{"title":"META-SUBJECT EDUCATIONAL PRACTICES IN A RURAL SCHOOL: LESSON OF METHODOLOGICAL ORIENTATION (ON THE EXAMPLE OF PHYSICS)","authors":"Galina D. Talanova, O. Korshunova","doi":"10.20323/2686-8652-2020-3-5-93-115","DOIUrl":null,"url":null,"abstract":"Existing federal state educational standards of general secondary education require meta-subject results achievement. It causes reasonable didactic problems for teachers of all subjects. Despite the rather long period of school educational process implementation by new standards in regulatory way, the problem of the formation and evaluation of meta-subject results is far from a praxeological solution, so the search for effective educational practices that bring educational subjects closer to achieving the goal remains relevant. А rural school with a number of favorable educational process characteristics that determine the integrative processes inside and outside of school education, provides new peculiar options for organizing students’ meta-subject activity to summarize by a corresponding section of pedagogical science and practice. The purpose of the study is to describe the best practices of teaching physics in the context of the formation and evaluation of meta-subject results. Practices are based on developing concepts and ideas of modern education, in particular, needs for a) students to master the methodology of scientific knowledge in the way of a cycle of «facts – problem – hypothesis – model – conclusions – sequences – criteria-based experiment» (concepts of V. V. Multanovsky, V. V. Mayer, V. G. Razumovsky, Yu. A. Saurov); b) learning of the most general categories or universals, connecting students' perceptions of the world into a holistic picture (in our case, the category of symmetry); c) a value attitude formation to human cognition of the world and the search for appropriate meanings. The course of the study is reflected in the presentation logic from a review of the basic theoretical research concepts in this education area and also physics methodology to a generalized conclusion about meta-subject educational practices in a rural school and the presentation of this practice specific example – a physics lesson on the topic «Symmetry is around us and at the core of everything». Results, presented as an interpretative characteristic of a lesson with methodological orientation and its specific model can be useful for physics teachers, chemistry teachers and biology teachers of general-educational organizations, teachers of vocational education organizations methodologists in the field of natural sciences, professionaldevelopment systems for natural science teachers and their retraining.","PeriodicalId":166925,"journal":{"name":"Pedagogy Of Rural School","volume":"44 1","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Pedagogy Of Rural School","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.20323/2686-8652-2020-3-5-93-115","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
引用次数: 0
Abstract
Existing federal state educational standards of general secondary education require meta-subject results achievement. It causes reasonable didactic problems for teachers of all subjects. Despite the rather long period of school educational process implementation by new standards in regulatory way, the problem of the formation and evaluation of meta-subject results is far from a praxeological solution, so the search for effective educational practices that bring educational subjects closer to achieving the goal remains relevant. А rural school with a number of favorable educational process characteristics that determine the integrative processes inside and outside of school education, provides new peculiar options for organizing students’ meta-subject activity to summarize by a corresponding section of pedagogical science and practice. The purpose of the study is to describe the best practices of teaching physics in the context of the formation and evaluation of meta-subject results. Practices are based on developing concepts and ideas of modern education, in particular, needs for a) students to master the methodology of scientific knowledge in the way of a cycle of «facts – problem – hypothesis – model – conclusions – sequences – criteria-based experiment» (concepts of V. V. Multanovsky, V. V. Mayer, V. G. Razumovsky, Yu. A. Saurov); b) learning of the most general categories or universals, connecting students' perceptions of the world into a holistic picture (in our case, the category of symmetry); c) a value attitude formation to human cognition of the world and the search for appropriate meanings. The course of the study is reflected in the presentation logic from a review of the basic theoretical research concepts in this education area and also physics methodology to a generalized conclusion about meta-subject educational practices in a rural school and the presentation of this practice specific example – a physics lesson on the topic «Symmetry is around us and at the core of everything». Results, presented as an interpretative characteristic of a lesson with methodological orientation and its specific model can be useful for physics teachers, chemistry teachers and biology teachers of general-educational organizations, teachers of vocational education organizations methodologists in the field of natural sciences, professionaldevelopment systems for natural science teachers and their retraining.
现有的普通中等教育联邦州教育标准要求元学科成绩达到。它给各科教师造成了合理的教学问题。尽管学校教育过程以规范的方式实施了相当长的一段时间,但元学科结果的形成和评价问题远非行动学的解决方案,因此寻找使教育学科更接近目标的有效教育实践仍然是有意义的。А农村学校具有许多有利的教育过程特征,决定了学校教育内外的整合过程,为组织学生的元主题活动提供了新的独特选择,并通过相应的教育科学和实践部分进行了总结。本研究的目的是描述在元学科结果形成和评价的背景下,物理教学的最佳实践。实践是基于发展现代教育的概念和思想,特别是需要a)学生以“事实-问题-假设-模型-结论-序列-基于标准的实验”的循环方式掌握科学知识的方法论(V. V. Multanovsky, V. V. Mayer, V. G. Razumovsky, Yu的概念)。答:Saurov);B)学习最一般的类别或共性,将学生对世界的感知连接到一个整体的画面中(在我们的例子中,对称的类别);C)对人类认知世界和寻找适当意义的价值态度的形成。该研究的过程反映在演示逻辑上,从对这一教育领域的基本理论研究概念和物理方法论的回顾,到对农村学校元学科教育实践的概括结论,以及这一实践具体例子的演示-关于“对称在我们周围,是一切的核心”主题的物理课。研究结果作为一门具有方法论取向的课程的解释性特征及其具体模式,可为普通教育机构的物理教师、化学教师和生物教师、职业教育机构的教师、自然科学领域的方法学家、自然科学教师的专业发展体系及其再培训提供参考。