Features of teaching history and social studies in the context of the transition to federal state education. Modernization of education and modern school social studies Features of the development of social studies in modern conditions

PHILOSOPHY

1. “A human child at the moment of birth is not a person, but only a candidate for a person” (A. Pieron)

Man is the highest level of living organisms on Earth, a subject of socio-historical activity and culture, in which the biological and social principles are closely interconnected. From a biological point of view, a newborn is a human being, but from a social point of view, it is only a candidate for becoming a human being. Therefore, I believe that A. Pieron is right.

The social studies textbook emphasizes the differences between the concepts of “individual” and “personality”. Both terms characterize a person, but how? An individual is a specific person, as a holistic, unique representative of the human race with his unique psychophysiological traits (age, gender, temperament, level of abilities, characteristics of health and appearance, etc.). Personality is a human individual who is a subject of social activity, possessing a set of socially significant traits, properties and qualities that he realizes in public life. An individual becomes a person through the process of socialization, which includes education, training, and communication with other people. A person at the moment of birth is an individual, but not yet a person. Only communication with other people allows a child to learn to speak, think logically, and acquire cultural skills. Having mastered the experience of humanity, having found his place in society, his recognition, he will become a person in the full sense of the word - a unique personality, individuality.

As arguments, we can cite the famous example of children - “Mowgli”. So, in India, a newborn girl spent several years in a troop of monkeys. When she came to people at the age of 11, she could not speak, walked on all fours, and could not learn to eat with a spoon. She looked more like an animal than a person. On the other hand, there are cases when children who were born seriously ill or disabled, with the help of special development methods, through their own efforts, with the participation of their relatives, overcame their biological imperfection and became famous scientists, politicians, etc. Thus, A. is right. Pieron: Looking at a newborn, we do not yet know whether he will become a person with all the qualities inherent in him or will be a creature biologically similar to a person, but deprived of the social and cultural characteristics characteristic of him.

2. “A human child at the moment of birth is not a person, but only a candidate for a person” (A. Pieron)

I believe that the author is right in presenting such a view, because a person, being a part of the natural world, can fully develop and live only in a society of people like him, since consciousness and speech are formed in a person throughout life, in the process of socialization, interaction with other people . By the word “man” in his phrase, the author understands personality - a human individual who is a subject of conscious activity, possessing a set of socially significant traits, properties and qualities that he realizes in his life. Personality is formed in the process of upbringing and human activity, under the influence of a particular society and its culture. Not every person can become an individual. They are born an individual, and become a person or a Person with a capital P in the process of socialization.

An example of the author’s correctness is the following: in Rostov-on-Don in the late 90s they discovered a girl named Natasha, who at the age of 7 could not speak, walk on her feet, or dress, and all because she grew up in a large family , where no attention was paid to her upbringing at all. She was raised by a dog, the girl ate like a dog, barked, growled, bit, moved on all fours, and did not comply with human norms of behavior. And although outwardly she looked like a person, in reality one can only talk about her as an individual. This girl was taken to an orphanage, where she was gradually accustomed to the norms of human life, taught to talk, eat with a spoon, take care of herself, and generally live in human society. My mother was born in a village remote from the city, but received a proper upbringing and education, and by the age of 30 she became the manager of a savings bank in Cheboksary. Therefore, whether a person becomes a person or not depends on his upbringing.

3. “A human child at the moment of birth is not a person, but only a candidate for a person” (A. Pieron)

One cannot but agree with Pieron's words. Why? With his words, he wanted to emphasize that a real person is a person. At the moment of birth, a child is only a candidate for a person who can become a person. Man is a biosocial being. At the moment of birth, a person has only his “bio”, which makes him similar to all animals: he has the same instincts and needs. A person’s “socio” can only develop through communication with other people. As a result of communication with other people, a person develops his thinking, speech, and consciousness. At the moment of birth, a person is an individual, he is only one of the people. Over time, it acquires individual characteristics. Individuality is characteristic of every person. Each of us is different from the other in appearance; each of us has our own special character traits, interests, and abilities.

A person can become a person only through the process of socialization. In the development of personality, the role of education and interaction with other people is great. It is in these processes that a person’s socialization occurs, that is, the assimilation of values, norms, attitudes, and patterns of behavior accepted in society.

To confirm Pieron's words, a very striking example can be given. In the Middle Ages, one king decided to conduct a cruel experiment. He forbade talking to the newborn. The child was locked in a room, fed, but did not communicate with him. As a result, he never became a man in the full sense: he did not know how to speak, behave in society, and soon died. So in our life there are examples of this. If parents are not involved in raising children, then children do not know how to build relationships with other people. For a newborn to become a real person, life in society and interaction with other people are necessary.

4. “Nature creates man, but society develops and forms him.” (V.G. Belinsky)

Man is the highest stage of development of living organisms on earth, a subject of socio-historical activity and culture, but his most important characteristic is his biosocial essence.

Belinsky V.G. in his expression he very accurately and succinctly characterized the dual nature of man. Firstly, man is a creation of nature, is a chain of evolution, the same organism as everything that surrounds us. Biologically, humans are no different from animals. Secondly, he is a creation of society. This point is more complicated. What is clear is that thanks to social development, man became human. A person without society is nothing; it is not for nothing that in ancient times expulsion from society was the most terrible punishment. There are many examples in the modern world of the “Mowgli” syndrome, when a child was raised by an animal and therefore behaves like one, and not like a person, which only indicates that the social in a person is not genetically embedded, but is given by society. This is also confirmed by Daniel Defoe's novel "Robinson Crusoe". Without the knowledge that society has accumulated, Robinson Crusoe would have had a hard time surviving. Or maybe it’s impossible. He tried to repeat, to understand everything that was created in society.

To summarize, I would like to note that man and society are inseparable concepts. It is thanks to society that man as a biological being was able to become the person he is. The body is given to man by nature, and the mind and soul by society.

5. “Nature creates man, but society develops and forms him.” (V.G. Belinsky)

Every person in a broad sense is a “child of nature.” According to biological laws, man became isolated and developed from the animal world. Therefore, animal instincts are quite understandable in human essence; they have a natural origin. However, a person would be no different from an animal if these instincts, bestowed by nature, constituted his deepest fundamental principle and determined his entire existence.

Society has a decisive influence on the formation of a person. By society in this case we mean a part of the world separated from nature (the totality of natural conditions of human existence). Established moral norms and rules of behavior, cultural achievements, political and legal features, socio-economic relations - all these are various components of society as a whole.

Only in society does a person acquire personal characteristics (that is, such socially significant traits that characterize the individual as a member of a particular society).

Thus, in my opinion, V.G. Belinsky was deeply right when he noted that biologically man is created by nature; but the human personality acquires and develops its essential characteristics in society, in interaction with other individuals, entering into various relationships with them.

On the other hand, it seems that in this statement V.G. Belinsky, these two concepts - “society” and “nature” - act as diametric opposites. I don't think this is correct. Man, society and nature are very closely interconnected and influence each other. It is known that, on the one hand, the natural environment, geographical and climatic features have a significant impact on social development, accelerating or slowing down its pace and, ultimately, determining the mentality of the people (as a set of social values, attitudes, willingness to act or think in a certain way) . On the other hand, society also influences the natural environment of humans. Recently, the negative impact of human society on the environmental situation has been most often noted.

Thus, concluding our small analysis, we note that nature and society are two main components, closely interconnected, interacting, which determine the features of the folding and formation of a person as an individual. Moreover, the second component (society) currently has a direct and most powerful influence; and the impact of nature in the modern world is largely indirect.

Science is a systematized and
theoretically formulated knowledge
about the natural environment around humans
and social reality.

Object of Natural Sciences Research

Object of study
natural sciences is nature,
where the blind elementals operate
strength.

Object of social science research

Object of social science research
acts as a society representing
is a product of human interaction,
consciously pursuing their goals.

Specifics of social cognition

Society is not only an object of study, but also
subject.
Social relations are more complex than natural processes
and phenomena.
The social reflection of society has not only
direct, but also indirect.
Social cognition can be carried out through a number of
indirect links.
People do not live in isolation from each other.
Society changes and develops faster than nature,
and our knowledge about it quickly becomes outdated.
Social cognition is directly related to
practical human activity.

Levels of implementation of social cognition

Empirical level associated with
direct activities, with
everyday life of a person.
Theoretical level as a generalization
empirical observations (although theory
may go beyond the empirical limits)

Social knowledge is heterogeneous

Philosophical knowledge
Sociological knowledge
Legal knowledge
Economic knowledge
Political science knowledge
Historical knowledge, etc.

Stages of development of social science

Social science
is a part
philosophy that arose in
ancient times (VI century BC)

Plato (427-347 BC)

Main problems

Social structure of society

Power
Moral relations
Justice

Origin of the state

Plato
connects with needs when everyone
a person being unable
satisfy your needs,
addresses another person
producing what is needed
to the rest.

Ideal State

Single state (not too big)
All sections of society feel
happy (neither poverty nor wealth)
Justice reigns in him
Proper education (musical and
gymnastic)
Common goals and interests
Philosophers should be rulers

Aristotle (384-322 BC)

Main problems

The emergence of the state
Form of government
Property problem
Ethics and aesthetics

Origin of the state

The state is COMMUNICATION, organized
for the benefit of citizens and covering everything
other forms of communication.
The state, like communication, is a product
natural occurrence.

Types of government

CORRECT view: presence of general benefit
WRONG type: benefit of one, or
few.

Homos Politicus

Man is a political being.
A person living outside the state
abnormal.
The State precedes everyone
to a person who finds his own in him
completion.

Private property

“People don’t care about the general well, while
time as everyone talks about their own constantly
thinks."
It's better if the property is private
and its use is common.
Private property contributes to
what people do to each other
free assistance.

Thomas Hobbes (1588-1679)

Homo homini lupus est

People are born with the same
physical and mental
abilities
From natural equality it follows that
natural opportunities to achieve
the same goals, which leads to
conflict.
The natural state of people is WAR
ALL AGAINST ALL.
To prevent people from destroying each other, they
agree on the creation of a state.

John Locke (1632 – 1704)

Key Ideas

Natural and social freedom
person
Labor as the genesis of private property
The principle of separation of powers
(legislative and executive)
Relations between state and church
Tolerance
Intolerance towards atheists

Charles-Louis Montesquieu (1689-1755)

Key Ideas

The social world is diverse, and everyone
people make their own laws
Initially, people living separately
felt weak, were afraid
environment, so the world was
the natural state of man.
Having started a joint lifestyle, people
become strong, equality disappears and
The era of wars is coming.
International, civil and
political law.

Geographical determinism

Climatic features
determine individual
features of human development, his
bodily organization, character and
inclinations. They also influence
formation of forms of government.

Jean-Jacques Rousseau (1712-1778)

Key Ideas

The origin of human inequality
In their natural state people were
innocent and kind, lived in peace and friendship.
Compassion is the main feeling of a person.
The cause of all disasters is the occurrence
private property.
Man is born free, however
then sells his freedom for
public goods.
Social contract on limitation
their freedoms.

Paul Henri Holbach (1723-1798)

Key Ideas

Man has always been within society,
without which his life is impossible.
Love for society is a natural feeling.
Society is obliged to provide citizens
well-being, as well as ensuring it
safety.
Social inequality as a consequence
natural inequality.
Society is the master of supreme power.
The foundation of freedom is reason and virtue.

Key Ideas

Problems of political economy
Materialistic understanding of history
Base and superstructure
Socio-economic formation
Methods of producing material life
Relations of production

Main directions of modern social thought

Marxism
Postmodernism
Neoliberalism
Neoconservativism

Marxism

Methods of producing material life
determines social, political and
spiritual processes of life in general.
Productive forces are the basis
world history: the more products
produced per unit of time, so
richer society
Science as a productive force.
Social equality.

Postmodernism

A radical break with faith in reason,
progress, etc.
Rejection of hierarchical nature
differences.
Rejection of classical philosophy and
culture in general.
Rejection of the objective nature of history
The main principle is pleasure instead
spiritual enrichment.
Irrationalism instead of logic.

Modernization of education and modern school social studies

1. Modern educational policy of Russia: main directions and problems

On the threshold of the third millennium, the Russian education system is undergoing fundamental changes, which concern not only the structure of its organization, methodology and technology for constructing educational processes in all links of this system, but mainly in the redefinition of the goals of education, its strategic guidelines, place in public life, allowing adequately respond to the challenges of the 21st century.

The need to modernize the school social science education system is determined by the following main factors:

changes in the modern world of a sociocultural and other nature, which have a serious impact on the labor market and objectively change the social demand for education;
a new stage in the development of domestic pedagogical science, which is due to the ongoing rethinking in science of the role and place of school historical and social science education in the general education system based on the new paradigm of humanitarian education and international experience in building educational systems;
changes in the mentality of Russian citizens under the influence of the media and international contacts resulting from the new world order and new relations between Russia and other countries.

Modernization of education is a large-scale action of the state, a political and national task, these are profound changes in the educational worldview, still largely authoritarian and totalitarian, in educational policy, still divorced from the needs of the individual, society, and country, carried out with the active assistance of society. It should lead to the achievement of a new quality of Russian education, which is determined primarily by compliance with the socially significant and promising demands of modern life in the country.

The state acts as the initiator and main driving force of modernization changes in education, while launching processes and their direction.

The modernization of education unfolds and occurs in the context of the general modern process of reforming various aspects of Russian life, in close interaction with other reforms, having in many ways a painful, problematic and contradictory nature.

The problem of modernizing domestic education was identified in August 1999 at a meeting of the State Council of the Russian Federation.

The modernization stage of social science education that followed (beginning of 2000 - to the present) is characterized by a more clear formulation of the state strategy, goals and priorities for the development of school education.

The main provisions of the state educational policy of Russia are formulated in the speeches of the President of the Russian Federation V.V. Putin at a meeting of the State Council of the Russian Federation on August 29, 2001. 1, in the annual messages of the President to the Federal Assembly, in statements on the most important issues 3posted on the “Presidential” website4 .

The President has repeatedly emphasized:

about the priority of the education sector as “an element of the state’s social policies” (2000, 2004), “a nationally significant task for Russia” (2001, 2004), “the issue of the prestige of our state, its heritage” (2001), “how about the dictates of the times" (2001), "as the wealth of human civilization" (2005), "policy aimed at the future" (2005);
about the importance of education as the organizer of “the democratic process in Russia, the foundation for the formation of a rule of law state” (2002,2003,2005);
about “understandability and accessibility to every citizen of state policy in the field of education” (2001);
about “high-quality, solid, guaranteed, free education with an objective system of knowledge assessment, and certification of institutions with the function of monitoring the educational sector” (2001, 2004);
about the “practical orientation of education” (2004), “oriented towards the modern market” (2001,2005);
- on “the development and need to implement educational standards that meet high international requirements” (2001, 2004), “adjusting the content of education, adjusted for domestic developments” (2004);
on the “integrability of education and the development of scientific activity” (2004, 2005);
on “special measures of state support for schools (2001, 2005), in the form of 5 thousand individual grants for schoolchildren”, “a long-term approach since 2006 to the regulatory financing of the educational process” (2005);
on “training teacher educators for modernization processes (2001), on “the introduction of modern educational technologies, including distance learning programs” (2005);

About “the problem of responsibility of all levels of government (federal and regional) for the educational process” (2001).

The key idea of many speeches is the thesis about “building a civil society with the development of its institutions” 1, about civic education, the main goal of which is to educate a citizen living in a democratic society,” that the roots of many government failures are “the underdevelopment of civil society and the inability of the authorities to talk with it and cooperate”3 .

Since 2000, on the basis of the Law of the Russian Federation “On Education” of 1992, a number of the most important fundamental state documents have been adopted by the Government of the Russian Federation, essentially defining the strategy for the development of education in the first quarter of the 21st century:

Federal program for the development of education (approved by the Federal Law of the Russian Federation of April 10, 2000 No. 51-FZ)1 .
National Doctrine of Education in the Russian Federation (approved by Decree of the Government of the Russian Federation of October 4, 2000 No. 751)2 .
The concept of modernization of Russian education for the period until 2010 (approved by Government Decree of December 29, 2001 No. 1756-r)3 .

4.State program “Patriotic education of citizens of the Russian Federation for 2001-2005.” (approved by Decree of the Government of the Russian Federation dated February 16, 2001 No. 122)4 .

The social science component of civic education in secondary schools is determined by the Letter of the Ministry of Defense of the Russian Federation dated January 15, 2003 “On civic education of students in general educational institutions of the Russian Federation”5 .

Thus, the Presidential wishes, taken into account by Government documents and developments of the Ministry of Education in 2000-2005, determined the priority of modernization variations of school social studies education.

The target strategy for reforming modern school education is defined in the fundamental government documents: the National Doctrine of Education in the Russian Federation until 2005 and the Concept for the Modernization of Russian Education for the Period until 2010. The liberal-democratic direction has been chosen as a long-term prospect for the development of education with the ultimate goal of integrating the Russian education system into the global educational space. The strategic goals of domestic education are closely related to the problems of social and economic reform of Russian society. Modern education is designed to provide staffing for a developing market economy, significantly increase its competitiveness in the system of the international division of labor and investment attractiveness.

These documents emphasize the priority of the education sector for the state, reflecting its desire to assume, together with the public, responsibility for creating socio-economic conditions for its effective development and improvement, and stimulating investment in it. The state is interested in preserving and developing the country’s unified educational space, in shaping in the public consciousness an attitude towards education as the highest value of civil society. The state guarantees the support and development of educational institutions of various forms of ownership as they implement state policies in the field of education. The universal availability and freeness of secondary general and complete school education is also proclaimed.

The state expressed a desire to promote the rapid development of education, considering its financing as an investment in the future of the country. At the same time, the remuneration of teachers and the provision of the educational process are transferred from the federal level to the jurisdiction of regions and local authorities.

The goal of modernization of education is the creation of a sustainable mechanism for its development. At the same time, a careful reading of these documents gives the impression of a certain declarative nature. There is no specific mechanism for implementing the generally attractive principles of educational policy yet. They are yet to be developed. Some provisions of the documents are drawn up in such a way that they allow for the possibility of ambiguous interpretation, a number of principles are in conflict with reality, a number of issues are mutually exclusive1 .

In general, these documents show an attempt to combine certain ideal goals of education with the desire of government agencies to shift responsibility for the further maintenance of the school to society and the family, for which to include the education system in market relations, achieving long-term profitable private investments and their effective use.

Each individual principle of the Doctrine and Concept looks politically and socially correct and attractive. However, included in a single educational document, they do not express a clear strategic consistency and subordination of key tasks3 .

In accordance with the Law of the Russian Federation “On Education”, the organizational basis of the state policy of the Russian Federation in this area is the Federal Program for the Development of Education 4, which was designed for 2000-2005.

The main goal of the program is the development of the education system in the interests of creating a harmoniously developed, socially active, creative personality and as one of the factors in the economic and social progress of society based on the priority of education proclaimed by the Russian Federation5 .

As part of the modernization of education, as a large-scale program of the state in the period 2000-2005, a plan of specific activities has been developed and is already being implemented in the main areas of school social science education, which involves:

updating the content of education and improving mechanisms for monitoring its quality;
development and adoption of state standards for general education; unloading the content of education;
introduction of a unified state exam;
introduction of specialized training at the senior level of secondary school.

With the change in the conceptual target foundations of social studies education and the actualization of the revision of the content of the educational field “Social studies”, the need arose to refine the Concept of social studies education in secondary schools (1999)2 .

The finalization of the concept is intended to present its content in an enlarged form as a basis for the subsequent development of educational standards, to show the capabilities of all subjects included in this educational area, and to create the basis for subsequent interdisciplinary interaction in the educational process. The concept should be aimed at solving the tasks set in government documents: to ensure a level of teaching in social disciplines that meets international standards, primarily economics and law; give all high school graduates knowledge and basic skills in areas that ensure active adaptation to the social and natural environment (economics, law, fundamentals of the political system, sociology, etc.), relieve primary and secondary schools of complex theoretical issues3 .

Taking into account the importance of legal education and increased attention to the study of legal issues in the system of social science education, it was determined in accordance with the Letter of the Ministry of Defense of the Russian Federation dated May 16, 2000. 1, wider inclusion of jurisprudence in the structural and content part of the course. This led to serious adjustments to the Conceptual Foundations of Social Science in connection with changes in the volumetric indicators of the content line.

The next serious substantive amendment was the Letter of the Ministry of Defense of the Russian Federation dated January 15, 2003, according to which in secondary schools, strengthening the civic component in the educational process is an integral part of instilling democratic values in a true citizen of the country.

The orientation of social and humanitarian disciplines towards the formation and implementation of civic education and upbringing in school has determined different views and approaches in the formation of the conceptual social science component in this area 3, and the main range of basic models of civic education (subject-thematic, supra-subject, institutional, project) 4far from general integration.

One of the mechanisms of government influence on the educational sphere of influence is standardization. The standard itself is a multifunctional, complex complex, which is designed not only to streamline the educational process, but also to give it an additional incentive, to guide school graduates towards basic training at universities. The main objects of standardization were its structure, content, volume of teaching load and level of students’ preparation. The norms and requirements established by the standard are accepted as a standard when assessing the quality of the main aspects of education.

In June 2002, the bill “On the State Standard of General Education” was adopted by the State Duma of the Russian Federation in the first reading. Almost 2 years before the approval in March 2004 of the federal component of the State Standard of General Education, including in the field of social studies education, working groups worked to finalize the standards, public discussion took place, and the proposed options were rejected.

According to the approved standard, the Russian school will maintain the variability of education as a basic principle of educational policy and practice. One of the means of implementing this principle is a thoughtful relationship between the federal, regional and school components of the Basic Curriculum of General Education Institutions.

In this document, today the federal component occupies 75% of educational time, at least 10% is allocated to the regional component and at least 10% is allocated to the school component (component of the educational institution)6 .

An interesting analysis is the determination of the volume of unloading carried out in the draft federal component of the state standard of general education (2003) in comparison with the current Mandatory minimum content of general education (1998) in subject topics of social science (including economics and law) (Appendix No. 9).

To summarize, we can talk about the intensification of the content line of social science education, bearing in mind that the “unloading” led to an “overload” of 51 didactic units or 83 subject topics.

In the context of the modernization direction to improve mechanisms for monitoring the quality of education, a system of unified state examinations (USE) is being introduced, designed to ensure the accessibility of higher education. The experiment to introduce a unified state exam was determined by the Decree of the Government of the Russian Federation of February 16, 2001. According to this document, the Regulations on the conduct of the Unified State Exam were developed, approved by order of the Ministry of Defense of the Russian Federation of April 9, 2002. 3and including social studies in the list of general education subjects for which the Unified State Examination is conducted.

The Unified State Exam provides for the combination of state (final) certification of graduates of grades XI (XII) and entrance tests for admission to colleges and universities. It is carried out in the form of a written examination, which reveals the level of preparation in history of high school graduates. The Unified State Exam in Social Studies covers material on eight content areas of the course: man, society, cognition, law; economic sphere, political sphere, social sphere, spiritual sphere, forming blocks of content, which are below divided into smaller elements according to the Codifier of Content Elements (Appendix No. 10). The distribution of exam tasks by content and type of activity (Appendix No. 11) establishes such a combination of tasks that together they cover all the content lines of the social science course and represent various basic social sciences (philosophy, economics, sociology, political science, social psychology, jurisprudence).

It must be recognized that the peculiarity of modern social science education is that social and humanitarian knowledge is characterized by the coincidence of the object being studied and the subject of cognitive activity. The consequence of this is a high degree of subjectivity, a discrepancy between conclusions and assessments in existing knowledge about the same social phenomenon. Complex concepts of social sciences can be revealed only in a set of definitions, each of which reveals only one aspect of the object being studied.

Existing educational and methodological complexes in social science are characterized by unequal logic for revealing the main issues of the course, different sequences of their presentation, noticeable differences in the definitions of concepts, in the ratio of descriptive and theoretical presentation of knowledge about social processes 1. All this creates a situation in which it is impossible to create assignments on a number of issues that are simultaneously based on all available interpretations of social science textbooks.

According to statistical sociological surveys conducted among high school students, the greatest difficulties in the exam are presented by tasks with open, detailed answers [Part 3 (C)]. These are tasks for analyzing the presented source, testing mastery of social science material, and the ability to analyze, systematize and present integrative information. The answer is formulated and written down by the examinee independently in detailed form. The tasks of this part of the work are aimed at identifying graduates with the highest level of social science training.

Problems of a different nature are associated with the following types of activities: recognize the signs of concepts, characteristic features of a social object, elements of its description and compare them; evaluate the truth of judgments about social phenomena from the point of view of scientific knowledge; name terms and concepts, social phenomena corresponding to the proposed context; record knowledge about certain objects using a diagram.

The following groups of problems are related to the disclosure of these theoretical positions (concepts) using specific examples; application of social and humanitarian knowledge in the process of solving problematic problems; carrying out analysis, interpretation and evaluation of original texts of various nature - carriers of social information.

The results of these experiments indicate that there is insufficient development of the intellectual skills of graduates necessary to carry out the types of activities proposed at the exam. We have to admit that, despite the negative attitude of a significant part of teachers, higher education workers and scientists towards this innovation, the state plans to introduce the Unified State Exam in the form of universal testing. In addition, there will be discussion, experimental testing and, possibly, the introduction of a multi-point system for assessing knowledge at school.

The most important aspect of the ongoing reform is related to the idea of introducing specialized training in high schools. In development of the Concept of modernization of Russian education for the period up to 2010, a concept of specialized education at the senior level of general education was prepared 1. In accordance with the proclaimed concept, specialized education is a means of differentiation and individualization of education, which allows, through changes in the structure, content and organization of the educational process, to more fully take into account the interests, aptitudes and abilities of students, to create conditions for the training of high school students in accordance with their professional interests and intentions regarding continuing education. The Concept notes that the transition to specialized training pursues the following main goals:

ensure in-depth study of individual subjects of the complete general education program;
create conditions for significant differentiation of the content of education for high school students with wide and flexible opportunities for students to build individual educational programs.
And this is where the problem arises. The second position of “differentiation” as an alternative to “integration”, especially in the context of social science subjects, creates a defect in the system of social and humanitarian education in higher education, which perpetuates the disunity of academic disciplines.
An integrated social studies course creates the most favorable conditions for students to master key (basic) social competencies, which are interdisciplinary in nature.
Disintegration of social studies by separating from it separate courses of economics and law while maintaining the available small resource of teaching time in high school (at the basic level), according to L.N. Bogolyubov. 1, will lead to the displacement from the content of general education in the senior classes of knowledge about the social qualities of a person, the foundations of morality, social relations, culture, political processes, cognitive activity necessary for the formation of the student’s personality and his civic position, and in the secondary school it will not allow the construction of social science preparation in accordance with the age characteristics of students.
The most important unresolved issue of vocational training is the determination of its structure and directions, as well as models for organizing specialized training. Its implementation is possible only under the condition of a relative reduction in the educational material of non-core subjects - and this is the narrowness of the basic general education training of students. The proposed standard for the profile level raises a feeling of deep concern about the extremely unsuccessful division of schools into profiles.
The very idea of universal specialized education in Russia is being questioned, because it is practically impossible to implement, because 70% of schools are understaffed rural schools.
The change in modern educational goals and objectives, the narrow profile of high school students required the introduction of social and humanitarian elective courses - part of the complex composition of courses for high school. On the eve of professional self-determination, this step by the state can be considered positive. However, the educational field of “Social Studies” is so diverse that it is extremely difficult to combine dozens of elective curricula into a whole or organize them into categories. The current situation with the teaching of elective courses in the social and humanitarian cycle, which are most often united under the name “Social Studies,” can in general be characterized as a situation of uncertainty.
Thus, on the path from educational reform to the modernization of education, despite the activity of the state as the main driving force in educational changes, certain difficulties are observed.
Problems in education have emerged in the context of its modernization. For the first time, education is clearly woven into the general logic of changes in the economy, politics, the judicial system, the development of civil society and the third sector. The modernization framework is determined in the logic of processes referred to as “challenges of time,” i.e. processes of migration (mobility), globalization, innovative economy, problems of the “new Russian state”. That is why changes in the educational sector must be approached competently, prudently and professionally, while solving a number of problems that arise with any modernization of education, namely:
maintaining what is positive in the existing system;
restoration of something useful lost in education over previous years;
bringing the education system in line with the needs of society, making modernization processes transparent and understandable to society.
And the designation “load-bearing structures” of the modernization scenario is the National Doctrine of Russian Education, the Law “On Education”, “The Federal Program for the Functioning of the Education System in Russia are inconsistent, confused in their value bases and target guidelines, emasculated in content, and not supported by direct and legal by-laws.” responsible action, which clearly does not contribute to the implementation of the wishes of the President of the Russian Federation for the construction of a civil, democratic and legal Russian state.
2. Features of modern school social studies in the context of modernization
reform education school social studies
The rapid nature of the technology development process and the changing information space dictate the need for a modernization restructuring of the education system in general and social science in particular, as well as the formation of “human capital” with significant creative potential and a high level of intelligence.
In the government document “Concept for the modernization of Russian education for the period until 2010” 2new priorities for the general education system are being formulated. One of them is the willingness of school graduates to take personal responsibility for their own well-being and the well-being of society. Achieving this result presupposes, on the one hand, the development by students of social skills and practical skills that ensure their social adaptation to the conditions of a changing society, and on the other hand, the social mobility of young people, their ability to quickly change social and economic roles, the possibility of active and creative participation in social progress.
All these fundamental changes in the education system are impossible within the framework of previous value orientations. If we really want to move to a new paradigm of education, and the “information society” makes this transition inevitable, then the new goals of education should be:
- development of independence and ability for self-organization in schoolchildren;
developing the ability to defend one’s rights, a high level of legal culture (knowledge of fundamental legal norms, and most importantly, the desire and ability to apply them within the legal system);
formation of readiness for cooperation, development of the ability for group work and communications;
the formation of tolerance, the ability to seek dialogue with opponents, the ability to reach meaningful compromises when resolving specific issues.
To summarize the above, the new requirements for the quality of education imply:
- the ability to work in a group in close cooperation, taking responsibility and participating in decision-making regarding the organization of the process of achieving the expected result;
- ability to work independently without constant supervision;
- ability to work with problems and look for ways to solve them;
the ability to analyze a new situation using existing knowledge;
the ability to act in an uncertain situation, independently obtaining the missing information;
the ability to cooperate with other group members.
Setting new goals for general education requires paradigmatic changes in the educational process. In accordance with modern state educational policy, which is implemented in the strategy for modernizing the general education system, the main results of the activities of general education institutions should not be knowledge, skills and abilities themselves, but a set of “key competencies” in intellectual, civil law, information and communication and other areas of life. In other words, society in general and the pedagogical community in particular are gradually beginning to realize that the “knowledge-based” paradigm in general education should be replaced by a “competency-based approach”, which does not exclude, but enriches and modernizes the traditional Russian school approach to the goals and content of general education.
The competency-based approach is an approach that focuses on the result of education, and the result is not the assimilation of a sum of information (information), but the ability of a person to act independently in various problem situations, applying knowledge and generating new ones; this is an approach that implements the activity-based nature of education, with in which the educational process is focused on practical results. Its essence is expressed in the fact that the updated content of education will be based on “key competencies”.
Competencies are formed in the learning process, but their formation depends not only on the educational process, but also on the entire structure of school life and, more broadly, on the entire educational and cultural situation in which the student lives.
One of the incentives for the transition of Russian schools to the “competency-based education paradigm” (competency-oriented education) was the results of international projects on comparative studies of the effectiveness of school education systems in the modern world (PISA, etc.). These projects have shown that the Russian school is far from being a leader in the world in terms of the applicability of knowledge.
Based on modern ideas about social studies education, on an analysis of current global and domestic trends in teaching social subjects at school, the Social Studies Standard was adopted, which defines:
- the desire to implement civic-patriotic, moral education of students as the most important task of schooling, the formation of value orientations and beliefs in schoolchildren based on personal understanding of the experience of history and modern life in Russia;
focus on the socialization of students, the formation in them of the basis for the implementation of social roles and basic communicative, political, social competencies. In this regard, the focus is on students mastering:
knowledge that is integrated from a whole complex of social sciences and humanities: history, economics, law, political science, sociology, cultural studies, etc.;
skills (methods of mental and practical activity);
value-emotional experience (social values, norms and rules that serve as value-normative guidelines for an individual’s activity);
experience of creative activity (including the performance of social roles in typical life situations)2 .
In accordance with the objectives of modernization of education, a significant update of the content of the academic subject “Social Studies” is taking place.
The novelty of the federal component, in our opinion, is that, firstly, it provides a detailed definition of the goals of social science education. Changing the goals of this educational subject at the present stage takes into account the tasks of modernizing education. This means, first of all, increasing the role of the course in the spiritual and civic development of the individual and simultaneously strengthening the practical orientation of training. Therefore, the new standard formulates predictable goals for the development of personality and education of students, towards the achievement of which the educational process and extracurricular activities of schoolchildren, organized on the basis of the course, should be aimed. The planned learning outcomes are also determined, which are reflected in order to master the system of knowledge and skills, and develop experience in their application in cognitive and practical activities.
The standard is aimed at the formation of humanistic and democratic values, the basis of which is the system of ideas embodied in the Constitution of the Russian Federation.
And secondly, the mandatory minimum maintenance has changed significantly. It has been updated based on the newly developed goals of social science education, taking into account the changes that have taken place in society over the five years that have elapsed since the approval of the previous mandatory minimum, as well as the processes occurring in modern scientific social science. In a number of cases, the wording was clarified and the wording of certain questions was changed. The logic of presenting the material has been adjusted (from general to specific).
The standard for a primary school makes it possible to implement its content in educational materials that correspond to the age characteristics of students of early and late adolescence, their cognitive abilities, needs, important milestones of social maturation (expanding legal capacity, obtaining a passport, reaching the age for which criminal liability is established by law). a number of offenses, etc.). Accordingly, all content components (socio-psychological, moral-ethical, sociological, economic, legal, etc.) can be disclosed both for juniors (at an elementary level) and for seniors (more deeply, taking into account their needs and capabilities , increasing general educational training) of adolescents.
In accordance with the Concept of Modernization of Education, the volume of economic and legal knowledge included in the integral social studies course has increased significantly, and large independent courses in economics and law are provided in classes of the corresponding profile. The strengthening of the economic and legal components of social science education in the standard is reflected in the fact that their volume significantly exceeds sociological, political science and other content components.
Changes in content affect students' workload. It was impossible to unload the course as a whole using outdated material, since the main content of social science education, which emerged in the mid-1990s, was initially focused on the requirements of modern life.
The problem of unloading the course for primary school was solved on the basis of the principle: to select the necessary social science knowledge and other content components that correspond to the capabilities, needs and interests of adolescence. Political science, sociology, philosophy and other questions have undergone some reduction, some of which have been moved to senior grades, and the most complex of them - to the specialized course.
At the same time, the task of strengthening economic and legal training required not a reduction, but an increase in the corresponding content blocks compared to the mandatory minimum of 1998. 1(Appendix No. 12).
Taking into account the doubling of educational time for studying the course in basic school, we can expect a certain normalization of the educational load for adolescents aged 11-15 years.
Thirdly, in the rubric of the mandatory minimum, which is called “Experience in cognitive and practical activities,” the activity component of the content is recorded. Here are the types of activities that are typical for the social science course. The inclusion of students in these types of activities in this course becomes an important requirement for the organization of the educational process. The standard specifies methods of activity in which the acquired knowledge and skills are applied. This section highlights those aspects of students’ personal experience that, on the one hand, developing in the process of everyday life, are rethought during classes on the basis of acquired knowledge, and on the other hand, are formed directly in the classroom.
Fourthly, the practical orientation of social science education has been strengthened through its focus on the formation of basic social competencies. This is reflected in the updated wording of the target block of the standard, which focuses on the application of acquired knowledge and skills, as well as in the new structure of requirements for graduates, which indicate the practical skills that all students must master. Regardless of the chosen profile, a school graduate must achieve a certain level of competence:
in the family and everyday sphere (behave in accordance with moral and legal standards, actively participate in the life of the family and solving its problems);
in the field of labor activity (be able to independently conclude and conscientiously execute an employment contract, comply with the rules of labor discipline, wisely use benefits for employees combining work with study);
in the sphere of civil and social activities and interpersonal relations (act in accordance with moral and legal norms, competently interact with the state and the most important institutions of civil society);
- in the sphere of relations in a multinational and multi-religious society (show tolerance, constructively interact with people of different nationalities and religions);
- in the field of mass communication (to be able to find and critically perceive the necessary social information and advertising transmitted through media channels).
These competencies represent an integral part of civic culture, familiarization with which is one of the main tasks of social science education.
The practical orientation is embodied in the orientation of social science education towards preparing students for the conscious fulfillment of typical social roles (family man, worker, owner, consumer, citizen).
The knowledge and activity components of the standard are formulated taking into account new forms and methods of studying social studies in secondary school, and the experience of conducting the unified state exam. This will allow students to better understand the course content.
The implementation of the above goals of social science education, attention to both its value, spiritual and moral potential, and to its practical orientation strengthen the personal orientation and the educational nature of the selected content. Along with practice-oriented content, social science provides spiritual and moral guidelines, promotes the development of the ability to evaluate oneself and society from the standpoint of humanity, decency, and citizenship.
The continuity of the content of social science education is:
firstly, in the consistent development of the problems of the relationship between the individual and society - from the comprehension in elementary school of everyday phenomena and processes observed by the child to the presentation in elementary form for younger adolescents of the current problems of the individual, society, and state, necessary for educating a citizen, and then to the systematic disclosure for older teenagers of key concepts of social science and, finally, a deeper understanding in high school of the entire system of social relations.
secondly, from stage to stage there is an expansion of the range of general educational and specific skills, as well as a gradual increase in their complexity and the level of reflection of social experience.
At all levels, the study of social studies is carried out based on the content of the history course and on certain elements of the content of courses in geography, literature, art, biology, and technology. At the same time, social science knowledge helps to better understand historical and modern social processes.
However, attention should be paid to the differences between the basic school standards and the high school basic level.
The basic level standard in high school differs from the basic school standard:
revealing a number of issues studied in basic school from a different perspective, at a higher theoretical level;
introducing new content (knowledge and skills), expanding the range of concepts studied, which allows us to more fully and deeply reveal the problems of man and society;
higher level of requirements for graduates.
Thus, for the basic school, social science content is constructed that takes into account the social status, capacity, capabilities and interests of a teenager entering the age of choice in the field of professional activity.
In high school, the course is structured with a focus on the expanding range of social connections and relationships of students, their independence and responsibility in solving life problems. In this regard, the basis of the content of social science education becomes the fundamental concepts and ideas of social sciences, spiritual (moral and ethical, life-meaning components) and civil (relationships of a citizen with the state and institutions of civil society) culture. Social studies in high school is designed to ensure preparedness for the study of social disciplines in vocational educational institutions of any profile.
It is necessary to pay attention to the features of the content of social science courses at the profile (in classes of social and humanitarian orientation) and basic (in classes of natural science and mathematics) levels.
At the profile level, in addition to solving general educational problems, the course should give an idea of the basic social sciences (philosophy, economics, sociology, political science, social psychology, jurisprudence), their categorical apparatus, current problems, methods of scientific knowledge, and typical professions in the social and humanitarian fields , as well as about the main types of educational and educational-research activities necessary to continue studying at universities in the social and humanitarian field.
In contrast to the object-based approach (grouping relevant knowledge around the social objects being studied), used in documents for basic school and the basic course at the senior level, in the mandatory minimum for a profile course the content is grouped according to the main branches of social science (social sciences). This determines a different structure of the text of the document reflecting the content of the profile course, a different logic of its presentation, closer to the logic of the corresponding basic sciences, which implies a deeper disclosure of their key concepts.
When planning social science training in classes of natural sciences, philology, mathematics, technology and other profiles, we must not forget, in our opinion, that social disciplines are represented in both secondary and higher professional educational institutions. Therefore, in such classes there is no need to go into complex issues of social theory, which are considered in the programs of social and humanitarian disciplines in vocational secondary and higher schools. On the other hand, it is necessary to prepare secondary school graduates for an adequate, conscious perception of the content of these disciplines taught at a higher level. Each social science has its own conceptual apparatus and scientific language. Consequently, the continuity of a complete secondary school and a vocational school can be ensured only by students mastering the basic concepts of social science and developing their skills in working with primary sources.
From this follows the need for students in grades 10-11 to acquire, in addition to those indicated above, one more competence - in the field of cognitive activity (the ability to adequately understand social scientific terms, know the basic concepts of social sciences and humanities, independently obtain information from philosophical, scientific, journalistic, statistical, legal and other texts).
In classes of all profiles, social studies is primarily a necessary element of the personal development of a citizen 1. As for classes of social and humanitarian (historical, social science, socio-economic, etc.) profile, in this case it is necessary to create a basis for receiving appropriate professional training. Graduates of these classes in higher education will receive fundamental courses in training programs for future specialists (philosophers and historians, economists and lawyers, sociologists and political scientists, etc.). They will have to choose special courses and special seminars. In addition to the actual educational work, they will have to carry out educational and research work, and in many cases, scientific research work.
In social and humanitarian classes:
- the range of basic concepts of social sciences is expanding, the ability to operate with which is necessary for mastering fundamental knowledge;
- social problems of man and society are revealed more deeply than in science classes;
an idea is formed about the basic social sciences, the most important milestones in their development, current problems, and research methods;
provides guidance on the issue of professions and areas of activity in which specialists in the field of social sciences and humanities work;
The experience of educational and educational-research activities is improved (seminars, work with primary sources, development of projects, preparation of abstracts, etc.).
Thus, in social and humanitarian classes, the content necessary for familiarization with civil and spiritual culture and mastering basic social competencies must be adequate to the specific tasks of these classes. They are focused on broad historical and social science training, creating conditions for graduates to independently choose any of those universities or faculties that relate to the social and humanitarian profile: historical, legal, sociological, philosophical faculties, as well as faculties of journalism, management, pedagogy and psychology, and etc. In such classes, it is necessary to have, along with the specialized course “Social Studies”, specialized courses “History”, “Law”, and in classes of socio-economic direction - also the specialized course “Economics”1 .
Depending on the characteristics of the school, the interests of students and the requests of their parents, the readiness of teachers or the ability to attract specialists, the school’s curriculum includes elective courses that deepen, expand or complement the knowledge acquired in specialized courses.
Some schools are introducing courses that allow you to study in more detail any section of a core course (“Entrepreneurship,” “Sociology of the Family,” “Management,” etc.), courses that reflect borderline areas of knowledge (“Economic Sociology,” “Political Sociology.” psychology”, etc.).
Meanwhile, interdisciplinary courses are being developed that combine knowledge from courses in history and theoretical disciplines (for example, “Modern World”, “Philosophy of History”, “History of State and Law”) or knowledge about a specific object (for example, the course “Man”, combining knowledge from the field of philosophical and social anthropology, sociology, social psychology, ethics, cultural studies).
In our opinion, it would be useful to organize the study in social and humanities classes of courses in areas of knowledge not represented in the standards (for example, logic or general psychology).
Integrated courses “Social studies (social studies)” can be taught by history teachers (with appropriate retraining). And to teach specialized courses in economics and law, you will need additional special training for the teacher (with obtaining the appropriate document) or the involvement of teachers from professional educational institutions.
The new content of social science education, focused on new goals, involves changing the forms of education, introducing into practice techniques and methods that best suit the age and personal characteristics of students, who must receive general education training that allows them to carry out a variety of socially approved activities in modern Russian society. The use of active learning in the pedagogical process (training, discussions, business, role-playing, situational games, inclusion of students in the development and implementation of social projects in a school, neighborhood, etc.) significantly changes the position of participants in the learning process and the nature of their educational communication. In this case, it is the teacher who acts as the organizer of the creative process of interaction in the lesson.
An important help for realizing the goals of modern social science training for students is the active use by the teacher of a set of cognitive and practical tasks created in recent years. This complex takes into account the content and organizational-activity specifics of the new social science course, and is based on taking into account the interests and life experiences of students when selecting methodological and methodological bases for constructing educational and cognitive activities in teaching social studies. Manuals, including fragments of various documents selected on the basis of scientific and pedagogical principles, collections of problems and other didactic materials focused on those units of knowledge that are included in the standard, create real opportunities for organizing active educational and cognitive activities at different levels and stages of the social studies teaching process . The teacher in the classroom turns from an intermediary between the textbook and the student into an organizer of full-fledged and varied educational and cognitive activities.
The mandatory minimum content of education does not determine in what way this or that knowledge will be presented to the student in the real educational process: through the teacher’s explanations, by studying the text of the textbook, using documents and dictionaries, using videos and other teaching aids. The adoption of the standard means that the school guarantees any student in a Russian school the opportunity to obtain the knowledge recorded in the mandatory minimum. It is up to the teacher to determine how to solve this problem. In other words, teaching methods and means are not subject to standardization. This is the teacher’s field of creativity2 .
The document does not tie the teacher’s hands in determining the logic or sequence of studying certain substantive issues. The units of knowledge included in the mandatory minimum can be combined in various combinations and subject to a different logic of presentation. It is clear that we are not talking about their random study, but about subordinating the learning process to the intention that the authors of a particular course program or educational book may have. In this case, the teacher can change the sequence of disclosure of certain units of knowledge (of course, provided that his own version of their connection and sequence will have sufficient scientific and pedagogical justification).
Without the right to lower the standard for presenting knowledge set by the standard, textbook authors and teachers can freely include additional information in teaching. This opportunity is limited only by time resources, the level of preparation of students and the knowledge of the teacher himself. Involving additional material in relation to the standard is not only the right of the teacher, but also a pedagogical necessity. After all, only the teacher (and not the developers of the standard or the authors of the textbook) knows what cognitive and practical experience of his students he can rely on when studying social studies, what examples should be used, what interests and needs of students should be taken into account in teaching practice. In other words, the variable part of the subject is in the hands of the teacher. It is only important that it does not displace the invariant (i.e. obligatory) part, but contributes to its full assimilation. And, of course, it is important that additional material does not overload students.
In accordance with modernization requirements, the existing structure of studying social studies in school is also changing.
Currently, the structure of social studies includes propaedeutic training of students in primary school. In the course “The World Around us”, schoolchildren receive a primary understanding of society and man as a member of society, the basis of interpersonal relationships, the fatherland, small homeland, the state, and the symbols of Russian statehood. They form elementary ideas about the content of a number of social science concepts.
Teaching courses “Civics”, “Social Studies”, which are an integral part of the social studies training of students in primary school, the study of social studies in grades 5-7 is focused, first of all, on the analysis of specific issues and problems that students face in everyday life, on disclosure of the moral and legal foundations of society. Currently, the course “Civics” in many constituent entities of the Russian Federation is included in the educational plan as a regional component or component, for which the Russian Ministry of Education recommends devoting at least 10-15% of the course hours.
The deployment of a systematic social studies course takes place from grades 8 to 11.
Based on the Basic curriculum of educational institutions of the Russian Federation, its invariant part, it is advisable to study social studies:
in primary school (grades 5-9) - at least 1 hour per week;
in high school: 10th grade - at least 1 hour per week, 11th grade - at least 2 hours per week.
The basic school course is a relatively complete system of knowledge. It provides the most general ideas about man and society, a comprehensive description of modern Russian society, specific knowledge about social norms and applied knowledge necessary to fulfill basic social roles.
Its content ensures continuity between primary and secondary schools. A number of theoretical positions are studied in it at a propaedeutic level, without introducing strict scientific formulations, which are often replaced by descriptions of the characteristics of the phenomena and processes under consideration.
In high school there is a return to a number of issues that are considered at a higher scientific and theoretical level, in new relationships and interdependencies. While the basic school course is more emotional, the high school course is more rational and pays more attention to theory. This allows us to provide a new level of discussion with high school students about modern trends in social development and their deeper analysis. However, even in high school, complex concepts are often revealed through a set of definitions, each of which characterizes only one aspect of the phenomenon under consideration. In many cases, there are no unambiguous definitions of concepts; often several definitions of any of them are proposed.
Only the first steps have been taken in the field of creating elective courses in history and the educational field of Social Studies. In particular, on behalf of the Ministry of Education of the Russian Federation, the National Personnel Training Foundation held a competition of educational materials to provide training sessions on the variable component of the Basic curriculum in high school (elective courses). Based on the results of the competition, the best elective courses were named, which were published in the form of a collection by the Vita-Press publishing house. In particular, in the educational field “Social Studies” the best elective courses were named: “History of Technology”; “Geography of human prospects”, “Socio-economic problems: research, solution, action”; “Philosophical Conversations”, “Theory of Knowledge and Critical Thinking”; “Sustainable development”, “Effective behavior in conflict”, “Psychology of man and society”; "The ABCs of Journalism"; "Man - society - world."
Certain steps in the field of creating textbooks for elective courses have been taken by a number of publishing houses (Prosveshcheniye, ACT Russian Word, Central Educational Observatory, etc.). However, at present, the federal list of educational literature in social studies for 2004-2005. With the prospect of use in specialized education in high school, only a few manuals from the publishing house “ACT, Astrel” are included. Because of this, at present we can not talk about new textbooks for studying social studies at the basic and specialized levels, but only about methodological recommendations on how to use existing history textbooks for the purpose of specialized training.
In cognitive activities in the classroom, it is important today to use modern student-oriented pedagogical technologies, to involve high school students in practical and laboratory classes with solving problem tasks, with independent analysis of various media of social information, in the development of educational and practical projects.
For successful and productive work of a teacher in the transition period, it seems to us, it is necessary to comprehend the perspective of social studies education, and gradually begin to implement the new requirements for the content and level of preparedness of students in social studies contained in the Federal component of the state educational standard.
To date, a large number of textbooks and teaching aids on social studies have been prepared. In recent years, the Russian Ministry of Education has intensified its work on the formation of “lines” of textbooks (educational publications related to each other in content, methodological apparatus, approaches to illustrative material). On January 15, 2004, the Minister of Education signed order No. 111 “On approval of federal lists of textbooks, educational and methodological and methodological publications for the 2004/2005 academic year,” according to which the Federal list of textbooks and educational and methodological aids in social science for the 2004/2005 academic year was compiled year (Appendix No. 13).
The order emphasizes the teacher’s right to choose the “line” of textbooks that best correspond to the cognitive capabilities of his students, the direction of the school’s work and his own creative interests.
The line of textbooks “Man and Society” has become the most popular book on school social studies. They are well known to both teachers and high school students. Using this fact, we conducted a sociological study to analyze and examine the compliance of a school textbook with the goals of basic and specialized education in the conditions of the state educational standard. The compiled questionnaire (Appendix No. 14) and statistical analysis of the survey results made it possible to determine the opinion of ordinary teaching staff and students of schools in the city of Armavir on the issues of choosing the optimal textbook for studying social science, assessing its positive and negative aspects, implementing the principles of accessibility of the textbook to specific students, their age characteristics , potentials and interests 1, as well as the ability of the textbook to develop schoolchildren’s skills in developing competencies in accordance with modern modernization of education.
Statistical analysis of the survey results of 150 respondents (102 students and 48 teachers) allowed us to conclude the following:
The greatest number of critical comments concerned the selection of content, structure, level of accessibility of material, and methodological apparatus. Serious social changes are not always reflected on the pages of educational books; not all textbooks are consistent with the mandatory minimum content of social science education;
In the methodological and didactic plan, not every textbook reflects repeated recommendations, the headings “Questions” for self-test and “Assignments”, tasks of a creative search nature, at the end of a number of books there are no subject indexes and terminological dictionaries; There are frequent factual errors and inaccuracies in textbooks;
Reworking the content and structure of educational literature is not large-scale and systematic. A number of teachers are forced to base their work on the stock of outdated social science literature existing in school libraries.
As a result, it can be stated that today the textbooks on social studies in the arsenals of schools do not always correspond to the goals of basic and specialized education in the conditions of the state educational standard. Until new textbooks are created that fully correspond to the tasks of modernizing education, teachers are forced to use existing textbooks, using, if certain questions are missing in them, other educational books that contain the necessary material. This significantly reduces the effectiveness of the educational potential, excludes the maximum use of the educational potential of social science disciplines for the development of a humanistic, democratic, patriotic worldview of students, their opposition to the ideas of extremism in all spheres of society1 .
I would like to say that the modern modernization approach to teaching social studies (the term used as a designation of a curriculum subject is used as a synonym for the name “social studies”) is based, in the opinion of modern trained teachers, on such provisions as:
focus on creating conditions for student self-determination in the entire system of social relations, self-realization of the student’s personality;
use in the selection of course content and its teaching the possibilities of various methodological approaches existing in modern science in order to give a multidimensional, rather than simplified, picture of the life of society;
consideration of social studies as a school course, the core of which is pedagogically selected scientific knowledge about man and society.
Construction of the subject on the basis of a number of social sciences: economic theory, sociology, political science, law, cultural studies, philosophy, and psychology;
presentation in the course, along with scientific knowledge of social norms, methods of cognitive and practical activity, a system of humanistic and democratic values;
orientation of the course towards the disclosure of a system of national and universal values, reflection in it of the dialectic of national, state, social group and private interests.

An essential requirement and condition for achieving the above objectives is the informatization of the process of social science education. A number of creative teams have begun work on creating electronic textbooks on history and social studies.

In the light of the modernization of education, the readiness of teachers to teach a modern social science course can be considered in four aspects: scientific training; methodological preparation; knowledge of the new course and its features; interest in teaching social studies.

The predominant part of the teaching corps are teachers whose scientific knowledge was formed while studying the history of the CPSU, Marxist philosophy, Marxist political economy, and scientific communism in universities. The discrepancy between the list of basic sciences on which the modern social science course is built and the set of social science disciplines previously studied at the university is striking. Sociology, political science, social psychology, economics, philosophy. And this is an unknown area for a significant part of teachers.

In this regard, young teachers who have graduated from universities in the last 2-3 years are better prepared. Everyone else was faced with the task of learning again. Many received assistance in courses at institutes for advanced training of teachers, where departments of social sciences were created. But the main thing is self-education. A significant part of the teachers who taught new social studies courses in recent years learned “on the fly” - while preparing each next topic.

The way out in today’s difficult situation in the scientific training of teachers, as we see it, could be the creation of social science departments (or sociological departments of pedagogical universities, where social science teachers with a second specialty of “history” would be trained. This does not solve the problem of training teachers in history departments - historians with a second specialty in social science.

Before the introduction of an updated subject in a 12-year school, retraining of all teachers who will teach it is necessary. For this purpose, it seems to us, a plan is needed for conducting targeted courses using the capabilities of advanced training institutes, pedagogical universities, and universities. It is necessary to develop a unified program for these courses, providing for lectures on developmental and educational psychology, methods of using active forms and methods of teaching.

The situation with the methodology of social science education is unsatisfactory. While a course on methods of teaching history, sometimes condensed, is being taught, the previous course on methods of teaching social studies has outlived its time, and a new textbook for students for this course has not yet been published, although it has been prepared. Therefore, methodological preparation either, at best, comes down to familiarization with new school textbooks, or is not carried out at all. Meanwhile, even if lesson manuals for teachers are published after some time, they will not replace proper theoretical training. Since it is impossible to equip a teacher with recipes for all occasions, and the very implementation of methodological recommendations is effective only if the intention of their creators is understood. So nothing can replace the theory of teaching a subject. Only it provides universal grounds for creative solutions to methodological problems that constantly arise in the educational process.

The problem of didactic and methodological training is just as complex. For a number of reasons, in previous decades the practice of “reproducing” student activity in the classroom prevailed in schools, i.e. memorizing course content, sometimes poorly understood.

Meanwhile, the new content of humanities education requires a new methodology, a turn to such forms and methods that stimulate the creative independence and cognitive activity of students, and a transition to “dialogical” technology. According to the teaching staff, maintaining the traditions of the “reproducing” methodology ruins the new course. Hence the urgent need to explain new forms, methods, and techniques of teaching. Much depends on the teacher’s desire to master modern methods and work in a new way. Modern priorities of citizenship have determined innovative approaches to teaching methods in the humanities.

The activity component of the educational process is very significant. Civic education and upbringing today is unthinkable without modeling and analysis in the classroom of life situations - economic, moral and other, requiring the use of relevant knowledge and skills, the search for ways to solve problems generated by the situation. Drawing up a plan of practical actions, etc. Students are also involved in such activities through game forms of classes (role-playing games, etc.)

Thus, modern Russian education is called upon to adequately respond to the challenges of the 21st century. Designated by the President of the Russian Federation V.V. Putin at a meeting of the State Council of the Russian Federation in August 1999, the modernization of education is determined, first of all, by its compliance with the socially significant and promising demands of the modern life of the country.

At the present stage, the modernization of the educational system is closely connected with the process of its stabilization, with reaching the necessary budgetary standards, and with solving the social problems of teachers. The modern Russian education system is capable of competing with the education systems of advanced countries. However, its benefits can quickly be lost if a national educational policy is not formulated, clear and enjoying broad public support, if the state does not restore its responsibility for this area by allocating the necessary resources and creating mechanisms for their effective use. One of the practical tasks of the authorities is to develop the status of a state educational institution, municipal institutions of general education with the delegation of part of the federal powers to local government, improving the structure and increasing budget funding for education; strengthening the social orientation of the education system; structural and institutional restructuring of vocational education; strengthening its focus on the federal and local labor markets; bringing the regulatory framework of the education sector into line with the tasks of its modernization.

In accordance with modern state educational policy, which is implemented in the strategy for modernizing the general education system, the main results of the activities of general education institutions should not be knowledge, skills and abilities themselves, but a set of “key competencies” in intellectual, civil law, information and communication and other areas of life. The “knowledge-based” paradigm in general education should be replaced by a “competency-based approach”, which does not exclude, but enriches and modernizes the traditional Russian school approach to the goals and content of general education. Therefore, the current period of modernization of Russian education, including school social studies, has as one of the main government tasks the improvement of mechanisms for monitoring the quality of education at all levels. Subordinate to this task are the development and adoption of state standards for general education, unloading the content of education, the introduction of specialized training at the senior level of secondary school, and an attempt to organize the Unified State Exam (Unified State Exam). For the first time, social science education is clearly intertwined with the general logic of changes in the economy, politics, judicial system, development of civil society and the third sector. The framework for the modernization of education, recognized by the state, is determined by the “challenges of the time”, which are reflected in the processes of migration, globalization, and innovative economy.

The dynamism of the social structure of Russian society at the beginning of the 21st century, associated with the formation of a multi-structured market economy, the emergence of new social groups, the establishment of political and ideological diversity, freedom of mass information, pan-European integration processes, which Russia is also striving for, the rapid nature of the process of technology development, the changing information space, the formation of “human capital” with significant creative potential and a high level of intelligence dictate the need for a modernization restructuring of the education system. And this requires a rethinking of the role and place of school historical and social science education in the general education system on the basis of a new paradigm of humanitarian education, based on the revival of the principles of civic education, increasing the importance of socialization, integration and specialization of education, as well as taking into account international experience in building educational systems in the integration space .

The modernization period of the beginning of the 21st century was marked by the layering of various conceptual foundations of school social science education. The formation of a civil society and the rule of law is intended to be facilitated by the adopted Concept of civic education in secondary schools, which determined the goals and content of modern civic education and upbringing, implemented through educational subjects on civil law topics. In accordance with the Concept of modernization of Russian education for the period up to 2010, the volume of economic and legal knowledge included in the integral social studies course has increased significantly, and classes of the corresponding profile provide large independent courses in economics and law. The strengthening of the economic and legal components of social science education in the standard is reflected in the fact that their volume significantly exceeds sociological, political science and other content components. The introduced Concept of Continuous Humanitarian Education involves strengthening continuity and organic connections between preschool, extracurricular, school institutions, training and retraining of specialists.

At the same time, when comparing the studied regulatory documents of the last five years with the practice of teaching social studies at school, the declarative nature of government statements is revealed. A specific mechanism for implementing attractive principles of educational policy has not been developed. The problem of school social studies is complicated by the presence of many social studies courses, the limited educational time allocated according to the basic plan for the study of social studies, and the decline in the intellectual level of students.

Russian school social studies at the beginning of the 21st century, represented by many training courses, has almost five dozen textbooks recommended by the Ministry of Education of the Russian Federation. This indicates the predominance of the extensive path of development of the educational subject. The inclusion of new topics and relevant sections and courses of social sciences in the content of social science has exhausted its usefulness. The possibilities for teachers to comprehend and didactically process the ever-growing body of knowledge, and for students to assimilate it, are not unlimited. In addition, the elimination of the previous ideology of education and upbringing of the younger generation, which included such generally accepted principles as patriotism, collectivism, hard work, and morality, led to a revaluation of the values of society and a decrease in the intellectual level of students. This is reflected in the training courses. In particular, the educational time allocated according to the basic plan for the study of social studies remains unjustifiably limited. The eclecticism of the content of a number of social and humanitarian educational disciplines, their theoretical instability influence the development of an adequate structure and pedagogical technologies.

In the light of modern Russian modernization and the construction of civil society in Russia, the priorities of civic education and upbringing have determined innovative approaches in the methodology of teaching the humanities.

To develop citizenship, the entire arsenal of methodological tools characteristic of socio-humanitarian disciplines is used: seminars, workshops, conferences, work with documents, media materials, preparation of abstracts, personification of manifestations of citizenship.

The activity component of the educational process becomes relevant. Civic education and upbringing today is unthinkable without modeling and analysis in the classroom of life situations - economic, moral and other, requiring the use of relevant knowledge and skills, finding ways to solve problems generated by the situation, drawing up a plan of practical actions, etc. Students are also involved in such activities through game forms of classes (role-playing games, etc.).

Currently, the role of regional studies courses in the structure of basic school humanities education has significantly increased. The regional component may include both compulsory basic disciplines and elective courses and electives.

Currently, the search and development of educational and methodological sets of regional studies literature are underway, including various textbooks, teaching aids, reading books, anthologies, workbooks, reference books, atlases, popular science literature, and visual teaching aids.

Meanwhile, the new content of humanitarian education requires a new methodology, a turn to such forms and methods that stimulate the creative independence and cognitive activity of students, and a professional transition to “dialogical” technologies. Preserving the traditions of the “reproducing” methodology ruins the new course. Hence the urgent need to explain new forms, methods, and techniques of teaching: widespread use of the Internet; increasing the efficiency of use and introducing new computer methods of working with sources and literature, constantly enriching historical, sociological, political, economic, cultural and other information based on new technological data processing and modern methods of text analysis; creation of humanitarian databases; development and implementation of new types of computerized teaching aids; widespread use of distance learning methods; creation of a computer communication system between schools, universities and academic institutions. Although the listed didactic techniques have begun to be used in some schools, much depends on the teacher’s desire to master modern methods and skills in working with new equipment.

The predominant part of the teaching corps are teachers whose scientific knowledge was formed in Soviet universities. For many, the set of social studies courses is an area of unknown. The way out in today’s difficult situation in the scientific training of teachers, as we see it, could be the creation of social science departments or sociological departments of pedagogical universities, where the training of social science teachers with a second specialty of “history” would be carried out. This does not eliminate the problem of training historian teachers with a second specialty in social science at history departments.

Before the introduction of an updated subject in a 12-year school, retraining of all teachers who will teach it is necessary. For this purpose, it seems necessary to us to develop a plan for conducting targeted courses using the capabilities of advanced training institutes, pedagogical universities, and universities. It is important to collectively discuss and formulate a unified program for these courses, including lectures on developmental and educational psychology, methods of using active forms and teaching methods.

List of sources and literature used

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Home > Program

Development of social science in the 20th century

The idea of technocracy in social cognition. Modern "neo-Darwinism". Spiritual values and their role in the life of society. Problems of the essence and existence of man in the philosophy of existentialism. The essence of the theory of social stratification. Scientific development of the concepts of “social role” and “social status”. The problem of periodization of historical development. History through the prism of a civilizational approach. The reasons for the emergence of various directions in the development of Marxist thought. Development of radical revolutionary ideas of Marxism in Leninism. The concept of revisionism and centrism, their historical evolution. Discussion about the place and role of Marxist teaching in the modern world.

Problems of modern social science

The current stage of development of social sciences. The increasing role of scientific discussions. Discussions about socialism and its prospects. Discussion of issues of moral improvement of the individual in the context of reforms. Discussions on youth issues and youth policy.

CIVILIZATIONS OF THE PAST

What is civilization

The relationship between the concepts of “formation” and “civilization”. Signs of civilization. Civilization and culture. Human values.

Features of ancient civilizations

The transition from a pre-class, pre-literate, pre-state and pre-urban state of society to civilization. Changing interaction between man and nature. The formation of civil society in ancient times. Contribution of the peoples of the world to the achievements of ancient civilization. Unity and relationships of ancient civilizations. Problems of modern understanding of antiquity.

Ancient civilizations of Europe

Specific features of ancient Greek civilization: classical slavery; polis as the unity of political structure and civil society. Great achievements of ancient Greek culture. The birth of philosophy. The Hellenistic civilization is a unique synthesis of eastern and ancient elements of society. Civic values of Rome. Roman law. Roman eloquence.

World of barbarism

Subsistence farming and its role in the life of a barbarian. Contradictions between democratic clan structures and the rise of the nobility. Militarization of public life. The nobility and the militia are the source of military ideology. The values of the world of barbarians, their unity and contradictions. The clash of barbarian and ancient societies.

European civilization of the Middle Ages

The way of life and thinking of the era. Estates of medieval society. Characteristics of their values. Connections between classes and insurmountable psychological barriers between them. Monarchy and the church as a guarantor of the stability of medieval society. Christianity as the central axis of medieval civilization. The city is the cradle of a new civilization.

Transition to industrial civilization

Prerequisites for accelerating social progress in Europe. Initial accumulation of capital and the formation of economic sovereignty of owners. Renaissance values: humanism, personal freedom. The destruction of the spiritual autocracy of the church in the era of the Reformation. The virtues of early capitalism: thriftiness, frugality, moderation. The origin and development of parliamentarism. The significance of the industrial revolution and bourgeois revolutions in the transition to industrial civilization.

Civilization of the East

"Continuity" of development. The inextricable connection of Eastern civilization with nature. Traditionality as the defining moment of life. Peculiarities in the perception of religion. Lack of freedom and democracy in the European sense. Differences in the social psychology of China, India and Japan.

Historical path of Russia

The Russian path: turning points. Features of Russia's development. Peasant community. Autocracy. The role of bureaucracy. Orthodoxy and its meaning. Russian empire.

THE MODERN STAGE OF THE WORLD CIVILIZATION

DEVELOPMENT AND OUR SOCIETY

Modern civilizations

Diversity of ways and forms of social development. The current stage of civilizational development. Types of civilizations. Features of the development of “traditional society”. Achievements and contradictions of Western civilization. Transition to an industrial society. Integrity and interdependence of the modern world.

Global problems of our time

The origin of global problems and their interrelationships. Scientific and technological progress and global problems. Threat of environmental crisis. Problems of war and peace in modern conditions. The gap between the liberated countries and the developed countries. Ways to resolve global problems. New political thinking. The problem of terrorism.

Russian society in the modern world

The need to renew society. Goals and objectives of reforms. Transformations in society and the general civilizational process. Economic and socio-political crisis. Ways out of the crisis.

ECONOMIC DEVELOPMENT OF MODERN CIVILIZATION

Economics and its role in the life of modern society

Dependence of living standards on the state of the economy. System of economic relations. Production. Property relations. Variety of forms of ownership. Distribution, its dependence on forms of ownership. Sources of income for various population groups. Economic reforms in Russia. Problems and contradictions of the transition to a market economy. Standard of living. Living wage. Employment and unemployment.

Market relations in modern economics

Market concept. Various options for organizing economic life. The role of the market in economic life. Law of value. Law of supply and demand. Markets for goods, labor and capital. Competition and monopoly. Contradictions of a market economy. Market mechanism and government regulation. Modern market. Fiscal and monetary regulation of the economy. Russia in the system of international economic relations. Entrepreneurship: essence, functions, types. Money and its functions. Banks, inflation.

Scientific and technological progress and material production

The essence of the scientific and technological revolution (STR). New stage of scientific and technological revolution. Changing the position of a person in the production process. The impact of scientific and technological revolution on various fields of activity. Ecological threat. New quality of economic growth. Social consequences of scientific and technological revolution.

Man in the system of economic relations

Man in the system of property relations. Changes in working conditions and content. A person's attitude towards work. Distribution by work. Opportunities to increase personal income. Needs and consumption.

Economic reform in our country

The need for economic reform. The significance of the transition to a market economy. Conditions for transition to the market. Discussion about the consequences of the transition to a market. The need to create a social protection system. Exacerbation of the crisis situation in the economy. Ways to stabilize the economy.

Right

Law in the system of social norms. Legal system: main branches, institutions, relations. Administrative law. Civil law. Criminal law. Labor law. Signs and types of offenses.

CIVILIZATION AND SOCIAL DEVELOPMENT

Social structure of society

The social structure of society as a set of interconnected and interacting social groups and social institutions. Types of social groups. Inequality and social stratification. Causes of social and structural changes. The role of social movements in the life of society. Family in modern society. Social relationships and interactions. Social politics. Youth as a social group. Problems of youth in conditions of social change.

Nations and national relations

Nation and its characteristics. Development of nations and national relations in the modern world. Interethnic integration, its objective reasons. Ethnic crises, their main causes and ways to overcome them. Ensuring individual rights and freedoms is a condition for the freedom of the entire people. The action of two trends in the development of nations and national relations in the Russian Federation. The crisis in the development of national relations and ways out of it.

Social status and role of the individual

Social status of the individual and social group. Assessing the social significance of certain social positions occupied by people: authority, prestige. Social mobility. Social role of man. Social guarantees. Deviant behavior.

Trends in the development of social relations in our country

Development and current state of the social structure of society. Changes in social structure currently occurring. Problems of the social sphere and prospects for the development of social relations.

MODERN CIVILIZATION AND POLITICAL LIFE

The role of the political system in the life of society

Power, its origin and types. The state: its features, forms, functions. Political relations. The structure of the political system. The relationship between organizations, political norms and political culture. Types of political regimes. Society management. Subjects and objects of politics. The principle of separation of powers and forms of its implementation. Civil society.

Constitutional state

The rule of law is a fundamental principle of a rule of law state. Equality of citizens. Protection of human rights. Mutual responsibility of the state and the individual.

Political pluralism

Political monopolism and pluralism. Principles of political partnership. Forms of resolving political conflicts under the rule of law. Multi-party system. Democracy in the modern world: its forms and mechanism of implementation.

Political status of the individual

The variety of political roles of the individual. The role of the voter. Criteria for assessing the election program of parliamentary candidates. Political leaders and imitators. Political culture.

Reform of the political system in our country

The need for reform of the political system. Updating the electoral system. Development of political pluralism. Contradictions in the process of democratization of the political system. Political system of the Russian Federation. Constitutional system of the Russian Federation. Federal structure of Russia. Political system of Mordovia. Fundamentals of the constitutional system of the Republic of Moldova.

SPIRITUAL VALUES OF MODERN CIVILIZATION

Spiritual culture

The concept of culture. Material and spiritual culture, their relationship. Continuity and innovation in the development of culture. Diversity of cultures. Mass and elite culture. Screen culture. Interaction of cultures. Mass media. Trends in the spiritual life of modern Russia.

Science and education

Science concept. The difference between scientific knowledge and everyday knowledge. Functions of modern science. Freedom of creativity and moral freedom of a scientist. Education concept. State regulation of the education system. Variety of types of educational institutions. General trends in the development of education. System of sciences studying man.

Morality and art

The concept of religion. Cult, religious worldview. Church. The difference between the everyday ideas of believers and theology. The unifying and dividing role of religion in the modern world. World religions. Tolerance as one of the universal human values.

The spiritual life of modern man

Man is the creator and bearer of culture. Universal human culture and personality. Worldview guidelines in the choice of spiritual values. The role of literature and art in the moral and aesthetic development of the individual. Criteria for human spirituality. Lack of spirituality: causes and consequences, ways to overcome.

Problems of development of spiritual culture in our country

Development of spiritual culture in conditions of social renewal. Returning cultural heritage to the spiritual life of the Fatherland. Contradictions between the spiritual potential of our society and the possibilities of introducing people to it. Liberation of literature, art, humanities from ideological and political dictates. Priority of universal human spiritual values. The revival of culture is a necessary condition for the renewal of society. Features of Russian civilization.

THE ROAD TO A NEW CIVILIZATION

Social forecasts for future development

Social forecasts and their role in socio-political development. Scientific and technological revolution and alternatives for the future. Global problems and ways to solve them. Priority of universal human values.

Information society

Concept of information. Information society. Prospects for the development of society in various spheres, its contradictions. The role of the media in the life of society.

ON THE SUBJECT "RUSSIAN LANGUAGE"

The Russian language assignment involves a multidimensional linguistic analysis of a short text. At the same time, spelling and punctuation skills and abilities, knowledge of the norms of the Russian literary language, knowledge of phonetics, vocabulary and phraseology, word formation, morphology, syntax and stylistics of the Russian literary language, as well as the history of the language and its territorial and professional varieties are tested.

Phonetics

Phonetic system of the Russian language. Speech sounds and letters. Vowels and consonants. Voiceless and voiced, hard and soft consonants. Indication of softness of consonants in writing. Syllable, stress. Unstressed vowels, their spelling.

Vocabulary

The concept of vocabulary. Meaning of the word. Single and polysemous words. Direct and figurative meaning of the word. Homonyms. Synonyms. Antonyms. Vocabulary wealth of the Russian language. Common words. Professional vocabulary. Dialect words. Borrowed words. Outdated words. Neologisms. The concept of stable phrases.

Word formation

The stem of the word and the ending. Ending, suffix, root, prefix as significant parts of a word. Alternation of consonants and vowels in the root. Spelling of words with alternating vowels o - and in the roots gora- - gar-, kos- - kas-. Spelling of words with alternating o - and in the roots lozh- - lag-, roz- - rast-. The letters e and o are after the sibilants at the root. The letters s and and after c. The letters z and s are at the end of the prefixes. Spelling of prefixes pri- and pre-. Various ways of word formation in Russian. Complex words and their spelling. Compound words and their spelling.

Morphology and spelling

Noun. The meaning of a noun and its grammatical features. Nouns, animate and inanimate, proper and common nouns. Genus. Number. Case. Types of declension. Spelling case endings of nouns. Spelling of the most important suffixes. Adjective. The meaning of the adjective and its grammatical features. Adjectives are qualitative, relative and possessive. Full and short forms. Declension of adjectives. Degrees of comparison of adjectives. Transition of adjectives into nouns. Spelling case endings of adjectives. Spelling of the most important adjective suffixes. Numeral. The meaning of the numeral name. Numerals are quantitative and ordinal. Features of declension of numerals. Spelling of numerals. Pronoun. The meaning of pronouns. Pronoun categories. Declension of pronouns and their spelling. Verb. The meaning of the verb and its grammatical features. Infinitive. Transitive and intransitive verbs. Types of verbs. First and second conjugations. Moods (indicative, conditional, imperative). Verb tenses. Person and number (present and future tense), gender and number (past tense). Participles and gerunds. Spelling verb forms. Adverb. The meaning of adverbs. Spelling adverbs. Pretext. The concept of preposition, its use in speech. Various parts of speech as prepositions. Spelling prepositions. Union. The concept of a union, its use in speech. Coordinating and subordinating conjunctions. Spelling conjunctions. Particles. The concept of particles and their use in speech. Spelling particles. Interjection. The meaning of interjections and punctuation marks for them.

Syntax

Simple sentence. Connection of words in a sentence: coordination, control, adjunction. Types of simple sentences according to the purpose of the statement: narrative, interrogative, incentive. Exclamatory sentences. Members of a sentence (subject, simple and compound predicate, object, definition, circumstance) and ways of expressing them. Types of sentences by composition: personal, impersonal, indefinitely personal, nominative, complete and incomplete. Homogeneous members of the sentence. A generalizing word for homogeneous members of a sentence. Punctuation marks between homogeneous members and with generalizing words. Isolated secondary members of a sentence (definitions, applications, circumstances) and punctuation marks with them. Addresses, introductory words and introductory sentences, punctuation marks for them. Difficult sentence. Types of complex sentences. Compound sentences with conjunctions and punctuation marks for them. Complex sentences with conjunctions and allied words. General concept of the main types of subordinate clauses. Punctuation marks in complex sentences. Complex sentences with several subordinate clauses (subordinate and sequentially subordinate). Unconjunct complex sentences and punctuation marks in them. Complex sentences with composition and subordination. Direct and indirect speech. Punctuation marks for direct and indirect speech.

ENTRANCE TEST PROGRAM

ON THE SUBJECT "PHYSICS"

When conducting an exam in physics, the main attention should be paid to the examinee’s understanding of the essence of physical phenomena and laws, to the ability to interpret the meaning of physical quantities and concepts, as well as to solve physical problems in the sections of the program. The examinee must be able to use the International System of Units (SI) for calculations, and in some cases know the units of basic physical quantities. The examinee must demonstrate awareness of issues related to the history of the most important discoveries in physics and the role of domestic and foreign scientists in its development.

MECHANICS

Kinematics

Mechanical movement. Relativity of motion. Reference system. Material point. Trajectory. Path and movement. Speed. Acceleration. Uniform and uniformly accelerated linear motion. Free fall of bodies. Acceleration of gravity. Equation of rectilinear uniformly accelerated motion. Curvilinear motion of a point using the example of motion in a circle with a constant absolute speed. Centripetal acceleration.

Dynamics Basics

Inertia. Newton's first law. Inertial reference systems. Interaction of bodies. Weight. Pulse. Force. Newton's second law. The principle of superposition of forces. Galileo's principle of relativity. Forces in nature. The force of gravity. The law of universal gravitation. Body weight. Weightlessness. First escape velocity. Elastic force. Hooke's law. Friction force. Friction coefficient. Law of sliding friction. Newton's third law. Moment of power. Condition for equilibrium of bodies.

Conservation laws in mechanics

Law of conservation of momentum. Rockets. Mechanical work. Power. Kinetic energy. Potential energy. Law of conservation of energy in mechanics. Simple mechanisms. Efficiency.

Mechanics of liquids and gases

Pressure. Atmosphere pressure. Change in atmospheric pressure with altitude. Pascal's law for liquids and gases. Barometers and pressure gauges. Communicating vessels. The principle of a hydraulic press. Archimedean force for liquids and gases. Conditions for floating bodies on the surface of a liquid. Movement of fluid through pipes. Dependence of fluid pressure on its flow rate.

MOLECULAR PHYSICS.

THERMODYNAMICS

Fundamentals of molecular kinetic theory

Experimental substantiation of the main provisions of the molecular kinetic theory. Brownian motion. Diffusion. Mass and size of molecules. Measuring the speed of molecules. Stern's experience. Amount of substance. Mol. Avogadro's constant. Interaction of molecules. Gas, liquid and solid models.

Fundamentals of Thermodynamics

Thermal equilibrium. Temperature and its measurement. Absolute temperature scale. Internal energy. Quantity of heat. Heat capacity of a substance. Work in thermodynamics. First law of thermodynamics. Isothermal, isochoric and isobaric processes. Adiabatic process. Irreversibility of thermal processes. The second law of thermodynamics and its statistical interpretation. Energy conversion in heat engines. Heat engine efficiency.

Ideal gas

Relationship between pressure and average kinetic energy of ideal gas molecules. Relationship between temperature and the average kinetic energy of gas particles. Clapeyron–Mendeleev equation. Universal gas constant.

Liquids and solids

Evaporation and condensation. Saturated and unsaturated pairs. Air humidity. Boiling liquid. Crystalline and amorphous bodies. Energy conversion during changes in the state of aggregation of matter.

FUNDAMENTALS OF ELECTRODYNAMICS

Electrostatics

Electrification of bodies. Electric charge. Interaction of charges. Elementary electric charge. Law of conservation of electric charge. Coulomb's law. Electric field. Electric field strength. Electric field of a point charge. Electrostatic field potential. Potential difference. The principle of superposition of fields. Conductors in an electric field. Electrical capacity. Capacitor. Capacitance of a parallel plate capacitor. Dielectrics in an electric field. The dielectric constant. Electric field energy of a flat capacitor.

Direct electric current

Electricity. Current strength. Voltage. Carriers of free electric charges in metals, liquids and gases. Conductor resistance. Ohm's law for a section of a circuit. Serial and parallel connection of conductors. Electromotive force. Ohm's law for a complete circuit. Work and current power. Joule-Lenz law. Semiconductors. Intrinsic and impurity conductivity of semiconductors, p–n junction.

A magnetic field. Electromagnetic induction

Interaction of magnets. Interaction of conductors with current. A magnetic field. The effect of a magnetic field on electric charges. Magnetic field induction. Ampere power. Lorentz force. Magnetic flux. Electric motor. Electromagnetic induction. Faraday's law of electromagnetic induction. Lenz's rule. Vortex electric field. Self-induction. Inductance. Magnetic field energy.

Workshop for teachers of social and humanitarian disciplines in general educational institutions of the Simferopol region (11/28/2014)

Subject . Features of teaching history and social studies in the context of the transition to the Federal State Educational Standard.

Report on the topic : “Features of teaching history and social studies in the context of the transition to the Federal State Educational Standard.”

Ryazanova N.N., teacher

history and social studies,

"Senior Teacher"

Mirnovskaya secondary school of I-III levels No. 1

Don't get tired of studying!

After graduating from high school, teacher

should not go into the middle forever.

Currently, a new education system is being formed in Russia, focused on entering the global educational space. The essence of which is expressed in the reorientation of the education system to new approaches, the creation of a modern school, a school that is capable of revealing personality, capable of instilling in children an interest in education and learning; capable of being a modern, life-appropriate educational system. The basic element in modernizing school history education is updating the Federal State Educational Standards. Today it is necessary to know what educational requirements the second generation standards impose and use new approaches in work. Let us once again pay attention to state documents defining the goals and content of school education. Both in the Federal Law on Education in the Russian Federation and in the Federal State Educational Standard of Basic General Education, the priority goal of education is no longer the transfer of a sum of knowledge, but the development of the personality of each student, capable of determining their value priorities based on understanding the historical experience of their country and humanity in general, actively and creatively applying historical knowledge in educational and social activities. The contribution of the basic school to achieving this goal is the basic historical training and socialization of students.

In modern Russia, education in general and historical education in particular serves as the most important resource for the socio-economic, political and cultural development of society and its citizens. The beginning of the 21st century is characterized by the dynamism of social processes in the country and the world, wide information contacts in post-industrial society, globalization in various spheres of life, frequent and close interaction between representatives of various ethnic and social groups. All this gives rise to new requirements for the general education of the younger generation. We are talking about the ability of school graduates to navigate the flow of social information; see and creatively solve emerging problems; actively apply the knowledge and skills acquired at school in life.

The main result in the modernization of education is the readiness and ability of young people graduating from school to bear personal responsibility for both their own well-being and the well-being of society.

Important goals of education should be (slide 5):

Development of students' independence and ability to self-organize;

The ability to defend one’s rights, the formation of a high level of legal culture (knowledge of fundamental legal norms and the ability to use the capabilities of the state’s legal system);

Willingness to cooperate, development of abilities for creative activity;

Tolerance, tolerance of other people's opinions; the ability to conduct dialogue, seek and find meaningful compromises.

What is the Federal State Educational Standard for Basic General Education (slide 6)?

Federal State Educational Standard is a set of requirements mandatory for the implementation of the basic educational program of basic general education by educational institutions that have state accreditation.

What is the distinctive feature of the new standard (slide 7)?

This is an active 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 standard names real types of activities that the student must master by the end of training.

What are the requirements for the results of mastering the educational program of basic general education (slide 8). The standard establishes guidelines for assessing personal, meta-subject and subject learning outcomes:

- personal learning outcomes - the level of formed value orientation of graduates of a certain level, reflecting their individual personal positions, motives for educational activities, social feelings, personal qualities;

- meta-subject learning outcomes are universal learning actions and interdisciplinary concepts mastered while studying several or all subjects;

- subject learning outcomes are the experience acquired by the student in the course of studying an academic subject in activity specific to a given subject in obtaining new knowledge, its transformation and application, as well as the system of fundamental elements of scientific knowledge that underlies the modern scientific picture of the world.

What changes are needed first (slide 9)?

1. Value rethinking of the professional view of one’s specialty.

2. Focus on increasing the level of one’s competence.

3. Taking responsibility for work results.

The general education standard includes (slide 10):

New goals of education;

New teaching tools;

New teaching technologies;

New goal setting for teachers and students;

New requirements for teacher training.

History occupies a special place in the process of education and upbringing. As a science, it is universal, since the object of its study is the whole variety of events, phenomena, facts, patterns, trends that have taken place in the life of mankind. History shapes the student’s personality. Prepares him to live in a changing world, taking into account previous experience, educates him to be a patriot of his Fatherland and a citizen.

Historical education at the present stage is characterized by the following features (slide 11):

The priority of studying national history;

Studying it in the context of global development;

Continuity between levels of historical education within the framework of the formation of a system of continuous education;

Deepening the content of historical courses taught and expanding the amount of teaching time;

Increasing the educational role of historical education.

The goal of history education is the general cultural, personal and cognitive development of students, providing such a key competence as the ability to learn. The main thing is the personal result, and therefore the main purpose of the teacher today is the education of Russian citizens. The teacher himself must be the bearer of the image of a person, people, country and pass on this image to the younger generation. A modern teacher must: demonstrate universal and subject-specific methods of action, initiate trial actions by students, advise and correct students and look for ways to involve each student in the work; be able to carry out thematic planning of the educational process based on the planned educational outcomes, design specific educational situations, organize the work of students in groups and pairs, in mobile groups; provide individual support to students and organize their project activities.

The main task of historical education at the present stage is to identify and study the basic patterns of development of society from the time of its emergence to the present day.

It is history that allows us not only to trace changes in the system of social relations, but also to identify the main directions in the development of mankind. The pronounced educational nature of history allows us to talk about its special role in the structure of general education.

What are the main functions of historical education and the fundamental approaches to its renewal.

History education at school should ensure the implementation of the functions of the educational process (slide 12):

The cognitive and developmental function consists in the acquisition of scientific knowledge that reveals the basic patterns of the functioning of society in all its inconsistency and diversity;

The cognitive-educational function involves the formation of skills and abilities of independent search for scientific knowledge, working with historical material, its systematization and analysis;

The educational function involves the formation of an individual responsible to society and the state.

Taken together, these functions make it possible to solve the problem of social adaptation of students.

To accomplish this task, it is necessary to be guided by the following principles for updating historical education.

Unity of training and education. In the learning process, it is necessary to form the historical consciousness of the younger generation, to cultivate a sense of pride and love for their Motherland.

The key task of modern history education is to develop unified approaches to teaching history at school. An optimal combination of formational and civilizational approaches is necessary. The first of them well reflects the passage of time, continuity and internal conditionality of the stages of development, and allows one to penetrate into the logic of socio-economic processes. The second one, as it were, gives a horizontal cross-section of the development of mankind in a certain era, shows the interaction and mutual influence of cultures of different countries and peoples, and allows for the widespread use of comparative typological methods. The combination of “vertical” and “horizontal”, formational civilizational approaches allows us to show the depth and multidimensionality of the historical process. The integrity and logic of the presentation of historical material must be ensured by the goal of educating patriots and citizens of Russia.

When studying social scientific subjects, the task of developing and educating the students’ personality is a priority.

The substantive results of studying the history of Russia and World History should reflect (slides 13, 14, 15):

1) formation of the foundations of civil, ethnonational, social, cultural self-identification of the student’s personality, his understanding of the experience of Russian history as part of world history, assimilation of the basic national values of modern Russian society: humanistic and democratic values, ideas of peace and mutual understanding between peoples, people of different cultures;

2) mastery of basic historical knowledge, as well as ideas about the patterns of development of human society from antiquity to the present day in the social, economic, political, scientific and cultural spheres; gaining experience in a historical, cultural, civilizational approach to assessing social phenomena and modern global processes;

3) developing the skills to use historical knowledge to understand the essence of modern social phenomena, life in the modern multicultural, multiethnic and multiconfessional world;

4) the formation of the most important cultural and historical guidelines for civil, ethnonational, social, cultural self-identification of an individual, worldview and knowledge of modern society based on the study of the historical experience of Russia and humanity;

5) development of the skills to search, analyze, compare and evaluate information contained in various sources about events and phenomena of the past and present, the ability to determine and argue one’s attitude towards it;

6) fostering respect for the historical heritage of the peoples of Russia; perception of the traditions of historical dialogue that have developed in the multicultural, multi-ethnic and multi-confessional Russian state.

The subject results of studying social studies should reflect (slide 16, 17, 18):

1) formation in students of personal ideas about the foundations of Russian civil identity, patriotism, citizenship, social responsibility, legal self-awareness, tolerance, commitment to the values enshrined in the Constitution of the Russian Federation;

2) understanding of the basic principles of social life, the foundations of modern scientific theories of social development;

3) acquisition of theoretical knowledge and experience in applying the acquired knowledge and skills to determine one’s own active position in public life, to solve typical problems in the field of social relations, adequate to the age of students, interpersonal relationships, including relations between people of different nationalities and religions, ages and social groups ;

4) formation of the foundations of legal consciousness for correlating one’s own behavior and the actions of other people with the moral values and norms of behavior established by the legislation of the Russian Federation, the conviction of the need to protect the rule of law by legal means and means, the ability to implement basic social roles within the limits of one’s legal capacity;

5) mastering techniques for working with socially significant information and understanding it; developing students’ abilities to draw the necessary conclusions and make reasonable assessments of social events and processes;

6) development of social outlook and formation of cognitive interest in the study of social disciplines.

In the process of transition to the Federal State Educational Standard, not only the goals and content of school social science education are updated, but also the priorities for its development. What are his priorities for the development of modern education? First of all (slide 19):

Transforming knowledge from a goal into a means;

Teach methods of cognitive, practical activity;

Apply a competency-based approach;

Subject - subjective relations, built horizontally, bidirectional relations;

Use of interactive, developmental technologies;

Development of universal learning activities;

The main goal of education is the development of personality, its socialization.

The new training standard provides for the formation of key competencies (slide 20):

Informational;

Social;

Communicative;

Cognitive;

Subject.

Types of lessons from Federal State Educational Standards (slide 21):

A lesson in “discovering” new knowledge;

A lesson in the integrated application of knowledge and skills;

Lesson on updating knowledge and skills;

Lesson on systematization and generalization of knowledge and skills;

Lesson of control of knowledge and skills;

Lesson on correction of knowledge, skills and abilities;

Combined lesson;

Reflection lesson;

Lesson in developmental control.

Stages of organizing a modern lesson (slide 22):

1. Studying the content of educational material.

2. Determining the objectives of the lesson.

3. Clarification of the type of lesson.

4. Clarification of the type of lesson.

5. Selection of methods and techniques.

6. Planning the educational material of the lesson.

How to build a history and social studies lesson in order to implement the requirements of the Second Generation Standards?

To construct a lesson within the framework of the Federal State Educational Standard, it is important to understand what the criteria for the effectiveness of the lesson should be (slides 23-28).

1. The lesson should be effective, not showy.

2. The material must be presented on a scientific basis, but in an accessible form.

3. The structure of the lesson must strictly correspond to the topic.

4. The set objectives of the lesson - developmental, educational, nurturing - must have an end result.

5. Students must clearly understand why and for what purpose they are studying this material, and where it will be useful to them in life.

6. The lesson should create an atmosphere of involvement and interest among students in the material being studied.

7. Ensure that students themselves put forward a program for searching for knowledge, which is the highest level of problematic.

8. During the lesson you must:

Rational use of visibility, didactic material and TSO;

A variety of active forms and methods of teaching;

Differentiated approach to teaching;

Clear organization of students’ mental activity;

Creating an atmosphere of pedagogy of cooperation and creativity;

The correct balance of induction and deduction in the process of working on the relevant material;

Each specific lesson has its own didactic objectives, which depend primarily on the purpose and type of lesson;

Improving self-control skills by students;

Any type of lesson should not only provide knowledge, but also educate children.

9. Logicality, the ability to highlight the main thing in the material being studied and correctly pose questions.

10. Consistent setting of lesson goals and its stages.

11. Checking homework with the goal of mastering new material (updating knowledge).

12. Studying new material, starting with simple ones, and gradually complicating it.

13. Preparing students to understand homework and be ready to complete it.

14. Commenting on homework.

15. It is methodically correct to use visualization, TSO, etc.

16. Use active forms of questioning that allow you to involve all students in the work when checking homework.

17. Assessing the actual progress of each student, encouraging and maintaining minimal progress.

18. Acceptance and encouragement of the student’s own position.

19. The style and tone of relationships set in the lesson create an atmosphere of cooperation, co-creation, and psychological comfort.

20. In the lesson there should be a deep personal impact “teacher-student” (through relationships, joint activities).

Success of a modern teacher (slide 29):

The ability to manage oneself;

Reasonable personal values;

Clear personal goals;

Constant personal growth;

Problem solving skills;

Inventiveness and ability for innovative creativity.

The most progressive models of training and education in the context of the transition to the Federal State Educational Standard are personality-oriented pedagogical methods aimed at expanding the motivational and value sphere of the individual in the process of cognition, developing self-organization abilities, and developing the ability to independently solve both educational tasks and life problems using acquired knowledge. The education standards today already include a model of the future, because The requirements for an educated person have changed significantly. The formation of personal readiness and ability for continuous education and the formation of competencies in demand in the labor market is becoming relevant. Today, the mass school remains a “school of knowledge” and the main emphasis is placed on the awareness of the individual, and not on his cultural development. While maintaining the classroom and lesson system, it is impossible to fully implement personality-oriented education, so our task today is to introduce and use the advantages of personality-oriented technologies of training and education. The transition to student-centered education depends on the teacher: his aspirations and personal qualities. The teacher that a student-oriented school needs must meet the following requirements (slide 30):

Value-based attitude towards the student, culture, creativity;

- humane pedagogical position;

Caring for the preservation of the spiritual and physical health of students;

Ability to create a cultural, informational and developmental educational environment;

The ability to give the learning content a personal and semantic orientation;

Possession of a variety of educational developmental technologies;

Concern for the development of the student's individuality.

The basis of student-centered learning is the recognition of the individuality and self-worth of each student, endowed with his own unique experience. Therefore, when studying according to a person-centered learning system, the student (slide 31):

- gets the opportunity to look at himself from the inside and outside, compare himself with other students, evaluate his actions and behavior, learn to accept himself and others as a whole, and not as a set of good and bad character traits;

- develops willpower, learns to manage oneself through constant influence on educational and life situations;

- learns to overcome one's own emotional barriers;

- learns productive communication.

From the experience of teachers who successfully implement the principles of student-centered learning, we can determine a number of rules developed in teaching practice, namely (slides 32-34):

1. Revise traditional methods, forms and means, since they were developed for other purposes and in other socio-economic conditions.

2. Understand yourself well, your strengths and weaknesses.

3. Form a student’s positive self-esteem and provide opportunities for self-affirmation.

4. Eliminate methods that humiliate the individual.

5. Unconditionally understand and accept any student with his interests and experiences.

6. Support the emotional well-being of the student, take into account his condition and mood.

7. Look for an opportunity to provoke active activity of the individual in the right direction.

8. Help to detect errors, give the opportunity to correct them yourself.

9. Constantly increase requirements and consolidate achieved results.

10. Constantly remind the student what is expected of him, how they want him to be.

From a value-based attitude towards the student grows an understanding of the purpose of personality-oriented education - not to form or even educate, but to support, develop the person in the person and strive to use the mechanisms of self-realization and self-development.

Thus, the role of the educational subjects “History” and “Social Studies” in preparing students for life in modern society is largely related to the extent to which they help them answer the essential questions of worldview and worldview: who am I? Who are we? Who are they? What does it mean to live together in one world? How are the past and the present connected? The answers assume, firstly, students’ perception of the fundamental values and historical experience of their country, their ethnic, religious, cultural community and, secondly, their acquisition of knowledge on the history of human civilizations and the characteristic features of the historical path of other peoples of the world. These subjects provide students with ample opportunities for self-identification in the cultural environment, correlating themselves as individuals with the social experience of humanity.

I want to end my speech with the following statement: “We spend the best part of our lives at work. You need to learn to work so that the work is easy and so that it is always a life-long constant school.”

Features of teaching history and social studies in the context of the transition to federal state education. Modernization of education and modern school social studies Features of the development of social studies in modern conditions

Categories of social philosophy

Object of Natural Sciences Research

Object of social science research

Specifics of social cognition

Levels of implementation of social cognition

Social knowledge is heterogeneous

Stages of development of social science

Plato (427-347 BC)

Main problems

Origin of the state

Ideal State

Aristotle (384-322 BC)

Main problems

Origin of the state

Types of government

Homos Politicus

Private property

Thomas Hobbes (1588-1679)

Homo homini lupus est

John Locke (1632 – 1704)

Key Ideas

Charles-Louis Montesquieu (1689-1755)

Key Ideas

Geographical determinism

Jean-Jacques Rousseau (1712-1778)

Key Ideas

Paul Henri Holbach (1723-1798)

Key Ideas

Key Ideas

Main directions of modern social thought

Marxism

Postmodernism

Tutoring