Formation and development of the personality of the Federal State Educational Standard. Requirements for a modern teacher according to the new generation federal state standards

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Introduction

1. Characteristics of the Federal State Educational Standard for Primary Basic Education

2. The essence and content of the concept of “personal development”

3. Review of primary basic education programs

Conclusion

Bibliography

Introduction

Since September 2011, all educational institutions in our country have switched to the second generation Federal State Educational Standards in 1st grade, the introduction of which was provided for by the Law of the Russian Federation “On Education”, the Constitution of the Russian Federation, and the Presidential educational initiative “Our New School”.

The National Educational Initiative “Our New School” identifies the main directions for the development of general education, one of which is updating educational standards. Already at school, children should have the opportunity to discover their abilities and navigate the high-tech competitive world. The educational standard of the second generation must correspond to this task.

The New Standard is an update of the content of education, teaching aids and educational values, including the personal development of a younger preschooler.

To achieve this goal, systemic changes are required in the content of educational activities of the school.

The currently existing educational standards do not produce the desired results, since they do not correspond to the goals of advanced development. This means that it is necessary to study at school not only the achievements of the past, but also those methods and technologies that will be useful to children in the future.

This provision determined the relevance and choice of the topic of the course research “Personal development in the process of implementing the Federal State Educational Standard of the NEO.”

Purpose of the study: based on the analysis of psychological, pedagogical and special literature, to consider the problem of personality development in the process of implementing the Federal State Educational Standard of the NEO.

Research objectives:

Describe the Federal State Educational Standard for Primary Basic Education;

Reveal the essence and content of the concept of “personal development”;

Carry out a review of primary basic education programs in the light of the Federal State Educational Standards of NEO.

Research methods:

Theoretical: analysis of psychological and pedagogical literature on the research problem;

Empirical: studying the experience of practicing teachers in the development of the personality of a primary school student in the conditions of the Federal State Educational Standard of the NEO.

The course work consists of an introduction, three paragraphs, a conclusion, and a list of references.

1. XcharacteristicsFederal State Educational Standard for Primary Basic Education

Federal state standards are established in Russian Federation in accordance with the requirement of Article 7 of the “Law on Education” and represent “a set of requirements mandatory for the implementation of basic educational programs of primary general education (EEP) by educational institutions that have state accreditation.”

Primary school plays an extremely important role in common system education. This is the link that should ensure the holistic development of the child’s personality, his socialization, the formation of an elementary culture of activity and behavior, the formation of intelligence and general culture. Determining modern requirements for primary schools and ensuring the quality of primary education is the main task of the second generation federal state educational standards. In accordance with the order of the Ministry of Education and Science of Russia dated October 6, 2009 No. 373 (registered by the Ministry of Justice of Russia dated December 22, 2009 No. 15785) “On the approval and implementation of the federal state educational standard for primary general education,” the new Federal State Educational Standard for primary general education comes into force on 1 January 2010 for pilot schools, from September 1, 2011 for all schools in the Russian Federation.

In accordance with the Law of the Russian Federation “On Education,” the Federal State Educational Standard for Primary General Education is a set of requirements mandatory for the implementation of basic educational programs of primary general education by educational institutions that have state accreditation.

The federal state educational standard for primary general education must ensure:

Unity of the educational space of the Russian Federation;

Continuity of basic educational programs of primary general and basic general education.

The structure of the standards includes three groups of requirements:

To the results of mastering the basic educational program primary general education;

To the structure of the main educational program of primary general education, including requirements for the ratio of parts of the main educational program of primary general education and their volume, as well as the ratio of the compulsory part of the main educational program of primary general education and the part formed by participants educational process;

To the conditions for the implementation of the basic educational program of primary general education, including personnel, financial, material, technical and other conditions.

Requirements for the results, structure and conditions for mastering the basic educational program of primary general education take into account the age and individual characteristics of students at the level of primary general education, the intrinsic value of the level of primary general education as the foundation of all subsequent education.

Requirements for the results of mastering the basic educational program of primary general education contain a description of the goals and competencies of the graduate primary school, determined by the personal, family, social, government needs and capabilities of a child of primary school age, individual characteristics of his development and health status.
The requirements set guidelines for assessing personal, meta-subject and subject learning outcomes.

Personal results - the readiness and ability of students for self-development, the formation of motivation for learning and knowledge, the value and semantic attitudes of elementary school graduates, reflecting their individual personal positions, social competencies, personal qualities; the formation of the foundations of Russian civil identity.

Meta-subject results are universal learning activities mastered by students (cognitive, regulatory and communicative). educational federal student

Subject results - mastered by students during the study educational subjects experience of activities specific to each subject area to obtain new knowledge, its transformation and application, as well as the system of fundamental elements of scientific knowledge that underlies modern scientific picture peace.
The requirements determine the planned results of primary general education, the possibility of achieving which must be guaranteed by all institutions implementing the main educational programs of primary general education, regardless of their type, location and legal form. The planned results are a mandatory component of the basic educational program of primary general education.

Since the entry into force of the new federal state educational standard for primary general education, new requirements have been imposed on the structure of the basic educational program, which determines the content and organization of the educational process at the level of primary general education and is aimed at the formation of a general culture of students, their spiritual, moral, social , personal and intellectual development, to create the basis for independent implementation of educational activities that ensure social success, development of creative abilities, self-development and self-improvement, preservation and promotion of health junior schoolchildren.

The basic educational program of primary general education includes the following sections:

Explanatory note;

Planned results of students mastering the basic educational program of primary general education;

Basic curriculum of an educational institution;

A program for the formation of universal educational actions for students at the level of primary general education;

Work programs for individual academic subjects and courses;

The program of spiritual and moral development, education of students at the level of primary general education;

Program for creating a culture of healthy and safe lifestyle;

Corrective work program;

A system for assessing the achievement of the planned results of mastering the basic educational program of primary general education.

Requirements for the conditions for the implementation of the main educational program of primary general education represent a system of requirements for personnel, financial, material, technical and other conditions for the implementation of the main educational program of primary general education and the achievement of the planned results of primary general education.

The integrative result of the implementation of these requirements should be the creation of a comfortable developmental educational environment:

Ensuring high quality of education, its accessibility, openness and attractiveness for students, their parents (legal representatives) and the whole society, spiritual and moral development and education of students;

Guaranteeing the protection and strengthening of the physical, psychological and social health of students;

Comfortable in relation to students and teaching staff.

The implementation of modern requirements will require special professionalism from an elementary school teacher: in addition to the functions of coordinator, organizer, assistant, consultant, he must master team, collaborative, collective form work; be an ally of a psychologist, social teacher etc.

The fulfillment of these functions also determines the teacher’s choice of priority educational technologies - project-based, research, reflective learning, information and communication technologies. These technologies not only solve the problems of mastering the content of the subject, but also contribute to the development of students’ competencies: informational, social, personal, communicative, which fully corresponds to the tasks of the development of modern education in the conditions of a new socio-educational situation.

The standard puts forward three groups of requirements:

Requirements for the results of mastering the basic educational program of primary general education;

Requirements for the structure of the basic educational program of primary general education;

Requirements for the conditions for the implementation of the basic educational program of primary general education.

A distinctive feature of the new standard is its activity-based nature, with the main goal being the 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.

An integral part of the core of the new standard are universal learning activities (ULAs). UUD is understood as “general educational skills”, “general methods of activity”, “supra-subject actions”, etc. A separate program is provided for UAL - the program for the formation of universal learning activities (UAL). All types of UUD are considered in the context of the content of specific academic subjects. The presence of this program in the complex of the Basic educational program of primary general education sets the activity approach in the educational process of primary school.

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

The standard establishes requirements for the results of students who have mastered the basic educational program of primary general education:

Personal, including the readiness and ability of students for self-development, the formation of motivation for learning and knowledge, the value and semantic attitudes of students, reflecting their individual personal positions, social competencies, personal qualities; the formation of the foundations of civic identity;

Meta-subject, including students’ mastery of universal learning activities (cognitive, regulatory and communicative), ensuring mastery of key competencies that form the basis of the ability to learn;

Subject-based, including the experience gained by students in the course of studying an academic subject in activities specific to a given subject area to obtain new knowledge, its transformation and application, as well as the system of fundamental elements of scientific knowledge that underlie the modern scientific picture of the world.

Subject results are grouped by subject areas within which subjects are listed. They are formulated in terms of “the graduate will learn...”, which is a group of mandatory requirements, and “the graduate will have the opportunity to learn...” Failure to achieve these requirements by the graduate cannot serve as an obstacle to his transfer to the next level of education.

The standard assumes the implementation of both classroom and extracurricular activities in an educational institution. Extracurricular activities are organized in the areas of personal development (sports and recreational, spiritual and moral, social, general intellectual, general cultural).

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 oral speech, handwriting and writing etc.), individual and group consultations (including remote ones) for children of various categories, excursions, clubs, sections, round tables, conferences, debates, school scientific societies, olympiads, competitions, search and Scientific research etc.

The time allocated for extracurricular activities is not included in the maximum permissible workload of students. The alternation of classroom and extracurricular activities is determined by the educational institution and agreed with the parents of students.

Thus, the Federal State Educational Standard (FSES) is a normative document that is a set of requirements mandatory for the implementation of the basic educational program of general education that have state accreditation.

2. The essence and content of the concept of “personal development”

In European languages, the concept of “personality” comes from the Latin “persona” - the mask of an actor in the theater, the social role of a person. In Russian, “lik” is the image of a face on an icon. In Eastern cultures, the concept of “personality” refers not only to the face, but also to the entire human body. This concept has many meanings: an individual person, an individualist; set of properties inherent to this person, constituting his individuality; the socio-psychological essence of a person, formed as a result of the assimilation of social norms, consciousness and behavior, socio-historical experience (one becomes a person under the influence of community, upbringing, training, communication, interaction).

In humanistic philosophy, personality is a person as a value for the sake of which the development of society is carried out. Personality is a single whole, it is “complex as a microcosm” (E.I. Rogov), in it all properties and components, subjective and objective are connected “in an extremely difficult to dismember, indecomposable integrity. According to R. Linton, personality is “an organized collection psychological processes and states experienced by the individual, from which his behavior follows.” Personality is an exclusive “repetition” of the world in itself, a manifestation of oneself as a subject in which external phenomena-meanings take the form of meanings; it does not exist outside the system of its elections, it is constructed and created by them. This is unique, has no analogues in the living and inanimate nature a complex of energy and information processes and transformations with a complex structure of relationships between them.

Personality is social and expresses everything that is supranatural, historical in a person; arises as a result of cultural and social development, this is a kind of law of how a person organizes his own existence and relationships with the world. The level of its development is characterized by the ability to maintain and protect the space of this individuality; an authority that exercises control over a person’s living space through the development of rules of behavior in this space. The concept of “personality” is a social characteristic of an individual, indicating his qualities, which are formed under the influence of social relations and communication with other people. As a person, a person is formed in the social system through purposeful and thoughtful education. Personality is determined by the measure of appropriation of social experience, on the one hand, and the measure of the return to society of a feasible contribution to the treasury of material and spiritual values, on the other. The subject and the personality coincide in the early stages of ontogenesis, and the later formation - the personality - is a conscious subject of activity. A person becomes a personality in the process of achieving a certain level of development, which allows him to be considered capable of independent transformative activity. He must manifest and reveal his properties inherent in nature and formed in him by life and upbringing.

According to A.A. Bodaleva, no matter how stringent the requirements are imposed on the individual, no matter what they are in their content and form, she still accepts them and transforms them for herself in accordance with the nature and degree of her subjectivity - the level of development of consciousness, the formation of needs, the development of educational abilities character. And not someone else, but the person himself sets goals, chooses ways to achieve them and comes to certain results. “From a certain age, becoming a sovereign person, a unique individual, a person begins to build himself, improve himself, develop the abilities and inclinations of soul and body inherent in him by nature, God and previous upbringing.”

A personality is capable of not only appropriating the world of objects and ideas, but also producing, transforming, creating, and reflecting. It has “integrative activity”, which presupposes an active position of the individual in various manifestations, ranging from conscious goal setting, dialectical operating and constructive adjustment of methods of activity in all (from traditional to fundamentally new) situations, ending with the desire and ability to intuitively, critically and innovatively reflect and predict results of activities and relationships. The main essential feature is a consciously and freely set goal, the desire to achieve it through the implementation of adequate activities, high activity and consistency in this.

Freedom of the individual - when, in the process of goal-setting activity, the determination of actions occurs in the person himself, when there is a person’s ability to independently make adjustments to his activity and the circumstances accompanying it, taking into account the set goal, when there is the right and opportunity not only to independently choose tasks, methods and conditions for their solution, but also to creatively create and integrate them, to create fundamentally new ones. The personality as a subject is characterized by the internal independence of the “external world”, external influences, independence not in the sense of ignoring them, but in the sense of stability of views, beliefs, meanings, motives, their correction, change (and with them behavior, style, lifestyle, specific actions) only for serious reasons, self-conviction in this. In unity with the most important procedural characteristics (completeness and versatility of skills, independence, creativity, etc.), these meanings, views, motives, beliefs form the very uniqueness, uniqueness, originality of the individual, which are the basis for fruitful intersubjective relations, stimulate the desire for interaction, cooperation, communication.

First of all, personality is a person as a subject of active activity, transforming the world, and, therefore, a bearer of consciousness and self-awareness in conjunction with the system of its relations. This is a kind of authority that exercises control over a person’s living space through the development of its own principles and rules of behavior in this space.

According to V.A. Petrovsky, personality is a kind of law of the structure of one’s own existence, behavior and relationships with the world. In personality - a special quality of a person, a product of a sociocultural context - the social and cultural principles are closed, and they form it. The social nature of a person is manifested in the process of assimilating social culture, as a result of which he develops a specific system of interests, a stable chain of motivations. At the same time, as E.I. Ignatiev rightly notes, in any historical era people have a certain image of the world, a specific worldview, and behave not only and not so much in accordance with external circumstances, but depending on the picture of the world that established itself in their minds. By consciousness here we have to understand not only reflected and thoughtful systems of thought, but also the entire magma of unclear and automated reactions of human consciousness, the world of imagination. Guidelines for behavior and values ​​in life are given to a person to a great extent by his language, religion, upbringing, and the example of those around him.

Many major studies in the field of psychology are devoted to identifying the mechanism of personal development (K.A. Abulkhanova-Slavskaya, L.I. Bozhovich, G.A. Kovalev, A.N. Leontyev, S.L. Rubinshtein, V.I. Slobodchikov, B.D. Elkonin). Conceptual provisions about the personal beginning of a person - the result basic research in the field of personality psychology. 3. Freud developed a psychodynamic theory of personality that emphasized unconscious mental or emotional motives as the basis of human behavior. Personality formation is presented as a sequence of stages of psychosexual development and occurs in early childhood, when the social environment suppresses, first of all, sexual desires as unwanted, unacceptable in society. Thus, trauma is caused to the human psyche, which is then various forms(in the form of changes in character traits, mental illness, obsessive dreams, characteristics artistic creativity etc.) make themselves felt throughout human life. Taking this into account, ethnologists conclude that differences in the educational systems of different peoples lead to the formation of unique character traits in them.

A. Adler developed an individual theory of personality, emphasizing the uniqueness of each individual and the processes by which people overcome their shortcomings and strive to achieve life goals. K.G. Jung is the author of an analytical theory of personality, which attaches great importance to the confrontation of forces within the individual and the desire to achieve selfhood (individuality) through the process of individualization. E. Erikson formulated the concept of eight stages of ego development, which originates in Freud's theory. Ego is a personality theory based on psychoanalytic theory, but developing new directions and ways of understanding human behavior. E. Fromm developed the concept “ social personality“, which was defined as a more or less conscious system of ideas - beliefs, attitudes, values, feelings, which emphasizes the role of sociological, political, economic, religious and anthropological factors in the development and formation of an individual’s character. However, attitudes and values ​​are not identical to the personality as such; they reflect a certain superficial layer of personality.

K. Horney created a sociocultural theory of personality or theory of optimization of interpersonal relationships, aimed at coping with basic anxiety through excessive dependence or emotional isolation from other people. G. Allport developed a dispositional theory of personality that identifies stable qualities (personality traits) inherent in a person and ensuring the constancy of his behavior over time and with changing situations. R. Cattell created a structural theory of personality traits, which postulates the existence of fundamental inclinations or characteristics that initiate and guide behavior; B.F. Skinner's theory of operant conditioning: a form of learning in which an appropriate response or behavior change is reinforced and made more likely; A. Bandura - social-cognitive theory of personality, emphasizing that behavior is the result of a complex interaction between cognitive (cognitive) processes and environmental influences; D. Rotter - social learning theory; J. Kelly - cognitive theory of personality, which places special emphasis on cognitive processes (thinking, consciousness, judgment) in understanding human behavior; A. Maslow’s humanistic theory of personality, emphasizing the uniqueness of the human personality, the search for values ​​and the meaning of existence, as well as freedom, expressed in self-government and self-improvement.

Personal development occurs throughout life. Accordingly, various stage models have been proposed to understand the phases of growth and development in human life: G. Eysenck. In addition, many scientists have emphasized the role of the relationship between child and parent as a significant factor in understanding developmental problems. Based on the fact that in every situation a person must, as it were, balance between the demands of “be like everyone else” and “be like no one else,” i.e. to be identical and unique at the same time, they (Kohlberg) set the task of forming a conscious and even critical attitude towards existing social orders, developing in the individual the desire for “contacts with the material and social environment” (W. Heinz), and for self-affirmation in society. K. Rogers gave special meaning how an individual’s “I-concept” is formed (both from a cognitive and emotional perspective) under the influence of parental attitudes and behavior at the stage of personality formation. This is a phenomenological theory of personality that emphasizes the importance of a person’s subjective experiences, his feelings and personal concepts, his personal point of view on the world and himself.

The category of development, constantly undergoing rethinking and transformation depending on economic, political and cultural life, becomes basic in the humanistic paradigm of education. Personal development occurs under the influence of external and internal, social and natural, controllable and uncontrollable factors, in the process of a person’s assimilation of values, norms, attitudes, patterns of behavior inherent in a given society at a given stage of development. Until behavioral or psychological new formations become the subject of the subject’s own activity and are not reflected in his consciousness as a special goal, the development of the individual does not become, in the proper sense of the word, personal development. Another aspect of the mechanism of personal development is the “intervention” of consciousness in the spontaneous flow of an individual’s experiences, which is associated with a peculiar verbalization of sensory experience, its expression in words. Personality development involves the development of the need to be an individual, to receive recognition of this fact from one’s environment. This is a kind of becoming and “exercising” the ability to be it. The basis and driving force for the development of the individual is joint activity and communication, through which the movement of the individual in the world of people and familiarization with culture is carried out. Belonging to a certain culture leads to normative patterns of thinking, emotions and behavior, and shapes attitudes towards the world around us.

The mechanism of personality development V.A. Krutetsky defines the methods and tools of self-transformation as entrenched in its psychological organization. The ways in which an individual “works” with his sensory sphere are verbal reports; internal utterance; formulation of one’s own opinion, which, as a rule, is inseparable from the desire to contrast it with another opinion; conscious performance of “personal action” - choice, making a responsible decision, statement of one’s position, etc. This most important aspect of personal new formations is internal dialogue, not least depending on the mastery of real dialogical relationships.

Speaking about the mechanism of personal development, R.S. Nemov emphasizes the aspect of secrecy, “intimacy” in it. He believes that it is necessary to distinguish the actual content of a person’s inner work from how he presents this “work” to others. The intimacy of the process of personal new formations leads to the fact that the personal experience of an individual is a product of his self-development, and not of outside influence. The development of the functions of selectivity, reflection, meaning determination, construction of the image of the Self, acceptance of responsibility, creative self-realization in the chosen activity sphere, ensuring the autonomy and individuality of the subject’s existence is possible only on the condition that they are demanded by the individual’s life situation and find application in it. “Without the knowledge” of the individual one cannot decide what he should be (this should not be confused with the cognitive sphere, where educational standards are determined to a large extent from other considerations). One of the functions of the individual is the continuous search, justification and revision of the meaning of his actions and life in general. Failure to fulfill this function, its insufficient representation in the life of an individual, is a sign of his insufficient personal development. “The meaning of a person’s life lies in the realization of his essential powers.” The absence of a meaning-seeking policy leads to an existential vacuum, depersonalization of the individual and, ultimately, to the loss of life meaning, meaninglessness.

Personal development of a person acts as a kind of balancing of two principles - the imperative and freedom. The imperative for the individual is, first of all, universal human moral norms, while freedom is expressed in the individual’s own claims to achievements that affirm the image of the Self. The individual seeks the harmony of these authorities.

Personality development represents a complex relationship between the evolutionary accumulation of personal experience (meanings) and life events that devalue or, on the contrary, strengthen some of these meanings, require reflection or even revision of the accumulated experience under the influence of not any influences, but mainly those of them which express the needs of the person himself, are addressed to his personality, and are based on his own attitude to reality. We are talking about the formation of individual harmony of the individual, about ensuring the basic level of culture necessary for the self-development of the individual.

“Pedagogy of Personality” (N.A. Alekseev, E.V. Bondarevskaya, V.S. Ilyin, I.F. Isaev, M.V. Clarin, S.V. Kulnevich, V.A. Slastenin, E.N. Shiyanov) examines the development personality as an activity performed by teachers on the basis of the purposeful transfer to students of a certain experience of personal self-organization.

The special function of education is that with its content it lays the basic, fundamental foundations of a person’s culture - mental, moral, environmental, aesthetic, economic, legal, etc. The mechanisms of personal development are changing significantly: theoretical training in the field of humanities comes to the fore, dialogue with culture, integration of knowledge into a holistic picture of the world, cultural reflection, self-regulation, decision-making in situations of choice, life creativity, self-development. The personal paradigm requires universality and moral integrity. It cannot be formed partially or standardized. Personality in this system is not something that needs to be “activated” in order to complete a given curriculum, i.e. acts not as a means, but as an end in itself of the educational process.

If we talk about the sphere of personal development of school students, it should ensure:

Willingness and ability for spiritual development, moral self-improvement, self-esteem, understanding the meaning of one’s life, individually responsible behavior;

Willingness and ability to realize creative potential in spiritual and subject-matter productive activity, social and professional mobility based on moral standards, lifelong education and the universal spiritual and moral attitude of “becoming better”;

Strengthening morality based on freedom, will and spiritual national traditions, the internal attitude of the individual to act according to his conscience;

The formation of morality as a person’s conscious need for certain behavior, based on socially accepted ideas about good and evil, proper and unacceptable;

Development of conscience as a person’s moral self-awareness, the ability to formulate one’s own moral obligations, exercise moral self-control, demand from oneself the fulfillment of moral standards, and give moral self-esteem to one’s own and others’ actions;

Personal acceptance of basic national values, national spiritual traditions;

Willingness and ability to express and defend one’s public position, critically evaluate one’s own intentions, thoughts and actions;

The ability to take independent actions and actions based on moral choice, to accept responsibility for their results, dedication and persistence in achieving results;

Hard work, thrift, optimism in life, ability to overcome difficulties;

Awareness of the value of other people, the value of human life, intolerance to actions and influences that pose a threat to life, physical and moral health, spiritual security of the individual, the ability to counteract them;

Love of freedom as the ability for conscious personal, professional, civil and other self-determination and development, combined with the moral responsibility of the individual to the family, society, Russia, and future generations;

Strengthening faith in Russia, a sense of personal responsibility for the Fatherland before past, present and future generations.

In accordance with the requirements of the Federal State Educational Standard, the personal development of elementary school students is aimed at:

Determining the dynamics of the student development picture based on identifying the achieved level of development and the immediate future - the child’s zone of proximal development;

Identifying student learning opportunities learning activities at a level corresponding to the zone of proximal development, in relation to knowledge that expands and deepens the system background knowledge, as well as knowledge and skills that are preparatory for this subject;

Identification of the main directions of assessment activities - assessment of the results of the activities of education systems at various levels, teachers, students.

Thus, the standard is focused on developing the personal characteristics of a graduate (“portrait of a primary school graduate”):

Loving his people, his land and his homeland;

Respecting and accepting the values ​​of family and society;

Curious, actively and interestedly exploring the world;

Possesses the basics of learning skills and is capable of organizing his own activities;

Ready to act independently and be responsible for their actions to family and society;

Friendly, able to listen and hear the interlocutor, justify his position, express his opinion;

Following the rules of a healthy and safe lifestyle for yourself and others.

3. Review of primary basic education programs

Analysis of information on the topic of the course research allowed us to confirm that today there is a fairly extensive set of educational methodological kits for solving the problems of teaching and educating primary schoolchildren, including his personal development. This:

Program “Primary School of the XXI Century”;

“School 2100” program;

Program "School of Russia";

Program "Perspective";

Program "Harmony";

Prospective Primary School Program;

Program "Planet of Knowledge";

Program "School 2000...";

Program "Primary Innovative School" (FSES);

Developmental education system L.V. Zankova;

Developmental education system D.B. Elkonina - V.V. Davydova;

System "Development. Individuality. Creation. Thinking" ("RHYTHM").

Let us characterize the most common primary education programs.

Program "Primary school of the XXI century"

“Primary school of the XXI century” is a system of textbooks (educational and methodological set) for grades 1-4 of general education institutions, which ensures the achievement of the requirements for the results of mastering the basic educational program of primary general education. The system was developed by a team of scientists from the Institute of Content and Teaching Methods of the Russian Academy of Education, Moscow State Pedagogical University, Russian Academy advanced training and retraining of education workers, Moscow state university. The project leader is Honored Scientist of the Russian Federation, Corresponding Member of the Russian Academy of Education, Doctor of Pedagogical Sciences, Professor Natalya Fedorovna Vinogradova.

The prerequisites for its creation were: the main provisions of the theory of L.S. Vygotsky, scientific ideas of developmental education D.B. Elkonina, V.V. Davydova, A.V. Zaporozhets, the concept of a promising primary school (A.M. Pyshkalo, L.E. Zhurova, N.F. Vinogradova).

The leading idea of ​​the educational complex "Primary school of the XXI century" is the implementation of one of possible ways modernization of primary education, discovery of new approaches to the goals, content and methods of teaching junior schoolchildren in mass primary schools. Based on this, the team of authors created learning tools for students (textbooks, workbooks) and teachers (books, guidelines, lesson planning, etc.).

The educational complex “Primary School of the 21st Century” includes textbooks on academic subjects.

All textbooks are included in the Federal lists of textbooks recommended (approved) by the Ministry of Education and Science of the Russian Federation for the 2010-2011 academic year.

The educational complex “Primary School of the 21st Century” is built on fundamental principles that are common to all academic subjects.

1. Personally-centered learning involves: preserving and supporting the child’s individuality; providing opportunities for each child to work at their own pace; creating conditions for mandatory successful activities; training in the zone of “proximal development”, providing timely assistance to each child when learning difficulties arise; creating conditions for the realization of the student’s creative potential.

2. The natural conformity of teaching is considered as the correspondence of the content, forms of organization and means of teaching to the psychological capabilities and characteristics of children of primary school age, providing assistance to students who experience learning difficulties; creating conditions for the growth of creative potential and the successful development of gifted children. A measure of the difficulty of the content of education for each student, taking into account the pace of his progress in mastering knowledge, skills and universal actions, the level of actual mental development and the stage of training.

3. The principle of pedocentrism involves the selection of educational content that is most adequate to the needs of children of this age stage of development, knowledge, skills, and universal actions that are most relevant for primary schoolchildren. This takes into account the need for socialization of the child, his awareness of his place not only in the “children’s” world, but also in the school community; mastering new social roles (“I am a student”, “I am a schoolboy”) with a gradual expansion of his participation in the “adult” world. The knowledge and experience of the primary school student in interacting with peers, with other people, with the environment, and the level of awareness of their belonging to human society (rights, responsibilities, social roles) are also taken into account.

4. The principle of cultural conformity makes it possible to provide the student with the best cultural objects from different spheres of life (science, art, architecture, folk art, etc.) for knowledge, which allows for the integration of connections between the student’s educational and extracurricular activities.

5. Organization of the learning process in the form of educational dialogue (dialogic nature of the educational process) includes the teacher’s orientation towards a democratic style of relationship between teachers and students; giving the child the right to make mistakes, his own opinion, choice of educational task and activity partner. In elementary school, various forms of educational organization are used, during which children learn to cooperate and carry out joint learning activities (pair, group, general collective).

6. Continuity and prospects of training. Establishing successive connections between the methodological education system and preschool, as well as the main link of education.

From this point of view, the adaptation period in the first grade is especially important, the organization of which should help every first-grader, taking into account his readiness for schooling transition painlessly from preschool childhood to the school stage of life. Therefore, the authors paid special attention to the creation of new integrated courses studied in the first half of the 1st grade (“Literacy”, “The World Around Us”), which, along with educational functions, would ensure the implementation of the function of “soft” adaptation of children to new activities.

Integration, which makes it possible to take into account the integrity of a child’s perception of the world around him at this age, is gradually being replaced by differentiated courses (they begin in the second half of the first year of study). The function of a holistic perception of the surrounding reality remains a priority area of ​​construction in subsequent classes of the “World around us”.

The next feature of the project “Primary School of the 21st Century” is that, according to the teaching materials, it allows one to successfully solve one of the priority tasks of primary education - to form the main components of educational activities.

The idea of ​​building the education of younger schoolchildren on the basis of educational activities belongs to theorists of developmental education. At the same time, the authors of “Primary School of the XXI Century” set themselves the task of developing a methodology for this type of teaching for mass schools in Russia, regardless of location, working conditions, teacher preparedness, etc. Based on this, in the teaching methodology, special attention is paid, firstly, to the targeted use of modeling activities, and secondly, the authors have created a system of games with rules that develop the qualities necessary for learning. And, thirdly, the content and structure of teaching aids reflect new approaches to the development of students’ monitoring and evaluation activities (the “Test Yourself” section, “Compare your answer with the text”, “Find mistakes” tasks, etc.).

Updating the primary school means a transition from the priority of reproductive and instructional activities to the priority of search and research activities. In the educational complex, this is achieved by a technique in which the student masters a fundamentally different role - not just “spectator”, “listener”, “reproducer” (“watch, listen, remember, repeat”), but “researcher”. The role of the researcher is, first of all, that the student is an equal participant in the learning process, its subject. He is very interested in searching for the truth, discovering new knowledge for himself: the student can put forward his own hypothesis (the “Make a Guess” textbook section), choose and justify his way to solve a learning problem, and enter into a discussion (the “Give Your Opinion” tasks). In this case, the place and role of the sample (rule, method, conclusion, etc.) changes. It is not presented by the teacher at the beginning cognitive activity as not subject to discussion, change, and even less evaluation, but is born in the process of collective work and often completes it, which gives each student the opportunity to “discover” and consciously accept scientific knowledge.

The authors of the educational complex set themselves one more task: to increase attention to the creative activity of students, which includes the initiative and independence of each student. This is achieved by the use of “hidden” samples in teaching methods, the predominance of tasks of a problematic nature (compared to reproductive ones), and the presence of a system of special creative tasks that become more complex from class to class. The authors closely associate the development of creativity with the improvement of such a mental process as imagination, therefore, for the first time in elementary schools, the teaching and learning center has developed a system for using role-playing games in teaching, which makes it possible to develop various facets of role-playing behavior, and therefore the imagination and creativity of the student. Thus, role-playing game has been made mandatory structural element lesson on "The world around us" especially in grades 1 and 2. The development of creativity is also facilitated by the rubric introduced in all textbooks - “Journey to the Past.”

The teaching and learning complex of the “Primary School of the 21st Century” implements in the educational process the child’s right to his own individuality. All teaching aids contain material that allows the teacher to take into account the individual pace and success of each child’s learning, as well as his level general development. All textbooks provide additional educational content, which makes it possible to create a fairly high erudite, cultural background of learning, ensuring, on the one hand, the removal of the obligation to master all presented knowledge (a child can, but should not, learn this), and on the other hand, giving everyone the opportunity work in accordance with your capabilities (textbook headings “For those who read well”, “Journey to the past”, “This amazing world" and etc.).

Corrective and developmental workbooks developed for the main subjects of the curriculum allow the teacher to move away from the traditionally accepted focus on the “average” student and carry out targeted work depending on the success of each student’s learning. The educational complex presents a system for the work of a primary school teacher to eliminate the causes of difficulties that arise in primary school students in the process of studying various subjects. For this purpose they are presented as test papers, as well as a diagnostic system for students in each class, which allows the teacher to track not only the success of knowledge acquisition, but also the dynamics of the child’s development.

The authors of teaching materials pay special attention to creating an emotionally positive learning atmosphere for younger schoolchildren, developing educational initiative and independence. The teaching methodology is structured in such a way that it gives each child the right to make mistakes, to self-evaluate their work, to independently analyze both the process and the results of learning (Rubric “Test yourself”, recommendations to the teacher on the formation of control activities of schoolchildren).
Each subject of the educational complex makes its own contribution to the implementation of the stated provisions.

UMK "Primary School of the XXI Century" became the winner of the "Competition for the creation of new generation textbooks for high school", conducted by the National Foundation for Personnel Training and the Ministry of Education of the Russian Federation. Industry and government awards for the set became an expression of public recognition of the educational complex. In 2001, the set became the winner in the category "Textbook of the 21st Century" and the winner of the book Oscar at the XIV Moscow International Book Fair. In 2002, the set was awarded the Prize of the President of the Russian Federation in the field of education.

Program "School 2100"

The educational system “School 2100” is one of the programs for the development of general secondary education, aimed, first of all, at developing and improving the content of education and at providing it with programmatic, methodological and educational materials.

The School 2100 program is built on the concept of “pedagogy common sense” and concepts of individual objects. Unites the main modern approaches to the educational process (developmental, variable, humanistic, personality-oriented, etc.). This concept is opposed to the outdated “manipulative” paradigm, where the student acts as an object of training and education, and not as an equal participant or subject of the educational process. It formulates the goals, principles and prospects for the development of the content and technology of Russian education (including upbringing) for the next ten years, corresponding to the developmental and variable approach and based on the idea of ​​lifelong education.

The scientific director of the program from 1990 to August 2004 was Academician of the Russian Academy of Education A. A. Leontyev, since September 2004 - Academician of the Russian Academy of Education D.I. Feldstein.

Firstly, there would be a system of developmental education that prepares a new type of student - internally free, loving and able to creatively relate to reality, to other people, capable of not only solving an old problem, but also posing a new one, capable of making informed choices and making independent decisions ;

Secondly, it would be accessible to mass schools and would not require teachers to retrain;

Thirdly, it would be developed precisely as an integral system - from theoretical foundations, textbooks, programs, methodological developments to a system of advanced training for teachers, a system of control and monitoring of teaching results, a system of implementation in specific schools;

Fourthly, there would be a system of holistic and continuous education.

...

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FORMATION AND DEVELOPMENT OF A CHILD'S PERSONALITY IN THE CONDITIONS OF IMPLEMENTATION OF THE GED.

In every society, either explicitly or implicitly, there are always ideas about the ideal type of personality, reflecting a set of personal normative characteristics. This set of characteristics for a child has always been considered in the context of preschool education. However, the emphasis in it was placed depending on the priorities of society at a particular historical moment, depending on the economic, social and other conditions in which society lives. The priority of school education, which has dominated the education system for quite a long time, determined the use in preschool institutions of tactics of forcing or accelerating the pace of children’s development and the direct adjustment of the socio-pedagogical priorities of preschool education to the requirements of the school. The release of the Federal State Educational Standards determined a revolutionary approach to the status, role and tasks of preschool education. It becomes the most important stage of public education, no less, and perhaps more significant, than the school stage. It is gratifying that today the state is moving from the formal words “children are our future” to ensuring that childhood becomes an independent stage of development for which it bears responsibility. The Federal State Educational Standard for preschool education is a completely special document related to supporting the diversity of childhood, and not to its unification. He declares the intrinsic value of children “living” the era of childhood, its uniqueness, the importance of creating a favorable social development situation for each child in accordance with his age and individual characteristics and inclinations. These priorities determine the highlighting of tasks related, first of all, not to children’s acquisition of school skills to read, count and write, but to the formation of psychological stability, high self-esteem, self-confidence and the development of social abilities. All these psychological characteristics underlie children's high motivation to study at school. That is why they are designated in the standard as targets for all participants in education. In this sense, Federal State Educational Standards are a standard for the development of personality, its socialization, which includes the process of a child’s entry into the world of social relationships with other children and adults, knowledge of the norms and rules of social interaction, awareness of oneself in the world of people and surrounding objects. Academician A.G. Asmolov defined childhood as the most rapid period of humanization of a person. After all, it is at this stage that children enter the world of people and objects through their understanding and comprehension of enduring human values, which are important and valued by the whole society, and not by a certain circle of people. In preschool childhood, a child acquires the foundations of personal culture, its basis, corresponding to universal human spiritual values. The formation of children’s personality throughout preschool childhood should be based on the idea of ​​enriching their spiritual world, saturating their lives with bright, unusual, interesting events: activities, meetings, games, adventures. A kindergarten should become a special space for children, a special microcosm in which a “happy cultural social situation for children” is created (A.G. Asmolov). Their life should be saturated with the world of art, in all its diversity and richness. It spiritually enriches, develops the ability for empathy and decentration, the importance of which cannot be overestimated in the framework of the formation of the emotional sphere, the formation of moral and ethical standards. Federal State Educational Standards solve the problem of reconfiguring the education system in preschool institutions to “adjust” it to the child, to the characteristics of his personal development at a specific stage of childhood and set priorities in emotional, mental and physical development child. the main objective The goal that the standards set is to create resistance to stress, to external and internal aggression, and to form the ability and desire to learn. The strategic focus of standards on the formation of personal qualities is closely related to the focus on individualization of education. And if previously it was understood as using a special approach to children achieving developmental norms, i.e. established optimal level for a specific age, then within the framework of the standard, individualization means that each child has his own path of development and follows it throughout preschool childhood. This is a different value orientation, which involves supporting the diversity of childhood, the presence of many programs that support the development of the child in accordance with his characteristics. Probably, there is a discussion of the possibility of creating a specific development route for each child, which will take into account the characteristics of his neuropsychic, emotional-volitional, physical and intellectual development and, in accordance with this, determine the vector and trajectory of the child’s movement forward. It is in preschool age that the basic personality qualities, key social skills - polymorphism, respect for others - are formed, emotional and volitional reactions, and imagination develop. But speaking about these most important characteristics of a preschooler’s personality, it is necessary to note that their formation occurs, first of all, through play activity. However, speaking specifically about this type of activity, we can note a decline in playing skills in modern children, which, unfortunately, is stated by psychologists and practical teachers: 60% of modern preschoolers have low level gaming skills, 35% - average and only 5% of preschoolers show a high level of gaming skills. Along with the marketization of Childhood, the focus on fulfilling parents’ requests for direct preparation for school in the form of “coaching” children in learning skills, one of the most important factors influencing the departure of play from children’s practice is the lack of play competence of the teacher. The “schooling” of preschool education has almost completely replaced play activities. The saturation of the day with educational activities and the artificial reduction of children’s time for the most basic needs limit children’s play activities. In this regard, the preschool education system faces the problem of training and retraining teaching staff who understand the importance and value of the priorities of preschool education - socialization, development of personal qualities in activities appropriate to the age of children. Educators must master the art of acting and literally undergo almost acting training when working with preschoolers. Another important problem of the game is the information acceleration of modern preschoolers. They live in the information world, they breathe it, they are born by it. Several problems arise from this. The first is associated with the risk of an imbalance between the intellectual and personal development of a child who has mastered information technology but has not yet reached personal maturity. As a result, technology absorbs the child and takes him away from reality. The older he gets, the more complex the games become and the more serious the consequences. Typically, such situations can be observed in families where the child is left to his own devices, there is little communication with him, and insufficient attention is paid to him. Therefore, one of the most important problems in a child’s personal development is the formation of social interaction skills that will fill the void of communication and, along with the use of information technology, will not allow the child to break away from the world of people. And of course, teachers of the educational system should set the tone in this work. They must become masters of communication, psychologists of the child's soul. Another problem is the lag between educators and the information maturity of preschoolers, which determines teachers’ lack of understanding of modern children. Training and retraining programs for future educators should take this aspect into account. The development of a child’s personality is directly related to the personal value and semantic content of the teacher himself. Only a teacher who has the professional and personal competence of a professional educator, being in direct contact with the child, is able to build an adequate pedagogical position according to the situation, organize activities that are aimed at modeling and creating something new. Therefore, the standard defines the activity of a teacher as an endless professional variation of techniques, methods and technologies to achieve personalization of the educational process. The task of developing a new generation of educators is a priority of the Federal State Educational Standards, directly related to the development and formation of the child’s personality. Federal State Educational Standards for preschool education are standards that define a new approach to understanding Childhood as a period of time that is valuable for children not because of their preparation for school life, but because they live in it. They direct us all to understand the intrinsic value of Childhood in the coordinates of dignity, and not in the coordinates of receipt. Academician A.G. Asmolov said on this occasion: “The intrinsic value of the period of Childhood is determined by the postulate - to be many, and not to have many.” Standards help children become many of these things as part of their development path.

Key moments of manifestation of the Federal State Educational Standard new generation at school

So, how do new educational standards manifest themselves in school? What innovations have become part of the school life of the new generation? Is there a noticeable difference from previous standards? To get an idea of ​​the new generation standards and compare them with the previous ones, some key points will help - the differences between the old and new Federal State Educational Standards:

Previously, it was possible to evaluate a child’s success only based on school grades. The new standards require students to have a portfolio containing certificates, diplomas, test results and other works. Thanks to this innovation, the child’s achievements become more visible.

The idea of ​​the teacher's role has changed. Previously, it was reduced only to explaining educational material and testing students’ knowledge. Now the teacher is an active player in the life of the class. The teacher strives to develop the child’s individual abilities, motivates schoolchildren to independence, tries to include everyone in the work.

The previous Federal State Educational Standards determined a unified curriculum for schools. New generation standards are revealed to teachers and parents variety of school programs.

You can choose the one that suits you, based on everyone’s preferences.

Educational standards of the past did not address the child’s extracurricular activities. The new Federal State Educational Standards determine 10 hours per week per visit circles, sports sections, excursions, participation in seminars.

(One of the innovations of the second generation standards, which will be noticed by all participants in the educational process, should be considered the appearance of extracurricular activities in the curriculum. Ten hours a week in the afternoon are allocated for it, i.e., on average, two hours every day. These the hours do not count towards the compulsory academic load. Extracurricular activities not a continuation, but a deepening of the basic content of education. These are elective curriculum hours. Now every child, with parental approval, will have opportunitychoose an interesting activity according to your talent or desire: sports and recreational activities, drawing, music, etc.)

The purpose of this innovation is to save children from aimless pastime.

Life does not stand still. Computer techologies became an integral part of it. In order for a student to be able to easily maneuver in the modern computerized world, already in the 1st grade he becomes familiar with keyboard typing.

New educational activities involve practicing theoretical knowledge in practice with the help of individual projects, where every student can express themselves. They replaced the laboratory work of the previous curriculum.

Elena Sukhareva
« A complex approach to the implementation of the requirements of the Federal State Educational Standard, ensuring the development of the personality of preschool children"

Questions personal development, social and moral education of the younger generation has become an increasingly pressing issue for our society lately. We often encounter increased aggressiveness, conflict preschoolers, unwillingness to understand the inner world of another person. The low culture of communication in the surrounding society also negatively affects children. Many people have distorted ideas about moral qualities: about mercy, kindness, justice. Life confronts us - teachers of preschool educational institutions, in addition to traditional questions - what and how to teach in modern conditions, a priority problem: how to form in a child the qualities of a person who would answer requirements society at the present stage of history development.

Modern society needs proactive young people who are able to find “themselves” and their place in life, restore Russian spiritual culture, socially adapted, morally stable, capable of self-improvement and self-development. Basic qualities personalities are laid in the first years of life, and therefore on the family and preschool Institutions have a special responsibility for instilling such qualities in the younger generation.

In accordance with the Federal State Educational Standard, preschool education is social and communicative development aimed at mastering the norms and values ​​accepted in society, including moral and moral values, development communication and interaction of the child with adults and peers; the formation of independence, purposefulness and self-regulation of one’s own actions; development social and emotional intelligence, emotional responsiveness, empathy, formation of readiness for joint activities with peers, formation of a respectful attitude towards one’s family and community children and adults in the organization; formation of positive attitudes towards various types of labor and creativity; laying the foundations safe behavior in everyday life, society, nature.

Targets indicated in GEF DO, assume that at the completion stage preschool education:

The child has a positive attitude towards the world, different types of work, other people and himself, has a feeling self-esteem; actively interacts with peers and adults, participates in joint games. Able to negotiate, take into account the interests and feelings of others, adequately expresses his feelings, including a sense of self-confidence, tries to resolve conflicts;

The child is capable of volitional efforts, can follow social norms of behavior and rules in various types of activities, in relationships with adults and peers, can follow the rules of safe behavior and personal hygiene.

It is impossible to form these qualities of a child without development moral foundations personalities, which should be incorporated into a child literally from birth.

A child is not born good or evil; he has yet to acquire moral qualities. IN age from 3 to 7 years, he begins to form the first concepts and ideas about "what is good" And "what is bad". He develops the first moral feelings - sympathy and empathy for others people: mother and father, teacher, peers. What we encounter first of all when receiving children in kindergarten : children are very strongly attached to their parents, show tearfulness, reluctance to play with other children, share toys, almost all parents, when accompanying their child to kindergarten, teach "give change", believing that this is the best way to resolve any conflict, any contradiction. Social Personal development of children is a complex process, controversial and wears complex nature: tasks development of feelings, moral foundations personalities, intelligence, are decided in interrelation, and it is impossible to separate one from the other. Therefore, the organization of the pedagogical process aimed at the child’s entry into the world of social relations, requires from a special teacher skill: knowledge children, one’s own experience, a clearly expressed attitude.

Implementation of the tasks of social development of preschool children is most effective in the presence of a holistic pedagogical system. A complex approach assumes the interconnection of all structural components pedagogical system in relation to all links and participants in the pedagogical process.

The process of social personal development of preschoolers includes various types of activities:

Playful activities make the child feel like an equal member of human society. In play, the child gains confidence in his own abilities, in his ability to receive real result.

Research activity allows the child to independently find a solution or refutation of his own ideas.

Communicative (communication)– unites an adult and a child, satisfies a variety of needs child in emotional closeness with an adult, in his support and appreciation.

Project - activates the child’s independent activity, provides unification and integration different types activities.

Fine - allows the child, with the help of work and imagination, to get used to the world of adults, get to know it and take part in it. Subject-based – satisfies the child’s cognitive interests at a certain period, helps to navigate the world around him. He shows broad curiosity, asks questions regarding near and distant objects and phenomena, and is interested in cause-and-effect relationships. (how? why? why)

Observation – enriches the child’s experience, stimulates development cognitive interests, gives rise to and consolidates social feelings. Loves to observe and collect various collections.

Constructive – makes it possible to form complex mental actions, creative imagination, and mechanisms for managing one’s own behavior. The volitional principle in a child’s actions manifests itself in productive activities, where he discovers the ability to achieve a goal, try to make a product with high quality, and redo it if it doesn’t work out. Arbitrariness also manifests itself in the social, behavior: the child can follow the teacher’s instructions and follow the established rules.

Thus, each type of activity contributes to the process of social personal development of preschoolers.

I think it is very important for everyone to interact specialists: educators, music director, psychologist, speech therapist teacher. In different age groups solves various problems of personal development:

In junior preschool age: y children develops friendly attitude towards people and animals; emotional responsiveness to the state of peers, loved ones, and fairy tale characters awakens; mastering ways of interacting with peers in play and in everyday communication; children are taught to follow basic rules of behavior; develops the ability to convey various emotional states.

Questions are solved in the middle group development the ability to understand the people around you, fairy-tale characters, show a friendly attitude towards them, desire to communicate and interact; ideas about the world around us expand; ability to navigate the rules and norms of a culture of behavior and communication; develops emotional responsiveness.

In senior preschool age on foreground tasks are put forward personal development: enrich ideas about people, their relationships, emotional and physical states; learn "read" emotions in facial expressions, gestures, intonation; encourage active expression of emotional responsiveness (to have pity, to console, to treat, etc.); cultivate a culture of behavior and communication; deepen ideas about family and family relationships; actively express a kind attitude towards loved ones; introduce forms of greeting, farewell, expression of gratitude, making a request; develop self-control over your actions; deepen your understanding of yourself, your body, personal qualities, opportunities, achievements; develop sense of self-respect, self-esteem; guide consciousness, feelings and actions children to perform humane and fair actions.

Childhood is not only the most carefree and happiest time of life

human, this is also a very responsible period - the period of the most intensive formation personalities and then what was not formed in childhood is no longer possible develop for an adult.

Thus, creating a gaming environment, surrounding children with attention and love showing communication on personal example, playing with children, we form personal qualities of a child. And it depends on us how we raise baby: indifferent or sympathetic, selfish or needed by society.

Modern education in the world is the most widespread type of human activity. Education becomes the main business of life for the vast majority of young and middle-aged people who study throughout their active careers. professional activity.
Russian society puts forward a very specific social order for the training of specialists. This order is formulated in the report of the State Council of the Russian Federation “On the educational policy of Russia at the present stage”: “A developing society needs modernly educated, moral, enterprising people who can make independent decisions, are capable of cooperation, are characterized by mobility, constructiveness, and are ready for intercultural interaction.” .
The ongoing changes in modern Russian society require adequate modernization of the education system to meet the needs of society and the state in training professionals of the new generation.
The state of teaching activity is characterized by a transition to working according to federal state educational standards (hereinafter referred to as the Federal State Educational Standard), which put forward new social requirements for the education system. What should a school be like to fulfill the task set for it by the state? A.A. Fursenko defined this with the words: “We must prepare the child for the future life, so that he is successful person, regardless of how he studies." The introduction of the Federal State Educational Standard is a new stage in the modernization of Russian education. Its concept dictates new requirements for the personality of the teacher, as a key figure in transformative activities in the field of education. Currently, significant innovations in the field of organization, content and technology Pedagogical education does not provide the level of personal and professional readiness of the teacher for creativity, making non-standard decisions, interacting with students, taking initiative, and being active in activities that would correspond to the process of updating the target, content and procedural characteristics of education.A new teacher must come to the updated education system , with a new type of thinking, capable of implementing the tasks put forward by the Federal State Educational Standard.

Current issues regarding the introduction of the Federal State Educational Standard:

- New targets. To achieve results, new pedagogical tools are required. Make it old pedagogical ways is impossible, and this means that teachers need not only to change the elements of the pedagogical system, but also to reconsider the entire system of their activities, learn to design a lesson in the logic of educational activity: situation - problem - task - result. The teacher must structure the lesson so that it teaches problem solving. The standard also gives the teacher an understanding of the result, based on which he will build the educational process.
-Manufacturability of activities. The teacher must build educational activities technologically, understand the logic and structure of this activity. The key technologies designed to ensure the achievement of new educational results are the technology of organizing project activities of students, the technology of problem-based (problem-based dialogic) learning, information communication technologies, assessment technology educational achievements. Today, the teacher ceases to be the bearer of “objective knowledge.”

Its main task is to motivate students to show initiative and independence in discovering new knowledge and finding ways to apply it in solving various problematic problems. Thus, on the one hand, students develop interest in new material and selfless cognitive motivation; on the other hand, students achieve a true understanding of the material. The fact that independently acquired knowledge is particularly durable does not require proof.

-The basis of the standard is a system-activity approach to training. This forces us to reconsider the ways of interaction with the student in cognitive process. The goal of education is not the transfer of a certain amount of knowledge, but the creation of conditions for the maximum development of the child’s individuality, his abilities, inclinations, and interests. In this regard, the content of education is selected on the basis of highlighting the competencies that are necessary for each person. The role of the teacher is also changing: from a “translator” of information, he turns into an organizer of student activities. Accordingly, the student does not just sit, listen and reproduce the information received in the lesson, but becomes an active participant in acquiring and mastering this information. The student must become the subject of the activity. Teacher and psychologist V.V. Davydov wrote: “It’s high time to change the purpose of education - not just to give practical skills, but to teach how to learn.”

-Organization of control and assessment activities. A new understanding of educational results determines the need to update the traditional assessment activities of a teacher. Effective assessment activities require the following competencies:

Ability to select and apply modern educational technology and assessment technologies adequate to the goals set (Portfolio technology, technology for assessing students’ educational achievements, etc.);

Correctly apply various rating scales and procedures (comprehensive final work, level approach to presenting planned results, etc.);

To form students’ evaluative independence.

-Organization of extracurricular activities. Due to it, the space of interaction between participants in the educational process expands, and an opportunity arises for organizing project and search work. Extracurricular activities make it possible to create conditions for the student to master other non-curricular activities that will teach him to solve problems and develop his individual abilities and capabilities. Russian psychologist A.N. Leontyev said: “The grief of our education lies in the fact that in our education there is an impoverishment of the soul when enriched with information.”

In the context of modernization of the education system, the main driver remains the teacher and, therefore, increasing the level of his professionalism is an indispensable condition for this process. The teaching profession, although it is a mass one, is still a special mass profession. Its role is increasing, and at the same time the requirements for it are growing. professional qualities. In the teaching field, we need not just professionals, but real devotees of their craft, bright personalities who are able to overcome emerging difficulties and work creatively. At the same time, it is necessary that not just a few, not just leaders and innovators, become such individuals. It is necessary for the mass teacher to rise to a higher level of professional and personal development.

Structure of professionally important pedagogical qualities can be represented in the following form:
1. Professional competence allows the teacher Constantly improve yourself, seek new knowledge. He should not be a transmitter of knowledge, not a “lesson teacher,” but a person who is capable

design the educational environment of a child, class, school. Not to mention the fact that he must be an active user of information and communication technologies for learning. “Mature” professional competence will allow the teacher to change his position from leading to accompanying.

2. Capabilities

Pedagogical abilities ensure the accumulation of fruitful information about students, allowing the use of “creative” suggestion, stimulating the formation of self-control and self-regulation, thereby ensuring the student’s need for self-development and self-affirmation.

Pedagogical inability is manifested in the fact that the teacher is insensitive to the needs and capabilities of the student, to his strongest aspects of personality, activity, system of relationships, and abilities. During the teaching process, such a teacher does not accumulate fruitful information that provides “creative” suggestion.

It is precisely because of the specific sensitivity to the object, means, conditions of activity and the finding of productive models for achieving the desired results that human abilities act as the most important prerequisite for the success of teaching work.

The level of ability can be judged by the level of performance.

If several abilities are harmoniously combined in the structure of a teacher’s personality, with pedagogical ones playing a leading role, then we can talk about the teacher’s talent. The combination of abilities ensures the achievement of very high results in pedagogical work.

3. Personal qualities

A modern teacher should be distinguished by the moral and civic qualities of a teacher as a person of his time. Teachers must understand that their key purpose is to educate Russian citizens. Let us recall the semantics of the word “education” – the transfer of an image. The teacher himself must be the bearer of the image of a person, people, country and pass on this image to the younger generation.
Hence, priority should be given not to the tasks of transferring professional knowledge, but, first of all, to nurturing the teacher’s spiritual, value-based, creative relationship with the world, and the ability to interact with students on humanistic principles as the basis of his moral culture. Only a morally educated teacher can accomplish the tasks of moral education of youth. This task should be highlighted as a priority in the system of professional activity of a teacher in a general education institution.

4 .Professional self-awareness - These are character traits and intellectual abilities necessary for professional activities. Today it occupies a particularly important place psychological readiness and the intellectual ability of the teacher to master the necessary innovative competencies and apply them in their professional activities.

Thus, at the present time - a time of rapid informatization of education - the professional self-awareness of a teacher is becoming an indispensable condition for his development as a professional.

But how in consciousness modern student the image of a professional teacher is formed:

A professional teacher combines the traditional approach and introduces his own innovations into the learning process.

This is a person who knows how to find a common language with students, an approach to everyone, to interest and make students fall in love with their subject.

A professional teacher means a competent, willing to teach, wise person; he must love his subject and his students.

First of all, a professional teacher must have simple human qualities: kindness, understanding, teach not only science, but also life, and be a spiritual mentor.

One cannot but agree that this collective portrait of the teacher

a professional through the eyes of graduates fully meets the requirements that not only the new educational standard, but also time places on a teacher. Let's remember the important and Right words Russian teacher, founder of scientific pedagogy in Russia, Konstantin Dmitrievich Ushinsky, “In the matter of teaching and upbringing, in the entire school business, nothing can be improved without going past the head of the teacher. A teacher lives as long as he learns. As soon as he stops learning, the teacher in him dies.” I wish all the teachers healthy ideas and healthy children's souls!