Constructing Lessons According to Federal State Educational Standards (Fses)

Усольцев, А. П.; Антипова, Е. П.

doi:10.17853/1994-5639-2017-5-55-71

Cited by 3 publications

(2 citation statements)

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“…Но для этого они должны быть вызваны глубокими внутренними побуждениями, а не склонностью к «мимикрии», в противном случае изначальная идея деформируется, превращается в свою противоположность и в итоге дискредитируется. Так, например, произошло с системно-деятельностным подходом при попытке его массового внедрения в практику проведения уроков на основе проблемных методов обучения: внешняя имитация деятельности на уроке по существу уводит от нее, так как утрачивается главный признак деятельности -ее предметность (об этом мы подробно писали в статье «О конструктах урока по ФГОС» [19]). Истинной целью стало не достижение метапредметных и личностных результатов, а имитация учениками структуры деятельности, заключающаяся в формальном определении цели и показной итоговой рефлексии по ее достижению.…”

Section: результаты исследования и обсуждениеunclassified

Diagnostic purposes of education: Problems, strategies and solutions

2020

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Introduction. A diagnostic educational purpose is an essential condition for successful realisation of any pedagogical technology, but all attempts to introduce general diagnostic purposes in the education system have failed: practically always, it is not the essential new features but the formal indicators, which become the actual target. The current article analyses the phenomenon of “degradation of the educational purpose” and actualises the question of the feasibility of efforts to achieve diagnostic evaluation of education quality. The main strategies for creating diagnostic purposes of education are considered. A forecast of further development of this process in the context of global digitalisation is proposed, which fundamentally transforms not only the procedures, but also the essence of diagnostics of educational results.The aim of the present research is to discuss the problem of diagnostic purposes setting in education and possible ways to solve it.Methodology and research methods. The research methodology is based on the principles of synergy. The theoretical methods include the analysis of publications, normative documents, and programmes for teaching in secondary and higherlevel education. The empirical data have been obtained through the questionnaire for school teachers and university educators, as well as through the authors’ personal experience. The survey received responses from 102 school physics teachers mainly from Ekaterinburg and theSverdlovsk region, and 131 high school physics teachers from 8 pedagogical universities and theUralFederalUniversity.Results and scientific novelty. The study provides the examples of diagnostic purpose degradation on the level of national education system, which manifests itself in rerouting the activity towards the achievement of formal outcome indicators. The diagnostic purpose deformation is caused by dividing the functions between those who control education and those who perform it – teachers. As a result of this division, the teachers lose their subjectivity.The key factors, which fundamentally limit the significance of diagnostic educational purposes, are highlighted. The authors propose the ways of avoiding negative side effects in the case of implementation of these goals. The potential boundaries, for which it is not advisable to spread the requirement to set diagnostic goals, are indicated.The authors consider two strategies applied for formulation of diagnostic purposes. The first one consists in the formulation of a great number of partial diagnostic purposes, the second one – in the formulation of one general purpose. It is demonstrated that none of the strategies leads to the desired outcome, and that the formally evaluated education quality is not associated with the life experience of a person and with the economic growth of the state.The possible solution is to give up the attempt to formulate one holistic diagnostic procedure of evaluation of the mythical education quality; to specify consistent requirements exceptionally applicable to the creation of favourable conditions for the education members, e.g. the technology of educational “digital doubles” to optimise education strategies aimed at providing each pupil with a chance to live a successful life.Practical significance. The authors’ assessments and conclusions create methodological prerequisites for unfolding a discussion about the role of diagnostic educational purposes and the feasibility of their monitoring. The proposals to solve the problem will be useful in the process of development of Federal State Educational Standards, curricula and learning programmes at all levels of education.The authors hope that the conclusions drawn may stimulate researchers and education administrators to focus their activity on the creation of an enabling environment for the education members and not on constructing the “Procrustean bed” for education in the form of diagnostic purposes disconnected from reality.

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Section: результаты исследования и обсуждениеunclassified

Diagnostic purposes of education: Problems, strategies and solutions

2020

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“…However, the question of how to organize work with the educational text so that we could get metasubject results remains open. Both scholars and practitioners are in search of mechanisms and techniques for organizing work with the educational text (Usol'tsev & Antipova, 2017). We believe that the idea of didactic resonance can be productive in organizing work with the educational text to achieve meta-subject educational results.…”

Section: Problem Statementmentioning

confidence: 99%

Didactic Resonance In Organizing The Work Of Schoolchildren With Educational Text

Gorycheva¹

2020

European Proceedings of Social and Behavioural Sciences

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Innovative activity of teachers - myth or reality?

Усольцев¹,

Антипова²

2019

Obraz. nauka

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Introduction. The innovative activity of teachers is usually described as the creative activity of a sole inventor and the activity of mass teachers, who follow prepared algorithms in the framework of large-scale innovative projects. It is obvious that these types of activity differ considerably. More accurate structuring of innovative activity of the teacher will allow experts to describe more precisely objective essence of innovative processes and to find out more effective means of their stimulation both at the individual level of the teacher and at the level of a national educational system.The aim of the publication was to discuss the questions of what is innovative activity of the teacher; whether innovative activity really exists in mass practice; how innovative activity can be stimulated.Methodology and research methods. The research was based on the systematic approach. In the course of the research, the analysis of scientific and methodological literature and the survey among the teachers aimed at identifying the characteristics of their innovative activity were employed.Results and scientific novelty. The whole cycle of promoting the use of innovations into practice is thoroughly examined: from subjectivity to objectivity; from creativity to reproductive activity; from objectively new result to the product of a sample; from resistance of environment against innovation to stimulation and coercion to its realisation. Characteristics of innovative activity of the teacher are determined and described by the level of distribution of the forthcoming innovation and the attitudes of professional community towards it. It is proposed and proved that the innovation activities of the teachers should be separated into three types: (type I) creative activity of the individual aimed at development of means, methods and technologies to obtain objectively new results; (type II) activities of the teachers focused on the implementation of ready tested innovations, but new for teacher-friendly professional environment, (start-up); (type III) innovative activity of the teachers as a routine operation in the innovation system as its element. The activity of the type I is not widespread; such activity cannot and should not be mass - not everyone can be engaged in it. Design activity corresponds to the type II; type III - activity of performers with the total development of innovation becoming the accepted norm. Mass introduction of a novelty is an innovative process, but not at the level of a certain subject, since a teacher, who acts (often involuntarily) on well-developed samples and algorithms, is not an innovator.Practical significance. The dependence of efficiency of pedagogical innovations on the model of state policy in education is demonstrated. The reasons of the development gap of the Russian educational system in the field of innovations from the systems of other countries are disclosed. The conditions specific to each type of a teacher’s innovative activity, which need to be created for successful and more rapid implementation of progressive innovations, are allocated.

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Constructing Lessons According to Federal State Educational Standards (Fses)

Cited by 3 publications

References 1 publication

Diagnostic purposes of education: Problems, strategies and solutions

Diagnostic purposes of education: Problems, strategies and solutions

Didactic Resonance In Organizing The Work Of Schoolchildren With Educational Text

Innovative activity of teachers - myth or reality?

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