Differences between federal state educational standards (FSES) and state educational standards (state) of general education. key

In recent weeks, the new educational standard has been vigorously discussed in society. Russian school. Sometimes very harsh judgments are heard on the Internet, the media, radio and television, from rational criticism to loud statements about the impending collapse of domestic secondary education. For clarification about the Federal State Educational Standard, the Maternity.ru portal turned to the developers of the standard. Lyubov Nikolaevna Fedenko, candidate of pedagogical sciences, honored teacher of the Russian Federation, deputy director of ISIO RAO for standardization of general education, agreed to answer our questions.

Question: What is the Federal State Educational Standard, and how will it affect children’s education?

Answer: In accordance with the Law of the Russian Federation “On Education” (edited) Federal Law dated 01.12.2007 N 309-FZ; Art. 7) Federal State Educational Standards (FSES) are a set of requirements mandatory for the implementation of educational programs by all schools that have state accreditation.

The first difference between the Federal State Educational Standard and its predecessors– reliance on the results of identifying the needs of the individual, family, society and state for the results of general education.

The second fundamental difference of the Federal State Educational Standard is their focus on achieving not only subject-specific educational results, but, above all, on shaping the personality of students, mastering them in universal ways educational activities that ensure success in cognitive activity at all stages of further education.

The third fundamental difference between the new standards from previous versions - this is a difference in structure.

The Federal State Educational Standard for Primary General Education is a fundamentally new document for the national school, the purpose and functions of which are unprecedented in its history. Compared to the first generation standards, its subject and scope have expanded significantly and began to cover areas of educational practice that, at the same time, had never been standardized before from a single systemic standpoint. The Federal State Educational Standard actually determines the entire structure of school life and is the constitution of general education.

The Federal State Educational Standard focuses education on achieving a new quality that is adequate to the modern (and even predicted) needs of the individual, society and the state.

The introduction of the second generation standard will greatly change a child’s school life. We are talking about new forms of organizing education, new educational technologies, a new open information and educational environment that goes far beyond the boundaries of the school. That is why, for example, the program for the formation of universal educational activities was introduced into the standard, and exemplary programs are focused on the development of independent educational activities of the student (for such types of educational and extracurricular (extracurricular) activities as educational design, modeling, research activities, role-playing games and etc.)

The Federal State Educational Standard is a guideline for the development of programs for individual academic subjects and courses. Included in the main educational program includes a curriculum that determines the total volume of workload and the maximum volume of classroom workload for students, the composition and structure of compulsory subject areas, as well as the programs of individual academic subjects and courses.

- Are there three Federal State Educational Standards in total?

Currently approved and put into effect by orders of the Ministry of Education and Science Russian Federation two standards - the Federal State Educational Standard for primary general education (grades 1-4) and the Federal State Educational Standard for basic general education (grades 5-9). The draft Federal State Educational Standard for secondary (complete) general education (grades 10-11) is under consideration and will be approved in the near future.

- Where did the Federal State Educational Standards test take place, and for how long?

Education standards were developed in stages, starting in 2006. At the same time, they were tested in regional schools. The results of all developments and testing were repeatedly discussed in the professional community at seminars, meetings, conferences with the participation of representatives of regions of the Russian Federation (Moscow region, Yaroslavl region, Leningrad region, Kaliningrad region, Dagestan, Rostov region, Tatarstan, Orenburg region, Yamalo-Nenets Autonomous Okrug, Chelyabinsk region, Novosibirsk region, Republic of Sakha (Yakutia), Stavropol Territory, Omsk Region), at meetings with parents of students and the public.
All documents are constantly discussed on the specialized Internet site “New Standards of General Education: Towards a Social Contract” http://standart.edu.ru, the website of the Institute for Strategic Studies in Education http://fgos.isiorao.ru/.

- Have any adjustments been made to the Federal State Educational Standard for primary general education based on the results of testing? What character?

All constructive comments expressed by teaching staff during the discussions were taken into account by the developers.

- When developing standards, did the developers take into account the experience of other countries?

Of course, the experience of all countries in which students show high results was carefully analyzed and taken into account when developing the Federal State Educational Standard.

All primary education programs have been developed and published, and instrumental and methodological support materials have also been developed and partially published to ensure the introduction of the Federal State Educational Standard for primary general education. Selected documents are posted on the website http://fgos.isiorao.ru. At seminars held at ISIO RAO, seminar participants receive CDs with recordings of lectures and teaching materials. The textbooks presented in the list of the Ministry of Education and Science have been examined and comply with the Federal State Educational Standard.

Let's take a closer look at the Federal State Educational Standards Project for high school, which causes the most controversy. Parents and teachers are concerned about the issue of compulsory subjects and elective subjects. Will such freedom of choice affect the basic literacy of graduates?

The principle of variability in education has been implemented in Russia since 1992, when the current Law “On Education” was adopted. It consists of providing students with the opportunity to choose academic subjects and additional courses in accordance with their interests and aspirations. The curriculum included an invariant part and a variable part. The variable part contained regional and school components (the content of education was determined by the region and school and did not always meet the needs of students and parents). In the new standard, the main educational program also consists of two parts: a mandatory part and a part formed by the participants educational process. Thus, great rights are granted to all participants in the educational process (primarily parents and students) to influence the content of education. The compulsory part reinforces the study of all “basic” academic subjects. Participants in the educational process can additionally choose to study academic subjects, modules, courses, and engage in extracurricular activities that are not directly related to the subjects being studied. All these classes are included in the main educational program and are paid for by the budget. In high school today, specialized education is implemented; the student can choose subjects for deeper study in accordance with his interests and life prospects. In the proposed draft of the new standard, this approach was further developed. Traditional compulsory subject areas have been defined; in accordance with their interests, the student chooses the level of compulsory study of academic subjects from this area: specialized, basic or integrated. Subjects such as physical education, life safety and Russia in the world are presented at the same level and are required to be studied. In addition, he can choose to study additional courses, modules, disciplines, extracurricular activities. Funding for all these activities, within the total number of hours determined by the standard (which is more than the current one), is provided by the budget.

Alexander Kondakov, CEO publishing house “Prosveshcheniye”: “In fact, the new standards propose to consider the 9th grade as the completion of basic education. The 10th–11th grades are already preparing the child, taking into account his individual needs. This is a real individualization of the learning process for further socialization, professional activity and vocational education."

In high school there will be 10 subjects instead of the current 20. All of them are divided into six groups. From each, the student must choose one thing: either an in-depth study of algebra and then take the upper level of Russian literature, choosing “Russian literature,” or take the Russian language, and instead of chemistry, physics and biology, take the general course “natural science.” There are only three lessons that everyone does not choose, but attends: physical education, life safety, and the new discipline “Russia in the World.”

The Federal State Educational Standard does not regulate educational technologies. Regarding the conduct of physical education lessons, you must contact the school leaders.

- Who will determine the number of hours allocated for studying a particular subject?

The number of hours for studying subjects is determined by the school curriculum included in the main educational program. The basic educational program is developed and approved by the educational institution in accordance with the Federal Law “On Education” independently on the basis of an approximate basic educational program developed at the federal level with the participation of the regions. As part of the approximate basic educational program (they are developed for primary and basic general education) there are 3-4 options for the basic (approximate) curriculum. An educational institution can choose one of the proposed options or develop a curriculum independently.

Currently, a tenth-grader's schedule includes 15-17 academic subjects. The Federal State Educational Standard suggests reducing their number to 10 (3 mandatory and 7 optional from the proposed subject areas). Why did the developers decide to make such a reduction?

The draft Federal State Educational Standard for the senior level has not yet been approved; it is being discussed in the professional community, in the media and at the level of the general public. There is no talk of any reduction in the number of items. The traditional set of subject areas remains mandatory for studying; the student can choose the level of study of the subjects he needs.

How will compliance with the requirements of the Federal State Educational Standard be monitored? Certification of schoolchildren will be carried out on the basis curricula or “portrait of a graduate”?

Monitoring the implementation of the Federal State Educational Standard will be carried out in accordance with the legislation of the Russian Federation in education. A new Federal Law “On Education” is being prepared, which will outline control procedures. These are, first of all, licensing and accreditation procedures educational institutions and certification of graduates, including state certification. The criteria for the certification of graduates are the requirements for the results of mastering basic educational programs, presented in the Federal State Educational Standard, and specifying their planned results. The Federal State Educational Standard and the draft new law provide for monitoring studies that identify trends in the development of education systems and educational institutions.

Probably every person wants to give their child a quality education. But how can you determine the level of training if you have nothing to do with pedagogy? Of course, with the help of the Federal State Educational Standard.

What is Federal State Educational Standard

For every education system and educational institution a list of mandatory requirements aimed at determining each level of training in a profession or specialty has been approved. These requirements are combined within a framework that is approved by authorities authorized to regulate educational policy.

The implementation and results of mastering programs in state educational institutions cannot be lower than those specified in the Federal State Educational Standard.

In addition, Russian education assumes that without mastering the standards it will be impossible to obtain a state document. The Federal State Educational Standard is a certain basis thanks to which a student has the opportunity to move from one level of education to another, as if on a ladder.

Goals

Federal state educational standards are designed to ensure the integrity of the educational space of Russia; continuity of the main programs of preschool, primary, secondary, vocational and higher education.

In addition, the Federal State Educational Standard is responsible for aspects of spiritual and moral development and education.

The requirements of the educational standard include strict deadlines obtaining general education and vocational education, taking into account all possible forms of training and educational technologies.

The basis for the development of indicative educational programs; programs of academic subjects, courses, literature, test materials; financial supply standards educational activities specialized institutions implementing the educational program is the Federal State Educational Standard.

What is the standard for public education? First of all, these are the principles of organizing the educational process in institutions (kindergartens, schools, colleges, universities, etc.). Without the Federal State Educational Standard it is impossible to monitor compliance with the legislation of the Russian Federation in the educational field, as well as to conduct final and intermediate certification of students.

It is worth noting that one of the goals of the Federal State Educational Standard is internal monitoring. With the help of standards, the activities of methodological specialists are organized, as well as certification teaching staff and other personnel of educational institutions.

Training, retraining and advanced training of education workers are also within the sphere of influence of state standards.

Structure and implementation

Federal law stipulates that each standard must include three types of requirements.

Firstly, the requirements for (the ratio of parts of the main program and their volume, the ratio of the mandatory part and the share that is formed by the participants in the educational process).

Secondly, the implementation conditions are also subject to stringent requirements (including personnel, financial, technical).

Thirdly, the result. The entire educational program should develop certain (including professional) competencies in students. The GEF lesson is designed to teach you how to apply all acquired skills and knowledge and act successfully on their basis.

Of course, this standard is not the constitution of all educational institutions. This is just the beginning of the vertical, with the main recommendation positions. At the federal level, on the basis of the Federal State Educational Standard, an approximate educational program is being developed, focusing on local specifics. And then educational institutions bring this program to perfection (even interested parents can participate in the last process, which is regulated by law). Thus, Russian education from a methodological point of view can be represented in the form of a diagram:

Standard - sample program at the federal level - program educational institution.

The last point includes aspects such as:

• syllabus;
• calendar schedule;
• work programs;
• assessment materials;
• guidelines for items.

Generations and differences in Federal State Educational Standards

What a state standard is, we knew back in Soviet time, since strict regulations existed then. But this particular document appeared and came into force only in the 2000s.

The Federal State Educational Standard was previously called simply the educational standard. The so-called first generation came into force in 2004. The second generation was developed in 2009 (for primary education), in 2010 (for basic general education), in 2012 (for secondary education).

GOST standards for higher education were developed in 2000. The second generation, which came into force in 2005, was aimed at students receiving ZUMs. Since 2009, new standards have been developed aimed at developing general cultural and professional competencies.

Until 2000, for each specialty, a minimum of knowledge and skills that a person graduating from a university should have was determined. Later these requirements became more stringent.

Modernization continues to this day. In 2013, the Law “On Education” was issued, according to which new programs for higher professional and preschool education. Among other things, the clause on the preparation of scientific and teaching staff was firmly included there.

How do the old standards differ from the Federal State Educational Standard? What are next generation standards?

The main distinguishing feature is that in modern education The development of the personality of pupils (students) is put at the forefront. Generalizing concepts (Abilities, skills, knowledge) disappeared from the text of the document and were replaced by more clear requirements, for example, real types of activities that every student must master were formulated. Great attention is paid to subject, interdisciplinary and personal results.

To achieve these goals, previously existing forms and types of training were revised, innovative educational space classes (lesson, course).

Thanks to the introduced changes, the student of the new generation is a free-thinking person, capable of setting goals for himself, solving important problems, creatively developed and able to adequately relate to reality.

Who develops standards?

Standards are replaced with new ones at least once every ten years.

The Federal State Educational Standards of general education are developed according to levels of education; the Federal State Educational Standards of vocational education can also be developed according to specialties, professions and areas of training.

The development of the Federal State Educational Standard is carried out taking into account:

• acute and long-term needs of the individual;
• development of the state and society;
• education;
• culture;
• Sciences;
• technology;
• economics and social sphere.

The educational and methodological association of universities is developing the Federal State Educational Standard for higher education. Their project is sent to the Ministry of Education, where discussion takes place, edits and adjustments are made, and then submitted for independent examination for a period of no more than two weeks.

The expert opinion is returned to the Ministry. And again a wave of discussions is launched by the council on the Federal State Educational Standard, which decides whether to approve the project, send it for revision or reject it.

If changes need to be made to the document, it goes through the same path from the very beginning.

Elementary education

The Federal State Educational Standard is a set of requirements necessary for the implementation of primary education. The three main ones are results, structure and conditions of implementation. All of them are determined by age and individual characteristics, and are considered from the point of view of laying the foundation for all education.

The first part of the standard indicates the period for mastering the basic elementary program. It is four years.

It provides:

• equal educational opportunities for all;
• spiritual and moral education of schoolchildren;
• continuity of all preschool and school education programs;
• preservation, development and mastery of the culture of a multinational country;
• democratization of education;
• formation of criteria for assessing the activities of students and teachers4
• conditions for the development of individual personality and the creation special conditions education (for gifted children, children with disabilities).

It is based on a systems-activity approach. But the primary education program itself is developed by the methodological council of the educational institution.

The second part of the Federal State Educational Standard outlines clear requirements for the outcome of the educational process. Including personal, meta-subject and subject learning outcomes.

1. Formation of ideas about the diversity of the country's linguistic space.
2. Understanding that language is an integral part of national culture.
3. Forming a positive attitude towards correct speech(and writing) as parts general culture.
4. Mastery of the primary norms of the language.

The third part determines the structure of primary education (extracurricular activities, programs of individual subjects, which includes thematic planning according to the Federal State Educational Standard).

The fourth part contains requirements for the conditions for the implementation of the educational process (personnel, finance, logistics).

Secondary (complete) education

The first part of the standard on requirements is partially repeated and echoes the Federal State Educational Standard on primary education. Significant differences appear in the second section, which deals with learning outcomes. The necessary standards for mastering certain subjects are also indicated, including Russian language, literature, foreign language, history, social studies, geography and others.

The emphasis is on students, highlighting such main points as:

• education of patriotism, assimilation of the values ​​of a multinational country;
• formation of a worldview that corresponds to the level of reality;
• mastering the norms of social life;
• development of an aesthetic understanding of the world, etc.

The requirements for the structure of educational activities have also been modified. But the sections remained the same: target, content and organizational.

Higher levels

The Federal State Educational Standard for higher education is built on the same principles. Their differences are obvious; the requirements for the structure, result and conditions of implementation cannot be the same for different educational levels.

Secondary vocational education is based on a competency-based approach, i.e. people are given not just knowledge, but the ability to manage this knowledge. When leaving an educational institution, a graduate should say not “I know what,” but “I know how.”

Based on the generally accepted Federal State Educational Standard, each educational institution develops its own program, focusing on the profile focus of the college or university, the availability of certain material and technical capabilities, etc.

The Methodological Council takes into account all recommendations of the Ministry of Education and acts strictly under its guidance. However, the adoption of programs for specific educational institutions is the responsibility of local authorities and the education department of the region (republic, territory).

Educational institutions must take into account and implement recommendations regarding teaching materials (for example, Federal State Educational Standards textbooks have taken their rightful place in libraries), thematic planning, etc.

Criticism

On the way to approval, the Federal State Educational Standard went through many amendments, but even in its current form, the education reform receives a huge amount of criticism, and received even more.

In fact, in the minds of the developers of the standard, it was supposed to lead to the unification of everything Russian education. But everything turned out the other way around. Some found advantages in this document, others found disadvantages. Many teachers, accustomed to traditional education, it was difficult to switch to new standards. The Federal State Educational Standards textbooks raised questions. However, in everything you can find positive points. Modern society does not stand still; education must change and changes depending on its needs.

One of the main complaints against the Federal State Educational Standard was its lengthy formulations, the lack of clear tasks and real requirements that would be presented to students. Entire opposing groups emerged. According to the Federal State Educational Standard, everyone was required to study, but no one gave explanations on how to do this. And teachers and teaching specialists had to cope with this locally, including everything necessary in the program of their educational institution.

Topics on the Federal State Educational Standard have been raised and will continue to be raised, since the old principles, in which knowledge was the main thing in education, have become very firmly entrenched in everyone’s life. New standards, in which professional and social competencies predominate, will find their opponents for a long time.

Bottom line

The development of the Federal State Educational Standard turned out to be inevitable. Like everything new, this standard has caused a lot of controversy. However, the reform took place. To understand whether it is successful or not, at a minimum, you need to wait until the first graduation of students. Interim results are uninformative in this regard.

On this moment Only one thing is certain - more work for teachers.

Natalia Shesterikova
Distinctive features of Federal State Educational Standards and FGT

Distinctive features Federal state requirements for preschool education from the Federal State Educational Standard for Preschool Education.

Most recently, we studied and implemented the Federal state requirements for the general educational program of preschool educational institutions, and now we have to study and use them in our own practical activities Federal state educational standard for preschool education. And, of course, between these documents there remain General requirements, and new ones appear. Let's consider what is the difference between FGT OOP DO and GEF DO.

Firstly, FGT consists of two parts: requirements for the structure of the main educational program of preschool education and requirements for the conditions for its implementation. Federal State Educational Standard differs from FGT in that that it also presents requirements for the results of mastering basic educational programs.

The FGT identifies a mandatory section of the program of any preschool educational institution “Planned results of children mastering the basic general education program of preschool education.

Secondly, distinctive features of FGT from Federal State Educational Standards are visible in the requirements for the structure of the basic general education program of preschool education. The basis of the content of preschool education in conditions of its variability according to FGT are 4 directions: cognitive-speech, social-personal, artistic-aesthetic, physical (10 educational areas).IN Federal State Educational Standard The content of the preschool education program should cover the following educational region: communicative and personal development, cognitive, speech development, artistic, aesthetic and physical development.

From the above it follows that Federal State Educational Standard aimed at establishing public relations (communication, and FGT at the public itself (socialization).

The ratio of parts of the program has been changed. The volume of the mandatory part of the FGT Program must be at least 80% of the total volume, and the part formed by participants in the educational process should be no more than 20% of the total volume of the Program. While the scope of the mandatory part of the Program is Federal State Educational Standard – 60%, and the part formed by participants in the educational process is 40%.

FGT, one might say, are moving into the main part of the educational program.

It can be concluded that the Program Federal State Educational Standard is more oriented towards difference from FGT,on the specifics of national, sociocultural, economic, climatic conditions in which the educational process is carried out; support for the interests of the teaching staff of the Organization; on the established traditions of the Organization (groups).

3. The structure of the main educational program in Federal State Educational Standard. It includes three main section:1. target 2. content 3. organizational. Each section reflects the mandatory part and the part formed by the participants in the educational process. An additional section has been introduced “Program Presentation”.By FGT:required Part: Explanatory note, mode of stay of children, content by region, results of mastering the EP, monitoring system. The part formed by the participants in the educational process.

Fourthly, the FGT defines specific characteristics and qualities of a person (integrative qualities desirable for the ideal social portrait of a preschool child. They are the object of monitoring. The results of the main General Education program and the quality of activities are assessed. Current (intermediate) results of mastering the program and final ones.

IN Federal State Educational Standard the expected results are presented in the form of targets (socio-normative age characteristics of the child’s possible achievements at the stage of completing preschool education):

Initiative

Independence

Self confidence

Imagination

Physical development

Willpower

Curiosity

Child's interest.

Targets are not subject to assessment, including in the form pedagogical diagnostics(monitoring, and are not the basis for their formal comparison with the real achievements of children. Mastering the program is not accompanied by intermediate and final diagnostics of pupils. The program Federal State Educational Standard involves assessment individual development children. This assessment is carried out by a teacher within the framework of pedagogical diagnostics.

Pedagogical diagnostics are carried out during observations of children’s activity in spontaneous and specially organized activities. Toolkit for pedagogical diagnostics - observation cards of child development, which allow recording the individual dynamics and development prospects of each child in progress:

Communication with peers and adults

Gaming activities

Cognitive activity

Project activities

Artistic activity

Physical development

The program in accordance with FGT is aimed at the formation of a general culture, the development of physical, intellectual, personal qualities, formation of prerequisites for educational activities. Program according to Federal State Educational Standard is aimed at creating conditions for the social situation of the development of preschool children, opening up opportunities for the positive socialization of the child, his comprehensive personal moral and cognitive development, the development of initiative and creative abilities, cooperation with adults and peers in the zone of proximal development.

Article+presentation

Standards 2004 and Federal State Educational Standards of the second generation

Changes in educational content and teaching approaches

(Primary School)

Tsepeleva Evgenia Viktorovna

Teacher primary classes MBOU "Secondary School No. 61"

Vladivostok

“If we teach today like this,

as we taught yesterday,

we will steal from the children tomorrow.”

John Dewey

October 6, 2009 in development educational system Russia begins a new stage. The essence of this stage is expressed in the reorientation of the education system towards new approaches to the design and assessment of educational results , which are based on the process of personal development as the goal and meaning of education.

( The Federal State Educational Standard for primary general education was approved by order No. 373 of October 6, 2009 (registered by the Ministry of Justice of Russia on December 22, 2009 No. 15785))

What is the difference between the 2004 standard and the second generation Federal State Educational Standard?

The fundamental difference between the new standards is that the main goal is not a subject, but a personal result. The child’s personality is put at the forefront, and not just a set of information that is required to be studied.

The Federal State Educational Standard is a set of three systems of requirements:

· requirements for the result of mastering the basic educational program of basic general education,

· requirements for the structure of basic educational programs (how the school organizes its educational activities),

· requirements for the conditions for implementing the standard (personnel, finance, material and technical base, information support, etc.).

1. The 2004 Standard describes in detail the content of education - topics, didactic units. In the new standard a general framework has been set for resolving issues related to the training, education and development of schoolchildren, the requirements for the results of students mastering the basic educational program of basic general education are clearly outlined:

· personal

· meta-subject

· substantive

The main result of education is mastery of a set of universal learning activities that allow you to set and solve the most important life and professional tasks. Universal learning activities- the subject’s ability for self-development and self-improvement through the conscious and active appropriation of new social experience

UUD- a set of methods of action of the student (as well as related skills academic work), ensuring independent assimilation of new knowledge, formation of skills, including the organization of this process

First of all, the new educational standard was developed depending on the tasks that students and graduates will face in adulthood.

2. The 2004 standard was based on the selection of new educational content; there was not a word about education.
New standard aimed at reviving educational work. The new standards contain clearly formulated state and public guidelines for the development of the education system. The main educational goal of the new standards is formation of active civic position to strengthen Russian statehood . The school should form in its students a sense of civic identity, educate patriots of Russia, form educational motivation, the desire for knowledge, the ability to communicate, a sense of responsibility for their decisions and actions, critical thinking, tolerance and much more.

3.difference standards are the ability to implement it only in interaction with family, media, cultural institutions, religion , which will allow the development of the student’s emotional, spiritual, moral, intellectual, socialized personality, and will allow the identification of children’s talents in various spheres of life and creativity.
The 2004 standards did not take into account the desires and preferences of the population to receive general education. New standard implies a focus on the desires and needs of students and their parents, implies avoiding overload of students due to their reasonable choice necessary items, courses and clubs. I would like to draw attention to the fact that the center of gravity of responsibility for the outcome of education is shifting from the student to the municipality, educational institution and equally to the family.

The Federal State Educational Standard is based on a system-activity approach, which ensures

*formation of readiness for self-development and continuous education;

*design and construction social environment development of students in the education system;

*active educational and cognitive activity of students;

*building the educational process taking into account the individual age, psychological and physiological characteristics of students

I have been working under the second generation Federal State Educational Standard for the first year. And, of course, I am trying to work in a new way. A new beginning was made at courses on the new PIPCRO standards. Read a lot, see less, but also see (from colleagues at school, others, on the Internet ( V Electronic journal Externship. Russian Federation, social network for teachers, guide to educational institutions, education news,) video tutorials) spurred me on to work that was completely different from the work I’ve been doing for the last 28 years. But of course the main thing is self-education and great desire help my children, my students, learn. Make process learning ability more accessible, more understandable for them. Help them comprehend and design the sequence of work in the lesson to master the topic from the goal to the final result; distinguish the new from the already known and from this teach to give a name to the lesson; find answers to questions using the textbook and information received in class; pronounce the sequence of actions in the lesson; distinguish a correctly completed task from an incorrect one. And, of course, teach project activities. All this became possible during the implementation of the second generation Federal State Educational Standards . My activities are also changing - the activities of a teacher working according to the Federal State Educational Standard in comparison with my activities according to the first generation standard.

During the implementation of the Federal State Educational Standard in 1st grade, a monitoring system is being built in a new way.

• Subject-specific universal learning activities form the basis of the study of the subject itself.
• Metasubject universal actions. Their central component is the formation of students’ ability to work with information (extract it, analyze it, perceive it).
• Personal universal educational actions are emotionality and morality in the study of the subject, the development of tolerance, and a healthy lifestyle.

In addition to the usual subject tests, I now conduct meta-subject diagnostic tests, composed of competency-based tasks that require the student to demonstrate not only cognitive, but also regulatory and communicative actions.

The introduced Federal State Educational Standard is completely new for mass schools. diagnostics of personal development. The usual form of writing test work is now supplemented by such new forms of monitoring results as: targeted observation (recording the actions and qualities exhibited by the student according to given parameters), student self-assessment according to accepted forms (for example, a sheet with questions on self-reflection of a specific activity), results educational projects, the results of a variety of extracurricular and extracurricular activities, student achievements.
The results of the teacher’s diagnostics are an integral part of the student’s portfolio.

For each student, I filled out an observation card of the process of adaptation of students in my class based on the results:

Initial diagnostics (September), which allows us to determine the initial level of development of students’ organizational, intellectual and communication skills;

According to the method of E.A. Nezhnova:
- intermediate diagnostics (December), which determines the general educational and organizational skills of students;

His psychological portrait;

The result of monitoring will be

Final diagnostics (May), revealing the formation of universal educational actions of students.

Conducted these diagnostics in order to determine the level of readiness of each child for learning at school, his individual characteristics; advised parents; carried out corrective work as necessary.

When analyzing the results of completing tasks, we took into account the relationship between the level of formation of universal learning activities (ULA) and the following indicators:

Children's health status;

Academic performance in core subjects;

Level of speech development;

Degree of Russian language proficiency;

The ability to listen and hear the teacher, ask questions;

The desire to accept and solve a learning task;

Communication skills with peers;

The ability to control your actions in the classroom.

When implementing the second generation Federal State Educational Standards, I use a markless methodology in my work (without a mark - showing the result of the ZAR and ZBR)

Systematic assessment of personal, meta-subject and subject results is implemented within the framework of a cumulative system - a working portfolio.

During school year conducted a study of the level of mastery of universal learning activities (ULA) by students in my class. Particular attention was paid to monitoring learning to read and write, because children entered 1st grade without any reading and writing skills. All results of monitoring mathematical skills, reading and writing skills are accumulated in each student’s educational portfolio. The results of the ZAR and ZBR are communicated to parents and the students themselves; as already mentioned, they are accumulated in the student’s portfolio and in the form of statements from the teacher in a special storage folder.

By the end of the academic year, students must achieve certain personal, subject and meta-subject results. The final comprehensive work will show what universal learning activities students have mastered by the end of the school year. This will also be the result of my teaching work on implementing the Federal State Educational Standard.

The school ensures compliance with the Federal State Educational Standard for primary general education: requirements for the structure of the educational program, the results of mastering the educational program and the conditions for the implementation of the educational program. Accumulated experience in the integration of basic education, high level pedagogical excellence allows us to hope for the successful implementation of the federal state educational standard. All this and much more will create conditions for the implementation of the Federal State Educational Standard of the NOO. The new generation standards should record not so much the subject content of teaching as teaching methods. The formation of such relevant cognitive, organizational and communicative competencies directly depends on them.

Documentation:

1. The Federal State Educational Standard for primary general education was approved by order No. 373 of October 6, 2009 (registered by the Ministry of Justice of Russia on December 22, 2009 No. 15785)

2. The Federal State Educational Standard for basic general education was approved by order of December 17, 2010 No. 1897 (registered by the Ministry of Justice of Russia on February 1, 2011 No. 19644)

3. Federal State Educational Standard of Secondary (complete) general education - approved by order No. 413 of May 17, 2012 (registered by the Ministry of Justice of Russia on June 7, 2012, registration No. 24480)

Municipal budget educational institution

"Average comprehensive school No. 1 urban settlement Aktobe"

Aznakaevsky municipal district of the Republic of Tatarstan

Pedagogical Council

"Key Features and differences between federal state educational standards (FSES) and state educational standards (GOS) of general education"

Prepared by:

primary school teacher

L.N.Khadeyeva

p.g.t. Aktobe

2014 -2015 academic year year

Key features and differences between federal state educational standards (FSES) and state educational standards (GOS) for general education

Slide 2. Russia is part of the world space. IN Lately Russian education did not correspond to the world fundamental values ​​of education, which were formulated by UNESCO.

Slide 3. UNESCO. UNESCO - United Nations Educational, Scientific and Cultural Organization. Currently, 191 states are members of the Organization.

The USSR joined UNESCO on April 21, 1954. Since December 1991, Russia has taken the place of the USSR in UNESCO as a “successor state.” The main goal of UNESCO is to promote the strengthening of peace and security by expanding cooperation between peoples in the field of education, science and culture in the interests of ensuring universal respect, justice, respect for the rule of law and human rights, as well as the fundamental freedoms proclaimed in the Charter of the United Nations, for all peoples, without distinction as to race, sex, language or religion.
Slide 4. World fundamental values ​​of education (UNESCO). Learn to teach yourself in any situation and at any time; teach how to work and earn decent money; teach how to live in a modern, rapidly developing world; learn to live together.

Slide 5. RUSSIAN SCHOOL HAS ALWAYS BEEN FAMOUS FOR QUALITY EDUCATION (the quality criterion has changed). The Russian school provided fundamental knowledge of a wide variety of sciences. For many years this was good. International Olympiads (Now - not only knowledge, but also the ability to apply this knowledge in a changed situation - last places). (Different subjects, different levels) Socio-economic, scientific, technical, cultural changes taking place in our country inevitably entailed changes in education. It is impossible to put into textbooks everything that is happening and accumulating at incredible speed. The entire model of the education system has become outdated……..

Slide 6. The work between the dots should be performed by the new generation Federal State Educational Standard. The second generation Federal State Educational Standard is a fundamentally new document for Russian schools.

Slide 7. Innovativeness of standards
1. For the first time, standards are a holistic system of requirements for the entire education system of the country, and not just requirements for the subject content of education

2. For the first time, standards are considered as the constitution of school life, determining the way of school life.

3.For the first time, the basis for introducing standards into real life is a new organizational economic model education.

Slide 8 . 4. Identification of two components in the main educational program (including the curriculum): a mandatory part and a part formed by participants in the educational process

5. Organization of extracurricular activities in areas of personal development (sports and recreational, spiritual and moral, social, general intellectual, general cultural)

6. System-activity approach as a methodological basis of the Federal State Educational Standard of general education

Slide 9 . 7. Increasing the role of parents (legal representatives) of students in the design and implementation of the basic educational program

8. The value-normative basis for the development and implementation of the Federal State Educational Standard of general education - the Concept of spiritual and moral development and education of the personality of a Russian citizen

Slide 10 . Innovativeness in the system for assessing the results of achieving mastery of the main educational program.

The system-forming component of the standard is the requirements for the results of mastering basic educational programs. The idea of ​​educational results has changed - the standard focuses teachers not only on subject-related results, as was the case before, but on the child’s meta-subject and personal results.

Slide 11,12 . Differences between the Federal State Educational Standards of General Education and the State Standards of General Education

A set of requirements mandatory for the implementation of basic educational programs (BEP)

A set of three components (federal, regional (national-regional), educational institution), which primarily determines the content of the educational program

Structure of the standard

Requirements for the structure of OOP;

Requirements for the conditions for implementing the OOP;

requirements for the results of mastering OOP

(zT+S)

Mandatory minimum content of OOP;

Maximum volume study load students;

Requirements for the level of training of graduates

Slide 13 . Structure of standards (3T + C)

Federal law dated December 1, 2007N309-FZ approved the new structure of the state educational standard. Now each standard includes 3 types of requirements:

Requirements (T1) requirements for the structure of the main educational programs, including requirements for the ratio of parts of the main educational program and their volume, as well as the ratio of the mandatory part of the main educational program and the part formed by participants in the educational process;

Requirements (T2) requirements for the results of mastering basic educational programs.

Requirements (T3) requirements for the conditions for the implementation of basic educational programs, including personnel, financial, material, technical and other conditions;

System for assessing the results of achieving mastery of the basic educational program (C)

Slide 14 . Differences between the Federal State Educational Standards of General Education and the State Standards of General Education

The part formed by the participants in the educational process, by which we mean students, teaching staff of educational institutions, parents of students.

Federal component;

Regional (national-regional) component;

Educational Institution Component

Slide 15. Extracurricular activities

Extracurricular activities are included in the educational program.

Organization of educational activities of students in the classroom and creation of an appropriate space for the implementation of acquired knowledge, skills and abilities in practical socially and personally significant activities in after school hours must ensure achievement of the results established by the standard

Separately classroom and extracurricular activities

Slide 16. Standardized results

Personal;

Metasubject;

Subject

Students should know;

Students must be able to;

Students must use in practical activities and Everyday life*

Slide 17. Basis of the standard

System-activity approach

Main directions of modernization of Russian education*

Ability to learn

Formation and development of universal educational activities (for the levels of NEO and OOO, respectively)

Formation, improvement and expansion of general educational abilities, skills and methods of activity**

Financing the educational process

Classroom and extracurricular activities (main educational program)

Basic curriculum

* Defined by the Concept of modernization of Russian education for the period until 2010, approved by Decree of the Government of the Russian Federation No. 1756-r dated December 29, 2001.

**Refers to the federal component of the state educational standard

Slide 18 . New skills In the light of the II Generation Standards, new procedural skills are incorporated into the content of education: independently engage in one’s own learning and receive necessary information from different sources;

work in groups and make decisions; use new information and communication technologies.

In scientific terms, there is a formationUniversal Learning Actions (ULA).

Slide 19 UUD . UUD as generalized actions open up the opportunity for students to have a broad orientation both in various subject areas and in the construction of the learning activity itself. Universal educational activities are of a supra-subject, meta-subject nature.

An important element formation of universal educational actions of students at the level of primary general education, ensuring its effectiveness are orientation junior schoolchildren in information and communication technologies (ICT) and developing the ability to use them competently (ICT competence). The use of modern digital tools and communication environments is indicated as the most natural way formation of UUD, the subprogram “Formation of ICT competence of students” is included. Implementation of the program for the formation of UUD in primary school– the key task of introducing a new educational standard.

Slide 20 . Educational technology In this regard, they are improving educational technologies, the development of which takes into account the following trends in the development of education:

from rote learning to learning as a process of intellectual development;

from the reproduction of knowledge to its productive use and application depending on the tasks being solved;

from focusing on the average student to differentiated and individualized educational programs;

from extrinsic motivation teachings towards internal moral-volitional regulation.

Slide 21 . Lesson The changes currently taking place in education have a significant impact on the structure of the lesson. Main difference modern lesson, despite its type (lesson consolidation of what has been learned, integrated lesson, combined lesson, etc.) is the involvement of students in the process of active joint learning activities in different learning situations, i.e. system-activity approach.

Slide 22 . Extracurricular activities Fundamentally new is the inclusion of extracurricular activities of students in the compulsory part of the curriculum, which is one of the sections of the main educational program of primary general education.

In accordance with the Standard, 5 priority areas for the development of a student’s personality are identified, along which extracurricular activities are carried out in elementary school.

Slide 23 . This is sports - health, spiritual - moral, social, intellectual, general cultural.

Slide 24 Extracurricular activities . The content of extracurricular activities must be reflected in the main educational program of the educational institution, in contrast to the content additional education, which is not included in the main educational program of the educational institution. In each school class, an average of up to 10 hours per week is allocated for extracurricular activities. Hours allocated for extracurricular activities are not taken into account when determining the required student workload. Extracurricular activities can be carried out both in the first half and in the afternoon, as they are an integral part of the entire educational process at school. Extracurricular activities can be conducted by teachers, class teachers, educational psychologists, additional education teachers and other teaching staff.

(sports and recreational, spiritual and moral, social, general intellectual, general cultural).

Slide 25 . Extracurricular activities Extracurricular activities may include: doing homework (starting from the second half of the year), individual sessions teachers with children requiring psychological, pedagogical and correctional support (including individual lessons on setting oral speech, handwriting and writing, etc.), individual and group consultations (including remote ones) for children various categories, excursions, clubs, sections, round tables, conferences, debates, school scientific societies, olympiads, competitions, search and Scientific research etc.

Slide 26 . Distinctive feature of the new Standard Distinctive feature of the new standard is its activity-based nature, which puts main goal development of the student's personality. The education system abandons the traditional presentation of learning outcomes in the form of knowledge, skills and abilities; the formulation of the standard indicates the real types of activities that the student must master by the end of primary education. Requirements for learning outcomes are formulated in the form of personal, meta-subject and subject results.

Slide 27. CHANGE BASE MODEL

Slide28. PURPOSE OF EDUCATION.

In the New Generation Standard, the content of education is not spelled out in detail, but the requirements for the results of students mastering the basic educational program of basic general education are clearly outlined: personal, meta-subject and subject.

The main result of education is mastery of a set of universal learning activities that allow you to set and solve the most important life and professional tasks.

Slide29. The purpose of the school.

Arm your child with skills that will help him navigate new situations in his life.

professional, personal and public life, achieving the set goal (i.e. equip with COMPETENCIES)

Slide30 . I suggest you compare some key points of the old and new standards so that you can get an idea of ​​how it was before and how it will be now in the new school.

Slide 32 – 38 (by slides)

Slide 39. Methodological literature on FGOST

Slide 40 . Conclusion. So, the second generation Federal State Educational Standard is a normative legal act. The standard is intended to play a vital role in educating highly moral, creative, competent and successful citizens of Russia. The Standard is based on a system-activity approach, aimed at achieving not only subject-specific educational results, but, above all, at shaping the personality of students, mastering universal methods of educational activity, ensuring success in cognitive activity at all stages of further education.

Slide 41 . Janusz Korczak (Polish teacher) wrote: “Respect the child’s ignorance! Respect the work of knowledge! Respect ignorance and tears! Respect the current hour and today! How will a child be able to live tomorrow if we do not allow him to live a conscious and responsible life today?” Let the child find out not because you told him, but because he himself understood; let him not learn science, but invent it. Living is the craft we must teach him.

Slide 42. Thank you for your attention!