The article describes the image of the village, created in elementary school textbooks. The research is based on the comparative perspective: we analyzes the content of textbooks of Soviet (1974-80), and post-Soviet period (2004-05). The analysis revealed in textbooks of the post-Soviet period the dominance of the rural environment under the urban one, of the rural labour in the village under all other types. In the post-Soviet textbooks the descriptions of village life and work of peasants are much less detailed and informative, than in Soviet textbooks. The presented portrait of the village is multicomponent (village is a breadwinner, a laborer, a source of vitality, "root system" of the citizen, the keeper of traditions), but the national romantic component is clearly dominated.
The article discusses the problems assosiated with informing different target groups about the results of the education quality assessment process. The range of problems includes characterization of different groups of users that have access tj the assessment results, their informational needs, description of differrent types of information resourses and products, and strategies, assosiated with assessment-result information disclosure.
The article analyzes the nature of the reflection in the textbooks of attitudes about nature and the human relationship to it.
This review characterizes a book devoted to primers in Socialist Germany, written by V. Stuermer, a researcher at the Würzburg University.
The article focuses on the reflection of experience of modernizing pedagogical education on the basis of practical realization of L. S. Vygotsky’s ideas of cultural and historical psychology. It is shown how the basic ideas of L. S. Vygotsky (such ideas as the development as mastering of culture, age, a ratio of education and development in the zone of proximal development, about change of the social situation of development and crises of growing, about roundabout ways of development, about causal life history, about the highest mental functions, about everyday and conceptual thinking, etc.) can become a methodological basis for designing the process of teacher training for variable practice of the developing education. «From action to a thought» and social constructivism as a way of activity in a situation of uncertainty and variability became the fundamental principles of modernization of the pedagogical education.
The article is devoted to the activities of the state institutions, the city department of education and the teachers of Moscow schools in the field of education and preparation of secondary school students for labor and defense on the eve and in the beginning of the Great Patriotic War. On the basis of archive documents the author reconstructs the preparatory measures, taken on the eve of the war to provide for the realization of children’s right to education.
The author restores the precise picture of the reorganization of school institutions during the Battle for Moscow. The author analyses the contents of school education from the point of view of motivation for military duty.
The paper provides an overview on the international educational or competitive projects. the authors were directly involved in their implementation. we propose an analysis of the pros and cons of the existing format.
The article offers some preliminary remarks concerning the studying of world images and value systems reflected in post-reformation German primers. The author points out the epistemological difficulties in identifying the precise contents and the “bearers” of the views presented in the primers’ texts and illustrations. In particular, the meanings which are translated through latent education deserve a special analysis, as they are not expressed directly but are hidden in the contexts and subtexts of the textbooks.
Our experience of the organization of extracurricular independent work of upper-form pupils when doing homework in mathematics in educational institutions of Perm is described. The practical use of a thematic test complex on the main sections of a school algebra course, aimed at individualization and differentiation of teaching, is presented.
The article examines main elements of the national assessment program NAEP (The National Assessment of Educational Progress) in USA. Among these elements are goals of the SIMCE, users of assessment results, information dissemination strategy, forms of information, information products and their characteristics.
The article examines main elements of the national assessment program NAPLAN in Australia. Among these elements are identification of achievement levels, introduction of multilevel assessment scale, tracing of individual progress of school students, comparison tests results in school serving students from statistically similar backgrounds, school profile for community based on assessment resultsThe article examines main elements of the national assessment program NAPLAN in Australia. Among these elements are identification of achievement levels, introduction of multilevel assessment scale, tracing of individual progress of school students, comparison tests results in school serving students from statistically similar backgrounds, school profile for community based on assessment results
The article examines main elements of the national assessment program SIMCE in Chile. Among these elements are goals of the SIMCE, users of assessment results, information dissemination strategy, forms of information, information products and their characteristics.
On the basis of content analysis of elementary school textbooks and teaching aids for science teachers, the author examines value orientations and models of behavior for students in relation to the natural environment, and their transformation during the first half of the 20th century.
The article deals with the problems of student self-government. The experience of introduction and development of this technology in the Ministry of Education is presented. Railway of the Moscow region. The use of student self-government as a means of implementing the "Exemplary Program for the Education and Socialization of Learners" is suggested.
This article is devoted to the description of a set of ideas aimed at developing personal and professional self- determination and the skill of conscious choice in adolescence and early adolescence, united in the “System Choice” program of Smart Course’s. The article presents the scientific positions, which became the basis for the creation of the program, and the use of certain practices in it; a detailed description of the program, the logic of its construction and conduct, including the description of the interaction with the client before joining the program and the conditions of entry, the principles of selecting a mentor and describing the mentoring model in the program as a whole; the content of the training and each week of training with a mentor, as well as the features of counselling and parents’ follow-up throughout the program.
Initiative is animportant element of the activity-pedagogy, its psychological basis. Creating a situation support for a student’s initiativeis thecentral task for the teacher who works not in the paradigm of knowledge translation, but in the activity-paradigm. Nuances of developing educational initiatives can be drawn from fiction. The article analyzes the situation taken from a book by Mark Twain which reveals some elements of the educational initiative in action.
The article discusses the psychology of decision making: the major external and internal factors that influence a student’s decision making are analyzed; the necessity of introducing a situation of real decision making into the learning process is substantiated. A choice experiment conducted under the auspices of Moscow State University of Education (MSPU) is described: the principles, rules, feedback, stages of the organization as well of the psychological and pedagogical support of students are drawn.
In the context of global trends in the humanization of education, issues of diff erentiation, individualization and personalization of education are actively discussed. At the same time, the key question remains – how to preserve the individual capabilities, interests and needs of each student while maintaining collective learning formats? How to take into account the personal characteristics and capabilities of each when passing and mastering general education programs? One such solution was the PCBL personalized learning platform developed in the USA. Currently, the Khoroshevskaya school is introducing and adapting this platform to the Russian conditions of education. The article examines the specifi c case of implementing a system of personalized competency-based education in a separate school – what problems, barriers and diffi culties are encountered in its implementation. The study is built in the logic of qualitative research on the basis of high-quality research interviews with the main participants in the educational process in the context of introducing a personalized learning system.
The article is devoted to the reconstruction of school system in 1936, when the evidence of the world war became clear. The author investigates the processes inside the teachers community and in school training, caused by the renunciation of former policy of pupils differentiation according their intellectual abilities. On the basis of archive documents of Moscow schools the article restores the superior control mechanisms of school stuffs and the methods of school pedagogy, descended from the formulation of the new strategic aims,