Do you think you are Russian? Were you born in the USSR and think that you are Russian, Ukrainian, Belarusian? No. This is wrong.

Are you actually Russian, Ukrainian or Belarusian? But do you think that you are a Jew?

Game? Wrong word. The right word"imprinting".

The newborn associates himself with those facial features that he observes immediately after birth. This natural mechanism is characteristic of most living creatures with vision.

Newborns in the USSR saw their mother for a minimum of feeding time during the first few days, and most time we saw the faces of the maternity hospital staff. By a strange coincidence, they were (and still are) mostly Jewish. The technique is wild in its essence and effectiveness.

Throughout your childhood, you wondered why you lived surrounded by strangers. The rare Jews on your way could do whatever they wanted with you, because you were drawn to them, and pushed others away. Yes, even now they can.

You cannot fix this - imprinting is one-time and for life. It’s difficult to understand; the instinct took shape when you were still very far from being able to formulate it. From that moment, no words or details were preserved. Only facial features remained in the depths of memory. Those traits that you consider to be your own.

3 comments

System and observer

Let's define a system as an object whose existence is beyond doubt.

An observer of a system is an object that is not part of the system it observes, that is, it determines its existence through factors independent of the system.

The observer, from the point of view of the system, is a source of chaos - both control actions and the consequences of observational measurements that do not have a cause-and-effect relationship with the system.

An internal observer is an object potentially accessible to the system in relation to which inversion of observation and control channels is possible.

An external observer is an object, even potentially unattainable for the system, located beyond the system’s event horizon (spatial and temporal).

Hypothesis No. 1. All-seeing eye

Let's assume that our universe is a system and it has an external observer. Then observational measurements can occur, for example, with the help of “gravitational radiation” penetrating the universe from all sides from the outside. The cross section of the capture of “gravitational radiation” is proportional to the mass of the object, and the projection of the “shadow” from this capture onto another object is perceived as an attractive force. It will be proportional to the product of the masses of the objects and inversely proportional to the distance between them, which determines the density of the “shadow”.

The capture of “gravitational radiation” by an object increases its chaos and is perceived by us as the passage of time. An object opaque to “gravitational radiation”, the capture cross section of which is larger than its geometric size, looks like a black hole inside the universe.

Hypothesis No. 2. Inner Observer

It is possible that our universe is observing itself. For example, using pairs of quantum entangled particles separated in space as standards. Then the space between them is saturated with the probability of the existence of the process that generated these particles, reaching maximum density at the intersection of the trajectories of these particles. The existence of these particles also means that there is no capture cross section on the trajectories of objects that is large enough to absorb these particles. The remaining assumptions remain the same as for the first hypothesis, except:

Time flow

An outside observation of an object approaching the event horizon of a black hole, if the determining factor of time in the universe is an “external observer”, will slow down exactly twice - the shadow from the black hole will block exactly half possible trajectories"gravitational radiation". If the determining factor is “ internal observer", then the shadow will block the entire trajectory of interaction and the flow of time for an object falling into a black hole will completely stop for a view from the side.

It is also possible that these hypotheses can be combined in one proportion or another.

Official text:

Article 17.7. Failure to comply with the legal requirements of a prosecutor, investigator, inquiry officer or official conducting proceedings in a case of an administrative offense

Deliberate failure to comply with the requirements of the prosecutor arising from his powers established by federal law, as well as the legal requirements of the investigator, inquiry officer or official carrying out proceedings in a case of an administrative offense - entails the imposition of an administrative fine on citizens in the amount of one thousand to one thousand five hundred rubles ; for officials - from two thousand to three thousand rubles or disqualification for a period of six months to one year; on legal entities- from fifty thousand to one hundred thousand rubles or administrative suspension of activities for up to ninety days.

Note. The provisions of this article do not apply to matters regulated by criminal procedure legislation Russian Federation relations related to the prosecutor's supervision of the procedural activities of the inquiry bodies and preliminary investigation bodies.

Lawyer's comment:

This article defines the circle of persons who are subject to administrative liability for failure to comply with legal requirements. Such persons include a prosecutor, an investigator, an inquiry officer, as well as an official conducting proceedings in a case of an administrative offense. In accordance with Article 6 of the Federal Law of November 17, 1995 No. 168-FZ "On the Prosecutor's Office of the Russian Federation", the demands of the prosecutor arising from his powers, including those listed in Articles 22, 27, 30 and 33 of this Law, are subject to unconditional execution in fixed time. When implementing the functions of general supervision assigned to the prosecutor, which includes supervision over the observance of human and civil rights and freedoms by both state bodies, local government bodies, and management bodies and managers of commercial and non-profit organizations, the prosecutor has the right to demand from managers and other officials of federal bodies executive power, representative and executive bodies constituent entities of the Russian Federation, local government bodies, military command and control bodies, control bodies for the provision of necessary documents, materials, statistical and other information, allocation of specialists to clarify emerging issues; conducting inspections based on materials and appeals received by the prosecutor's office, auditing the activities of organizations controlled or subordinate to them. Officials of the bodies listed above are obliged to begin fulfilling the demands of the prosecutor or his deputy to conduct inspections and audits immediately.

When supervising the implementation of laws by the administrations of bodies and institutions executing punishments and compulsory measures imposed by the court, administrations of places of detention of detainees and prisoners, the prosecutor has the right to demand from the administration the creation of conditions that ensure the rights of detainees, prisoners, convicts and persons subjected to coercive measures. Resolutions and demands of the prosecutor regarding execution established by law the order and conditions of detention of detainees, prisoners, convicted persons, persons subjected to compulsory measures or placed in forensic psychiatric institutions are subject to mandatory execution by the administration, as well as by bodies executing court sentences in relation to persons sentenced to punishment not related to deprivation freedom. Carrying out the functions of supervision over the implementation of laws, observance of human and civil rights and freedoms, the prosecutor or his deputy lodges a protest against an act that is contrary to the law. The protest is subject to mandatory consideration no later than 10 days from the date of its receipt by the relevant authority. Another form of the prosecutor’s response to facts of violation of the law, the reasons and conditions conducive to them, is the prosecutor’s presentation, as well as a resolution to initiate proceedings in a case of an administrative offense (Articles 21-26 of the Federal Law “On the Prosecutor’s Office of the Russian Federation”).

In accordance with Article 38 of the Criminal Procedure Code of the Russian Federation, the investigator is an official authorized, within the competence provided by the Criminal Procedure Code of the Russian Federation, to carry out a preliminary investigation in a criminal case. In accordance with Article 151 of the Criminal Procedure Code of the Russian Federation, preliminary investigations in criminal cases are carried out by investigators from the prosecutor's office, as well as investigators from internal affairs bodies, investigators from federal service security and investigators from the Federal Drug Control Service. The decisions of the investigator, made in accordance with the law in criminal cases under investigation, are mandatory for execution by all enterprises, institutions, organizations, officials and citizens. In order to implement this rule, the law provides for the possibility of using criminal procedural coercion, for example, during seizure, search, examination, collection of samples for comparative expert research. The list of investigative bodies is defined in Article 40 of the Criminal Procedure Code of the Russian Federation. Inquiries have the right to be carried out by officials of internal affairs bodies (police) and other federal executive authorities in accordance with Federal law"On operational investigative activities", chief bailiffs of the Russian Federation and constituent entities of the Russian Federation, chief military bailiff, their deputies, senior bailiffs, commanders military units, heads of military institutions and garrisons.

Arbitrage practice:

Question: Is it possible to bring to administrative responsibility the investigator of the police department who conducted the investigation in a criminal case for failure to comply with written instructions of the prosecutor in the same criminal case under Article 17.7 of the Code of Administrative Offenses of the Russian Federation (failure to comply with the legal requirements of the prosecutor, investigator, investigator or official carrying out the proceedings in a case of an administrative offense)?

Answer: As can be seen from the wording of Article 17.7 of the Code of Administrative Offenses of the Russian Federation, administrative liability is provided for deliberate failure to comply with the legal requirements of the prosecutor, investigator, inquiry officer or official conducting proceedings in the case of an administrative offense. Consequently, a police department investigator who conducted an investigation in a criminal case and failed to comply with the written instructions of the prosecutor in the same criminal case cannot be held administratively liable under Article 17.7 of the Code of Administrative Offenses of the Russian Federation.

Question: Are officials who failed to submit a notice of measures taken at the request of the investigator issued in accordance with paragraph 2 of Article 158 of the Criminal Procedure Code of the Russian Federation subject to administrative liability in accordance with Article 17.7 of the Code of Administrative Offenses of the Russian Federation?

Answer: According to Article 2 of the Criminal Code of the Russian Federation, one of the tasks of criminal legislation is the prevention of crimes. In accordance with paragraph 2 of Article 158 of the Criminal Procedure Code of the Russian Federation, an inquiry officer or investigator, having established during pre-trial proceedings in a criminal case circumstances that contributed to the commission of a crime, has the right to submit to the relevant organization or relevant official a proposal to take measures to eliminate these circumstances or other violations law. This presentation subject to consideration with mandatory notification of measures taken no later than one month from the date of its issuance.

Consequently, the law provides for the obligation of the relevant official of the organization to consider the submission received from the investigator or inquiry officer and, within a month, report in writing on the measures taken to eliminate the causes and conditions that contributed to the commission of the crime. The norms of the Criminal Procedure Code of the Russian Federation do not provide for liability for failure to fulfill this obligation by persons who are not participants in criminal proceedings.

Article 17.7 of the Code of Administrative Offenses of the Russian Federation provides for administrative liability for deliberate failure to comply with the requirements of the prosecutor arising from his powers established by federal law, as well as the legal requirements of the investigator, inquiry officer or official conducting proceedings in the case of an administrative offense.

The object of this administrative offense is the institution state power in the form of exercising the powers of a prosecutor, investigator, investigator or official carrying out proceedings in a case of an administrative offense, acting on behalf of the state and representing its interests arising from the norms of the law.

The objective side of the offense is, in particular, the deliberate failure to comply with the legal requirements of the investigator or interrogating officer. The legal requirements of the investigator (inquiry officer) are determined by his powers as a participant in criminal proceedings. Failure to comply with the requirements of the investigator or inquiry officer to comply with the presentation issued in accordance with paragraph 2 of Article 158 of the Criminal Procedure Code of the Russian Federation is expressed in the failure of the official to take measures to eliminate the circumstances that led to the commission of the crime, as well as in the failure to provide notification of the measures taken. The subjects of responsibility are officials. The subjective side of the offense is characterized by intent. Taking into account the above, officials who deliberately failed to provide notification of measures taken at the request of the investigator may be brought to administrative liability on the basis of Article 17.7 of the Code of Administrative Offenses of the Russian Federation.

Question: Is the head of an organization subject to administrative liability on the basis of Article 17.7 of the Code of Administrative Offenses of the Russian Federation for failure to comply with the prosecutor’s proposal to dismiss employees who do not comply qualification requirements required by current legislation for the positions they occupy?

Answer: Article 17.7 of the Code of Administrative Offenses of the Russian Federation establishes administrative liability for deliberate failure to comply with the requirements of the prosecutor arising from his powers defined by federal law. The powers of the prosecutor are established by the Federal Law of January 17, 1992 "On the Prosecutor's Office of the Russian Federation." By virtue of the provisions of Articles 21 and 22 of this Federal Law, the prosecutor supervises the implementation of laws in force on the territory of the Russian Federation, and, when carrying out the functions assigned to him, makes recommendations to eliminate violations of the law.

Thus, if it is established that the head of the organization has violated the law (employees have been identified who do not meet the qualification requirements for the positions they occupy under current legislation), the prosecutor has the right to make a motion to eliminate the violations. The authority of the prosecutor to make the said submission corresponds to the duty of the official to consider it. The procedure for executing the prosecutor’s submissions is determined by the employer independently, since otherwise (the requirements contained in the prosecutor’s submission for the dismissal of certain employees) means interference with the employer’s right to take necessary personnel decisions at your own discretion.

Consequently, the head of an organization cannot be held administratively liable on the basis of Article 17.7 of the Code of Administrative Offenses of the Russian Federation for refusing to dismiss employees who do not meet the qualification requirements imposed by current legislation for the positions they occupy.

Intentional failure to comply with the requirements of the prosecutor arising from his powers established by federal law, as well as the legal requirements of the investigator, inquiry officer or official conducting proceedings in a case of an administrative offense -

shall entail the imposition of an administrative fine on citizens in the amount of one thousand to one thousand five hundred rubles; for officials - from two thousand to three thousand rubles or disqualification for a period of six months to one year; for legal entities - from fifty thousand to one hundred thousand rubles or administrative suspension of activities for a period of up to ninety days.

Note. The provisions of this article do not apply to relations regulated by the criminal procedural legislation of the Russian Federation related to the prosecutor's supervision of the procedural activities of inquiry bodies and preliminary investigation bodies.

Comments to Art. 17.7 Code of Administrative Offenses of the Russian Federation

1. The commented article defines the circle of persons for intentional failure to comply with whose requirements administrative punishment may be applied. Such persons include, along with the prosecutor, the investigator, the inquiry officer, as well as the official conducting the proceedings in the case of an administrative offense. Let us note that for failure to comply with the judge’s order, Art. 17.3 of the Code also provides for administrative liability.

2. In accordance with Art. 6 of the Federal Law of November 17, 1995 N 168-FZ "On the Prosecutor's Office of the Russian Federation" (as amended and additionally) the requirements of the prosecutor arising from his powers, including those listed in Art. Art. 22, 27, 30 and 33 of this Law are subject to unconditional execution within the prescribed period. When implementing the functions of general supervision assigned to the prosecutor, which includes supervision over the observance of human and civil rights and freedoms by both state bodies, local government bodies, and management bodies and heads of commercial and non-profit organizations, the prosecutor has the right to demand from the heads and other officials of federal bodies executive power, representative and executive bodies of the constituent entities of the Russian Federation, local government bodies, military command and control bodies, control bodies for the provision of necessary documents, materials, statistical and other information, allocation of specialists to clarify emerging issues; conducting inspections based on materials and appeals received by the prosecutor's office, auditing the activities of organizations controlled or subordinate to them. Officials of the bodies listed above are obliged to begin fulfilling the demands of the prosecutor or his deputy to conduct inspections and audits immediately. The basis for prosecution under this article may be the failure of an official to comply with the deadlines for providing the information requested by the prosecutor.

3. Carrying out supervision over the implementation of laws by the administrations of bodies and institutions executing punishments and compulsory measures imposed by the court, administrations of places of detention of detainees and prisoners, the prosecutor has the right to demand from the administration the creation of conditions that ensure the rights of detainees, prisoners in custody, convicted persons and persons subjected to coercive measures. The decisions and demands of the prosecutor regarding the implementation of the procedure and conditions established by law for the detention of detainees, prisoners in custody, convicted persons, persons subjected to compulsory measures or placed in forensic psychiatric institutions are subject to mandatory execution by the administration, as well as by bodies executing court sentences in relation to persons sentenced to punishment other than imprisonment.

4. Carrying out the functions of supervision over the implementation of laws, observance of human and civil rights and freedoms, the prosecutor or his deputy lodges a protest against an act that is contrary to the law. The protest is subject to mandatory consideration no later than 10 days from the date of its receipt by the relevant authority. Another form of the prosecutor’s response to facts of violation of the law, the reasons and conditions conducive to them, is the presentation of the prosecutor, as well as a resolution to initiate proceedings in a case of an administrative offense (see Articles 21 - 25.1 of the Federal Law "On the Prosecutor's Office of the Russian Federation" ).

5. In accordance with Art. 38 of the Code of Criminal Procedure of the Russian Federation, the investigator is an official authorized, within the competence provided for by the Code of Criminal Procedure of the Russian Federation, to carry out a preliminary investigation in a criminal case.

In accordance with Art. 151 Code of Criminal Procedure of the Russian Federation preliminary investigation in criminal cases is carried out by investigators Investigative Committee Russia, as well as investigators from internal affairs agencies, investigators from the federal security service and investigators from drug control agencies.

The decisions of the investigator, made in accordance with the law in criminal cases under investigation, are mandatory for execution by all enterprises, institutions, organizations, officials and citizens. In order to implement this rule, the law provides for the possibility of using criminal procedural coercion, for example, during a seizure, search, examination, or collecting samples for comparative expert research.

6. The list of investigative bodies is given in Art. 40 Code of Criminal Procedure of the Russian Federation. The inquiry has the right to be carried out by officials of internal affairs bodies (police) and other federal executive authorities in accordance with Art. 151 of the Code of Criminal Procedure of the Russian Federation and the Federal Law “On Operational-Investigative Activities”, chief bailiffs of the Russian Federation and constituent entities of the Russian Federation, chief military bailiff, their deputies, senior bailiffs, commanders of military units, heads of military institutions and garrisons.

7. The objective side of the offense under this article is the violation (or failure to fulfill) the legal requirements of the prosecutor, investigator, inquiry officer or official conducting proceedings in the case of an administrative offense. The offense can be expressed as active action, and in the inaction of citizens and officials obliged to fulfill the demands of the above persons.

8. From the subjective side, failure to comply with legal requirements is characterized by intent.

9. Cases about administrative offenses under this article are considered by judges (part 1 of article 23.1), and protocols (decisions) are drawn up by prosecutors, investigators, officials of internal affairs bodies (police) and others government agencies authorized to carry out proceedings in cases of administrative offenses (clause 1, part 2, part 3, article 28.3, article 28.4), as well as officials of bodies and institutions of the penal system (clause 5, part 5, article 28.3 ).

The draft standard was developed by the Institute for Strategic Studies in Education of the Russian Academy of Education. Project development managers: Kezina.//.//.. academician of RAO; Kondakov A.M.. scientific director //(IPO RAO. Corresponding member of RAO.

Structure of the Federal State Educational Standard. Federal State Educational Standard is a complex of three federal state educational standards:

for primary secondary education;

for basic secondary education;

for complete secondary education.

Each standard includes requirements:

to the results of mastering the basic educational program average general education;

to the structure of the main educational program of secondary general education, including requirements for the ratio of parts of the main educational program and their volume, to the ratio of the mandatory part of the main educational program and the part formed by participants educational process;

to the conditions for the implementation of the basic educational program of secondary education, including personnel, financial, material, technical and other conditions.

Requirements in various standards - for primary, basic, complete secondary education are homogeneous in form (in terms of the composition of the requirements), but different in content, taking into account educational preparation, existing subject competence, age characteristics and capabilities of students. At the same time, the task is set to ensure the continuity of the main educational programs of primary general, basic general, secondary (complete) general, and vocational education.

If you carefully read the last paragraph of the above requirements, you can immediately notice that this is a requirement for the conditions of education, for the implementation of the educational process, and, therefore, for the educational environment. That is, the direct relationship between the Federal State Educational Standard and the educational environment is determined. Moreover, this relationship is realized in the form of a complex of direct and feedback:

the conditions of the educational process, expressed in the educational environment, influence its implementation and achieved results;

achieving the required results specified in the Standard presupposes the existence of requirements for the conditions for this achievement.

Therefore, the new Standard and the educational environment must be in a balanced combination. This means that their research and study is also interconnected: research educational environment lies on the path of studying the content, features and new capabilities of the Federal State Educational Standard (Fig. 1.2.).

Fig.1.2. The relationship between the demands of society and education

It should be noted that the Federal State Educational Standard is part of the educational environment. This legal document, expressing the order of the company, the procedure and conditions for its implementation. At the same time, it regulates not only the implementation and development of education, but also the development of the educational environment - directly and indirectly. We will consider it in these aspects in the further presentation.

First and main feature Federal State Educational Standard– this is the return to general education of the educational function, expressed in the requirements and expected results:

V general provisions Standard, which indicates the orientation “towards the formation personal characteristics graduate (“portrait of a school graduate”);

in the results of subject training, including general educational results;

in the results of personal development.

The upbringing of the student is named as one of the goals to which this standard (FSES) is aimed.

Achieving the goal of educating a student requires a significant increase in the requirements for the educational environment.

The second feature of the Federal State Educational Standard. The new educational standard introduces a new pedagogical category, – the results of mastering the basic educational program of primary, basic or complete secondary education (educational results, learning results). The concept of educational and learning outcomes was present in the pedagogical environment earlier. But these results were perceived as an expression of the achievement of the goals of education and subject learning, i.e. were derived from the content of goals, a reflection of purposefulness.

According to the new standard, educational results become an independent concept of pedagogy and an element of the educational sphere. As a conceptual category, they are applicable to subject teaching systems - to educational subjects, considered here as learning outcomes. In this capacity, they become the subject of methodological research and constitute an independent component of the methodological system of subject teaching “Learning Outcomes.”

The content of the results and learning objectives should not duplicate (repeat) each other. Goals must be conceptual and determine the learning strategy and its general direction. Whereas the results of subject training should be more specific, expressing its goals and the concept of educational results of the Federal State Educational Standard - constitute a set of specific educational achievements planned in methodological system this training.

The “Learning Outcomes” component in the subject methodological system, program, teaching materials allows you to model learning, formulate it in the form information model through determining the relationships between the content of the results, on the one hand, and the goals, methods, content, means and forms of training, on the other hand. That is, learning outcomes are a unifying, systematizing element in teaching an educational subject and in its methodology.

The third feature of the Federal State Educational Standard– learning outcomes structured highlighting three main types of results – personal, meta-subject and subject. Each of these types presupposes the presence of a certain focus of education in general and subject teaching in particular, as well as the presence of a certain set of requirements for the educational preparation of students.

The new Federal State Educational Standard (FSES, Standard) places personal and meta-subject learning outcomes in the secondary education system at the forefront:

“The standard establishes requirements for the results of students who have mastered the basic educational program of secondary (complete) general education:

personal, including the readiness and ability of students for self-development and personal self-determination, the formation of their motivation for learning and purposeful cognitive activity, systems of significant social and interpersonal relationships, value and semantic attitudes reflecting personal and civic positions in activities, social competencies, legal awareness, the ability to set goals and build life plans, the ability to understand Russian identity in a multicultural society;

meta-subject, including interdisciplinary concepts mastered by students and universal learning activities(regulatory, cognitive, communicative), the ability to use them in educational, cognitive and social practice, independence in planning and implementing educational activities and organizing educational cooperation with teachers and peers, the ability to build an individual educational trajectory, mastery of research, project and social skills;

substantive, including skills acquired by students during the study of an academic subject that are specific to a given subject area, types of activities to obtain new knowledge within the framework of an academic subject, its transformation and application in educational, educational-project and social-project situations, the formation of a scientific type of thinking, scientific ideas about key theories, types and types of relationships, possession scientific terminology, key concepts, methods and techniques." (FSES).

Subject learning outcomes we need no less than personal and meta-subject ones:

Firstly, this knowledge and skills reveal the specifics of the subject being studied and specialization in the subject area, allowing one to achieve the required level of competence in this area. They are not universal and more specific, but, having the most direct relation to this subject, they create the necessary basis for the formation of other knowledge and skills for the development of the student’s personality.

Secondly, subject knowledge and skills are necessary as data for describing knowledge, elementary knowledge for the formation of knowledge more high order: without subject knowledge it is impossible to count on a student’s full perception of meta-subject knowledge.

A special role in the Standard is given to subject results at the integrated (general education) level:

“Subject results at the integrated (general education) level should be focused on the formation of a common culture and the implementation of predominantly ideological, educational and developmental tasks of general education, as well as the tasks of socialization of students” (FSES).

That is, subject results at the integrated (general educational) level are designed to create the necessary basis for achieving personal results, increasing one’s ability to adapt to the social and information environment, self-knowledge, self-organization, self-regulation, and self-improvement.

Spiritual and moral development, education and socialization of students are named in the Standard among the main areas of secondary education that they provide.

According to the Standard, each educational subject must contribute to the formation of general educational subject results, develop, shape the culture and worldview of students with their own specific means and express them at the level of forms characteristic of it.

This coincides with the requirements of education itself, the advanced pedagogical environment - teachers, methodologists, etc. That is, this is a condition of education, coming from the depths of education itself, suffered by it. Without a doubt, this should affect the development of the educational environment and its qualitative transformation.

However, priority in the Standard is given to personal and meta-subject results training. Subject results are the necessary basis on which others – personal and meta-subject – are formed. But this base should not be self-sufficient - it must ensure development.

Meta-subject results. Modern knowledge requires not only fundamentalization, but also universalization, or rather, a balanced combination of fundamentalization and universalization. Fundamental knowledge and professional competence are needed by a specialist whose activities are focused on a fairly narrow area.

Of course, fundamentalization of education is necessary at a university. However, the modern constantly expanding world of knowledge requires its generalization, obtaining more knowledge based on it. high level. Consequently, universalization in teaching is also necessary at a university.

A student is a developing personal system whose cognitive interests have not yet been fully determined. Therefore, he needs universal (meta-subject) knowledge and skills to a greater extent. A certain degree of fundamentalization requires specialized training. However, the presence of universal knowledge in the subject of learning always gives him additional features and brings it to a new, higher level of knowledge. He is better oriented in the educational field, adapts to the educational field, has great abilities to obtain and acquire knowledge, to personal development and self-development. He has relatively great opportunities for productive knowledge of the world, including self-knowledge.

Meta-subject results in the Standard are, first of all:

interdisciplinary concepts that are used in various subjects, specifically expressed in them, and essentially represent a conceptual category;

universal educational activities: regulatory, cognitive, communication, also having a wide (interdisciplinary) scope of application;

ability for self-organization and educational interaction (cooperation);

ability to apply your knowledge and skills.

A special role in the formation of meta-subject results is given to educational subjects, the content and methods of which have general educational significance - logic, language (colloquial and formal), information processes and information interaction, communication (at the level of language and information technologies). These subjects (mathematics, computer science, language) become meta-subjects, sources of interdisciplinary knowledge and skills and are occupied by the Federal State Educational Standard central place in education (required for training).

For example. General educational philological (linguistic) knowledge is used in computer science when studying the topics “Designation and coding of information”, “Programming languages”, etc. At the same time, this knowledge itself is brought to a new meta-subject level - the implementation of direct and feedback.

Comment. The concept of metasubjectivity has another (no less important) meaning: as a description of the area of this subject, general interpretation of its content. This is also necessary: ​​achieving meta-subject results presupposes the presence of a meta-subject description and interpretation. Otherwise, meta-subject connections will not be able to arise. In this regard, mathematics, computer science, and native language can be considered as universal metalinguistic means, subjects of the same name - as means of implementing their metalinguistic means in other educational subjects.

As we see, the idea of ​​meta-subject matter expressed in the Standard also conceptually coincides with the ideas about it in the pedagogical (scientific and methodological) environment. The implementation of these ideas will allow us to systematize the educational process and its results (into a unified system of learning outcomes), and significantly increase the potential of interdisciplinary and metasubject communication.

With this implementation, significantly the role of the educational environment is increasing, as an area of ​​intersystem (intersubject) relations, a mediator, and therefore an active participant in these relations.

Personal results. Training is proposed to be carried out in terms of the following:

formation of the student’s readiness for self-development and continuous education; design and construction of the social environment for the development of students in the education system.

Therefore, personal results presuppose the presence of a combination of social, spiritual, and intellectual qualities:

the formation of “civil identity, patriotism”, love and readiness to serve the Fatherland, a conscious civil position, responsibility, active position a subject “consciously accepting traditional national and universal humanistic and democratic values”;

the formation of a worldview in the aspect of dialogue between cultures, forms of morality, art, religion; perception moral values society;

“readiness and ability for independent, creative and responsible activities (educational, teaching and research, communication, etc.), education and self-education throughout life.”

We did not reproduce here all the requirements of the Federal State Educational Standard for personal learning outcomes (they are extensive - a sign of special attention to these results):

firstly, they are multi-level (for three levels of education);

secondly, working with primary sources is always more valuable than presenting them. We limited ourselves to only reflecting the position of the Federal State Educational Standard on this issue, which, like the previous ones (for subject and meta-subject results), expresses the requirements and development trends modern education, the position of advanced pedagogy.

The continuity of a person’s education means the presence of his ability to self-education, self-education, self-improvement. Accordingly, the main task of training is teach to learn, to form the foundations of a culture of knowledge, cognition, social and legal relations.

Readiness for self-education and self-training, in turn, means having the ability to:

to self-organization, self-government, self-determination, self-regulation, to self-development;

To self-knowledge as a spiritual and intellectual personality, identification of their interests and needs, abilities and capabilities (potential).

The task of the educational environment, IOS, is to fill all these requirements and positions with content that ensures:

identification and conceptual (semantic, sociocultural, aspectual) interpretation of the terms used;

formation of knowledge and ideas about the content of relevant concepts;

personal perception and “appropriation” by students of basic social and universal values;

developing students’ motivation and need to act and interact in accordance with these values.

The knowledge, skills, and competencies of the subject of education can and, in fact, should be formed in subject education as its results, including general educational ones. As for the subculture, personal self-development, then they are formed, developed, manifested mainly in the processes of independent interaction in the environment and with the environment, with the educational environment, IOS.

The fourth feature of the Federal State Educational Standard. The Standard introduces new concepts “compulsory subjects”, “optional subjects”, “optional subjects”:

“mandatory” – study is mandatory;

“by choice” – choice from a certain set to a certain quantity;

“optional” – you can select based on “educational services”. The term “educational services” is also an innovation of the Federal State Educational Standard, although such services already exist in the field of education, and there is a need for them.

To a certain extent, the innovation of the Standard makes it possible to unload the curriculum (the total content of the subjects studied) for each individual student, provided that he determines (with the help of parents and teachers) the optimal teaching load in the paradigm compulsory subjects - elective subjects. But he may overestimate his strength by following the line " educational services" May occur personal information security problem student - overload educational activities and information.

Obviously, since we are talking about the safety of the personal educational environment, the problem of its safety also applies to the educational environment (from general to personal). The choice of subjects to study can be a personal matter. However, personal safety is a public matter.

The fifth feature of the Federal State Educational Standard is to achieve logical closure of requirements. The conditions for education are diverse, and it is quite difficult to achieve complete logical closure of the requirements for it. However, the Standard makes a serious attempt to achieve a balance of educational, informational, educational and methodological requirements, requirements for IOS, infrastructure, financial, economic, and personnel requirements.

According to the Federal State Educational Standard, each educational institution creates in accordance with the requirements and structure specified therein own educational program, containing target, content and organizational sections, and a results assessment system.

program for the development of universal learning activities (UAL);

program educational subjects and courses;

program of spiritual and moral development, education and socialization of students.

The organizational section contains curriculum and system of conditions.

It is obvious that the system of conditions is, first of all, the conditions of the educational environment, the IOS of a given (each specific) educational institution, the requirements for their definition, organization, creation, and functioning. The same applies to every educational subject.

Thus, each educational institution (school), each subject training in accordance with the Federal State Educational Standard, each training course in this institution must develop a systematic description, information model, draft of the corresponding IOS in the aspect of active interaction with it, relying on it to achieve the planned results.

Hello, friends! Evgenia Klimkovich is in touch! Agree, everything that concerns our children concerns you and me. Including how and what they are taught at school. Have you ever heard the abbreviation GEF? I'm sure I had to. Do you know what the Federal State Educational Standard is? To be honest, until recently I only knew the transcript. Federal state educational standard for primary general education.

I decided to dig deeper and understand what the essence of the standard is. In the process, I learned that it was approved in 2009 and replaced the old educational standard, which is why it is called the “second generation” standard. And since September 2011, children began to be taught according to this standard in schools across the country. Over the five years of use, changes and additions have been made to it. And as a result, we have what we have. What exactly?

And here it is complex issue for parents who, for the most part, are not certified teachers. There is a lot of information on the Internet. But this information is confusing with phrases like: “Subject results are grouped by subject areas, inside of which the objects are indicated ... "

I just want to ask: “Isn’t it possible something simpler?”

I’ll try it now, simpler)

Lesson plan:

What is the Federal State Educational Standard and what is it like?

So my short definition! Federal State Educational Standard is a standard!

GOST is also a standard. GOSTs establish certain requirements for products or groups of goods.

And the Federal State Educational Standard sets requirements for education. Moreover, each level of education has its own standard:

• Federal State Educational Standard for Preschool Education - preschool education;
• Federal State Educational Standard (FSES) - primary general education;
• Federal State Educational Standard LLC - basic general education;
• Federal State Educational Standard SOO – secondary general education;

Everyone must comply with the Federal State Educational Standard.

The standards ensure continuity of the main training programs. That is, preschoolers are ready to study in first grade. Graduates primary school ready for high school. Ninth graders for further education in 10th grade, etc.

Standard requirements for primary general education

The list of requirements has only three points:

1. Requirements for the results of students mastering the program. That is, children at the end of the fourth grade must show results determined by the standard.
2. Requirements for the structure of the educational program. Apparently, we are talking about who, how and in what ways should teach children so that they achieve the results from point number one.
3. Requirements for the conditions for the implementation of the educational program. Professional training teachers, availability teaching materials, computer equipment for schools, sanitary - hygienic conditions and so on.

Well, now about the first two points in more detail.

Requirements for the results of mastering the educational program

How was it before? At the end of primary school, the student had to show certain results. These results were specific set knowledge and skills in school subjects. If, for example, we take mathematics, then the child had to know the multiplication table and be able to solve problems in three steps.

Now everything is different. The standard took and divided these requirements into three more groups:

1. personal results;
2. meta-subject results;
3. subject results.

Personal results

They can be judged by the portrait of an elementary school graduate, which is described in the Federal State Educational Standard:

• the student is ready and capable of self-development;
• the student understands why he is studying and strives for knowledge, is able to organize his activities;
• the student is friendly, knows how to hear other people’s opinions and express his own;
• the student has developed his own value system (family, homeland, sports, friendship, etc.), which corresponds personal qualities the child and his individual position;
• the student understands that he is a citizen of his country and a patriot of his homeland.

The previous standard did not say a word about this.

Meta-subject results

These results include the student's mastery of universal learning activities. Or UUD. Remember these three funny letters. About them we'll talk below.

Subject results

Nobody canceled school subjects. Mathematics, Russian language, literary reading and other lessons are present in the life of a student. And he must learn the basics. That is, to get a substantive foundation, a solid support, so that there is something to push off from and “take off.”

Only teachers have now become more cunning. They do not give their knowledge to children in a ready-made form, as before. They teach children to obtain this knowledge, find it, process it and then apply it.

Students' subject results are assessed. I mean, they get grades for them. The lower limit of subject results is established by the standard. It is expressed in the phrase:

“The graduate will learn...”

Not achieving this lower limit prevents the child from being transferred to fifth grade. The upper limit of subject results is expressed by the phrase:

“The graduate will have the opportunity to learn...”

That is, if a child wants to know more, then the school has no right to refuse him this.

Requirements for the structure of the educational program

Use your imagination, friends. Now we will introduce. Let's imagine the educational program in the form of a kind solar system, where there is a huge star and planets that revolve around the star.

The big star is the UUD. Yes, yes, those same three funny letters! Universal learning activities. In essence, UUD is the ability to learn, obtain necessary information and apply it. It is impossible to know everything, and it is hardly necessary. The main thing is to know where and how to get information. That is, to put it figuratively, the school does not provide the child with a limited amount of “fish”, but gives the child a “fishing rod” and teaches how to use it.

At our "UUDash" star complex structure, so I propose to consider it in more detail, but for now let’s take care of the planets.

Lesson activities

Everything seems to be clear here. This is the activity of students during lessons. It is aimed at achieving the substantive results that we have already discussed above. Only now, in accordance with the Federal State Educational Standards of NEO, class activities are supplemented by extracurricular activities.

Extracurricular activities

Extracurricular activities are the same important part the structure of the educational program as well as the lessons. It is aimed at achieving personal and meta-subject results.

Extracurricular activities are visits by schoolchildren to institutions additional education, school sections, and extracurricular activities organized by teachers.

And what’s important is that the school is interested in what the child does outside its walls. At the beginning of each school year parents are asked to fill out a questionnaire, where one of the questions is: “What additional classes is a child visiting?

Activity teaching method

The explanatory teaching method is a thing of the past. “They chewed it and put it in their mouth” - this is not about a modern school.

Miners in the mines extract coal!

And children in schools gain knowledge!

Exactly how they get it!

How is it shown? IN active use project and research activities from the first grade. I don't understand parents who complain that their children are constantly being assigned projects. After all, firstly, it is very interesting. And secondly, it’s useful. Search skill in life necessary information and its processing will definitely come in handy.

Also, work on these projects is often carried out not individually, but in pairs or even in groups. It’s also very useful, because in order to get results, children first need to figure out who will do what, that is, come to an agreement.

It seems to me that learning is much more interesting this way.

ICT

Information and communication technologies. Nowadays, schools can no longer turn a blind eye to the fact that even first-graders know perfectly well what a computer is and what the Internet is. And therefore, the Federal State Educational Standard determined that students must become competent in this area.

Along with writing at school, they begin to study computers. Computer science lessons are introduced in schools from the second grade. But it's not just about computers here we're talking about. For example, when studying the world around us, devices such as video cameras, microscopes, digital cameras, etc. are used.

In our school, electronic boards are located in the primary classrooms. And they are actively used in every lesson. If you are given a project at home, then based on the results you need to make a presentation on the computer and then use electronic board present it to the class.

Electronic diaries. Also new in schools. This is a modern version of the good old ones paper diaries, which, by the way, have not yet been canceled. In these diaries you can find not only information about academic performance, but also various organizational messages. ABOUT parent meetings, For example. As well as homework in all subjects.

Educational activities

IN the same standard education this question was not considered at all. Teachers, on their own initiative, conducted classes on topics such as: health, active image life, patriotism, etc.

And now it's a must!

What does this look like in practice? In the first grade, my daughter was introduced to the subject “Rules of Nutrition”. There was even a textbook and workbook. The name of the item speaks for itself. Questions about healthy way life and proper nutrition.

And last year the subject ORK and SE was introduced. Fundamentals of religious culture and secular ethics. This is in order to get to know the culture of your country better and feel like a part of it.

The student’s portfolio can also be mentioned here. This is the student's personal document. It is needed to fix it individual achievements. Strict portfolio requirements for this moment does not exist. So you can apply creativity to its creation.

So, friends, school is not what it used to be! In my opinion, studying has become more interesting. Of course, a lot depends on the teacher.

Do you remember your first teacher? I remember. Her name was Elizaveta Christianovna. Honored teacher of the Komi Republic, super teacher! We walked in line with her, and once again they were afraid to open their mouths. Of course, she hammered knowledge into our heads, why should she Thanks a lot. But we never dreamed of lessons like the ones in the video.

That's all) Please share your opinions on what you read in the comments.

I wish you all the best!

As always, say hi to the kids)

See you again on the blog pages!