a ruble, hit for a penny” - this is how this variant of a pedagogical blunder can be described metaphorically.

An example is the new federal educational standard primary education, proclaiming lofty and good goals that are definitely impossible to realize within the framework of the regulatory framework “a school is an institution for providing educational services". Most of the goals and objectives proclaimed by the Federal State Educational Standard cannot be implemented (or provided) as services. Who will object if the elementary school is engaged in “education and development of personality traits that meet the requirements of the information society, innovative economy, and the tasks of building a Russian civil society”? What parent would be opposed to ensuring “a variety of individual educational trajectories and individual development of each student (including gifted children and children with handicapped health), ensuring the growth of creative potential, cognitive motives, enrichment of forms of educational cooperation”? Yes, but these “good intentions” are actually not backed up by financial, technical, methodological, didactic, or educational means. And provide a wonderful idea of ​​"school full day”, which could implement this good, but hastily implemented standard, is today impossible without costs or without lies. "We wanted the best, but it turned out ...".

A similar situation happened with the good idea of ​​the third hour of physical education, which was supposed to improve children's health at least to a small extent. The idea is wonderful. But if the school has only one gym (have you often seen schools with two?), then simple mathematical calculations show that no more than 36 lessons can be held in it per week with a single shift and no more than 72 lessons with a two-shift. And this means that if there are more than 12 classes-sets in a one-shift school, then there is simply nowhere to conduct part of the lessons. This can be humanly realized only in a one-complete school, in which there are no parallel classes. But the decision was universal. Again, if good ends are not provided with adequate means, these ends will not be achieved.

Inept/inexperienced educator or "untrained/oblique gunner"

An untrained artilleryman who cannot solve the simplest quadratic equations and does not know how to calculate the parabolic trajectory of the cannonball, even with the most advanced guns, it will not be able to hit the target. Yes, and trained, but not having a practical skill, does not always achieve the desired result. The same can be said about the teacher.

Recently, I had to conduct an introductory conversation with students of theological seminary who came to work as educators at a diocesan summer camp for children. Wonderful, pure-hearted, sincere 19-year-old guys were anxiously waiting for the children to arrive. And even if they went through a preparatory seminar at Orlyonok, attended a pedagogy course, received manuals for organizing a temporary children's team, they felt insecure and even fearful. But the older students who came to the camp again felt confident. One of the “experienced” seminarians shared his own pedagogical observation: “When I first worked with children and found myself in difficult pedagogical situations, I felt like the cat Leopold, who, apart from the phrase “Guys, let's live together!” It was".

And today, young bachelors come to school as teachers, who graduated from supposedly classical universities, in which “horns and legs” remained from the course of general pedagogy, and courses on teaching methods of individual subjects, methods of solving problems, methods of conducting laboratory work disappeared altogether. One cannot even dream of a course in the basics of pedagogical skill. Great amount Pedagogical universities are generally closed as such or have ceased to be pedagogical. And where then to get a "trained gunner"?

Need to revive:

a) the prestige of the teaching profession, urgently relieving the teacher and educator from the shameful title of "pedo waiter providing educational services";

b) all levels of professional pedagogical education, including pedagogical colleges and pedagogical institutes, saving them from the shameful monitoring of effectiveness, which is not applicable to pedagogical education;

c) the normal teaching load of the teacher (15-18 hours a week), having stopped the shameful practice of increasing wages by increasing the load.

Otherwise, no planned good goals in the absence of trained teachers who love and are proud of their craft will not be achieved.

Damage to the image of the pupil or "deformation of the core"

It makes no sense to load a cannonball into a cannon irregular shape. It won't hit the target. The shifted center of gravity will lead him away from the target. It is pointless to set unattainable goals for the pupil. It makes no sense to encourage an asthmatic runner to win a marathon. He will hate both the marathon and the coach of inspiration, because he knows that the goal is unattainable today. You need to get rid of asthma, and then train to win a marathon.

If the personality of the pupil is morally, intellectually or spiritually deformed, it is impossible to set unbearable tasks and unattainable goals for him.

Their unattainability will only further suppress the personality of the pupil. First, it is necessary to solve the intermediate problem of getting rid of this deformation. And this is possible only if you managed to help your pupil believe that he has this moral or spiritual flaw. And this, oh, how difficult it is to believe that you are not quite “healthy”! But this, in fact, is the only way to get rid of a flaw, deformation, vice.

And this path involves three important steps:

I believe that the Image of God that is in me is damaged and corrupted, and I want someone to help me understand in what “place” it is damaged;

Thanks to the mentor, I understood what kind of spiritual or moral deformation, corruption, I must get rid of, and I want to get rid of it;

Thanks to the mentor, I know how to get rid of this vice, and I will definitely get rid of it. But this is true for both the educator and the educator.

Only by defeating ourselves, together we will be able to set other lofty goals. A premature attempt to achieve the as yet unattainable can break the strong-willed qualities of the pupil.

When building target prospects, one must remember a simple pedagogical axiom: an imposed goal frees one from responsibility for achieving it. "But I don't want to go there!" - we can hear from a pupil who denies the goal imposed on him. To make the pupil accept the pedagogical goal as his own is much more difficult than to bring it down from above.

Thus, the imperfection of our pupil (damage in him of the Image) can lead to two types of pedagogical sin. The pedagogical goal will not be achieved if: 1) we do not first jointly overcome the spiritual and moral flaws and deformations of the soul that prevent both the pupil and the educator from moving towards the achievement of the goal; 2) it is imposed on the pupil, and not accepted by him as his own or not suffered jointly.

Unfortunately, the listed types of pedagogical mistakes (both dominant and peripheral) can be combined and superimposed, reinforcing each other. And then the probability of not achieving the goal increases, and the ability to correctly understand the reasons becomes more complicated.

THE SCOPE OF PEDAGOGICAL MISSIONS

The scale (degree) of pedagogical harm from this or that pedagogical blunder depends on the scale and nature of the goal set. And here, it seems to us, it is necessary to consider three independent dichotomies.

1. The dichotomy of the ultimate (final) and intermediate pedagogical goals. An example of the ultimate goal, or, as K.S. Stanislavsky, striving for one or another anthropological ideal can serve as a super-task. For different worldview systems, these ideals are different. The ultimate goal of Soviet pedagogy was formulated as "the formation of a comprehensively developed harmonious personality - the future builder of communism." For Orthodox pedagogy, it consists in “restoring human nature damaged by sin in the Image of Christ.” Since the ultimate pedagogical goal is not realized in one swoop, different ideological systems formulate their intermediate goals-steps of ascent to the ultimate anthropological ideal.

The range of these goals is different for different worldviews.

Obviously, the scale of ultimate goals is higher than the scale of intermediate goals. And, consequently, the scale of pedagogical marriage in the case of a pedagogical blunder is different.

It is possible, perhaps, not to hit the ultimate goal only because of its complete absence (the pedagogical sin of non-dominance). And this happens in a situation of worldview uncertainty or, even worse, worldview indifference. “Go there, I don’t know where” - this situation can be so metaphorically described. The sin of the educator's ideological emptiness leads to meaningful emptiness and vanity16 of the educator, whose life is "filled" (or rather, desolate) either with boredom as inactive vanity, or with vanity as active aimless vanity. And the scale of the pedagogical danger of such a state of the pupil is much greater than the state of failure to achieve an intermediate goal with complete worldview certainty.

V.I. Dalia vain - vain, gratuitous, useless; empty

successful.

2. Dichotomy of imposed and accepted pedagogical goal. We have already noted that the goal imposed on the pupil is much less achievable than the consciously accepted goal. But it should be remembered that the scale of pedagogical consequences from failure to achieve the accepted and hard-won goal is more significant than from failure to achieve the imposed goal. This does not mean that the imposed goal should be preferable.

3. Dichotomy of explicit and hidden pedagogical goals. Let me remind you that the hidden pedagogical goal differs from the explicit one in that it is hidden from the pupil (student). This happens when the teacher uses implicit methods17 of education or training.

These include gaming and contextual. Most often, implicit methods achieve local and specific pedagogical goals. For example, the development of specific educational or hygiene skills. Failure to achieve hidden goals is unlikely to cause serious pedagogical damage to the soul of the pupil, but only requires additional efforts by the teacher to achieve these goals by other means. Whereas the failure to achieve explicit (declared) goals brings grief to the pupil, the teacher.

INSTEAD OF AFTERWORD

The service of a teacher and educator is impossible without pedagogical mistakes, blunders and flaws. Of course, it would be nice to come up with (or peep somewhere) such universal means or universal educational technologies that would guarantee against these mistakes. But so far there are no such means and such technologies.

For more details see: Guzeev V.V., Ostapenko A.A. Full system classification

torus of education methods // Ped. Journal of Bashkortostan. 2011. No. 2(33). pp. 8–22.

And “who among you is without sin, let him first cast a stone at her” (Jn. 8; 7). This means that sins must be confessed, mistakes and mistakes must be corrected.

I remember how my teacher of pedagogy, Medea Otarovna Tsurkava, taught me at the theater pedagogy classes at my native Poltava Pedagogical Institute:

Improvise, look for non-standard pedagogical moves. Look for words that would quickly reach the heart of the student. Don't be afraid to make mistakes in class. The teacher differs from the announcer in that he is forgiven for mistakes if he honestly and openly admits and corrects them.

But at the same time, remember the words of Stanislavsky that you must carry within yourself the super task, the super goal of educating a real person. Everything else must be subordinated to this goal.

“True education has as its object the education of all human abilities in the aggregate.

It encompasses not only the body, but also the soul, not only the mind, but also the heart, not only the feeling, but also the mind - it embraces the whole person. If we imagine all the heterogeneous forces of man united into one harmonious whole, then we will have before us the ideal of human perfection. The possible approach of the pupil to this ideal, through the harmonious development and education of all his abilities, is the ultimate goal of education. We keep before us this almost two hundred years ago, formulated by A.G. Obodovsky aim - and we will not miss!

This text is my humble attempt to understand what pedagogical mistakes and sins are, what they are and how to avoid, correct and confess them.

Obodovsky A. A guide to pedagogy or the science of education, compiled according to Niemeyer. SPb.: Type. Wingeber, 1833. S. 6.

It is quite obvious that all four groups of factors should be implemented in parallel after determining the correct step-by-step sequence of the listed measures.

–  –  –

Today, in the absence of clear ideological educational guidelines, the role of a manager in education (school director, deputy teacher, organizer, etc.) has come down to the role of a manager, moderator or animator (oh, what buzzwords!). This has led to a practice we call "nurture by non-existence."

Previously, when formulating the goal of education, we most often heard the phrase “I want our children to be…” from teachers and parents. This was followed by various lofty words: "people", "personalities", "comprehensively developed", "worthy", etc. etc. Today, the opposite phrase “I want our children not to be ...” is increasingly heard. And then: “drug addicts”, “alcoholics”, “homeless people”, “prostitutes”, “losers”, etc. Do you feel the difference between "were" and "were not"? Here it is “education by non-existence”, which most often comes down not to the cultivation of virtues, but to the prevention of vices.

The reasons are clear - rampant media, property stratification, freedom turning into chaos, general debauchery against the backdrop of market interests. And every normal (and this is already exotic!) parent wants to protect his child from this set of vices.

And he is busy making sure that his child does not become like that. And there is not enough time and energy for him to become someone else. And upbringing (where they are still at least somehow involved) turns into the upbringing of non-existence (so that he doesn’t become, so that he doesn’t be) and into the upbringing of non-existence (prevention of vices by examples). But... after all, it is quite obvious that even if such an upbringing practice is fully implemented and our children will not (become) drug addicts, alcoholics and homeless people, this does not at all give any reason that they will be (become) someone. The absence of vices is not a guarantee of the appearance of virtues. Prevention of nasty things does not automatically cultivate good, pure, bright and sublime. The absence of ugliness does not guarantee the appearance of beauty. The cultivation of beauty and virtue is a separate process that has little to do with the prevention of abominations. The trouble with the remnants of our upbringing is that it has almost completely lost the verb "BE" and is reduced to the prevention of vices as manifestations of evil, which, as you know, is "NON-BEING" manifested through the human will. Volitional prevention of vice inevitably multiplies evil, for evil itself is always personalistic. It is always will. It is realistic in action.

The patristic wisdom is forgotten that it is evil that is non-existence, deprivation, absence.

And if the existential dream “I want to be!” finally leaves the educational practice, then nothing will happen, nothing will appear - neither a personality, nor a Person with capital letter nor Man as the Image of God. And in the best case, no sterile average (as a result of an average, average, average, nowhere, education) person will appear - not an alcoholic, not a drug addict, not a homeless person, but not a personality, not an individuality, not a sage and not a thinker. This result has a name - the layman! There is a name for such a process of upbringing - vanity! And narrow-mindedness and futility, deprivation and aimlessness are masks of NON-EXISTENCE!

A person involved in education should have a clear worldview, clear goals and clear principles of his pedagogical activity. In other words, there must be a PEDAGOGICAL CREDO, because times change, but thoughts about the eternal and authentic remain unchanged.

APPROVED: pedagogical council Head of MBDOU Toguchinsky district "" 20g. Protocol No. _ "Toguchinsky Kindergarten No. 2 "I.A.Ship..." WIZARD LEMON Author Iv... "candidate medical sciences, pediatrician, child psychotherapist, laureate of the Mayor of Moscow award, director of the State Budgetary Educational Institution of the Center for Psychological and Medical and Social ... "Namangan Engineering and Pedagogical Institute, Uzbekistan e-mail: [email protected] INFLUENCE OF IDEOLO...»

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The goal of the department is to train professionally competent and competitive teachers and psychologists with high moral qualities and communicative culture, taking into account modern achievements in the area of innovative pedagogy, psychology, sociology and management in the context of dynamically changing needs of the labor market. The department trains teachers of pedagogy and psychology for universities and colleges. Students master the skills of analyzing educational situations, methods of constructive problem solving, participate in educational (role-playing, situational, business) games, trainings, and perform creative work.

During the period from 2002 to 2010, more than 900 psychologists and teachers graduated who work in educational and medical institutions, organizations and enterprises in Moscow and other regions of the country. The main activities of the department "Pedagogy and Psychology" are in the preparation of highly professional, with education at the level modern knowledge and in demand in the labor market.

The composition of the department:

Teaching and support staff of the department

Educational programs

The department implements the main educational programs for the preparation of bachelors, specialists, masters.

Undergraduate:

Master's degree:

Specialty:

PhD:

Scientific and research activities of the department

• State educational standards and monitoring the quality of education
• Building a new model of two-level professional pedagogical education
• Innovation model methodological support educational process at the university
• Diversification of training specialists for small and medium-sized businesses in order to improve the quality of education (regional aspect)
• Development of a flexible modular system for advanced training and retraining of personnel, taking into account the level of qualification of teachers and a system for tracking the effectiveness of advanced training and retraining of teaching staff
• Development of theoretical foundations (principles and methods) for the harmonization of educational standards based on system analysis
• Training of teachers for the use of ICT in order to individualize and differentiate the educational process at the university
• Forms and levels of decision-making in systems of higher vocational education and science (in the context of the formation of a knowledge-based economy)
• November 15, 2011 Student scientific and practical conference “Heritage of M.V. Lomonosov and modern development Russian society. Venue: Moscow, B. Drovyanoy per., 17 - MSUTU.
  Presidium of the Organizing Committee: Shishov.S.E, Yulina.G.N.

Educational advanced training programs

LABORATORY FOR EXPERIMENTAL PSYCHOLOGY AND PSYCHOLOGICAL TRAINING

In psychology, it is necessary to attach more importance to the problem of studying the resources of the individual, allowing him to consciously and purposefully cope, act, predict life events and the results of his actions.

The main practical goal of the Laboratory of Experimental Psychology and Psychological Training is the systematic collection and scientific processing of information about the individual psychological characteristics of applicants and students of Moscow State University of Technology named after K.G. Razumovsky in the field of professional inclinations; intersubjective personality traits; as well as justification, effective control and optimization based on the received data of the decisions made and the actions arising from them.

Main activities:

1. Diagnostic (study of individual psychological characteristics of University students in order to identify criteria for professional suitability);
2. Prognostic (forecasting the development of behavior and the possibility of introducing a particular model of preventive measures);
3. Organizational (contributing to the conduct of scientific research and scientific-practical conferences by students; involvement of specialist consultants in various branches of science);
4. Scientific and methodological (development of youth programs on the profile of the Laboratory, including preventive ones; development and holding of training seminars);
5. Information and advisory (creation of an information bank and the activities of an advisory service).

The main tasks in connection with the goals set in the structure of the identified areas of psychodiagnostic work are:

1. Study, analysis, selection and implementation of evidence-based methods of psychodiagnostics;
2. Organization of scientific and methodological work, incl. implementation of publishing activities, development of specialized youth programs and organization of training seminars;
3. Establishment of an information and advisory service;
4. Involving students in the implementation of scientific and practical research and holding student scientific and practical conferences.

The Laboratory of Experimental Psychology and Psychological Training consists of two computer rooms, one of which is for general display control. necessary information, and several services that provide the actual laboratory component of the project.

Competitions and Olympiads of the department

From 5 to 10 April 2010 events were held within the framework of the "Days of Student Science". Students of the I and II courses of the specialty 050701 "Pedagogy" and the first year of the specialty 030301 "Psychology" took an active part in the Sessions of the sections.

On April 5, 2010, prize-winning places in the meeting of the section of the NSO "Inflorescence" on the topic "Humanitarian research of the 21st century" were taken by: a second-year student of the specialty "Pedagogy" Sushenkova Olga Alexandrovna; 1st year student of the specialty "Pedagogy" Fesenko Olga Igorevna; 1st year student of the specialty "Pedagogy" Khrushcheva Irina Sergeevna.

April 6, 2010 prizes in the meeting of the section of the NSO "Inflorescence" on the topic " Historical heritage: events and facts of the Great Patriotic War"Took: I-year students of the specialty "Pedagogy" Budzhurova Dilyara Remievna, Osieva Victoria Valerievna; second-year student of the specialty "Pedagogy" Yakovleva Evgenia Aleksandrovna.

On April 8, 2010, prize-winning places in the meeting of the section of the NSO "Inflorescence" on the topic "Civil Patriotic Education in the Formation of the Student's Personality" were taken by: 1st year student of the specialty "Pedagogy" Lipunova Alevtina Vladimirovna; second-year students of the specialty "Pedagogy" Goryunova Natalya Viktorovna, Samoilova Anastasia Vladimirovna; I-year students of the specialty "Psychology" Mukhina Maya, Lomeiko Svetlana, Kapustina Victoria Nikolaevna, Samokhvalov Valentin Yurievich, Kornetskaya Lyubov, Romanova Elena, Orlova Kristina.

Activities and events of the department

The students of the department regularly organize bright and interesting performance on Teacher's Day, combining the strengths of all courses and demonstrating their talents in different areas of creative activity.

Students of the department "Pedagogy and Psychology" held a charity concert based on the fairy tale The Bremen Town Musicians, for children with disabilities, in the Center for Social Services "Chertanovo-Yuzhnoye".

Students visited the museum of Anton Semenovich Makarenko, a Soviet teacher and writer, got acquainted with his work, teaching methods of pedagogy and learned a lot from the biography of this man, and at the same time about the sciences that he explored.

Participation of the department in scientific conferences

• Round table on the topic " Actual problems development of tourism in the Russian Federation”, May 21, 2009, RMAT
• International Scientific and Practical Conference "Philological Readings", October 8-10, 2009, GOU VPO OSU
• Fifth Congress of the All-Russian Pedagogical Assembly. October 28, 2009, Fundamental Library of Moscow State University. Lomonosov.
• Scientific and methodological conference "Innovative methods and forms of development of the regional network of the university", October 28, 2009, Fundamental Library of Moscow State University. Lomonosov
• All-Russian meeting "Design of the main educational programs in the direction of "Psychological and pedagogical education" on the basis of the Federal State Educational Standard of the new generation", November 23-24, 2009, MSUPE
• XI International Scientific and Practical Conference "Quality of Distance Education: Concepts, Problems, Solutions", December 4, 2009, MGIU
• Parliamentary hearings of the Education Committee of the State Duma of the Russian Federation, April 13, 2010, State Duma of the Russian Federation
• International scientific and practical conference "Modern model of professional tourism education and its legislative support", May 20, RMAT
• International NPK "Methodology for the study of human activity", M. MPGU, 2009.
• City NPK "Training of pedagogical staff in the system of metropolitan education." M. MPGU. – 2009
• International Scientific and Practical Conference "Higher School: Experience, Problems and Prospects", M. PFUR. – 2010.
• International Scientific and Practical Conference "Early Learning foreign languages: strategic goals and priorities”, May 27-28, 2009, Makhachkala. GOU VPO DSPU
• Regional scientific and practical conference March 30, 2009, State Educational Institution Pedagogical Academy
• International scientific-practical conference "Continuing technological education in the conditions of innovative development of Russia" March 1-3, 2009, MGOU
• International scientific and practical conference "Science and Modernity - 2010" April 16, Center for the Development of Scientific Cooperation, Novosibirsk
• All-Russian scientific and practical conference "125 years of Moscow psychological society» March 26 - 28, 2010, Moscow State University. M.V. Lomonosov
• XV International Conference "Problems of technological education at school and university" 2009, MIOO
• Interregional scientific and practical conference of young scientists, June 3-10, 2010, MSUTU
• International scientific-practical conference "Early learning of foreign languages: strategic goals and priorities" May 27-28, 2009, Makhachkala. GOU VPO DSPU
• All-Russian scientific and practical conference "Problems of modern organization and content of vocational education in Russia: theory, methodology, methodology" (ed. Ivanova V.N.). October 22-24, 2009, Moscow State University of Technology
• First Moscow International Congress of Teachers, April 28, 2010, Fundamental Library of Moscow State University. Lomonosov
• Seminar-meeting of rectors of pedagogical higher educational institutions Russia "Modernization of teacher education in the context of the transition to federal state educational standards of general education and higher professional education", February 25, 2010, Moscow State Pedagogical University
• II Interregional student scientific-practical conference "Innovative and information technologies in education, economics, business and law" April 30, 2010, Volokolamsk Volokolamsk branch of MSUTU.
• The second student scientific and practical conference "Youth, science, strategy 2020" April 5, 2010, MSUTU
• All-university theoretical seminar on the topic “Programs for the prevention of drug addiction of the constituent entities of the Russian Federation, enterprises, public organizations: practice and legislative support "November 19, 2009, MSUTU
• V Russian Philosophical Congress “Science. Philosophy. Society” August 25-28, 2009, Novosibirsk, NSU
• Round table "Crisis in modern society» October 06, 2009, Moscow, MGIMO
• V All-Russian Congress of Political Scientists on the topic "Changes in politics and the politics of change: strategies, institutions, actors", November 20-22, 2009, Moscow, SU-HSE, Russian Association political science
• V Interdepartmental Seminar (Conference) “Border Security in Conditions information war» March 24, 2010, Moscow, Border Academy
• Round table "Personal and national identity" June 17, 2010, Moscow, Institute of Effective Technologies
• XI All-Russian Forum "Educational Environment 2009" September 29 - October 2, Moscow, All-Russian Exhibition Center
• University theoretical seminar on the topic "Local self-government in modern conditions: state, problems, prospects" December 14, 2009, MSUTU
• All-university theoretical seminar on the topic "Modernization of education - Russia's participation in the Bologna process" January 20, 2010, MSUTU
• Interregional video conference "Structure of the annual report of the Government of the Russian Federation on the implementation of the national educational initiative"Our new school" June 2, 2010, MSUTU
• International Scientific and Practical Conference "Higher School: Experience, Problems, Prospects" May 25-26, 2010 Moscow GOU VPO RUDN University
• All-Russian Scientific and Practical Conference " Russian history XX-beginning XXI centuries: socio-economic, socio-political, cultural aspects of the study. 2009 Orekhovo-Zuyevo, Moscow State Regional Humanitarian Institute.
• IV International Congress - Exhibition "Global education - Education without borders 2010" 15.04.2010, Expo Center
• Meeting of the state-party club of the WFP "United Russia" on the topic: "Today the children, tomorrow - the people." "The state and prospects of publishing children's educational literature in Russia." February 10, 2010 Moscow, RSL
• "Round table" of the UPU in order to develop proposals for ensuring objective teaching of historical science and preventing the penetration of textbooks with falsified facts into educational standards and history textbooks. March 2, 2010 Moscow, Center for Social Conservative Policy
• Interuniversity theoretical and methodological seminar for scientific and pedagogical workers in Moscow: “Problems of demography modern Russia in the context of the development of social and labor relations”. May 19, 2010
• All-university theoretical seminar on the topic: "Problems of demography of modern Russia in the context of the development of social and labor relations" June 16, 2010. MSUTU
• International scientific and practical conference: "Problems of modern organization and content of vocational education: theory, methodology, methodology" November 18-19, 2010 MSUTU. K.G. Razumovsky.

Conditions for internship

Pedagogical practice is aimed at solving the problems of students' adaptation to real conditions educational institutions different types and levels (school, college, university, educational institutions of additional education), creating conditions for the practical application of knowledge of psychological and pedagogical disciplines, the formation of basic professional and pedagogical skills and abilities. Practice programs are drawn up in accordance with the requirements of the State Educational Standard of Higher Professional Education. The educational and methodological manual presents programs of professional and pedagogical practice, scientific and pedagogical (pre-diploma) practice, a description of training tasks and recommendations for their implementation, samples teaching materials. The manual is intended for students of the specialty 050701 Pedagogy, 050700 Bachelor of Pedagogy, all forms of education and teachers-heads of pedagogical practice.

The Department of Pedagogy has entered into agreements on internships with: the children's health camp "Levkovo" (MO Pushkinsky District); health-improving complex "Staraya Ruza"; children's health camp "Druzhba" and many other institutions.

Publications

A collection of selected materials from participants in the competitions of the All-Russian Pedagogical Assembly for the Year of the Teacher "Russia is famous for its teachers" and "Our new school: steps of growth."

Collection of selected materials of the participants of the conference "Problems of modern organization and content of vocational education in Russia": "Formation of a new generation of professional personnel", "Materials of the scientific and practical conference November 18-19, 2010"

Candidate of Pedagogical Sciences, Deputy Head department "Pedagogy and psychology" Rabadanova R.S. published the following scientific papers:

• Dynamic building educational process at the university (brochure) printed, electronic. Abstract of the dissertation for the degree of Candidate of Pedagogical Sciences in the specialty 13.00.08 - Theory and Methods of Vocational Education. Mkr. Skhodnya, Khimki, Moscow Region, RMAT. 25s. http://www.rmat.ru/ruavtoreferat/?r336_page=3&r336_id=346 25s.
• Information-educational environment of advanced training of students of higher education institutions (article) printed, electronic. Open and distance education. Tomsk, 2011. No. 1 (41). 22-26 http://ido.tsu.ru/other_res/pdf/1%2841%29_22.pdf 4p.

Department meeting schedule

The schedule of the presence of teachers at the department

Minister of Education and Science of the Russian Federation D.V. Livanov
Chairman of the Higher Attestation Commission
Ministry of Education and Science of the Russian Federation V.M. Filippov

Dear Sirs!

Recent events have drawn public attention to the low quality of some dissertations defended in our country in last years. Unfortunately, one problem has not yet received adequate coverage - this is extremely low quality and practical futility of the vast majority of dissertations for competition degrees candidate and doctor of pedagogical sciences.

In the professional scientific and teaching community, these dissertations and degrees have long become the talk of the town. There is a fairly extensive literature and special studies on this topic. As an example, let us refer to the work of Dr. technical sciences YES. Novikov "Statistical Methods in Pedagogical Research" (M., 2004), who analyzed 118 candidate and doctoral dissertations in pedagogical sciences (successfully defended in various dissertation councils). The general conclusion is that none (!) of these dissertations meet the requirements for the reliability of scientific results. And this means, in the fair opinion of Academician of the Russian Academy of Education A.M. Novikov that these "research", strictly speaking, "do not carry any scientific knowledge - after all, one of the most important requirements for scientific knowledge is the requirement of reliability." And since this study was conducted, the situation has only worsened, and the wave of doctoral and master's theses is still huge.

In his report at the meeting of the VAK-RAO on November 20, 2012, academician and vice-president of the RAO D.I. Feldstein painted a depressing picture of the situation with dissertations in pedagogy. scientific knowledge, discrediting the value of dissertations as scientific research, but is also a direct threat to the very process of growth and development scientific personnel. Is it any wonder that a very dangerous tendency is emerging in society to form a skeptical attitude towards people of science? First of all - to teachers and pedagogy as a science, we will add, which many do not call otherwise than pseudoscience.

The paradox also lies in the fact that there are many experienced teachers and methodologists who have serious achievements, who are the authors of original methods, manuals, sometimes issued in millions of copies, but do not have a degree! They simply have no time to fulfill the many formal requirements for a dissertation. But many loafers and freeloaders of this time, apparently, in bulk.

Spells that something needs to be done are constantly heard (including at the level of RAO), but nothing changes. It is obvious that the tightening of formal criteria within the framework of the existing system (for example, requirements for publications) or a mechanical reduction in the number of dissertation councils cannot solve the problem. The time has come for decisive, let's not be afraid of the word, surgical measures.

Currently, the opportunity is being considered for businessmen and officials “to receive a Doctor of Business Administration (DBA) in economics or a Doctor of Public Administration (DPA) in public administration. In this case, the degree will not contain the word “science”, it will not be bought or received with the help of other levers of influence” (V.M. Filippov). It should be noted that in some Western countries, specialists in the field of pedagogy are also awarded a separate degree of Doctor of Pedagogy (Eng. Doctor of Education). Without calling directly and wholly to transfer foreign experience to Russian soil, we believe that some developments can be used here.

In this regard, the following is proposed:

1. Cancel the degree of candidate of pedagogical sciences and doctor of pedagogical sciences.

2. Establish a new degree Doctor of Pedagogy.

3. Develop clear and transparent criteria for awarding the Doctor of Pedagogy degree. From our point of view, the following should be taken into account:

— a set of theoretical and practical work in the pedagogical sphere (with a minimum fixed volume and circulation of such works);

- the presence of works that have received official and public recognition (for example, the authorship of textbooks with the stamp of the Ministry of Education and Science, the availability of awards in the field of pedagogical activity, grants, etc.);

- Experience in teaching (at least 10 years).

4. Determine the procedure for awarding the degree of Doctor of Pedagogy and the range of scientific and educational institutions that have such a right (it is obvious that this degree should be awarded professional community). Establish the reputational responsibility of the institutions awarding the degree.

5. Hold wide public discussion these offers.

Morozov Alexander Yurievich,

candidate historical sciences, Associate Professor of the Department of Russian History of the Middle Ages and Modern Times, Moscow State Regional University, co-author of school textbooks on history, 17 years of work experience at school

Support Open letter you can on the website of the Ministry of Education and Science of the Russian Federation http://minobrnauki.rf/feedback/form by copying the following text:

I support the Open letter of A.Yu. Morozov on the problem of reforming the academic degrees of candidate and doctor of pedagogical sciences, I propose to hold a broad public discussion of these proposals.

Doctor of Biological Sciences - dr biol. Sciences
doctor of veterinary sciences - dr veterinarian. Sciences
doctor of military sciences - doctor of military. Sciences
Doctor of Geographical Sciences - Dr. Geogr. Sciences
doctor of geological and mineralogical sciences - doctor of geol.-mineral. Sciences
doctor of art history - doctor of art history
Doctor of Historical Sciences - Dr. ist. Sciences
Doctor of Cultural Studies - Doctor of Cultural Studies
Doctor of Medical Sciences - dr honey. Sciences
Doctor of Pedagogical Sciences - Dr. Ped. Sciences
Doctor of Political Science - Dr. Polit. Sciences
Doctor of Psychological Sciences - Dr. of Psychology. Sciences
doctor of agricultural sciences - doctor of agricultural sciences Sciences
doctor of sociological sciences - doctor of sociology. Sciences
doctor of technical sciences - doctor of techn. Sciences
Doctor of Pharmaceutical Sciences - Dr. Pharmacist. Sciences
Doctor of Physical and Mathematical Sciences - Dr. Phys.-Math. Sciences
Doctor of Philology - Dr. Philol. Sciences
Doctor of Philosophical Sciences - Doctor of Philosophy. Sciences
Doctor of Chemical Sciences - Dr. of Chem. Sciences
doctor of economic sciences - doctor of economics. Sciences
doctor of juridical sciences - dr. jurid. Sciences
Candidate of Biological Sciences - Cand. biol. Sciences
candidate of veterinary sciences - cand. veterinarian. Sciences
candidate of military sciences - cand. military Sciences
candidate of geographical sciences - cand. geogr. Sciences
Candidate of Geological and Mineralogical Sciences - Ph.D. geol.-mineral. Sciences
candidate of art history - cand. art criticism
Candidate of Historical Sciences - Ph.D. ist. Sciences
Candidate of cultural studies - Ph.D. cultural studies
Candidate of Medical Sciences - Cand. honey. Sciences
Candidate of Pedagogical Sciences - Cand. ped. Sciences
Candidate of Political Science - Ph.D. polit. Sciences
Candidate of Psychological Sciences - Ph.D. psychol. Sciences
Candidate of Agricultural Sciences - Cand. s.-x. Sciences
candidate of sociological sciences - cand. sociological Sciences
candidate of technical sciences - cand. tech. Sciences
Candidate of Pharmaceutical Sciences - Cand. pharmacist. Sciences
Candidate of Physical and Mathematical Sciences - Ph.D. Phys.-Math. Sciences
candidate of philological sciences - cand. philol. Sciences
Candidate of Philosophical Sciences - Cand. philosophy Sciences
Candidate of Chemical Sciences - Cand. chem. Sciences
candidate of economic sciences - cand. economy Sciences
candidate of legal sciences - cand. legal Sciences

There are also shorter, informal abbreviations for academic degrees:

Doctor of Architectural Sciences - Doctor of Architectural Sciences;

Candidate of Architectural Sciences - Ph.D.

Doctor of Biological Sciences - Doctor of Biological Sciences;

Candidate of Biological Sciences - Ph.D.

Doctor of Veterinary Sciences - Doctor of Veterinary Sciences;

candidate of veterinary sciences - Ph.D.

doctor of military sciences - doctor of military sciences;

candidate of military sciences - Ph.D.

Doctor of Geographical Sciences - Doctor of Geographical Sciences;

Candidate of Geographical Sciences - Ph.D.

Doctor of Geological and Mineralogical Sciences - Doctor of Geology and Mathematics;

Candidate of Geological and Mineralogical Sciences - Ph.D.

doctor of art history - doctor of arts;

Candidate of Art History - Ph.D.

Doctor of Historical Sciences - Doctor of Historical Sciences;

Candidate of Historical Sciences - Ph.D.

doctor of medical sciences - doctor of medical sciences;

Candidate of Medical Sciences - Ph.D.

Doctor of Pedagogical Sciences - Doctor of Pedagogical Sciences;

Candidate of Pedagogical Sciences - Ph.D.

doctor of political sciences - d.pol.n.;

candidate of political sciences - Ph.D.

Doctor of Psychological Sciences - Doctor of Psychology;

Candidate of Psychological Sciences - Ph.D.

Doctor of Agricultural Sciences - Doctor of Agricultural Sciences;

Candidate of Agricultural Sciences - Ph.D.

Doctor of Sociological Sciences - Doctor of Social Sciences;

candidate of sociological sciences - Ph.D.

Doctor of Technical Sciences - Doctor of Technical Sciences;

candidate of technical sciences - Ph.D.

Doctor of Pharmaceutical Sciences - Doctor of Pharmacy;

Candidate of Pharmaceutical Sciences - Ph.D.

Doctor of Physical and Mathematical Sciences - Doctor of Physical and Mathematical Sciences;

Candidate of Physical and Mathematical Sciences - Ph.D.

Doctor of Philology - Doctor of Philology;

candidate of philological sciences - Ph.D.

Doctor of Philosophy - Doctor of Philosophy;

Candidate of Philosophical Sciences - Ph.D.

Doctor of Chemical Sciences - Doctor of Chemistry;

Candidate of Chemical Sciences - Ph.D.

Doctor of Economic Sciences - Doctor of Economics;

Candidate of Economic Sciences - Ph.D.

Doctor of Law - Doctor of Law;

candidate of legal sciences - Ph.D.