Overcoming the imbalance of rights and responsibilities of students in these institutions.

Overcoming the imbalance of rights and responsibilities of students in these institutions.

They determine the main purpose of education: the formation of a conscious citizen, patriot, spiritually and physically perfect, moral, socially active, creative personality.

Along with the general state purpose of education there is a task of the second level – it is the planned result of development of the student’s personality. This result is reflected by each educational institution in the "Personality Model". Structurally, this model can be as follows:

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Target guidance: integrative personality traits

Teach to learn education
Teach to live health morality critical thinking law obedience
Learn to live together sociability tolerance democracy ecological thinking
Teach to work diligence competitiveness entrepreneurship

Realization of the national purpose and the purposes of the second level in system of education of area will be promoted by the decision of actual problems:

focus on a systematic approach to education; humanization of the process of education; introduction of modern educational technologies.

Let’s consider each of the tasks in more detail.

Creating a system of educational activities of the educational institution

A holistic educational system creates conditions for the humanization of childhood space, activation of the content of education, civic formation, individual development of personality.

Features of the educational system of a secondary school (city school)

System-forming activity focused on spiritual and moral, civic and patriotic, universal values. The stated theoretical-methodological and integral bases of the educational system should be confirmed by the diagnostic apparatus of studying its efficiency. The central position in the educational system is occupied by the relationship between the subjects of education, characterized by a special microclimate, a developed sense of freedom and responsibility of the individual. The best pedagogical teams are distinguished by the formation of the educational environment by the joint efforts of teachers and parents; the relationship of education, upbringing, extracurricular and extracurricular activities; use of the system of key cases; definition of target themes of education for each year; developed self-government, interaction of pedagogical staff with public associations. Pedagogical teams develop a model of the ideal student, graduate. This makes it possible to ensure the purposefulness of educational activities. Creating their own symbols (anthem, emblem, flag) of school media contributes lab reports written for you to the formation of a single team, the way of life; development and preservation of traditions.

Features of the educational system of boarding schools, orphanages

Orientation of pupils on social adaptation, their preparation for independent life. Active psychological support of the educational system with the involvement of qualified specialists. Overcoming the imbalance of rights and responsibilities of students in these institutions. Creating a so-called warm institution. In it, each student must find their place of self-realization: in the activities of the school museum, local history work, school theater, asset camp, business game, children’s public association, etc.

Features of the educational system of a rural school

Educational work in a rural school should contribute to the education of a citizen who is able and willing to work successfully, and above all – in the countryside; providing education, general cultural level of personal development and individual characteristics of each student.

This goal can be specified in the following tasks:

formation of harmonious and holistic ideas in students about the values ​​of material and spiritual culture, about different spheres of art, economic, legal, communicative culture, culture of family relations, etc.; to teach students to combine activities in agriculture with a careful attitude to the environment as the basis of human life; formation of ecological consciousness as an internal regulator of students’ behavior in the natural environment.

An integral part of the education of a rural schoolchild is the training of the landlord, cultural worker of the village, competitive, able to organize a profitable business in the village, which is possible only with the organization of such areas in the work:

involvement of students in productive work based on personal and social motivation; strengthening the health of students through the creation of sports and health complexes; dissemination and development of experience in farming, mastering economic knowledge, modern production technologies in the countryside; student participation in commercial activities; creation of school labor associations, own subsidiary farms, agro-schools; organization of purposeful career guidance work.

Content and forms of education in a rural school:

education of morality and citizenship; environmental education; local lore work; labor and economic education; physical culture and health work; development of socially important qualities (sociability, leadership, etc.).

Means of organizing educational work with rural schoolchildren

associations of rural schoolchildren of different ages; development of children’s self-government; activity of children’s and youth public organizations; use of communicative models (press conferences, discussions, talk shows, communicative exercises); creation of a socio-pedagogical complex (integration of all cultural and educational institutions in the countryside).

Education in a rural school should be based on clear moral principles, the formation of a respectful attitude to agricultural work, involvement in activities aimed at creative self-realization, providing social assistance to fellow villagers, participation in rural development.

Humanization of the process of education

The priority today is a person-centered approach to education. It helps to overcome the characteristic of the traditional system of education alienation of the student from the teacher, authoritarianism, sociocentric orientation of the educational process.

In our opinion, the basic ideas-principles of the personality-oriented approach should include the following: self-actualization, individualization, subjectivity of choice, creativity and success, trust and support.

Here is a brief definition of the essence of each of them:

it is important to awaken and support the desire of students to develop their natural and socially acquired capabilities; take into account the individual characteristics of the child in order to promote their further development; pedagogically expedient to bring up the student in the conditions of a constant choice by it of the maintenance, forms, ways of training, behavior, motives; achieving success in any activity contributes to the formation of a positive self-concept, stimulates the process of self-improvement; faith in the child, trust in her, support for her desire for self-realization and self-affirmation instead of hyper-demands and excessive control; understanding that the success of education is determined by internal motivation, not external influence.

The methodical arsenal of the personality-oriented approach consists of forms, methods, receptions which are dialogical, directed on support of individual development of the child. These are technologies that provide the student with the necessary space for freedom to make independent decisions, for creativity.

Introduction of modern educational technologies

It is important to use modern educational technologies that allow students to express their civic position, expand the social experience of children in the process of practicing various social roles.

The modern school must realize the educational potential of the whole educational process

Technologies

give examples of spiritual and moral behavior, moral and legal culture of the individual; to expand social experience in labor and economic activity ethical theater; school theater studio; self-improvement technologies; literary living rooms; creative workshops; labor associations; career guidance trainings; productive games; business economic games; electives in philosophy, religion, art
to educate students in social activity, tolerance, civic position on the example of social roles they play in extracurricular educational activities school self-government; political clubs; debates, discussions; method of social projects; technologies for the development of critical thinking; school historical and local lore associations, school museums; children’s and youth public associations
to emphasize the value attitude to nature, to cultivate a sense of responsibility for the ecology of the world, to expand the experience of ecologically significant activities

 

school forestry; children’s ecological centers; game, ecologically oriented programs of children’s public associations; designing
to form the basics of health culture, to encourage sports, to conduct preventive work to prevent bad habits sports associations; volunteering; miniature theaters; health technologies; role games; clubs

New technologies in educational practice

The method of social design is actively introduced into the educational process of educational institutions of the region.

The I am a Citizen project has been running since 2002. The algorithm of the project is offered by the department of civic education DOIPPO.

The method of social design acquaints students with the procedure of public activity, gives practical skills of participation in the public life of the district, city, country. Educates an active civil position, promotes the socialization of adolescents: they have an interest in solving pressing problems of Ukrainian society.

Working on their projects, students found various information sources, conducted opinion polls, met with representatives of administrations, specialists, experts on project issues.

The practical side was the activities of adolescents to implement their project, related to improving the life of the school, neighborhood, village, city.

Authors: O. Khomich, T. Riga

10/15/2006

Morning meetings. Good morning! We are glad that you are here!

Children’s Resources International, Ins. (CRI) trains an international community of educators at all levels based on approaches to early childhood education. At one of the CRI training sessions, school principals from 26 countries were invited to comment on the expected results of such education.

Namely: what their students should know and be able to do after graduation. They formulated the following:

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