克拉斯诺亚尔斯克地区农村城市教育发展构想

V. B. Lebedintsev, Margarita V. Minova
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引用次数: 0

摘要

这一概念提出了一种实现国家要求和公众期望的机制。有人说,过去二十年基础设施的变化无助于学校的发展。村子里有一所学校并不是这种教育的保证,这种教育将使毕业生能够确保村子经济和社会发展的恢复。学龄儿童在课堂和培训机构学习期间所掌握的生活方式长期以来与社会的社会经济期望,包括农村发展的需要不一致。在基本(即教育)过程中需要进行根本性的变革——过渡到与课堂和课程不同的学习系统。揭示了农村学校教育转型的世界观和方法论基础:向主体普遍合作共存过渡的文明需要;价值原则是人是富有成效的教育环境的主要目标和主要手段;纲领性、组织性是纲领性表现与实际展开活动的不断比较、提炼和调整;注重培训的发展是其目标、内容、技术、管理等方面的质变;培训建设中的技术不变是非正面课堂、学生个体的教育(教育)路线和方案、培训参与者的普遍合作。学校层面的教育组织模式(“非工作时间”教育领域;非正面类同时保持类;多元学习型团队中的学习过程;交叉和整合不同年龄组的教育,俱乐部和生产过程)和机构间水平(基于学校之间的互动-实施教育计划的网络形式,教育科目的校际小组,元学科和/或跨学科;在普通教育和补充教育、普通教育和职业教育方案相结合的基础上;基于学校和其他社会领域和生产组织的相互作用)。在人才政策上,强调教师的综合实践培训,在新教育实践形成过程中培养新教育实践专家,建设未来中心,并在领导和教师专业发展研讨会上生活。为了管理这一概念的实施,创建了一个区域创新机制,这是参与者之间(主动和专门组织)的沟通和合作系统。与过去实施的管理模式的根本区别在于,先锋学科不是由一个特定的学校代表,而是由一个市政学科代表。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
CONCEPT OF THE SCHOOLING DEVELOPMENT IN RURAL MUNICIPAL AREAS OF THE KRASNOYARSK TERRITORY
The concept proposes a mechanism for implementing state requirements and public expectations. It is stated that infrastructure changes of the last twenty years do not contribute to the schooling development. The presence of a school in the village is not a guarantor of such education, which will allow the graduate to be able to ensure the recovery of the economy and social development of the village. The lifestyle mastered by a schoolchild during the years of study in a class and training organization has long been inconsistent with the socio-economic expectations of society, including the needs of rural development. Fundamental changes are required in the basic (that is, educational) process – the transition to learning systems that are different from classroom and lesson. The worldview and methodological foundations for the transformation of schooling in the countryside are revealed: the civilizational need for a transition to universal cooperation of the subjects of coexistence; value principle is that a person is the main goal and the main means of fruitful educational environment; programmatic and organized approach is a continuous comparison, refinement and adjustment of programmatic representations and actual unfolding activities; focusing on the development of training is a qualitative change of its goals, content, technologies, management, etc.; technological invariant in the construction of training is non-frontal classes, individual educational (educational) routes and programs of students, general cooperation of training participants. Models of the school level of educational organization («out-of-hours» field of education; non-frontal classes while maintaining classes; the learning process in a diverse learning team; intersecting and integrating educational, club and production processes in a different age group) and inter-agency level (based on the interaction of schools – a network form of implementing the educational program, inter-school groups in educational subjects, metadisciplinarity and/or interdisciplinarity; on the basis of a combination of general and supplementary, general and vocational education programmes; based on the interaction of schools and other organizations of the social sphere and production). In terms of personnel policy, emphasis is placed on the general practical training of teachers, the cultivation of specialists of new educational practice during its formation, the construction of centers of the future and their living at seminars for the professional development of leaders and teachers. To manage the implementation of the concept, a regional innovation mechanism is created, it is system of communications and cooperations (both initiative and specially organized) between participants. The fundamental difference from the management models implemented in the past is that the avant-garde subject is represented not by a specific school, but by a municipal subject.
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