Introduction
1.Basic principles of the education system in an adaptive model
2.Main objectives of the adaptive model
3.Structure of the adaptive model
4.Yamburg School
Conclusion
Bibliography
Introduction
Changes in the political and socio-economic paths of development of our society are determined by the transformation of teaching practice and the development of diverse models of educational institutions, aimed at maximizing the satisfaction of the educational needs of the younger generation and society as a whole.
One of the possible models of a new educational institution may be an adaptive model of a school in which a socio-ecological space is built. The society of the educational space makes it possible to prepare students for life and work in society. Environmentally friendly principles of constructing an educational space create comfortable conditions for personal development. The sociological educational space preserves and develops the physical and mental health of children and adolescents; creates conditions for intellectual, emotional and personal development, depending on age characteristics and individual inclinations and abilities.
The operating conditions of such an educational space are objectified by the individual age characteristics of each child. These conditions are aimed at overcoming alienation from one’s own self, society and nature, at implementing the idea of preserving and enhancing human dignity. The life activities of children and adolescents take place not only within the walls of kindergarten and school, but also outside them in extracurricular and extracurricular activities. In this model, the teaching staff is given the place of a guide, carrying out the relationship between the process of development (growing up) of children, adolescents and the social environment, in the formation of a human citizen aimed at improving society.
In the sociological educational space, there is a process of progress in the subjectivity of both the preschooler, the student, and the educator and teacher. Child development occurs due to changes in the content and forms of legal and educational-cognitive activities. Consequently, the adaptive model of an educational institution is a form of content and process of education. This model is a system for preserving and enhancing sociocultural universal human values.
1.Basic principles of the education system in an adaptive model
All principles of the formation of an adaptive school model are aimed at ensuring social and pedagogical conditions for the development of a socio-ecological educational system, at ensuring its full functioning. All principles are interconnected and complement each other.
1. Humanization of education means that the child, his health, free personal development, respect for the child’s personality and dignity are at the center of the educational space; trust in him; acceptance of his personal goals, requests and interests; education of citizenship and love for the Motherland.
The educational process is based on the priority of universal human values.
The main criterion for the activities of the teaching staff of the new model of an educational institution is the criterion for the development of the personality of children and adolescents.
2. The humanization of education is aimed at turning education towards a holistic picture of the world: the world of culture, the world of man; to humanize knowledge; on the formation of humanitarian and systemic thinking. Humanization of education is one of the main means of filling the spiritual vacuum.
3. The principle of the unity of the cultural and educational space, based on historical traditions (as the basis for the harmonization of national relations).
4. The principle of individualization, differentiation and mobility of the educational space. The principle is based on the generally accessible nature of education in accordance with the individual and age characteristics of the child, the differentiation of the structure of the educational process and the multi-level educational preparation of the student.
5. The principle of developmental, activity-based education. The development of a child’s personality occurs in the process of specially organized educational and cognitive activities. In the process of this activity, the child masters not only knowledge, skills, and abilities, but also gains experience in independently obtaining and applying them as the main principle of life. Knowledge, abilities and skills become a means of developing the personality of each student.
6. The principle of continuity and continuity of education in the “School-kindergarten” system means such a construction of socio-ecological space when a child or teenager studies and realizes the vital need for constant updating of education.
7. The principle of democratization of education presupposes the formation of a different pedagogical relationship from the authoritarian culture, which is based on a system of cooperation between an adult and a child, an educator, a teacher and the administration of an educational institution.
2.Main objectives of the adaptive model
1. To ensure the scientific and practical construction of the process and content of educational activities within the framework of lifelong education and continuity in the work of kindergarten and school.
2. Develop and include a comprehensive program of sociological, medical, psychological and pedagogical support for the development of children and adolescents.
3. Based on experimental scientific data and research results on the comprehensive development of personality, ensure an individual development trajectory for children and adolescents.
4. Unite extracurricular and out-of-school educational spaces into a single system of socio-ecological educational space of the model.
5. Develop a system of measures to improve the professional potential of the teaching staff based on the content of education, new psychological and pedagogical technologies and the ability to work in an experimental and innovative mode.
6. Develop programs to provide additional services to children, students and their families.
7. Build a socio-ecological space of an education model based on new requirements for the content of education and new psychological and pedagogical technologies.
8. Manage the educational institution on the basis of modern management technologies and their development by the teaching staff.
The formulated objectives are specified at each level of education.
3.Structure of the adaptive model
The basis for the implementation of the “School-Kindergarten” tasks is the stepwise construction of the education system.
Stage I:
Preschool education in kindergarten (children from 4 to 5 years old); early development school (children living in an assigned micro-site, not attending kindergarten, from 4 to 5 years old).
II stage:
Primary general education: grades 1 - 4 (children from 6 to 9 years old). At this level of education, there are classes for age norms, developmental education (A.V. Zankov’s system) and classes for compensatory education.
III stage:
Basic general education: grades 5 - 9 (teenagers from 10 to 14-15 years old). At this level the following types of classes are provided:
· advanced training classes;
· age standards for children who are able to master the curriculum without much difficulty;
· pedagogical support classes for children who require correction of the educational process and compensation for physical and mental health.
IV stage:
Secondary (complete) education: grades 10-11. Depending on the readiness and identified individual characteristics of students, taking into account the conditions of the experimental model, classes are allocated:
· general educational level;
· advanced development;
· individual training.
The idea of continuity of education in a step-by-step structure provides for continuity of requirements and conditions for organizing training and education both between levels and at each of them. This means that, based on an individual approach and differentiation of curricula, it provides for the free transition of a student from one type of class to another at a certain level of education in accordance with the requests of parents, students and the opinions of teaching staff. The process of transition from one stage of the structural model presupposes a certain system of knowledge, skills and abilities for the student; the level of his intellectual, emotional and spiritual development; appropriate physical, mental and moral health and much more. Consequently, the correlation of educational standards between levels makes it possible to build the educational process more smoothly within the framework of the principle of continuity. Personality-oriented is a means of limiting overload, reducing neuroticism and mental discomfort. At the second and third stages of the model, the work of extended day groups is provided, the content of whose activities is aimed at implementing the main tasks of the socio-ecological educational process.
At the second, third and fourth stages of education, special courses are provided that work according to the requests of parents, the needs of students and fulfill specific educational objectives. This reveals the specificity of each special course, the unifying point of which is their focus on expanding the sociocultural educational space, on the development and enhancement of the universal human values of each student. So, for example, at the fourth stage of education, taking into account the already formed interests of students in a certain specialization, the free right to choose the profile of a special course is provided, or the student can attend several special courses.
From the first to the fourth stage of the adaptive model, in-depth study of foreign languages (English, German, Japanese, Chinese) is provided as a means of mastering national historical traditions, human development, and harmonization of national relations.
At all levels of education, the educational process is aimed at developing students’ skills in research, thinking and communication. As the results of psychological and pedagogical theories show (P.Ya. Galperin, L.S. Vygotsky, N.A. Menchinskaya, V.V. Davydov, etc.), it is important to be able to find information and use it effectively than to memorize everything that is in the child is able to remember. For this purpose, the use of computer technology in lessons, special courses and extracurricular activities is provided.
The unifying core of the process of personal development at all levels of education is labor pre-vocational and vocational education. Thus, at the first stage, children master the elements of knowledge and skills for self-care based on imitation, performing actions according to the model and likeness in the game. On the second stage, through the game they acquire knowledge and skills of educational activities, and master the skills of service work. In the third stage, in the process of educational and cognitive activity, students master elements of professional activities (programmer-laboratory assistant, seamstress-machine operator, secretary-assistant, radio assembler). At the fourth stage of education, students independently perform work tasks, learn to realize their inclinations, and master the economics of market relations. The model presents a wide range of out-of-school educational institutions to meet the educational needs of children, adolescents, and young men that are not met in school and family.
All activities of out-of-school educational institutions are built in accordance with the principles of the sociological educational system and are aimed at solving the main tasks of the model.
The structure of the model includes:
1. Sociological-medical-psychological-pedagogical service for the provision of educational services to children, adolescents and their parents, teaching staff.
2. Research laboratories of didactics and psychology for the development of experimental programs and evaluation of the results of experimental and innovative activities.
Consequently, the system of sociological educational space of the adaptive model includes:
· the actual educational space within the walls of the school and kindergarten;
· services to support the activities of an educational institution;
· out-of-school educational institutions.
4.Yamburg School
The official name of this state secondary educational institution is Education Center N 109 in Moscow. And the unofficial, which bears the stamp of personality, fits into two words.
Over the past years, its director became a Doctor of Pedagogical Sciences, an Honored Teacher of the Russian Federation, a corresponding member of the Russian Academy of Education, and generally became famous. The school itself, from an experimental site where the “adaptive model” was tested (adapting the educational system to the capabilities and needs of students, and not vice versa), turned into a multidisciplinary education center: kindergarten, primary classes, gymnasium, lyceum, pedagogical correction classes... Yamburg School - this is also its own theater, stables, flotilla with two steamships and several sea boats, an arts and crafts workshop, a cafe, a hairdresser, medical offices... This is, if you like, Yamburg City, where there is just everything.
Director of the capital's Education Center No. 109, Honored Teacher of the Russian Federation Evgeny Aleksandrovich Yamburg is also a cheerful person. In the corridors on the walls there are framed caricatures of teachers, not classics. In the director's reception room there is a painted sculptural image of Yamburg itself, reduced by one and a half times. Probably so that everyone, even a first-grader, can feel like an equal with him.
Central Educational Center No. 109 is famous primarily as the cradle of the school’s adaptation model (the institution itself is already 27 years old). That is, schools where methods of working with students, forms of teaching and approaches to organizing the educational process are selected depending on which children study in a particular class. It is not the child who adapts at school, but the school that is ready to adapt to him, based on his characteristics. The result is a multi-level education system that gives each student the opportunity to realize their potential. Today there are 237 teachers and 2020 students in the education center. It operates a theater studio, a school of arts and crafts, and even a hairdresser (the staff are the students themselves). However, director Yamburg says: “I don’t think at all that we grabbed God by the beard. We still have to work and work.”
In Soviet times, the experiment to create an educational institution capable of tailoring a standardized and straightforward school system to a child was carried out virtually in secret. Different teaching methods were needed, designed for different categories of students. The experience of foreign colleagues was studied clandestinely and also clandestinely introduced into practice.
Today adaptive schools operate in 60 regions of Russia, in the near and far abroad. The author of the system, Evgeniy Yamburg, does not count his followers and emphasizes that other adaptive schools are not copies of Central Educational Center No. 109 - teachers there can use other methods. The main thing is to preserve the basic principles.
Each school should ideally have its own identity. This one has no gray-green-blue walls; the atmosphere in which children spend time should not reek of officialdom. Another fundamental point is that there is everything you need for the educational process. However, in the Central Educational Center it is not customary to mention the number of computers and other equipment; the main thing is the teaching technique. Meanwhile, the center recently purchased a batch of laptops for students in special classes. Quite significant. If we are talking about a private school, then God himself ordered to organize “conveniences” at an above average level. But state educational institutions, as a rule, do not shine in this regard. Literally and figuratively. Evgeniy Aleksandrovich says that when he comes to inspect other schools, he first of all pays attention to the condition of the plumbing facilities, and specifically shows me the toilets and washbasins - light tiled floors, flowers, fish in the aquarium...
The school is acquiring branded features. For example, not long ago a piece of Old Arbat appeared - one of the halls was turned into it: almost real lanterns, a model of the facade of the building where Okudzhava lived, benches and a small area that can be turned into an impromptu stage.
On the walls there are caricatures of teachers, apparently to create an informal atmosphere. Naturally, no one is offended - this is customary. A smaller copy of the school principal, made of papier-mâché, is right in front of his office.
Despite its external and internal presentability, this school, in the language of the characters in Chukovsky’s book “From Two to Five,” is the most “everyone” school. In the sense that no one will “cut” your child upon admission. The main principles of an adaptive school are a focus primarily on the child’s characteristics (both mental and physical), a flexible approach to learning and the absence of strict selection at the entrance. Theoretically, people are accepted here regardless of the financial situation of the family. And regardless of certain deviations (except for particularly severe cases, the so-called contingent of special boarding schools), which somewhere would be considered unacceptable. “The sooner we identify disorders (for example, dysgraphia or dyslexia), the more likely it is that we will help the child return to normal by school,” explains Evgeniy Yamburg. Therefore, interviews, including with a psychologist, are conducted here not in order not to hire, but in order to determine the amount of work to be done. In practice, preference is still given to residents of nearby areas.
The flexible approach declared by the adaptive school is the opportunity to constantly choose. Including teaching methods. For example, in Waldorf schools they study only according to the Waldorf canons, in the Amonashvili school - in accordance with the methodology of the same name. And here the pedagogical tools can be anything. The main thing is that it suits the children's group.
In kindergarten Central Education Center No. 109 there are groups working according to the Montessori development method, traditional groups, there were groups that used elements of Waldorf pedagogy, etc. How your child will be taught and in which group depends on his knowledge, skills and abilities.
The question that worries parents immediately after admission is what grade will their child go to? At first glance, the system is complex - regular, correctional, gymnasium, lyceum classes... But it is precisely what is needed so that children with different levels of development can find a place in school and so that they feel comfortable.
It is clear that correctional classes are designed for children who require increased attention from teachers, for those who will find it difficult to study in a regular class. Studying in a gymnasium or lyceum class is more prestigious than in a general education class, but it is also much more difficult. For example, in the linguistic lyceum two foreign languages are studied, in the medical lyceum a serious emphasis is placed on chemistry and biology, etc.
It happens that you don’t want to go to a correctional class. Moreover, parents resist. According to the school director, in such cases it takes a long time to prove that correctional does not mean bad. Working with parents is the responsibility not only of the directorate, but also of the psychological and pedagogical service, without which, according to Evgeniy Yamburg, it is impossible to make the school adaptive. The stubborn ones are explained that in a correctional class the child will be given the same knowledge - according to the state standard, but with the use of other pedagogical techniques. That in such a class there are half as many students and therefore the teacher has the opportunity to pay more attention to everyone. And that it is better for some children to study here at first and then, having caught up, move on to a regular class, rather than initially getting into a situation of constant failure.
People enter the gymnasium on a competitive basis and at will: if you want, take exams there, if you don’t want, go to a general education class. The task of entering the Lyceum Central Educational Center No. 109 is complicated by the fact that not only students of the center are accepted there - anyone can enter. As well as preparing for admission to special courses at the center. Education at the lyceum begins in the ninth grade.
It is noteworthy that transitions from one stage of school life to another in an adaptive school are as gentle as possible. Thus, some of the first classes are located on the territory of the kindergarten, that is, the children who enter them are in a familiar environment; part of the fifths according to the same scheme - on the territory of an elementary school.
By the way, education in gymnasium classes begins not from the fifth year of study, as in other Russian schools, but from the sixth. At the fifth stage, children get used to new teachers, a new system for organizing the educational process, etc. For students, this is quite serious stress, emphasizes Evgeniy Yamburg.
Classes at Central Education Center No. 109 last until about an hour or two in the afternoon. And then the fun begins.
For example, the school has its own stable with 27 horses. The fact is that the administration of the Central Educational Center decided to introduce hippotherapy into school practice. There are many indications for its use. Thus, even children with cerebral palsy who regularly ride horses improve coordination of movements and develop a sense of self-confidence. Hippotherapy is also effective for less serious health problems.
However, that's not all. At the Central Organ there is a travel club “Zuid-West”, whose members in winter develop hiking routes along the Volga (Yamburg residents have been exploring this river for 15 years), search for information on the Internet about each section of the route, putty on watercraft - the school fleet includes 15 six-oar yawls (at the Central Organ There are also two own ships). They go sailing along the Volga in the summer. On the one hand, this is all interesting and, of course, educational. On the other hand, there is another opportunity to mix a variety of children and teenagers. On a hike, after all, everyone is on the same team, who studies, how and in what grade, no longer matters much.
River travel, horses - things are already familiar to both schoolchildren and teachers. But pedagogy is on the move: CO No. 109 is implementing a new project - together with a dog kennel. Students of the center are now frequent guests there. “Statistics show that in most cases, a child who has a dog at home learns better,” says Evgeniy Yamburg. “The reason is simple: caring for a dog - feeding, walking - disciplines and develops responsibility. In addition, we teach our students to communicate with different children. Including disabled people. The first reaction of our children, who first appeared at the boarding school, was shock; they had never seen children in wheelchairs. The owners were embarrassed, but we came with the dogs, and through them, as through intermediaries, the children began to communicate. In general, this is quite serious scientific work, which we plan to continue.”
The question of how much all this costs cannot but arise in the mind of a modern parent, who is already accustomed to always paying for everything. TsO N 109 is a state educational institution. That is, basic school education here is provided free of charge.
However, some services are paid. For those who have chosen a more serious path of preparation for entering a university - lyceum classes, some of the subjects are taught by teachers from universities - partners of the training center. For example, from the Higher School of Economics. This item of expenditure is not financed by the state. It is also paid to study a second foreign language in a linguistic class and all kinds of in-depth training courses. For example, studying one subject in preparation courses for admission to a lyceum costs about 300 rubles per month.
Evgeniy Aleksandrovich admits that from time to time it is necessary to resort to the help of parents: maintaining horses, watercraft and other advanced school infrastructure is an expensive matter. But definitely worth it.
adaptive model school Yamburg
Conclusion
Recently, among parents seriously interested in pedagogy, the adaptive school model developed by Moscow teacher Evgeniy Yamburg has become increasingly popular. Its essence is the adaptation of the educational system to the capabilities and needs of the student, in contrast to a traditional school, where everything is the other way around. Remaking the school system to suit a child is not a new idea, but Yamburg’s methodology is particularly flexible and this is largely what makes it interesting. A modern school should help a child realize his educational needs, his humanity, and develop a positive worldview system.
List of used literature
1. Gribenyukova E. Adaptive school: The goal is the student’s self-realization // School director: (express experience). – 2000. - No. 1.
2. Yamburg E. Pedagogy, psychology, defectology and medicine in
Models of adaptive school // Public education. – 2002. - No. 1. – P. 79-85
3. Personally adapted learning system // Pedagogy. – 2003. - No. 7. – P. 66-71
4. Shamova T.I., Davydenko T.M. Managing the educational process in an adaptive school. – M.: Center “Pedagogical Search”, 2001.
5.http://www.za-partoi.ru/years/1156/?article=126
Multifunctional complex No. 109, headed by E.A. Yamburg can rightfully be called a school of authors. It is often called that way – the school of E.A. Yamburg.
E.A. himself Yamburg called its school adaptive, explaining that it is a school with a mixed student population, where gifted and ordinary children study, as well as those in need of remedial and developmental education. An adaptive school strives, on the one hand, to adapt as much as possible to students with their individual characteristics, and, on the other hand, to respond as flexibly as possible to sociocultural changes in the environment.
Any author’s school is based on certain pedagogical ideas that are based on a certain philosophical foundation. E.A. Yamburg notes that there are only two educational philosophies in the world: cognitive (orienting teachers towards subject programs, fixed, evaluable results, selective selection of gifted children with their subsequent special training) and affective-emotional-volitional (in other words, personal). In teams that adhere to a personal philosophy of education, students are carefully observed, their personal growth and development are discussed, and a lot of attention is paid to the individual interests and problems of students.
An adaptive school involves the harmonization of two educational philosophies and two approaches. At the same time, what is important is not their mechanical connection, but justified integration and complementarity.
The adaptive school scheme includes certain modules, among which the main and accompanying modules are distinguished. A module is a fairly autonomous structural unit of the school, which has its own building and its own leader.
The main modules include the following: kindergarten, primary school, including 5th grades, basic school with gymnasium general education classes and pedagogical support classes (6th-9th), high school with lyceum and general education classes (9th-9th). 11th).
Related modules are a center for diagnosis, adaptation and development. L.S. Vygotsky, medical and psychological laboratory, development and leisure center, computer center.
Let's consider the specifics of individual modules in an adaptive school. Kindergarten exists in an adaptive-emotional-volitional paradigm. This, of course, presupposes the cognitive (intellectual) development of children, but it is not dominant or valuable in itself.
In kindergarten, conditions are created for the child to achieve a certain level of personality development and psychological readiness for school. In kindergarten, doctors, psychologists, and defectologists carry out comprehensive diagnostics of children, identify children in need of correctional and developmental work, and carry out such work with them.
The next module of the adaptive school is a primary school with 5 grades. A teacher, psychologist, speech therapist, speech pathologist, and physician participate in the interview with children upon admission to primary school (if they are not coming from a school kindergarten). Parents must be present. In elementary school, teachers pay special attention to the optimal combination of two educational paradigms: affective-emotional-volitional and cognitive. At the same time, primary school students’ mastery of the methods and skills of educational activities available to them is emphasized. Mastering educational material is combined with special correction procedures that eliminate factors that inhibit learning.
In primary school there are no classes of different levels of education; all subjects are studied in groups of “mixed abilities”. Educational material is presented in portions. When work on a basic educational unit is completed, diagnostic tests are used to determine how successfully students have mastered the educational material. Those who have mastered it are offered additional, enriched material. Those who have not mastered it are asked to re-study the corrected material. All students begin to study the new basic academic unit at the same time, but the time allotted for its study is not fixed. If we compare the indicated characteristics of the learning process with the previously discussed technologies (2.3), it becomes clear that learning in primary school follows the model of complete assimilation of knowledge.
In the basic school module, a system of multi-level differentiated learning is created, when students are distributed among learning streams. It is interesting that in basic school special attention is paid to the development of humanitarian culture. At the same time, there is a parallel study in history, literature, and world artistic culture (WAC) lessons of the same era. Each topic of the synchronized course is started by a history teacher, and then literature and MHC teachers join in. This approach makes it possible to avoid duplication of material. For example, a historian and writer do not touch on painting or architecture of the era being studied; this material is the responsibility of a teacher of world artistic culture.
The study of the topic ends with a special comprehensive lesson, exam or test, at which teachers of literature, history, and the Moscow Art Committee evaluate the fruits of joint activity.
In the basic school, the line of correctional and developmental education continues to deepen. There are pedagogical support classes with 9-12 students. The schedule of hours in the main subjects has been expanded, the work is carried out under the constant supervision of specialists from the medical, psychological and defectology laboratory.
In the basic school, classes of flexible composition are also created (they were discussed in 2.1.), when children themselves choose the level of study in each individual subject. Depending on achievements during the school year, the student can change the level three times. E.A. Yamburg calls this form of organization of the educational process stratification (i.e. division into strata - layers with different levels of education).
The High School module focuses on cognitive goals. The high school has physical and mathematical, medical and biological, medical, art and graphic, and humanities lyceum classes.
The main objectives of educational activities include intellectual and general psychological preparation for passing entrance exams to a university, profile orientation, and implementation of state educational standards in the context of multi-level and multidisciplinary education in high school.
I would like to tell you about one more module of the adaptive school. This is a center for development and leisure. It is located in three buildings adjacent to each other, where there are a school stable (horses, ponies, cows, sheep, goats, chickens, rabbits), a boathouse for storing and repairing watercraft, auto repair shops, and a travel club. The school hairdresser and painting, sculpting and architecture studio are located in the main school building.
The development and leisure center helps organize children’s lives full of interesting activities, gives them the opportunity to find something they like, and forms in a little person a responsible attitude to life through mercy and compassion. Treating a sick rabbit, caring for a pony, being present at the birth of a new life, when high school students, together with specialists, help a small foal be born - all this and much more allows you to gradually overcome natural childish egoism. Sometimes the influence of a circle leader or coach on a child’s personality outweighs the influence of the entire teaching staff, because out-of-school education is always personal.
The multidisciplinary school complex includes a kindergarten, a primary school, as well as gymnasium and lyceum classes of various profiles. 193 teachers teach 2231 students.
Practical implementation of the adaptive school model:
At the same time, lines of lyceum, gymnasium, correctional and developmental and primary vocational education are being built;
Multi-level differentiated training and development of students is carried out, taking into account their inclinations and abilities, state of physical and mental health.
Basic principles for constructing an adaptive school model:
·system-structural integral ideological and organizational unity of its subsystems and individual objects;
multidisciplinarity;
·equal partnership coexistence of different pedagogical paradigms;
·gradual overcoming of contradictions in the cognitive, personal (emotional-volitional), cultural and competency-based paradigms of education;
·broad optimization approach.
Basic features of the adaptive school model:
The presence of a heterogeneous composition of students (“a school for everyone”);
Focus on abilities, inclinations, life plans;
Flexibility, openness, timely adequate response to socio-cultural and psychological-pedagogical situations;
Creating the necessary conditions for the implementation of variable education within one school;
Ensuring content and methodological continuity at all stages of training;
Differentiated learning;
The presence of diagnostic, organizational and didactic procedures that allow for soft forms of differentiation, offering permanent regrouping of students based on tracking the dynamics of their development;
Health as an integral indicator of the model’s effectiveness;
Optimal combination of teaching and educational models.
Pedagogical bulletin. 2002, No. 9. P. 7.
Yamburg E.Sh. School for everyone: Adaptive model. (Theoretical
basics and practical implementation). – M.: New School, 1996.
Humanistic school of V.A. Karakovsky(school No. 825 Moscow)
School No. 825 was founded in 1970; in 1977, with the arrival of the new director V.A. Karakovsky, the creation of a humanistic educational system (personality-oriented) began here, which went through several stages in its formation and development.
At the first stage (1977-1981), a diagnosis of teaching and student teams, their activities, and the relationship of the school with society was carried out. The work developed by V.A. was introduced and refined. Karakovsky concept of the educational system; the prospects for the development of the school were determined, program documents were created (“Commandments of the teaching staff”, “Moral principles of a schoolchild in a model city”, etc.); teachers and students were involved in joint creative activities and began to use the communard methodology. The result of this stage was the formation of new pedagogical thinking, a reassessment of values and the approval of the idea of the need for further development of the educational system.
The second stage (1981 - 1986) was characterized by stabilization of the system, its structural components were clearly defined, and self-government bodies were created. At the same time, the main value was considered to be the student’s personality, interests and abilities. The quality of academic performance and the level of education of students have increased. The style of relations within the teaching staff has changed; it has become defined by democratization, cooperation and co-creation. Collective creative activity has become dominant. However, during this period, contradictions arose between educational and extracurricular activities, which set a number of new tasks for the team aimed at changing the leading types of activities, its essential foundations - this was the main content of the third stage of development of the Armed Forces (1986-1988).
The next, fourth, stage in the formation of the educational system was the development of promising directions for its further development. At the same time, large-scale changes in society that began in 1991 led to fundamental changes in the educational sphere. The proclaimed principles of democratization and humanization required the teaching staff to make adjustments to all structural components of the system from goal to result. The content of educational work was based on universally significant values: Man, Family, Fatherland, Labor, Knowledge, Culture, Peace, Earth. humane relations have become the main mechanism for educating the individual. In the educational system, the degree of freedom has increased, the role of the situation of choice and the situation of success has increased. Dialogue, group discussion, and the method of creating a pedagogical situation and conditions for individual self-realization began to dominate in educational methods.
Methods of educational work: A textbook for students. higher education textbook institutions / L.A. Baykova, L.K. Grebenkina, O.V. Eremkina, etc.; edited by V.A. Slastenina. – M.: Publishing Center “Academy”, 2002. – p. 25-26.
Evgeny Aleksandrovich Yamburg - Honored Teacher of the Russian Federation, Doctor of Pedagogical Sciences, Corresponding Member of the Russian Academy of Education, Director of the Moscow Education Center No. 109. The developer and author of the adaptive school model, the books “School for All”, “Pedagogical Decameron” tries to find a compromise between integration and differentiation in school in the form of INDIFIA. This is one of the hot spots among other school problems, which are discussed below.
Evgeny Yamburg had to become not only a teacher, but also an education manager. Are all teachers failures? What is happening to children today and is it possible to love school? Evgeniy Yamburg talks about this:
“Today we need to surprise children. Children don’t care who I am – doctor of sciences, academician, professor, and so on. Figuratively speaking, every time you enter the classroom naked, you have to prove that you are not a bear. And since the teacher has long ceased to be the only source of information, then there must be charisma. Or you will be taken out of class.
How he knew how to seem new,
Jokingly amaze innocence...
You see, this is very difficult. But probably.
How have children and parents changed?
Today, when you show a book to a little four and a half year old girl - and we have a kindergarten here in the education center - she makes a characteristic movement with her fingers on the book and wonders why the image does not expand. Of course, this is already a digital generation, and there are some ways of perception that are changing. Internally, they are much freer than us, which I, for example, really like. On the other hand, they are often more unceremonious, which cannot but hurt the soul of the old teacher.
By the way, the concept of age is very relative. (Not a single statement). I know seventy-year-old teachers whose eyes sparkle, and twenty-five-year-olds with dull eyes - this is not an age category.
“Giving up your child for safekeeping” is such a trend. And then - today the school has been turned into a seller of educational services, which is actually incompatible with creativity - neither artistic nor pedagogical. And in this sense, the position that “the customer is always right” does not suit me either.
What is the strength of differentiation? You can provide assistance to a child - substantive, real, taking into account his development in all areas - intellectual and emotional. What's the negative side? This feeling of inferiority, second-classness and all that.
What is the strength of integration? This is tolerant, it is politically correct, it does not create a feeling of second-class status for some and inflated self-esteem for others. But real help cannot be provided.
Therefore, today in the world - and I am one of those who promotes this - there is the concept of “indifia”. This is a flexible combination of integration and differentiation - not “either-or”, but “both-and”. Even the same child at different stages of development and learning requires either differentiation or integration. Because there are, for example, children with attention deficit hyperactivity disorder. Telling such a child: “be careful” is the same as telling a blind person: “look closely” - special technologies are needed. And small classes are better. Although he retains his intelligence.
Chekhov also said that “a poor teacher is a disgrace for the country.” But, since the amount of funds for education in most regions remained the same, they were often increased due to the fact that the so-called “extra” people - defectologists, psychologists, speech therapists - were removed from the school. And this is a big problem. Because all children need to be helped, but with a very targeted understanding of what their problems are 41.”
Yamburg once admitted that over the past academic year he practically memorized the draft law “On Education” - so often he was asked to express his opinion about it. One of his complaints about the bill is that it is “bad, it does not take into account the modern situation, when 85% of children come to school with various diseases.
“So what is the current situation in Russian schools? - not an education reform, but a reform of the economics of education. On the one hand, the state says: “Education should be free.” But he immediately tells schools: “Don’t sit on the state’s neck.” Teachers are being transformed from mentors to service providers. “First of all, much-needed psychologists and defectologists are being laid off - it’s not mathematics - cutting 42”!
1) Standards do not stimulate creativity;
2) The modern generation of children is a digital generation;
3) The teacher has long ceased to be the only source of information;
4) The concept of age is very relative;
5) Шcola has now been turned into a seller of educational services
Specific features of a full-day adaptive school: adaptation of the educational process to the student and his individual characteristics; a small group of students, allowing for the effective implementation of individual and differentiated approaches, individual-group scheduling; “full day” of interaction between teacher and student (9.00 – 16.00); providing comfortable conditions for the schoolchild (two meals a day, walks, an extensive system of additional education, psychological and medical care, etc.); health-preserving environment for UVP participants; participation of parents through the board of trustees in co-financing the educational program and the material and technical base of the school 2
Information note School 61 was opened in 1993 City enrollment 179 students Class occupancy - up to 21 people 2004 - 2007 - 1 gold medalist, 7 silver medalists Admission to the university - 100% 9 diploma winners of city scientific and industrial complexes, 1 laureate of the all-Russian scientific and industrial complex "Otkritie" in Yaroslavl Children's self-government organization School Council. Out of 34 teachers - 6 honorary educators, 3 excellent students of public education, 2 honored teachers of the Russian Federation, 1 laureate of a state grant as the best young scientist of Kuzbass Parents - customers and full participants in the management of the UVP School coat of arms, flag and anthem, their traditions 2 dissertations for the competition scientific degree of candidate of pedagogical sciences: Cherdantseva E. V. “Adaptive full-day school as a factor in the development of the student’s personality” Khristenko E. V. “Training a teacher to work in an adaptive school.” 3
Concept The goal of pedagogical activity: such an organization of the educational process that would allow, in a health-preserving environment, to provide a varied education for the student. The main principle of the content of education is an individually differentiated approach depending on the level of development and health, as well as the individual characteristics and abilities of the child. The mission of the school is to create favorable conditions in the school, thanks to which children who initially have different “starting” opportunities when leaving school will successful, socially adapted, with developed communication, information and other competencies. 6
Characteristics of the school’s activities at this stage 1. implementation of the principles of the full-day adaptive school model 2. development of students’ mental activity abilities within the framework of the implementation of innovative pedagogical technologies (system of developmental education by D. B. Elkonin - V. V. Davydov in elementary school) 3. created materially -technical base for informatization of the educational process 4. implementation of a personal-activity approach through an individual-group schedule, a mentoring system and a system of additional education 5. implementation of the principle of democratic school management 6. extensive external relations of the school 7
The characteristic of the educational process is the creation of spaces of the educational process that give the student the opportunity to realize himself as a subject of his life, activity and communication in a health-saving, psychologically comfortable environment. 8
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System of additional education Circles Sports sections Additional subjects Deepening the subjects of fine arts - studio Origami Choir Theater Graphics Russian people. circle Soft toy General physical training Wushu Choreography Latin dance Football Volleyball Basketball Pioneer ball Swimming pool Speech and culture of communication Extracurricular reading Logical tasks Fairytale therapy Psychology of communication Theory of inventive problems Pages of British history Fundamentals of Russian literature Computer science from 1st grade. History from 3rd grade. Expressive reading Rhetoric Workshop in Russian. language Workshop in mathematics Workshop in physics Workshop in chemistry Preparation for the Unified State Exam in Russian. language Preparation for the Unified State Exam in mathematics History of civilization and the world Analysis of literary text Jurisprudence Business Russian language 11
KemGUTDance club "Fiesta" TUSURSwimming pool "Lazurny" Kuzbass Institute of Economics and Law Center for the development of creativity of children and youth Factory. district KRIPKiPROSibirsk Federation Wushu National Medical Center Library named after. Gaidar KuzGTUMOU DOD City Children's and Youth Center GER School "Noogen" NovosibirskSchools 7, 42, School external relations system 61
Use of modern educational technologies Modern educational technologiesStage of use 1st stage 2nd stage 3rd stage 1 System of developmental education D.B. Elkonina - V.V. Davydova 2 Problem-based learning 3 Multi-level learning 4 Research methods in teaching 5 Project-based teaching methods 6 “Debate” technology 7 Technology of modular and block-modular training 8 Lecture-seminar-credit training system 9 Technology of using gaming methods in teaching: role-playing, business games 10 Collaborative learning (team, group work) 11 Information and communication technologies 12 Innovation assessment system “portfolio” 13 Health-saving technologies 13
Features of management: a small teaching staff, allowing the teacher to occupy various management positions - teacher, educator, administrator; school work simultaneously in two modes - functioning and development; involving parents in the management of the school as a mandatory and necessary condition for the school’s activities; creation of a system of children's self-government of the school as the implementation of the democratic principle of management and self-organization by students of their lives at school. 14
Directions of the school's work 1. providing each student with an individual development trajectory, taking into account his physiological and mental characteristics and abilities through a system of individual student portfolios and the introduction of individual and group curricula (by 2010); opening, on the basis of the school, training courses for children aged 5 - 6 years old “Preschoolers” to prepare for entering school 2. creating a competency-based environment for teachers of school 61 through a system of training seminars, a motivational environment for self-realization of teachers, a system of individual portfolios for school teachers 3. improvement of the public body -government administration “Governing Council” for more effective support of UVP 4. study of the social order addressed to the school to increase the relevance of the additional educational services provided by the school 15
