Modern problems and trends in the development of legal education. “Modern trends in the development of education, pros and cons. Trends in the development of the Russian education system
We understand perfectly well that our children will live in a different world, in many ways different from today’s. And the modern school poorly meets the requirements of the time and the tasks that the new generation will have to solve in the future.
“Letidor”, together with the All-Russian online Olympiad for younger schoolchildren “Umnasia”, tells what trends in education cannot be ignored if you want your child to succeed in adulthood.
Total informatization
The future is the digital age. We can no longer imagine ourselves without tablets, the Internet and mobile phones. Education, of course, is also going digital.
Students spend more and more time in front of electronic media. The experiment on the use of electronic textbooks in Moscow began in 2013. And today experts from the Prosveshchenie publishing house predict that 100% Russian schools will switch to electronic format by 2025.
The availability of digital technologies in education provides schoolchildren with different opportunities.
Firstly, digital technologies allow to a large extent ensure access to uniform quality of education, regardless of what region the children live and study in.
Secondly, informatization makes possible frequent and detailed assessment of students’ knowledge. Online tests, Internet Olympiads, computer simulators - all these tools not only allow you to track a student’s progress, but also compare his results with peers across the country.
Thirdly, computer technologies allow teachers to create so-called modular educational blocks, taking into account the speed of mastering new knowledge, the depth of study of the subject and the quality of assimilation of the material covered.
Humanization of education
Many teachers and parents who have experienced the traditions of Western (European and American) education note that the key difference between “them” and “us” is the shift in focus to the so-called soft skills* . This term means * skills and abilities not directly related to the subject being studied- for example, the ability to listen and hear the interlocutor, negotiation skills, persuasion tools.
Russian education has long been aimed at in-depth study of educational subjects, but without the humanization of education (shifting the focus to mastering soft skills), the future success of today's schoolchildren is impossible. That is why Russian schoolchildren invariably became winners of international olympiads in mathematics, physics and chemistry, but were significantly inferior to Western graduates in such disciplines as management, marketing or sales.
In accordance with the trend of humanization of education, our schools are actively introducing project activities, when schoolchildren learn to set goals, plan time, work in a team, find and analyze information and present their solutions.
In conditions project work teachers cease to be the only source of information and new knowledge.
The teacher's role becomes more mentoring - to give advice, provide constructive criticism, open discussion or motivate the student.
Children get the opportunity to see role models and learn something important not only at school, but also in other areas of life, including the Internet. Logic, analytical thinking, the ability to selectively concentrate attention and express one’s opinion - more and more resources are now appearing that allow a child to develop skills that are necessary and important for future success.
Continuity of the educational process
Have you noticed that studying has become fashionable and interesting today? Not only children, but also adults learn. Some people choose personal effectiveness courses, others improve their English or learn a new specialty. The Internet and modern technologies offer many forms and opportunities to improve their educational level.
Now we can listen to lectures by professors from Harvard, Oxford or our native Moscow State University without leaving our own room.
Every day a person receives and processes huge amounts of information. This continuity of the educational process inevitably leads to the integration of all subjects studied into a single educational environment.
Accepting and adapting to the trend of continuity of the educational process, today's students study subjects not separately, but in inextricable connection with each other.
For example, working on a history research project native land, students gain skills in writing essays (language arts), building mock-ups of homes (technology), drawing graphs of population growth (mathematics), and collecting recipes for local dishes (the world around us). Thus, by presenting the results of their project to each other, students not only consolidate the learned material and soft skills, but also expand their knowledge through the experience and knowledge of other students.
The textbook and the teacher cease to be the only sources of knowledge.
The quality and completeness of education requires the involvement of additional resources, access to which is provided by the Internet and digital technologies.
Main trends in the development of education in modern world
Introduction.
1. Main directions of development of modern education. 1.1. Changing goals of education in the modern world 1.2. Main trends in education in the modern world.
2. Problems of using new technologies in teaching
3. Education in the context of globalization
Conclusion.
Bibliography.
Introduction.
In the last few years, in the speeches and publications of Russian philosophers, sociologists, psychologists and teachers, as well as scientists, writers, politicians and other representatives of the domestic intelligentsia, the problem of education has shown particular relevance. This can hardly be considered a mere accident or a new intellectual fashion: rather, behind this there are some new trends in the global civilizational process. At the same time, special attention in any discussions on the topic of education is paid to both a rather harsh critical assessment of classical educational paradigms, concepts, models, institutions, and the search for their new images, more adequate to the modern cultural situation. The traditional model of education known to us almost always represents a simple translation of culture, and, as a rule, of some mono-culture dominant in a given society and state at a certain time. The main meaning of such education is usually training, understood as the simple assimilation by students of a certain amount of knowledge accumulated by humanity in various fields, and, to a large extent, scattered knowledge, with the aim of preparing a specialist who is ready to join existing socio-economic institutions and complexes. At the same time, it is believed that it is possible and sufficient to simply transfer into the consciousness of those “forming” specially selected and appropriately processed cultural material, and all this diversity and vastness, at best, are only an insignificant background in the preparation of a “professional”. Of course, in such education = training, a person is not only not a subject of the educational process, but is generally absent as a person, an individual; he is just an object of learning here. As is known, traditional forms of educational activity are also quite adequate to these fundamental principles: lesson, question, answer; lecture, assignment, seminar. In this regard, it is authoritarian and totalitarian both in content and in form, and the authoritarian content of education is a key point that predetermines everything else in educational systems and complexes. There is no attitude towards personal self-determination, the search for images of oneself, one’s ways of thinking and feeling, one’s life in this world. In other words, such education = training is not education at all in the proper sense of the word, understood as the process of human formation. The modern cultural situation decisively requires a significant revision of traditional educational paradigms, which today are no longer tenable in the sense of ensuring the development of any civilized society. Even at the beginning of the 20th century, F. Nietzsche, Z. Freud, O. Spengler and a number of other outstanding thinkers clearly declared the exceptional hostility of European culture to man and the inevitability of its crushing collapse, which was later exhaustively confirmed by many events of this century. Currently, we can observe the growing collapse of any totalitarianism and authoritarianism in all spheres of human activity, especially clearly manifested in the last decade in the so-called Soviet and post-Soviet space. This process, of course, could not help but affect such a defining sphere of social life as education, making its usual content and forms unacceptable. Already now, the world as a whole is becoming multipolar and multicultural, and the leading trends in modern education are its humanization and humanitarization, dialogism and project-based approach. In this regard, there is already an understanding that education and training are very different things, and that education should not be just a broadcast. However, today educational methodologies and technologies are changing, even the content of educational programs and curricula, but not the very essence of education, which so far remains completely unchanged, since the main mental change in this context has not yet occurred. There is still no understanding that education should not simply transmit culture, and especially not any kind of mono-culture. The broadcast of a culture that has revealed its hostility and repressiveness towards people, a culture that is collapsing, can hardly be considered reasonable at all. This means that the meanings, goals and values of education must change. 1. The main directions of development of education in the modern world.1.1. Changing goals of education in the modern world. It is necessary to talk about changing the “education = training” paradigm with the “education = becoming” paradigm, meaning the formation of a person, his spirituality, selfhood, his self-creation, self-formation, self-formation into a personality, a person. Education should serve the progressive development of man, society and civilization as a whole - in every sense. Since we are talking about the fact that education should cease to be a broadcast of culture and is intended rather to teach a person to find his place, his niche in culture, to design his own sub-cultural space, in the new education philosophy should acquire a completely different status and meaning. It is philosophy, as something that works not with, but on cultural meanings and is a meta-cultural phenomenon, that can become the main reflexive tool in this educational activity of the subject. serving the Spirit and true spirituality not as religion and culture, but as Search and Progress, daring the Spirit - these are tasks truly worthy of education! It is an educated person who can become any high-level specialist, and therefore updated education must be considered as the most strategically effective investment area for both an individual and any state. Of course, such a change in the very essence of education inevitably entails an adequate change in the forms of educational activity used and the types of educational spaces. When education ceases to be a simple transmission of culture and a certain set of professional knowledge, skills, and abilities, then any academic subject or discipline within the educational process can no longer be its goal, as well as any form of educational activity. In these conditions, they, of course, must acquire the status of an instrument of meaning generation and self-formation for the subject of the educational process - as a person and personality, specialist and professional. All this brings to the fore the question of the need for a significant revision and revaluation of some ideals and norms customary for traditional education, including a number of so-called universal values. In any case, many of them must be reinterpreted and adapted to the changed parameters of reality. And first of all, we are talking about some stereotypes - both old and new education. Thus, the thesis about the humanistic nature of education - both in content and in the methods of implementing educational practices - is widely known, and in a number of countries (including Russia) has been elevated to the rank of Law. “Man and his interests are above all, he is always the goal and should never be a means in any activity, any violence against the human person is unacceptable.” This set of beautiful guidelines, standard for current education reformers, has become our rule of good pedagogical tone and a measure of the degree of progressiveness and innovation. But new education presupposes a significant measure of individualism and personalism in each “forming” subject, which is completely impossible to achieve without prior alienation, separating Oneself from the environment, the masses, the crowd. But the consciousness of people remained the same - conciliar, collective, and not at all because of the collectivist communist past, but for reasons that have much deeper and more significant historical roots. The new education must become existential in form and content, which inevitably involves a fair share of mental pain and spiritual torment, and traditional humanism demands: “do no harm! = do no harm!” Is it possible not to be offended when the task is set to create a space in which the “former” will existentially expose himself to himself, when the World is exposed to consciousness, when false veils and masks are torn off from both Self and the World? Of course, it is both painful and unpleasant, but this pain is a powerful resource for growth and development. In addition, there is also a significant difference between violence and effort, without which any mental and spiritual movements are generally impossible, and, accordingly, a new development-oriented education. Attention should be paid to a number of other traditional values of education, which also require reflexive problematization and critical rethinking. Today, more and more often, to the already known guidelines outlined here, requirements are added about the need for planning and organizing education to proceed from the request-order of the participants in the educational process themselves. The requirement, of course, is good, but hardly reasonable, because a person who is just starting to self-education, self-construction, self-formation - in the literal sense of these words, is unlikely to be able to clearly formulate and design the trajectory of his educational movement: he still does not have the goals of this movement clear, let alone talk about the means to achieve them. Another problem of traditional education that requires unconditional resolution in new education is its mass character, in which the entire educational process as a whole aimed at the "average" pupil and student. If the bar of educational standards rises, this average person drops out of the process, but, at the same time, the strong and talented cannot study at this average level. Thus, we again make education regressive, since humanity, as is known, has always developed not as a whole, but through its best representatives. In this regard, in the new educational paradigm the content of the concept of humanism should also change. By true humanism we should now understand only that which actually serves the development of man and the goals of progress, however, that is associated only with concern for “not offending”! - there is a false humanism, behind which the avoidance of existential responsibility by the educational teacher is hidden. 1.2 Main trends in the development of modern education The state of education in the modern world is complex and contradictory. On the one hand, education in the 20th century has become one of the most important areas of human activity; enormous achievements in this area formed the basis for the grandiose social, scientific and technological transformations characteristic of the outgoing century. On the other hand, the expansion of the sphere of education and changes in its status are accompanied by aggravation of problems in this area, which indicate an education crisis. And finally, in recent decades, in the process of searching for ways to overcome the crisis of education, radical changes have taken place in this area and the formation of a new educational system. The place of education in the life of society is largely determined by the role played in social development by people’s knowledge, their experience, abilities, skills, opportunities for the development of professional and personal qualities. This role began to increase in the second half of the 20th century, changing fundamentally in its last decades. The information revolution and the formation of a new type of social structure - the information society - bring information and knowledge to the forefront of social and economic development. Changes in the field of education are inextricably linked with the processes occurring in the socio-political and economic life of the world community. It is from these positions that we will try to identify and analyze the main trends in global education. Evolution of knowledge into the main source of value in the information society. As social development progresses, it is clearly evident that knowledge, innovation and methods of their practical application are increasingly becoming a source of profit. The fact that knowledge begins to occupy key positions in economic development radically changes the place of education in the structure of public life, the relationship between its spheres such as education and economics. The acquisition of new knowledge, information, abilities, skills, and the establishment of an orientation towards their renewal and development become fundamental characteristics of workers in the post-industrial economy. The new type of economic development that is taking hold in the information society makes it necessary for workers to change their profession several times throughout their lives and constantly improve their skills. The sphere of education significantly intersects in the information society with the economic sphere of society, and educational activities becomes a critical component of its economic development. It should also not be forgotten that information and theoretical knowledge are the country’s strategic resources and, along with the level of development of education, largely determine its sovereignty and national security. The emergence of education as the most important factor in overcoming backwardness in the development of most of humanity. The transition from an industrial to an information society, which is gradually taking place in developed countries, threatens to aggravate to the limit one of the most difficult global problems of our time - the problem of overcoming the backwardness in development of many countries. The information gap, superimposed on the industrial gap, together creates a double technological gap. If this situation in relations between developed and developing countries continues, then serious uncontrollable contradictions will arise that will torment the human community. In order for the creation of a modern information infrastructure in developing countries to contribute not only to increasing the profits of developed countries participating in the financing of this process, but also, mainly, to overcoming socio-economic backwardness, it is necessary to use new technologies, both in international business and in a variety of spheres of life in developing countries. And this requires modern technical systems, and certain knowledge, skills, abilities, and behavior patterns among the citizens of these countries. The formation of the information society requires a qualitative increase in the human and intellectual potential of developing countries and thereby brings the education sector to the forefront of social development. The prospects for the socio-economic development of these countries and the solution to the global problem of overcoming backwardness in the world now depend on solving the problems of education, which have always been acute in developing countries and which have become even more aggravated in recent decades due to the rapid development of information technology. degree, education ceases to be identified with formal school and even university education. Any activity is now interpreted as educational if its goal is to change the attitudes and behavior patterns of individuals by transferring to them new knowledge and developing new skills. The functions of education are performed by a variety of social institutions, not just schools and universities. Enterprises take on the most important educational functions. Yes, large industrial enterprises necessarily include units involved in training and retraining of personnel. Non-formal education aims to compensate for the shortcomings and contradictions of the traditional school system and often satisfies pressing educational needs that formal education cannot satisfy. As UNESCO's "Learning to Be" report points out, education should no longer be limited to the walls of the school. All existing institutions, whether intended for teaching or not, should be used for educational purposes. Transition from the concept of functional training to the concept of personality development. The essence of this transition lies not only in a change in priorities: from the state order for the training of specialists to meeting the needs of the individual. New concept provides for an individualized nature of education, which allows taking into account the capabilities of each individual person and promoting his self-realization and development. This will become feasible through the development of different educational programs in accordance with the different individual capabilities of both students and teachers. An important factor in this direction of educational development is the formation in students of learning skills, skills of independent cognitive activity using modern and promising information technologies. Even in the recent past, good handwriting was a guarantee of a calm and prosperous life into old age. Recent decades have been characterized by an acceleration in the renewal of technologies and knowledge in various fields of human activity. School and even university education today is not enough for a long time. The President of General Motors Corporation puts it this way: “We need specialists not with four or even six years of education, but with forty years of education.” The development of the concept of lifelong education and the desire to implement it in practice have aggravated the problem of adult education in society. There has been a radical change in views on adult education and its role in the modern world. It is now seen as the main way to overcome the crisis of the educational system and to form an education system adequate to modern society. Transforming knowledge into fixed social capital, the increase in benefits associated with acquiring knowledge lies in the fact that the benefits from it are received by the person who consumes this product, society as a whole and specific enterprises. This provides the basis for mixed financing of education and the development of market relations in this area. The development of market relations in the field of education is also facilitated by the aggravation of the problem of state financing. “If in the 60s in most countries the share of the gross national product allocated to education increased sharply, then since the beginning of the 80s in the vast majority of both developed and developing countries, public spending on education has been reduced or, which is much less common, are stabilizing. Even in the United States, where the highest priority area of government social policy is education (this industry in the United States is rightly called a “state within a state”), for whose needs more funds are allocated than for defense, the problems of public financing have worsened. In Russia, the general tendency for most countries to reduce government funding for the education system is intensified by the general economic problems of the transition period. As a result, the share of expenditures on education and training in the federal budget decreased from 6% in 1992. up to 3-4% in 1996 Finding ways out financial crisis educational systems in many countries has led to the emergence of not only national, but also global markets for educational services. Thus, in the mid-90s, the total cost of providing such services to foreign citizens was estimated at approximately 100 billion US dollars per year, which is comparable to the size of the total budget of a number of states. Of this total amount, $18 billion was earned by the United States, which is conducting targeted work to “recruit” students.” The listed trends determine the main directions in the development of the new educational system. The fundamental difference between this new system and the traditional one lies in its technological base. Technological elements are extremely underdeveloped in traditional education, which relies mainly on face-to-face teaching and printed materials. The new educational system is focused on realizing the high potential of computer and telecommunication technologies. It is the technological basis of new information technologies that makes it possible to realize one of the main advantages of the new educational system - distance learning or, as it is otherwise called, distance learning. The main trend of modern education is a gradual shift in priorities from direct instruction to individual contact with students. Key lectures and seminar sessions remain, of course, indispensable, but a significant part of the educational process can take place during individual consultations with teachers on specific topics or problems. The main feature of modern education can be called its dialogical nature, which is manifested in the coexistence of both different approaches to teaching and the teaching methods themselves. Already when preparing students of pedagogical universities, it is necessary to form their mental compatibility, ability and love to conduct polemics. To ensure the mental compatibility of teachers, they themselves must be able to: – conduct non-judgmental dialogue with colleagues; – determine the degree of complementarity and mutual enrichment of various methodological concepts, provided that their originality and independence are preserved; – formulate problems in terms of goals and solutions (without “getting personal”). A graduate of a modern school does not need a sum of knowledge and skills, but the ability to obtain them; not diligence, but initiative and independence. Self-development cannot be taught directly - this ability is not transferred. But the teacher can create conditions for “cultivating” this ability. The ability to create such conditions becomes a professional requirement for a teacher. To realize the new goals of education, a new teacher is needed - a professional teacher. Unlike a subject matter specialist, a professional must be able to work with the processes of education and development. A professional teacher is no longer a transmitter of subject knowledge, he becomes an organizer of educational work to solve creative problems, multifaceted socially significant activities of adolescents and young men. The teacher deals with a developing person, his actions are based on knowledge of personality psychology, basic approaches to understanding and explaining character, and personality development in certain periods of life. Therefore, every teacher should receive psychological education and psychological training. Psychological education cannot be obtained by simply summing up various psychological disciplines, and psychological training cannot be obtained by several hours of student practice. Therefore, when teaching students in pedagogical universities and in advanced training courses for teachers, it is advisable to introduce a course in “Psychological Anthropology” - a holistic teaching about the subjective reality of a person, his formation and development in education. This course should become the basis of psychological education for teachers.
2. Problems of using new technologies in education
1The article is devoted to the influence of the main trends in the development of education in the modern world, on the formation of personality and the process of globalization of education in society, as well as the modernization of modern school education. The author reveals the role of the modern school in the stable organization of the educational process and the formation comprehensive development personality that meets the requirements of modern society. The author emphasizes the existence of many approaches to substantiate trends in the development of education in the 21st century, such as humanization of education, democratization of education, advanced development vocational education and a commitment to lifelong learning. The author scientifically identifies and defines the main trends in the development of education, such as humanization, democratization, integration, standardization, informatization, computerization, globalization. The importance of the above trends for the formation of comprehensive personal development and the development of modern education is scientifically substantiated. The article indicates the effectiveness of the application of the above scientific trends in the formation of students' personality in the educational process.
humanization
democratization
integration
standardization
informatization
computerization
globalization
trend
education
1. Great Russian Encyclopedia. T. 7. – M.: Scientific publication “Big Russian Encyclopedia”, 2007. – P. 767.
2. State program for the development of education of the Republic of Tajikistan for 2010–2015: Decree of the Government of the Republic of Tajikistan dated April 29, 2009, No. 254. http://www.aot.tj/ (date of access: 01/13/2014).
3. On education: law of the Republic of Tajikistan. – Dushanbe, 2013. http://www.aot.tj/ (access date: 01/13/2014).
4. Malkovskaya I.A. Profile of the information and communication society (review of foreign theories) // Social Research. – 2007. – No. 2. – P. 76–85.
5. National strategy for the development of education of the Republic of Tajikistan until 2020. http://www.aot.tj/ (date of access: 01/13/2014).
6. National development strategy of the Republic of Tajikistan until 2015. Decree of the Government of the Republic of Tajikistan dated April 3, 2007. No. 166. http: //amcu.gki.tj/ (date of access: 01/13/2014).
7. Programs for the socio-economic development of Tajikistan until 2015. Decree of the Government of the Republic of Tajikistan dated March 1, 2004. No. 86. http://amcu.gki.tj/ (access date: 01/13/2014).
8. Sharifzoda F. Current problems of modern pedagogy. Dushanbe: Irfon, 2009. – P. 460
IN Lately the entire progressive public of the republic is concerned about the organization of school education and its modernization, since the school - in the broad sense of the word - should become the most important factor in the humanization of socio-economic relations, the formation of new life attitudes of the individual. The learning process at school should provide the younger generation with the opportunity to obtain reliable, necessary and lasting knowledge, which is the foundation of a competent personality. A developing society needs modernly educated, moral, enterprising and competent individuals who are able to independently make responsible decisions in a situation of choice, predicting their possible consequences, and who are able to choose ways of cooperation. They are distinguished by mobility, dynamism, constructiveness, and have developed sense responsibility for the fate of the country.
Currently, there are many approaches to substantiating trends in the development of education in the 21st century. The following main trends in the development of education in the modern world can be identified:
- humanization of education as a radical turn from its technocratic goal (providing production with personnel, their adaptation to the needs of production) to the humanistic goals of the formation and development of the individual, creating conditions for his self-realization;
- democratization of education as a transition from a rigid centralized and uniform system of organizing education to the creation of conditions and opportunities for every educational institution, every teacher, lecturer, pupil and student to fully reveal their capabilities and abilities;
- rapid development of general and professional education of the individual in relation to the level of development of production, its equipment and technology;
- the desire for lifelong education as a transition from the “education for life” design.
But these approaches do not take into account one of the main features of modern civilization, which is determined by the processes of globalization. As a result, the development trends of modern education, in our opinion, need to be considered on a global scale, that is, in the context of the development of the world educational process. Based on this, the development trends of modern education in the 21st century can be represented in the form of a picture.
Let's take a quick look at each of these trends.
Trends in the development of modern education
Humanization of education. 21st century, a century of struggle between cultures and human resources associated with educational systems. Therefore, education must be reoriented from the interests of society and production to the interests and capabilities of the individual students.
The humanization of education is opposed to its technocratization, that is, its focus on serving society and, above all, production and scientific and technological progress.
Humanization of education means creating optimal conditions for the comprehensive development of the individual. Therefore, training should be personally oriented.
The main characteristic features of such training are:
- priority of development over training;
- subject-subject relations;
- knowledge, skills and abilities as a means of personal development;
- use of active learning methods;
- inclusion of reflection, self-analysis and self-assessment in the learning process.
Humanistic education should contribute to the education of the following components of the basic structure of personality:
- culture of life and professional self-determination;
- intellectual culture;
- moral culture;
- technological culture;
- information culture;
- civic culture;
- ecological culture.
The humanization of the modern school contributes to the strengthening and complication of level and profile differentiation of education in accordance with the inclinations, interests, capabilities and abilities of students.
Fundamentalization of education. In conditions market economy education becomes the main personal capital. In order to dispose of it profitably, it is necessary that it be “convertible,” that is, find application in the labor market. Hence the need for fundamentalization arises.
The conditions for ensuring the fundamentalization of education are:
- Reducing the core content of education.
- Training pupils and students in basic qualifications.
- Strengthening general education components in professional educational programs.
- Strengthening scientific potential educational institutions.
Technologization of education. The formation and development of information technology civilization led to the implementation of technologization of education. Technological training is considered as an integral element of general education and is the main component of vocational education.
Democratization of education. Democratization is one of the leading directions in the development of modern education. Democratization of education is based on the following principles:
- self-organization educational activities pupils and students;
- cooperation between teachers and students;
- openness of educational institutions;
- diversity of educational systems;
- regionalization of education;
- equal opportunities in education;
- public and public administration.
Democratization should contribute to the realization of every person's right to education, regardless of his social status, gender, nationality, religion, or race.
Integration of education. Integrated learning is becoming increasingly widespread in the world school.
The main objective of integrated learning is to familiarize students with the basic phenomena, facts of the relevant sciences, the formation of skills, classification and measurement of the phenomena being studied, and the development of scientific intuition.
In addition to internal integration, external integration is also being carried out, aimed at bringing together the educational systems of different countries and the formation of a single world educational space.
Integration in education as a process is not a new methodological phenomenon. A historical analysis of pedagogical research has shown that the problem of integration in teaching has been given attention during all periods of development of pedagogical science and practice, both domestic and foreign. At the same time, integration involves the creation of fundamentally new educational content, educational and methodological support, and new teaching technologies.
Integration of learning today is being implemented primarily at its first stage - in primary school. And they begin this process with the content of primary education, the essence of which is that integration enables the child to perceive objects and phenomena in a comprehensive and systematic manner in a holistic manner.
Essentially, integration of learning allows already in elementary school to lay the foundations for a holistic perception of nature and society and form one’s own attitude to the laws of their development. Therefore, it is important for a primary school student to look at an object or phenomenon of reality from different sides: logically and emotionally, work of art and a scientific and educational article, from the point of view of a biologist and literary artist, painter, musician, etc. .
Standardization of education. An important condition for achieving a certain quality of education are educational standards. Standardization of education has always been carried out in various countries through the development of curricula and programs, and the establishment of a certain level of education.
The Law of the Republic of Tajikistan “On Education” stipulates that state authorities formulate the educational minimum content of basic educational programs, the maximum volume of study load, and requirements for the level of training of graduates.
Informatization and computerization of education. The formation of information technology civilization led to the process of informatization and computerization of education. New information technologies are being introduced in educational institutions. The very concept of learning is changing, since productive acquisition of knowledge is now impossible without the ability to use information. The ability to obtain information is one of the components of functional literacy of a modern person.
Computer technologies develop students’ intellectual abilities, promote a deeper understanding of the material, and increase learning motivation.
Globalization of education. Beginning of XXI century is characterized by the intensification of globalization processes in all spheres of life of the world community and our country. The Great Russian Encyclopedia presents the following definition of globalization: “Globalization is the modern stage of internationalization of international relations, economic, political and sociocultural processes, characterized by particular intensity. The most obvious manifestations of globalization are the consolidation of a single world market, the active development of interstate, financial, trade production relations, the expansion of cash, commodity and human flows, the accelerated adaptation of social structures to dynamic economic processes, cultural universalization, the formation of a universal information space based on the latest computer technologies." .
But this definition, in our opinion, does not fully reflect all aspects of this process. This is due to the fact that on modern stage social development, globalization is a very multifaceted, contradictory and, as a result, not fully understood process. Today there are a large number of diverse opinions on the main problems of globalization, but basically two approaches to this process predominate. Some scientists view globalization as a process that is a guarantor of the integrity of the world and its development, others see globalization as a process of “Westernization,” that is, the spread of values and norms characteristic of Euro-American culture.
Globalization processes affect almost all aspects of life in our society, including education. In these conditions, the education of Tajikistan faces new tasks, which were first outlined in the State Program for the Development of Education of the Republic of Tajikistan for 2010-2015. , in the National Strategy for the Development of Education of the Republic of Tajikistan until 2020. and in other fundamental documents defining the development of the education sector in Tajikistan.
Reviewers:
Sharifzoda F., Doctor of Pedagogical Sciences, academician of the Academy of Education of Tajikistan, professor, head of the department of science and innovation of AOT, Khujand;
Negmatov S.E., Doctor of Pedagogical Sciences, Professor, Head of Department of the Academy of Education of Tajikistan, Khujand.
The work was received by the editor on February 18, 2014.
Bibliographic link
Saburov Kh.M. THE INFLUENCE OF THE MAIN TRENDS IN THE DEVELOPMENT OF MODERN EDUCATION ON THE FORMATION OF STUDENTS’ PERSONALITY // Fundamental Research. – 2014. – No. 3-3. – P. 613-616;URL: http://fundamental-research.ru/ru/article/view?id=33726 (access date: 01/04/2020). We bring to your attention magazines published by the publishing house "Academy of Natural Sciences"
With radical changes in the field of education, changing our ideas about its role in modern society. These transformations are based on the development of new approaches to learning, based on the use of modern innovative technologies in education.
The role of education at the present stage of Russia's development is determined by the tasks of its transition to a democratic and legal state, the need to overcome the danger of the country lagging behind global trends in economic and social development. It is education that is associated with the increasing influence of the quality of human capital on social development, with the process of accumulation and transfer of knowledge from generation to generation. Therefore, modern and future generations need an effective, dynamic education system based on innovative technologies.
In this regard, the main task of Russian educational policy is to ensure the modern quality of education based on preserving its fundamentality, compliance with the current and future needs of the individual, society and the state.
The most important global trend of modern education is its integration and internationalization, leading to the rapprochement of countries and the creation of conditions for the formation of a single world educational space. Russia's accession to the Bologna Declaration (2003), adopted by most European countries, means our country's movement towards the convergence of educational systems. The main provisions of the Bologna Declaration can be reduced to the following important points: the introduction of a two-level (three-level) system of training specialists (bachelor-master); introduction of a credit system; ensuring quality control of education; expanding mobility; ensuring employment of graduates.
Integration and internationalization of education are shaping the global market for educational services. Already today, more technologically advanced open educational systems have appeared and are operating, which provide educational services regardless of distances and state borders. Along with traditional (classical) education, non-traditional teaching methods based on modern educational and information technologies have become widely used. First of all, we are talking about open and distance learning systems that are based on Internet technologies or electronic education.
Towards modern trends in the development of education include such as diversification, internationalization, individualization, development of advanced and continuous education, its intensification and computerization, as well as the development of the principles of cyclicality and multi-stage. All these trends should contribute to increasing the quality of education in accordance with modern requirements of the socio-economic development of society. Diversification is manifested in the expansion of various approaches to the content of education, with the development of new disciplines and specialties, forms of education, methods and technologies of education. On this basis, a new quality of specialties and disciplines, methods and technologies in education management arises.
Diversification of education is manifested in its various characteristics: organization, methodology, methodology, technology, control of knowledge. An equally important trend is the individualization of education, aimed at moving from the past system of uniform education for all to modern high-quality education for everyone. This approach can be implemented through the development of different educational programs in accordance with the individual capabilities of both students and teachers using modern and promising information technology.
In conditions of individualization of learning, modern education must be continuous. The need for continuous education is determined both by a person’s need for constant replenishment of knowledge during his professional activity, and by the progress of science and technology.
Innovations in education are currently significant and systemically self-organizing innovations that arise on the basis of a variety of initiatives and innovations that become promising for the evolution of education and have a positive impact on the development of all forms and methods of education. The concept of innovative activity in relation to the development of modern education can be considered as a purposeful transformation of the content of training and the organizational and technological foundations of the educational process, aimed at improving the quality of educational services, the competitiveness of educational institutions and their graduates, ensuring comprehensive personal and professional development trainees. Innovations in the Russian education system are of a natural nature; their content, forms and methods of implementation depend both on global problems of human development and on socio-economic, legal, spiritual and political processes of reforming Russian society.
The basis of social innovation is the modernization and informatization of Russian education. The main goal of modernization of education is to create a mechanism for the sustainable development of the education system, ensuring its compliance with the challenges of the 21st century, the social and economic needs of the country's development, and the needs of the individual, society and the state. Modernization of Russian education is an innovative process of transforming the entire education system, aimed at maximizing the educational needs of students in the widest range of specialties, levels of education, educational institutions and information and educational resources.
At the same time, education should give the expected effect regardless of the location of both the student and the educational resource or service he needs, carried out using the most modern information and telecommunication technologies. The result of modernization should be the achievement of a new quality of Russian education, which is determined, first of all, by its compliance with the current and future demands of modern life in the country. Informatization of education is aimed at implementing the plan to improve the quality of education, conducting research and development, their implementation, and involves replacing traditional information technologies with more effective ones in all types of activities in the Russian national education system.
The introduction of innovative technologies in education requires new approaches to teaching based on modern educational technologies. Educational technology is the targeted use of a system of means in education, which determines the achievement of specified characteristics of a certain educational phenomenon (certain qualities of graduates, content of education, advanced training of education workers, etc.). Modern educational technologies, first of all, should work for creative education, promoting creative development the personality of each student.
Educational technology includes a set of actions related to any educational processes (management of the education system, development of an educational institution, formation of a teaching staff, etc.). The structure of educational technology includes such components as goal setting, monitoring and evaluation, while the basis of the modern education system is information technology. It is essential that innovative technologies in education require not only the development of education based on information technologies, but also the creation of an appropriate information and educational environment.
A unified information and educational environment can be defined as a controlled psychological and pedagogical system created by people themselves, based on modern information and educational technologies and providing the educational process in the Internet environment to everyone using uniform technological means.
Within the framework of a unified educational information environment, the formation and development of an innovative education system is taking place, provided with organizational, pedagogical and information technology. In this environment, with the help of architectural and structural solutions, open standards for interfaces, formats and information exchange protocols are provided in order to ensure mobility, stability, efficiency and other positive qualities achieved by creating open systems.
The purpose and principles of modern education are focused on preparing students for full and effective participation in public and professional fields in conditions of market relations. Giving the education system the qualities of an open system entails a fundamental change in its properties towards greater freedom in planning education, choosing a place, time and pace, in the transition from the principle of “education for life” to the principle of “education throughout life”. In practice, this system is implemented using network technologies. Initially, network learning technologies became widespread among representatives of those age and social groups who were forced to give preference to learning without interruption from their main work activities.
Today, open and distance learning provides an opportunity for various groups of the population to receive additional education using the Internet. Many Russian universities actively use information and network technologies in the full-time education system. As a result, the more effective use of modern educational technologies in the traditional education system gradually leads to the blurring of the line between full-time, correspondence and distance learning, which is characteristic feature systems of innovative education.
At the present stage global changes the goals and content of education focus students on developing a qualitatively new model of preparing people for life and activity in a post-industrial society, developing in them completely new personal qualities and skills necessary for these conditions. All this dictates new requirements for specialists.
Modernization of the Russian education system and the introduction of information and communication technologies into the learning process in a new way raise questions about the quality of education. Already today, many countries are paying great attention to the problems of the quality and effectiveness of education, joining their efforts in developing methodology, technology and tools for comparative studies of the quality of education, thereby creating a system for monitoring the quality of education in the world.
Today, a new model for training specialists is being formed in the Russian education system, taking into account not only the qualification model of a specialist, but also the competency model. The competence of a specialist includes both knowledge, abilities, skills, and methods of their implementation in activities and in communication. In the competency-based model of a specialist, educational goals are associated with interdisciplinary integrated requirements for the result of the educational process. The first place comes to the qualitative characteristics of the individual, which are formed by modern educational technologies. It's about not so much about the control of knowledge, skills and abilities, but about the quality of the educational system.
An important area of improving the quality of education is the training and retraining of teaching staff. The quality of specialist training largely depends on teachers. Universities operate a system of advanced training for teaching staff, which fully meets the requirements of the time and pays great attention to new technologies in education. For example, at Moscow State Law Academy. O.E. Kutafin at the Institute of Additional Professional Education, advanced training of scientific and pedagogical workers of the Academy is carried out according to the following short-term training programs “Transition to two-level higher legal education based on a competency-based approach”, “Improving the information competence of university teachers”, based on innovative educational technologies.
The unified education quality management system being created in Russia is the methodological basis for transferring educational systems to a new state that ensures openness and a new quality of education that is adequate to the needs of the developing individual, society and the labor market.
Modern innovative education is advanced education, the distinctive feature of which is the development of advanced methods and ways of acquiring knowledge that shape personality in a single global information and educational space.
Analysis of the historical aspect of the development of educational systems and their theoretical understanding shows that the socio-historical context not only influenced the theory and practice of education, but also largely determined and determined their development. Among the sources of such development are:
Pedagogical science, which allows not only to analyze and systematize the achievements of educational practice, but also to theoretically predict and model the further development of the pedagogical process;
Pedagogical practice, which reveals the effectiveness of the application of certain pedagogical theories and models;
Finally, social order, the needs of the state and society in the field of education. The influence of this source on the development of the pedagogical process is extremely great. The state, through the education system, is able to initiate, facilitate or discredit certain trends in the pedagogical process. Society, developing, dictates an urgent need for training specialists who can be in demand in new political and socio-economic conditions. This affects the formulation of the tasks of teaching and upbringing, and the determination of the content of the pedagogical process, and the choice of adequate methods and means.
The development and changes of these sources (modern achievements of psychological and pedagogical sciences, innovative practice, changed social order in the field of education) have led to the emergence of new trends in the education system, and in the organization of the pedagogical process itself, and in the requirements for its result. Let us briefly outline the main ones.
Humanization education, increasing attention to the student’s personality as the highest value of society, aiming at the formation of a citizen with high intellectual, moral and physical qualities. And although the principle of humanization has long been included in general didactic principles, it is only at the present stage of development of education that truly real conditions for its implementation have arisen. Humanization of the content of education is achieved by making maximum use of the capabilities of not only humanities subjects, but also disciplines built on the study of the fundamentals of natural and exact sciences. Education in this case is aimed at developing a humane attitude towards nature, and technological progress is directly associated with the intellectual achievements of human civilization and improving the quality of human life. A priority role in the humanization of learning is given to linguistic education, aesthetic education, human studies courses, which contribute to the development of empathy, reflection, self-organization and self-regulation of student behavior.
Humanitarianization – this is the general focus of the content of education on the priority acquisition of the knowledge and skills that are necessary for every person, regardless of social group and chosen profession (general cultural knowledge of the native language, national history and literature).
Democratization modern education is manifested in the creation of prerequisites for the development of activity, initiative and creativity of participants in the educational process (students and teachers), broad involvement of the public in education management. One of distinctive features modern education system - the transition from state to state-public education management. The main idea of state-public education management is to combine the efforts of the state and society in solving educational problems, to provide teachers, students, and parents with more rights and freedoms in choosing the content and forms of organizing the educational process, in choosing different types of educational institutions. Ensuring personal rights and freedoms makes a person not only an object of education, but also its active subject, independently determining his choice from a wide range of educational programs, educational institutions, and types of relationships.
Personalization as a strengthening of another traditional didactic principle of the need for an individual approach. Its implementation is manifested primarily in the organization of the personal-activity approach in education. The emergence of such a complex systematic approach to the upbringing and education of children is due not only to the natural development of pedagogical science, which, like any area of human activity, is characterized by a constant desire for progress, but also to the urgent crisis of the existing education system. A feature of this approach is the consideration of the learning process as specific shape subject-subject relations between teacher and student. The very name of this approach emphasizes the relationship between its two main components: personal and activity. The personal (person-oriented) approach assumes that the student with his individual psychological, age, gender and national characteristics. The development of the student’s personality is the main task of education, which is built taking into account his characteristics and the “zone of proximal development”. This consideration is manifested in the content of educational programs, in the forms of organization of the educational process, and in the nature of communication. Such learning is, as it were, “refracted” through the personality of the student—his goals, motives, value orientations, aspirations, and capabilities.
The activity component of this approach assumes that education fulfills the function of personal development only if it encourages it to take action. The significance of the activity and its product for the individual influences the effectiveness of its mastery of universal human culture. In addition to the general characteristics of the activity (objectivity, subjectivity, motivation, purposefulness, awareness), when planning educational activities, it is necessary to take into account its structure (actions, operations) and components (subject, means, methods, product, result). The identification of each of the considered components of the personal-activity approach (personal and activity-based) is conditional, since they are inextricably linked due to the fact that the personality always acts as a subject of activity, and activity determines its development as a subject.
Variability or diversification of educational institutions involves the simultaneous development of various types of educational institutions: gymnasiums, lyceums, colleges, schools with in-depth study of individual subjects - both state and non-state. For several decades, our domestic pedagogical practice could develop only within the framework of the only ideologically approved concept of personality formation. Such monologue and convergence not only narrowed the possibilities for the development of the pedagogical process, but also led to stagnation and reduced the status position of the teacher in the public consciousness. Changed in the last decade public policy in the field of education led to the formulation of new questions and new priorities in education, the creation of variable pedagogical programs and technologies. Variability is clearly observed not only in the content of the proposed educational programs, but also in the forms of organization of the pedagogical process, in a wide range of types of educational institutions. This allows parents and students to choose the education they receive and take responsibility for that choice.
Standardization content of education refers to the trends of modern international educational practice. It is determined by the need to create a unified level of general education, regardless of the type of educational institution. The standard of education is understood as a system of basic parameters accepted as the state standard of education, reflecting the social ideal and taking into account the possibilities real personality and educational systems to achieve this ideal.
Greening national education is an urgent need of today and a reflection of the global trend in attempts to restore the harmonization of human existence and the surrounding nature. Formation of ecological thinking aimed at establishing cause-and-effect relationships between human actions and changes in environment, becomes the most important task not only for civilizational development, but also for the survival of humanity. The formation of such thinking must necessarily be accompanied by moral development and awareness of personal responsibility for the changes taking place. Solving this problem is impossible without emotional experience and the development of empathy, spirituality, and the priority of ethical values. Greening in a broad sense presupposes an attentive, careful, responsible attitude not only to nature, but also to the surrounding people, culture, and one’s own physical and mental health.
Differentiation modern education is manifested in the creation of conditions for effective learning of various groups of students. The basis for differentiation of educational groups (classes) can be the inclinations and abilities of students, their level of knowledge in individual subjects, cognitive interests, and educational motivation. The wide network of educational institutions that have developed in domestic education, providing in-depth specialized training, can be considered a manifestation of the tendency towards differentiation. Today, almost every school has classes with in-depth study of individual subjects (foreign language, literature, biology, mathematics, etc.). Creating programs for academic subjects that involve different levels of immersion in them naturally requires a differentiated approach, which is manifested in focusing on the capabilities and needs of students.
Integrity. This is primarily manifested in structural changes in the educational system. The realization that high-quality training and education is possible only in conditions of real continuity of all links of the educational system leads to the emergence of complex educational institutions (kindergarten - school, school - university, etc.). Today, there are qualitative changes in the creation of pedagogical theories, at the center of which is the understanding of the need for integration and systematicity of the pedagogical process. In addition to intrasystem integration, there is a unification of all the educational forces of society, school, family and other social institutions. The trend towards integration is also noticeable in the content of education. This is manifested in strengthening interdisciplinary connections and in the creation of integrative courses (for example, “Ethics and Psychology family life", "Pedagogy and psychology high school" and etc.). Integration can manifest itself not only at the interdisciplinary, but also at the intradisciplinary level of organizing the content of education. Such intra-subject integration involves ordering the content of a separate academic subject around the main core. The goal of integration in education is the unification and unification of areas of knowledge, which allows, without loss of quality, to condense the transmitted information and form a systematic view of its perception and generalized methods of activity.
Psychologization modern educational process. And although in this case psychologization is a particular variant of interdisciplinary integration, due to the significance of this phenomenon, it is legitimate to highlight this trend as an independent characteristic. This is not only a reflection of increased social interest in psychology (which is typical during periods of social crises and, as a consequence, frustration and neuroticism of society), but also evidence that today the very formulation of pedagogical tasks is changing. An analysis of existing programs for training and raising children shows that today the shift in emphasis in such programs is not on determining the knowledge, abilities and skills (KAS) that should be formed in children, but on the development of mental qualities that will allow the child to receive these KAS. If the formation of the field of knowledge is a pedagogical task, then the formation of mental qualities is a psychological and pedagogical task. This allows us to talk about the current trend towards the practical integration of pedagogy and psychology.
Transition from informative to active methods training with the inclusion of elements of problem-solving, scientific research, extensive use of resources independent work students. It is combined with a transition from strictly regulated, controlling and algorithmic ways of organizing the educational process to developmental ones that stimulate the activity and creativity of the individual.
Industrialization training, that is, its computerization and accompanying technologization, which makes it possible to create and use new models of training and test the effectiveness of mastering its content (for example, programmed and distance learning). In addition, computerization of the educational process greatly expands the possibilities of distance learning, especially for people who, due to health reasons, are not able to attend educational institutions. The functional purpose of a computer in teaching is different in relation to students and teachers. For a teacher, computer technology is a tool of his work, and for students it is a means of their mental development. The use of new information (primarily computer) technologies is aimed not so much at expanding the amount of knowledge studied at school or university, but at finding and applying new ways of structuring information in the process of its perception, understanding and assimilation. These methods include synchronization of visual and auditory presentation of knowledge, dynamic and visual-figurative models, interactive activities, and independent search activities of students.
Related information.
- Full information about the dates and places where you can learn about the Unified State Exam
- Federal news Unified State Exam schedule official Rosobrnadzor approved
- Passing the Unified State Exam without problems - how to find out the exam results?
- How to apply for the Unified State Exam for past graduates