Educational purpose of the school. The main goals of the School are: Structure of the School of Life

School is the main link of the system continuing education.

The school provides citizens with the opportunity to receive free primary general, basic general, secondary (full) general and up to school education, within the framework of federal government educational standards and federal government requirements for of this type educational institutions.

Main goals of the School:

Formation of a general culture of personality of students based on mastering the mandatory minimum content of general educational programs, their adaptation to life in society;

Creating a basis for informed choice and subsequent mastery of professional educational programs;

Education of citizenship, hard work, respect for human rights and freedoms, love for surrounding nature, Motherland, family;

Formation of a healthy lifestyle.

The main tasks of the School.

The main objectives of a preschool educational institution are:

Protecting life and strengthening physical and mental health;

Providing cognitive-speech, social-personal, artistic-aesthetic and physical development children;

Education, taking into account age categories, in children of citizenship, respect for human rights and freedoms, love for the surrounding nature, Motherland, family;

Carrying out the necessary correction of deficiencies in the physical and (or) mental development of children;

Interaction with children's families to ensure the full development of children;

Providing advisory and methodological assistance to parents (legal representatives) on issues of upbringing, education and development of children.

Primary tasks general education are the education and development of students, their mastery of reading, writing, counting, basic skills educational activities, elements of theoretical thinking, simple self-control skills, culture of behavior and speech, the basics of personal hygiene and a healthy lifestyle.

Primary general education is the basis for obtaining basic general education.

The task of basic general education is to create conditions for the education, formation and formation of the student’s personality, for the development of his inclinations, interests and ability for social self-determination.

Basic general education is the basis for obtaining secondary (complete) general education, primary and secondary vocational education.

The objectives of secondary (complete) general education are to develop interest in knowledge and creativity student, developing skills of independent learning activities based on differentiation of learning.

Secondary (complete) general education is the basis for obtaining primary vocational, secondary vocational (under shortened accelerated programs) and higher vocational education.

The educational process of the School is mainly aimed at expanding the possibilities of competent choice by the individual life path and to prepare it for development.

To achieve its goals and objectives, the School has the right:

Independently, taking into account federal state educational standards, develop, adopt and implement educational programs;

Choose forms, methods and means of training and education within the limits specified by law Russian Federation in the field of education;

Develop and approve the curriculum, annual academic calendar and class schedule;

Develop and implement new educational technologies education of students;

Implement additional programs and provide additional services, including paid ones.

The school interacts with the Municipal Educational Institution additional education"District Information and Methodological Center", develops new methods to improve and effectively train and educate students, as in educational process and in extracurricular activities.

5.Organization of the educational process, types and types of educational programs being implemented

5.1.Training and education at the School is conducted in Russian. German is studied as a foreign language.

5.2. The educational process at the School is carried out in accordance with the levels of educational programs of preschool education and three levels of general education, corresponding to the main stages of student development:

Preschool education provides education, training and development, as well as supervision, care and health improvement for children aged from two months to 7 years.

Stage 1 – primary general education – standard period of completion is 4 years.

Ensures the development of students, their mastery of reading, writing, counting skills, basic skills and abilities of educational activities, simple self-control skills, culture of behavior and speech; mastering personal hygiene and healthy lifestyle skills.

Level 2 – basic general education – standard period of completion is 5 years.

Ensures that students master educational programs of basic general education, the conditions for the formation and formation of the student’s personality, capable of social self-determination and leading a healthy lifestyle.

In addition to compulsory subjects subjects are introduced to organize training at the choice of the students themselves, aimed at realizing the interests, abilities and capabilities of the individual.

Level 3 – secondary (complete) general education – standard period of mastery 2 years

It is the final stage of general education training, ensuring that students master secondary (complete) general education programs focused on the individualization of learning and the socialization of students taking into account the real needs of the labor market, the development of cognitive interests and creative abilities of students, the formation of skills in independent educational activities based on the differentiation of learning.

In addition to the required items:

Introduced elective courses in order to realize interests, abilities and opportunities;

Based on the requests of students and their parents (legal representatives), the School provides initial vocational training for students in the profession of tractor driver of categories “B”, “C”, “E”, “F”. Initial vocational training is carried out only with the consent of students and their parents (legal representatives).

The school can provide vocational training to students as additional (including paid) educational services if they have an appropriate license for the specified type of activity.

Based on the requests of students and their parents (legal representatives), if appropriate conditions are available, training in various profiles and areas can be introduced at 3 levels.

5.3. The organization of the educational process at the School is based on the curriculum agreed with the education department of the Elovsky administration municipal district and is regulated by the class schedule approved by the School Director.

5.4. The academic year at the School begins on September 1, if this date falls on a weekend, then in this case the academic year begins on the first working day following it.

The duration of the academic year at the 1st, 2nd, 3rd levels of general education is at least 34 weeks without taking into account the state (final) certification, in the 1st grade - 33 weeks, the duration of vacations during the academic year is at least 30 calendar days, in the summer at least 8 weeks . For students in the 1st grade, an additional week-long vacation is established in the middle of the 3rd quarter.

The annual academic calendar is developed and approved by the School:

1st quarter – 9 weeks

2nd quarter – 7 weeks

3rd quarter – 10 weeks

4th quarter – 8 weeks

Duration of holidays throughout the year:

autumn – 8 days

winter – 14 days

spring – 8 days

summer – at least 8 weeks

5.5. The school operates on a 5-day workweek schedule, with two days off - Saturday and Sunday.

For 9th grade students and 3rd stage students, a 6-day working week can be established.

Duration of classes for students:

In 1st grade, a “stepped” teaching mode is established:

in September, October - 3 lessons per day, 35 minutes each, in November - December - 4 lessons, 35 minutes each, January - May - 4 lessons, 45 minutes each.

In grades 2 - 11, the duration of the lesson should not exceed 45 minutes.

Duration of change:

10 minutes – after 1.5 lessons;

20 minutes – after lessons 2,3,4.

The educational loads of pupils and students are provided for by the curriculum and must comply with current sanitary and epidemiological requirements

at 5 days working week:

For 1st grade students - no more than 21 hours;

For students in grades 2-4 – no more than 23 hours;

For 5th grade students – no more than 29 hours;

For 6th grade students – no more than 30 hours;

For 7th grade students – no more than 32 hours;

For students in grades 8-9 – no more than 33 hours;

For students in grades 10-11 – no more than 34 hours.

with a 6-day work week:

For students in grades 8-9 – no more than 36 hours per week;

For students in grades 10-11 - no more than 37 hours per week.

5.6. Admission to school.

Admission of children to 1st grade begins when they reach the age of 6 years 6 months in the absence of contraindications for health reasons, but not later than they reach the age of 8 years. At the request of parents (legal representatives), the Founder has the right to allow children to be admitted to the School for education at an earlier age.

To enroll in the School, the following documents are required:

Statement from parents (legal representatives);

A copy of the birth certificate;

Medical certificate of health;

Personal file (in the order of transfer from another educational institution);

Personal statement of the student, a document confirming receipt of basic general education (upon admission to grade 10);

If there are available places, persons who have reached the age of 18 and do not have a secondary (complete) general education can be admitted to the School:

By way of transfer from another educational institution implementing an educational program of the appropriate level;

Previously received education in the form of family education, self-education or external study.

Admission to the School is formalized by order of the School Director.

Registration of citizens of the Russian Federation at the place of stay and place of residence within the Russian Federation or the absence thereof cannot serve as a basis for refusal of admission to study at the School.

When admitted to the School, students and (or) their parents (legal representatives) must be familiarized with this Charter, the license to conduct educational activities, certificate of state accreditation, basic educational programs and other documents regulating the organization of the educational process.

Relations between the School and students and (or) their parents (legal representatives) are regulated local acts Schools can also be formalized by concluding a cooperation agreement.

5.7. Classes are filled by the School Director at the request of children and their parents (legal representatives).

The number of classes in the School is determined depending on the number of applications submitted by citizens and the conditions created for the implementation of the educational process and taking into account sanitary standards and control standards specified in the license.

5.8. The class size is set at 25 people, additional education classes and electives - up to 15 people, individual and group classes– from 1 to 20 people.

5.9. When conducting classes on foreign language and labor training at the second and third stages of general education, physical culture at the third stage of general education, in computer science and computer technology, physics and chemistry (during practical classes) it is allowed to divide the class into 2 groups if the class size is 20 or more people.

5.10. The School, in agreement with the Founder and taking into account the interests of parents (legal representatives), may open compensatory education classes.

Educational authorities, in agreement with the Founder, can open special (correctional) classes at the School for students with disabilities. disabilities health.

The transfer (direction) of students to special (correctional) classes is carried out by educational authorities only with the consent of the parents (legal representatives) of the students based on the conclusion of the psychological, medical and pedagogical commission.

When organizing the work of special (correctional) classes, the school is guided by the Model Regulations on a Special (Correctional) Educational Institution for Students and Pupils with Disabilities.

5.11. The school provides classes at home with students in accordance with a medical report on their health status. Based on the instructions of the Ministry of Education and Science of the Russian Federation, the number of teaching hours per week is allocated, a schedule is drawn up, the personal composition of teachers is determined by order of the Director, and a log of classes is kept. Parents (legal representatives) of the student are obliged to create conditions for conducting classes at home.

5.12. The school has the right to open after-school groups (extended day groups) at the request and request of parents. The occupancy of the GPA is set at no more than 25 students. The duration of stay in the GPD is no more than 5 hours.

5.13. Taking into account the needs and capabilities of the child, educational programs at the School can be mastered in full-time, part-time (evening), correspondence forms and the form of external studies. A combination of the indicated forms of mastering general education programs is allowed.

5.14. The school, under contracts and jointly with enterprises, institutions, organizations (with the consent of students and their parents (legal representatives)) has the right, as additional (including paid) educational services, if there is a license for the specified type of activity, if required, conduct:

The work of additional education associations;

Health activities;

Tutoring with students from another educational institution;

Additional classes in the computer lab;

Additional classes to prepare students for admission to higher and secondary educational institutions;

Open on the basis of the School during summer and winter holidays health camps for children with daytime stay, and if available additional conditions– with a 24-hour service.

Paid additional educational services can be provided only outside the main educational activities.

Payment for additional educational services is carried out at existing prices and tariffs approved by the Founder, in the absence of such at negotiated prices.

5.15. Current monitoring of progress is assessed by teachers using a five-point system and is reflected in the class journal, student diary, and electronic diary.

In the first grade, knowledge assessment is qualitative.

Intermediate and final grades are given in points from grades 2 to 9 by quarter, grades 10-11 by half-year. At the end of the school year, final annual grades are issued.

Also, grades for behavior (exemplary, good, satisfactory, unsatisfactory) are given in quarters and for half a year.

5.16. Interim certification of students:

During intermediate certification it is established point system ratings: 5 - “excellent”, 4 - “good”, 3 - “satisfactory”, 2 - “unsatisfactory”.

The form, procedure, goals of intermediate certification and transfer exams are established by the annual educational calendar schedule, according to the decision of the Pedagogical Council, approved by the Director.

By decision of the School's Pedagogical Council, additional transfer exams may be introduced. The decision of the Pedagogical Council on this issue is brought to the attention of participants in the educational process by order of the Director.

5.17. Mastering general education programs of basic general and secondary (complete) general education ends with mandatory final certification of graduates. State (final) certification of students who have completed educational programs of secondary (complete) general education is carried out in the form of a Unified state exam. The School organizes the state (final) certification of School graduates within its competence in accordance with the Regulations on the state (final) certification of graduates educational institutions, approved by the Ministry of Education and Science of the Russian Federation.

5.18. Graduates of the School, after passing the state (final) certification, are issued a state-issued document on the level of education, certified by the seal of the School with the image of the coat of arms of the Russian Federation, and persons who have not completed basic general and secondary (complete) general education are issued certificates of the established form.

5.19. Graduates who have achieved particular success in mastering general education program secondary (complete) general education, are awarded by decision of the pedagogical council with a gold or silver medal “For special achievements in teaching"

Graduates who have achieved particular success in mastering the general education program of basic general education receive a special certificate (with honors).

Graduates who have achieved special success in studying one or more subjects while mastering the general education program of basic general education are awarded a Certificate of Commendation “For special success in the study of individual subjects.”

5.20. Transfer of students:

Students who have mastered the educational programs in full are transferred to the next grade based on the results of final assessments, in grade 8 - transfer exams;

Students at the levels of primary general, basic general and secondary (complete) general education who have academic debt in one subject at the end of the academic year are conditionally transferred to the next class. Students are obliged to eliminate academic debt during the next academic year, the School is obliged to create conditions for students to eliminate this debt and ensure control over the timeliness of its elimination;

Students at the levels of primary general, basic general education, who have not mastered the educational program of the school year and have academic debt in two or more subjects, or who have been conditionally transferred to the next grade and have not eliminated academic debt in one subject, are, at the discretion of their parents (legal representatives), left for repeated training, are transferred to compensatory training classes with a smaller number of students per teaching staff member of an educational institution, or continue to receive education in other forms;

Students at the level of secondary (complete) general education who have not completed the educational program of the academic year according to full-time education and having academic debt in two or more subjects or conditionally transferred to the next class and not eliminating academic debt in one subject, continue to receive education in other forms;

The transfer of a student to the next grade is carried out by decision of the School’s pedagogical council;

Students of the 1st stage who have not mastered the program, by decision of the School’s pedagogical council, can be sent to the regional psychological - medical - pedagogical commission;

Students who have not mastered the educational program of the previous level are not allowed to study at the next level of general education;

Students in the transfer class who have quarter (trimester) and annual grades of “5” in all subjects studied in this class are awarded a certificate of merit “For excellent academic achievements”;

Students who have not completed basic general education are issued certificates of the established form;

If the student or his parents disagree with the annual examination grade, he is given the opportunity to take an exam in the relevant subject by a commission created by the School’s pedagogical council or a conflict commission operating under the education department.

5.21. Expulsion of students from the School.

5.21.1. With the consent of parents (legal representatives), the district commission for minors and the protection of their rights and the education department of the administration of the Elovsky municipal district, a student who has reached the age of 15 years can leave the School until receiving general education.

5.21.2. The Commission on Minors' Affairs and the Protection of Their Rights, together with the parents (legal representatives) of the minor who left the School before receiving basic general education, and the authority local government within a month, takes measures to ensure his employment and (or) his continuation of mastering the educational program of basic general education in another form of education.

5.21.3. By decision of the School's pedagogical council, students who have reached the age of 15 years may be expelled from the School for repeated gross violations of the School Charter.

Gross violations of the School Charter include:

Bringing and transferring or using weapons, alcoholic beverages, toxic and narcotic substances;

Use of any means and substances that can lead to explosions and fires;

Use of physical force to clarify relationships, intimidation and extortion;

Carrying out any actions entailing dangerous consequences for others.

5.21.4. Expulsion of a student from the School is applied if educational measures have not produced results and the student’s continued stay at the School has a negative impact on other students, violates their rights and the rights of School employees, as well as the normal functioning of the School.

The decision to expel a student who has not received basic general education is made taking into account the opinion of his parents (legal representatives) and with the consent of the district commission for minors and the protection of their rights. The decision to exclude orphans and children left without parental care is made with the consent of the district commission for minors and the protection of their rights and the guardianship and trusteeship authority.

The school is obliged to immediately inform his parents (legal representatives) and the local government body about the student’s expulsion from the School.

The Commission on Minors' Affairs and the Protection of Their Rights, together with the local government body and the parents (legal representatives) of a minor expelled from the School, takes measures within a month to ensure the employment of this minor and (or) the continuation of his studies in another educational institution.

5.22. Discipline at the School is maintained on the basis of respect for the human dignity of children, students, teachers and other employees of the Institution. The use of physical and mental violence against children and students is not permitted.

5.23. Involving School students in work not provided for in the educational program without the consent of the students and their parents (legal representatives) is prohibited.

School Management

6.1. The School is managed on the basis of the principles of transparency, democracy and social justice, in accordance with the legislation of the Russian Federation, federal and regional laws “On Education”.

6.2. School management is based on the principles of unity of command and self-government.

6.3. The direct management of the School is carried out by the director, who is appointed and dismissed by the head of the education department in agreement with the Founder.

6.3.1. Head teacher:

Represents the School in all instances;

Manages the financial resources and property of the School;

Ensures the safety and efficient use of the property assigned to the School, the rational use of financial resources and is responsible for it to the Founder;

Plans and organizes the educational process;

Monitors its progress and results, including by attending lessons and all other types training sessions and educational activities;

Responsible for the quality and efficiency of the School;

Creates the necessary conditions for organizing extracurricular and extracurricular activities educational work;

Responsible for creating conditions that ensure the protection of the life and health of students and staff within the educational process;

Conducts the selection of deputies and determines the range of their functional responsibilities;

Carries out the placement of teaching staff at the school;

Appoints class teachers, distributes training loads;

Approves the work schedule and schedule of the School and structural units;

Enrolls, transfers and expels students taking into account the decision of the Pedagogical Council;

Hires and fires teaching, administrative, educational and service personnel;

Establishes, in accordance with labor legislation, internal labor regulations, and this Charter, the range of responsibilities of School employees, structural unit;

Organizes the rational use of allocated state budgetary allocations, as well as extrabudgetary funds;

Approves the staffing table within the limits of available funds for wages;

Establishes the amount of official salaries of School specialists, depending on their qualifications, complexity, quantity, quality and conditions of the work performed, as well as compensation payments (additional payments and allowances of a compensatory nature);

Appoints additional payments and allowances of a compensatory nature, bonuses and other incentive payments;

Concludes, on behalf of the School, Agreements with state and other enterprises, institutions, organizations, individuals;

Suspends decisions of the Governing Council if they contradict current legislation and the Charter of the school;

Approves the distribution of the incentive part of the wage fund for employees in agreement with the School’s trade union committee;

Participates in licensing and accreditation of the School.

6.3.2. The school director is responsible for his activities in accordance with current legislation.

6.4. The forms of self-government are: General meeting of the labor collective, All-school conference, Governing council, Pedagogical Council, Advice of affairs.

6.5. The workforce consists of all employees of the School and the branch. The powers of the labor collective are exercised by the General Meeting of the labor collective. A meeting is considered valid if at least 2/3 of the list of employees of the School and the branch is present.

6.6. The competence of the General Meeting of the Labor Collective includes:

Develop and adopt the Charter, amendments to it, to submit it for approval to the Founder;

Adopt a collective agreement, internal labor regulations, and Regulations on the distribution of the incentive portion of the wage fund for School employees;

Solve issues related to the functioning of the School. 6.7. The highest self-government body of the School is the All-School Conference. It includes delegates of all participants in the educational process, elected by teams: 3rd level students, employees of the School, branch, parents of pupils and students, in equal numbers.

6.7.1. A school-wide conference is held at least once a year by decision of the Governing Council.

The competence of the All-School Conference includes:

Adoption of the Regulations on the branch, introduction of amendments and additions to it.

Determining the prospects for the development of the School;

Hearing reports and information from the School administration, evaluating performance results, considering the issue of early termination of powers of the Governing Council and its chairman.

6.7.2. Decisions of the Conference are valid if more than half of the delegates take part in its work, and are adopted by a majority vote of its participants, with the exception of the adoption of the Charter, amendments and additions to it, which requires 2/3 votes of delegates.

6.8. During the period between conferences, the highest governing body is the Governing Council. The total number of the Governing Council is determined by the Conference and is at least 6 members.

6.8.1. The Governing Council is formed using election procedures: election, appointment and co-optation.

The elected members of the Council are representatives from parents (legal representatives) of students, representatives from School employees, representatives of third-level students who have reached the age of 14 and who have a passport of a citizen of the Russian Federation at the time of the elections.

Representatives from parents (legal representatives) of students are elected at a general parent meeting by open voting.

Representatives from the School employees are elected at the General Meeting of the workforce by open voting.

Student representatives are elected through school-wide student elections.

The Governing Council includes, ex officio, the Director of the School and an appointed representative of the Founder. The representative of the Founder may be an employee of the education department of the district administration or another person authorized to represent the interests of the Founder in the School.

By decision of the latter, a representative of the local community or an economic, scientific, cultural figure from among those interested in the successful functioning and development of the School, and who can provide real assistance to it in this, is co-opted into the Governing Council.

The total number of members of the Governing Council must be at least 5 people. Members of the Governing Council work on a voluntary basis.

6.8.2. The competence of the Governing Council includes:

Election of the Chairman of the Governing Council;

Organization of implementation of the conference decisions and proposals of its delegates;

Organization of the work of commissions and other working bodies;

Approval of Regulations, Instructions, Rules and other regulations governing the activities of an educational institution;

Formation of the School Development Fund;

Hearing information about the work of the director, his deputies, teachers, authorities student government;

Taking action to social protection students in accordance with current legislation;

Taking the initiative to terminate employment contracts with school employees who do not correspond to their position, or who have compromised themselves by unworthy behavior;

Participation in the rational use of extrabudgetary funds;

Making a decision on the distribution of the incentive portion of the wage fund for School employees.

6.8.3. Decisions by the Governing Council are made by open voting and are considered valid if more than half of its members vote for them, subject to the presence of a majority of the members of the Council and the participation of representatives from all categories of its composition.

6.8.4. The Governing Council directs its activities to meet the needs and interests of students, employees and parents of students of the School.

6.9. The pedagogical activities of the School are managed by the Pedagogical Council.

6.9.2. The Pedagogical Council includes: the director - ex-officio chairman, his deputies and teachers.

6.9.3. The competence of the Pedagogical Council includes:

Approval of the pedagogical concept for the development of the School;

Summing up the results of the joint activities of the School, family and the public in the education and upbringing of children;

Discussion and selection of various options for the content of the educational process (curricula, programs, textbooks, etc.) and methods of their implementation;

Approval of the procedure for conducting intermediate certification;

Making a decision on transfer to the next grade, on re-training for students who did not cope with the current year’s program (in agreement with parents), etc.;

Delegation of representatives to the Governing Council;

Organization of work to improve the qualifications of teaching staff, develop their creative initiatives, disseminate advanced teaching experience;

Discussion of characteristics for professional certification and awarding of teachers, as well as making proposals to the School certification commission and the district certification commission for assignment teaching staff qualification categories.

6.9.4. Decisions of the teachers' council adopted by a majority of votes are valid if 2/3 of the members were present.

6.10. Student self-government bodies may be created at school.

6.10.1. The highest body of student self-government is the Council of Affairs, elected by the student meeting for 1 year and convened as necessary, but at least once a month.

6.10.2. The competence of the Business Council includes:

Preparation and holding of meetings and conferences for students;

Nomination of candidates to the School Governing Council;

Planning and organization of extracurricular and extracurricular activities

students;

Approval of the plan for conducting the most important student events;

Coordination of all student bodies and associations;

Organization of self-service for students, their duty, maintaining order and discipline at school;

Petition to the Director for reward and punishment of students in accordance with the Charter.

6.11. The School has great parent committees, who have the right:

Prepare and conduct parent meetings, conferences and other parent events;

Create and direct the activities of their commissions;

With the help of teachers, organize pedagogical comprehensive training for parents (legal representatives);

Work with families in need of material and pedagogical assistance.

6.12. Decisions of the School's self-government bodies can be appealed if they infringe on the rights of the School's subjects or violate current legislation and the School's Charter. The disputing parties can create a general conciliation commission, the results of which are considered by the body that made the appealed decision.

6.13. If the dispute is not resolved within the School, the self-government body of the injured party has the right to appeal to the judicial authorities in accordance with current legislation.

The goals of school education can be divided into social and pedagogical. The social goals of school education are the expected changes in society, conditioned by the implementation of the pedagogical goals of school education on the required scale. Any pedagogical goals model the desired changes in the personality - its orientation, abilities, knowledge, skills and abilities, personal qualities Oh. The implementation of pedagogical goals on a fairly wide scale can help solve social problems.

In the most general view the social goals of education are formulated in the Law “On Education” (Articles 2 and 14), which notes that education should contribute to the development of society, the strengthening and improvement of the rule of law, the affirmation of the priority of universal human values, the reproduction and development of human resources of society, mutual understanding and cooperation between people, peoples, regardless of racial, national, ethnic, religious and social affiliation, the realization of the right of students to a free choice of opinions and beliefs, self-determination of the individual, the creation of conditions for his self-realization, free development.

The law specifies the personal qualities that the education system should be oriented toward: citizenship, hard work, respect for human rights and freedoms, love for the environment, the Motherland, and family. Education should ensure the integration of the individual into national and world culture, the formation in students of a picture of the world that is adequate to the modern level of knowledge. It is emphasized that education should be accessible to all and that basic general education is compulsory.

In the most general terms, we can say that the social goals of modern school education are the development of a free individual, capable of creating a democratic society and living in the conditions of such a society. The social goals of education can be specified at the level of the region and educational institution. At this level, they will reflect the expectations of not only society as a whole, but also its individual social institutions.

The program for the development of the educational system of St. Petersburg “Petersburg School - 2000” notes that St. Petersburg wants to see a school graduate:

a person who respects human rights and fundamental freedoms;

a person who is conscious and responsible about his life and health;

a person sufficiently educated to achieve personal and family well-being and success;

a person with high civic consciousness;

a person capable of cooperation with other people, respecting the rights of citizens, tolerant and attentive to the opinions of others;

a person striving to become a master of his craft;

a person with a wide range of cultural needs;

a person who perceives nature as a vital value.

The formation of the stated system of values ​​is possible provided that students develop such personal qualities that would ensure the adequacy of their social behavior new social situation. Such qualities include the ability to choose, readiness for responsibility, willingness to cooperate, orientation towards moral assessment and self-esteem. The ability to choose also applies to the formation ideological position students, their political views, as well as aesthetic tastes. The purpose of school education is to provide opportunities for informed and free choice students of their ideological position, limiting this freedom to one criterion - orientation towards generally accepted moral values.

The pedagogical goals of education reflect its capabilities in the development of those personality qualities that are most important for its self-development, for the formation of the individual as a subject various types activity, in other words, to develop its ability to set goals and achieve goals in various fields of activity.

The formation of students' education is considered as the general goal of school education. The pedagogical goals of school education are interconnected with the goals of other areas pedagogical activity- goals of additional education (including self-education) and goals of the organization social activities schoolchildren.

Main pedagogical condition The implementation of the social goals of education is the achievement by students of a level of education that ensures a high level of their social activity, the ability for self-development and a real opportunity to continue their education. In other words, the main pedagogical goal of school education is to raise an educated Petersburger. This goal assumes that all graduates high school must achieve the level of basic literacy, functional literacy, and general cultural competence. The school must also provide opportunities to achieve pre-professional and methodological competence in educational areas of interest to students.

Problems of implementing socio-cultural activities in school educational institutions.

The Russian education system, sleek and efficient, is rightfully considered one of the best in the world. But at the same time in Russian school There are a number of disadvantages:

An abundance of methods and technologies, inconsistency in the use of training programs and teaching aids(within the walls of one institution, primary school is taught according to the textbook and program of one author, and in high school other manuals and curricula are used, which results in disagreements between teachers primary school and middle management, there is a need to adjust the work, which requires time and intellectual investment);

Low level of development environment provision:

Lack of aesthetics in interior design (“official” furnishings, lack of decent renovation and comfort of school premises),

Inflexible functional use of space, lack of special rooms or areas for games and recreation, which does not allow creating conditions for the harmonious development of the child and his emotional well-being and does not give him the opportunity to feel free, to communicate with peers and with children of other age groups,

Lack of conditions in group premises for the necessary balance of joint and individual activities of children (for example, “solitude corners”),

Irrational or insufficient use of the school site, which makes it possible to diversify the forms of socio-cultural work with children.

Incompetence of the teaching staff and other personnel:

Inattention of the teacher to children during recess (as a result - disunity of children, traumatic games, etc.),

Lack of mutual understanding between adults and children (distrust of children, unwillingness to see independence and responsibility in them),

Inattention to creating a positive psychological climate, a friendly atmosphere in the children's team, to emerging conflicts,

Lack (often) of focus on trusting, friendly relationships with children,

Absence of formation of educational motivation, interest in learning and creative activity,

Lack of career guidance work.

Insufficient interaction between school, family and leisure institutions.

The Russian school has gone through a number of stages of its development, and as a result of this long evolutionary process, the Russian education system became one of the best.

The school, as one of the main socio-cultural and educational institutions, carries out the order of society - to form a person adequate to the requirements of a given society, era, to raise, train and educate young generations with maximum consideration of the social conditions in which they will live and work. .

School, as a socio-psychological group, being a social space for children’s contacts, creates opportunities for implementation or activation in the areas of communication and play. The game prepares the psyche for functioning in complex world human communication and activity and shapes the strategic behavior of people. Its special appeal lies in the fact that it allows you to act in situations of risk, uncertainty, and freedom of choice.

The goals of modern school education can be divided into social and pedagogical. The social goals of school education are to develop a free individual capable of creating a democratic society and living in the conditions of such a society. The main pedagogical goal of school education is to educate educated person, which assumes that all high school graduates must achieve the level of basic literacy, functional literacy, and general cultural competence. The school must also provide opportunities to achieve pre-professional and methodological competence in educational areas of interest to students.

But, despite the generally recognized high quality Russian education, there are a number of shortcomings in the Russian school:

an abundance of methods and technologies, but at the same time - inconsistency in the use of curriculum and teaching aids;

low level of provision of a developing environment;

incompetence of the teaching staff and other personnel;

lack of interaction between school, family and leisure institutions.

The main goal of general education, closely related to the educational goals discussed in the previous paragraph, is to provide all students with the optimal, taking into account their capabilities - intellectual development.

Undoubtedly, this goal does not act on its own, but in unity with the goals of education (especially social, moral and aesthetic education), aimed at shaping the student’s personality as a whole, and not just its certain aspects. The existence of various aspects of personality development in no way means that each of them can act as a special area of ​​individual educational influences. In reality, these various aspects are closely related to each other and only in their unity do they form an integral personality. It is in this regard that social and moral education usually includes elements of aesthetic education and upbringing; the latter, in turn, cover educational influences that stimulate the social, moral and intellectual development of the student’s personality. The same is the case with training, because it, as confirms school practice, the more effective the more focused on formation whole personality student, and not only on the development of his thinking.

All activities are subordinated to achieving the main goal of general education - providing each student with conditions for complete intellectual development. secondary school, to a certain extent, and vocational schools. In his activities, the teacher ensures the implementation of the goals of general education in inextricable connection with its main goal, which implies the following:

• Acquaintance of students with the basics of systematized knowledge about nature, society, technology and culture in a volume that allows them to understand the main phenomena, events and processes of reality, and also to use them in the course of influencing it.

The assessment of its work by society mainly depends on how successfully the school solves this problem. IN to a large extent The fate of students depends on this; when entering higher educational institutions, they must be aware of the quality and quantity of knowledge that they have already mastered.

Familiarizing students with achievements in a certain field of knowledge and developing the corresponding skills in them is closely connected both with general education, the tasks of which include, for example, the formation and development of the abilities and interests of students, and with upbringing, because these processes, as has already been repeatedly emphasized, appear in their dialectical unity.

• The teacher also ensures the development of students’ abilities and cognitive interests, namely: critical thinking, attention, imagination, memory and various practical skills.

The correct solution of this problem from a content and methodological point of view is facilitated by the development in students of skills to independently identify, formulate and resolve certain theoretical and practical problems related to nature, social life, technology and culture.

The requirement of connection with practice, the observance of which in the educational process determines the development of the abilities and cognitive interests of students, is to shape their thinking with the help of situations specially created for them that would stimulate the latter; develop their memory thanks to its systematic training on appropriately selected material; to develop in them certain practical skills in conditions that allow them to actually perform these actions in practice, etc.

The need to strictly comply with this requirement is evidenced not only by the results of psychological and didactic research, but also by the changes taking place in modern world. The rapid growth of the volume of knowledge, the rapid development of technology, the ever-increasing role of science in modern life, the need to resolve new problems that have not been encountered before - these are just some of the factors that determine the need for rational use of public resources and abilities, along with the already realized need for thoughtful use of raw materials. Under these conditions, the task of developing the abilities and cognitive interests of students rises to the level of one of the main tasks of a modern school.

• The teacher’s task also includes the formation of a scientific worldview in children and youth, that is, a system of scientifically based, logically coherent system of views and beliefs that determine their attitude to the world and guide their behavior [see: Okon W. 1970. P. 51].

By “view” we mean an internally consistent system of knowledge on a particular topic, based on scientific premises, which can be accepted in the light of the evidence presented by its supporters. In addition to the listed features, a belief is characterized by one more feature, namely, that the person who shares it considers it to be unconditionally correct. Views and beliefs become decisive for the behavior of students when they are formed in the process of their own, independent cognitive activity students, and are not purchased ready-made, as if as a gift, from other persons. To achieve this goal of education, the development of students' abilities and cognitive interests is also necessary.

• The teacher must introduce students to self-education, develop in them the need for constant systematic and independent replenishment of existing knowledge and skills during their studies outside of school.

In the era rapid growth volume of information and the associated rapid “aging” school programs, including programs of higher educational institutions, which proceeds much faster than in the past, this goal is being put forward as one of the main ones. It is in this regard that some didactics believe that the main responsibility of a modern school is to teach students to learn independently. This skill is becoming especially important in the era of the implementation of the idea of ​​lifelong education in many countries and is a logical consequence of scientific and technological progress and serves as necessary condition adaptation of a person to the constantly changing conditions of his life and work.

• The purpose of general education is also to familiarize students with the scientific foundations of production and labor organization in such important industries as mechanical engineering, electrical engineering and the chemical industry, rural farming, etc., and developing their skills to use the simplest technical devices and devices.

Such education is called “polytechnic”; it should ensure not so much the preparation of students for any profession, but rather an understanding of the most important patterns of technical, technological and organizational processes common to many areas of industrial and agricultural production and the service sector.

The considered goals of general education related to educational work with children and youth in educational institutions on different levels training are the leaders. Their specification serves specific learning goals, which are determined in curriculum and in programs for individual academic subjects.

Problem block

As Kazimir Sosnicki argues, the three main goals of socialist education, namely: the formation of a scientific worldview, preparation for participation in the construction of a socialist society and the all-round development of man, should be understood in unity and as open. The unity lies in the fact that their achievement is the goal of education both in the family and at school and outside of school. Openness means the gradual implementation of them in relation to the achieved level of physical and mental development of a person at various increasingly higher levels.

On November 12, 2009, President of the Russian Federation Dmitry Medvedev delivered his annual Address to the Federal Assembly.

Text of the Address of the President of the Russian Federation (extract)

"<...>A comfortable environment will be created for world-class research and development in Russia. At one time, the French scientist Louis Pasteur very accurately remarked: “Science should be the most sublime embodiment of the Fatherland, for of all nations, the first will always be the one who is ahead of others in the field of thought and mental activity.” Beautiful words.

Our country has always had many talented people who are open to progress and capable of creating new things. It is on them that the innovative world rests, and everything must be done to ensure that such specialists are interested in working in their country. Therefore, it is necessary to create a permanent mechanism for their support, to attract the most authoritative Russian and foreign scientists, as well as entrepreneurs with experience in commercializing prepared developments, to work in Russia. It's not such a simple matter. The rules for recognizing scientific degrees and diplomas should be simplified higher education received from leading universities in the world, as well as the rules for hiring the specialists we need from abroad. Visas should be issued to them quickly and for a long period. We are interested in them, and not vice versa.

By the way, many people who sent responses to my article both wrote and pointed out that our compatriots - scientists who work abroad, could form a significant part of the expert community and help in organizing an international examination of Russian scientific projects, and creation certain conditions- just move to our country.

I instruct the Government to ensure the expansion of grant support for developers latest technologies on a competition basis. Development institutions should search and select promising projects throughout the country, provide financial assistance to innovative enterprises, including small innovative enterprises that are created today according to the well-known law at universities and scientific institutions, while sharing risks with private investors, of course.

The citizens of our country also talk about this. There is one idea, it came from Altai, it is proposed to create it directly on the basis modern universities business incubators. These kinds of ideas have been expressed before. And it is here that graduates will learn to turn technical ideas into profitable business projects. I believe that these kinds of ideas deserve every support.

I would like to emphasize that not only the state, but also our large companies should participate in the formation of a preliminary order for the results of such research. This is their, if you like, social responsibility. At the same time, a significant part of the projects must be carried out through international expertise and carried out in partnership with foreign centers and companies.

The Government should take all necessary organizational and financial decisions to ensure the implementation of these tasks no later than the first quarter of next year. I would like to draw your attention to the fact that the structure of government spending for these purposes should take into account the technological development priorities we have chosen to a greater extent.

Finally, it is necessary to complete the development of proposals for the creation of a powerful research and development center in Russia, which would be focused on supporting all priority areas, exactly in all directions. We are talking about creating a modern technology center, if you like, following the example of “Silicon Valley” and other similar ones foreign centers. There will be created conditions that will be attractive for the work of leading scientists, engineers, designers, programmers, managers and financiers. And create new technologies that are competitive on the world market.

The end result of our joint actions will be a qualitative change not only in the standard of living of the citizens of our country. We ourselves must change. It is necessary to overcome the widespread idea that all existing problems should be solved by the state or someone else, but not each of us in our own place. Personal success, encouragement of initiative, improving the quality of public debate, intolerance of corruption must become part of our national culture, namely part of the national culture.

To achieve these goals, you need to start from the very beginning - with the education of a new personality already at school. As the famous economist Vasily Leontyev once rightly noted: “Education satisfies one of the most important human needs and represents social investment leading to increased material production in the future. It improves the standard of living of our current generation while helping to raise the income of future generations."

In last year’s Address, I voiced an idea and was given instructions to prepare the “Our New School” initiative. Today I will name the main provisions of this initiative; it has been prepared.

The main task of a modern school is to reveal the abilities of each student, to educate an individual ready for life in a high-tech, competitive world. During the discussion of the article, I received a lot of feedback about school education, a lot is written about it, because it is connected with each of us. Their meaning is that schooling should promote personal growth so that graduates can independently set and achieve serious goals, and be able to respond to different life situations.

What is the essence of the initiative and what should we do in the very near future? Already in 2010, and this year, let me remind you, has been declared the Year of the Teacher, we will, firstly, develop and introduce new requirements for the quality of education, and accordingly, we will expand the list of documents characterizing the success of each student. The Unified State Exam should remain the main one, but not the only way quality checks of education.

In addition, we will introduce monitoring and comprehensive assessment of a student’s academic achievements, competence and abilities. Special attention should be paid to high school students. Their training programs will be directly related to their choice of specialty.

Second. The school will become a center of creativity and information, rich intellectual and sports life. Through an architectural competition, new projects for the construction and reconstruction of school buildings will be selected. It's high time to do this. They will begin to be used everywhere in 2011. The task is to design a so-called “smart” building, that is, a modern one, which provides technologies for education, health promotion, and providing schoolchildren with normal, high-quality nutrition and hot meals. All schools will no longer have access to regular Internet, but to broadband Internet.

Already next year, a new standard for physical education will be introduced - at least three hours a week, and necessarily taking into account individual characteristics children. In general, everything needs to be done taking into account the individual characteristics of children and modern scientific knowledge about the child.

A special task is to create a barrier-free school environment for children with disabilities. A five-year plan will be adopted in 2010 Government program"Accessible environment" aimed at solving these problems.

The third thing we must do is to expand the independence of schools, both in determining individual educational programs and in spending financial resources. Starting next year, schools that have won competitions in the national project "Education" and schools that have been transformed into autonomous institutions, and the mandatory reporting of such schools will be sharply reduced in exchange for, of course, openness of information about the results of their work. Contracts will be concluded with the directors of such schools, providing for special contractual working conditions, taking into account the quality of work.

Fourth. We will legislate equality between public and private educational institutions and provide families with greater opportunities to choose a school and students with access to lessons the best teachers using distance and additional education technologies. This is especially important for small schools, for remote schools, and for the Russian provinces in general.

The fifth thing to do is a system teacher education serious modernization is also awaiting. Mandatory retraining and advanced training courses will be introduced based on the best Russian universities and schools. Funds for advanced training should be provided with a choice of educational programs, and pedagogical universities should be gradually transformed into either large basic centers for teacher training or faculties of classical universities. We will begin to attract to work in schools those who are able to provide higher-quality specialized education for high school students, including, by the way, qualified specialists who do not have a pedagogical education. Those who decide to work at the school will be able to take short-term specialized courses. At the same time, a special system of incentives and requirements for mandatory confirmation of the level of qualifications of teachers will be introduced.

I hope that this initiative (“Our New School”) will become not just another departmental project, of which we have many, but a matter for our entire society. We all really need this.

School, along with family, is basic social institution, forming personality, introducing new generations to the values ​​of domestic and world culture, making a person civilized.<...>"

Education is what remains with us after

when we forget everything we learned at school.

A. Einstein

Goals and objectives of school education

This aphorism of Albert Einstein is a brilliant formula for education in its accuracy and brevity. What remains for us when we forget everything we were taught at school and college?

In the book “Psychology of Child Development” L.S. Vygodsky writes: “In educational process education is not the main thing, but the main thing is the maturation of psychological functions.”

So what is education that we should have left after school?

This is, first of all, the maturation of the moral qualities of the individual, the development and maturation psychological functions, the ability to work, self-education skills, outlook, and all together this is the harmonious development of the individual.

1. The most important of all that should be inherent in a person is the moral qualities of the individual. For an immoral person is dangerous both for himself and for the entire world around him and is a source of evil. Morality, in my understanding, is such a relationship with the surrounding World that creates harmony or at least does not destroy it. Only that person whose thoughts and desires are in harmony with the surrounding World can be free. Harmony is when everyone cares about the good of everyone and everything about the good of everyone. Harmony and beauty are synonymous words. Beauty is the same harmony, a harmonious combination of colors, lines, landscape objects, interior, etc. “Beauty will save the world!” F.M. Dostoevsky.

1. Honesty and love of truth are the most important categories of morality. Lies and hypocrisy are the main enemies of morality, which, unnoticed by us, strive to distort and present every immoral thing as moral, and then the saying, “The road to hell is paved with good intentions” receives a real embodiment. A person thinks that he is doing good, but in fact, he is doing evil.

1. Love of work is one of the moral virtues, without which it is impossible to learn to work in an organized and effective manner. When doing work, you must strive to do it in such a way that you are not ashamed of the results of your work before God. Those who know how to carry out the assigned task in this way will always be in demand in society. The world is so wisely structured that immorality, which is a danger, is blocked by laziness with all the ensuing consequences. Therefore, it is useless to force a lazy person to work; you need to work with his morality.

1. The knowledge acquired at school and college is of little use to their practical application in life, and often require in-depth study and addition for their application. If information has not been in demand for 2-3 years or more, then it is forgotten, breaking up into separate fragments, and also becomes outdated. Therefore, the main acquisition that students should receive at school and college is self-education skills. As the great teachers Ushinsky K.D., Sukhomlinsky V.A. wrote. and others - “need learn to learn».

The main obstacle in the acquisition of these skills by schoolchildren is rote learning, which is still the dominant method of teaching in school and college. Cramming leads to the fact that a person relies on his memory and does not develop the skills of searching and processing information. In students, cramming creates a kind of inferiority complex, “I don’t know this or don’t remember, which means I can’t, it’s a dead end.”

The ability to model plays a particularly important role in acquiring self-education skills. Modeling is an analogue of our thinking enhanced by the use of various modern information technologies Modeling greatly enhances a person’s thinking abilities. Currently, modeling is the main scientific and most effective method knowledge of the world.

The most effective method in terms of acquiring self-education skills is the project-based learning method, when students, by completing a project, independently acquire the necessary knowledge - model and develop algorithms (technologies) for applying this knowledge to obtain the desired result. Group projects are especially useful in the process of implementation, which develop teamwork skills, mutual assistance, and responsibility not only for one’s own, but also for common results.

When students complete group projects, their new qualities and abilities are revealed, and leaders emerge. Developing leaders is a particularly important task for schools and the entire society.

The role of the teacher in the organization project activities students are:

1. Prepare and issue appropriate assignments, advise and guide;
2. Learn:
   • find the information you need;
   • process information and highlight the main thing;
   • develop and create models;
   • develop algorithms for project implementation, execute algorithms;
   • evaluate the results of your project;
3. Evaluate results, encourage, inspire.

The skill of self-education is, first of all, the ability to solve problems that life constantly poses to us, since the quality of our life depends on the quality of their solution.

1. In the process of education we receive a lot various information, we often think about why all this is needed. The more information, the broader our horizons, which helps us navigate the world of information - choose the shortest paths to find the necessary information. Often, even scraps of knowledge will help you quickly choose the right path to solving a problem, but without self-education skills, all these scraps can remain scraps, and the time spent at school is wasted. The wider a person’s horizons - the more knowledge, the higher the quality of modeling, because The more information is used, the higher the likelihood of creating a more correct and accurate model.

5. Computer science is an important knowledge-forming subject.

The knowledge that we receive at school should not just be dumped in a heap, but represent a database, that is, form some kind of system with which you can quickly and easily find the necessary information. When acquiring knowledge, we form those database skills that we will rely on in the future. These may be some permanent and updated sources on the global Internet. For example, Wikipedia, etc. Therefore, it is important already in school age learn to use more reliable sources of information than textbooks.

Our life constantly presents us with tasks that we must solve, and when solving any problem, it is necessary to be able to perform the main stages of solving the problem - modeling and creating an algorithm. Modeling and algorithms are the main sections of the computer science course. Modeling is one of the main tools in acquiring self-education skills and developing thinking.