МЕЖРЕГИОНАЛЬНЫЙ ИССЛЕДОВАТЕЛЬСКИЙ ПРОЕКТ «ПСИХОЛОГИЧЕСКАЯ КОМФОРТНОСТЬ ОБРАЗОВАНИЯ В СОВРЕМЕННОЙ СЕЛЬСКОЙ ШКОЛЕ» КАК ОСНОВА СОЗДАНИЯ СОВРЕМЕННОЙ КОНЦЕПЦИИ РАЗВИТИЯ СЕЛЬСКИХ ШКОЛ РОССИИ

Abstract

The purpose of this article is to present the author's interpretation of the phenomenon of the education psychological comfort in rural school and some results on the analysis of its actual state, recorded in the framework of the empirical part of the study. The research methodology is integrative-differentiated, value, comparative, statistical and inductive approaches. The main methods are analysis of a few theoretical domestic and foreign sources on the problem of psychological comfort of education in a general educational organization; a survey method conducted in the format of a Google questionnaire for four groups of participants in the educational process – teachers teaching in basic and high schools, their parents and school administrators (the questionnaire used the diagnostic technique of I. A.»); content analysis of answers to open-ended questionnaires; method of primary qualitative analysis of empirical arrays obtained in the study; secondary analysis using methods of mathematical statistics. The content of the article presents the following research results: the author's interpretation of the phenomenon «psychological comfort of education in modern rural school»; the results obtained in 10 regions of the Russian Federation in the form of a) defining the mission of modern rural school based on an analysis of the answers of representatives of the administration of rural schools; b) the calculated complex characteristics of education in rural school «integral coefficient of psychological comfort in education». All results are of a comparative nature: data on rural schools correlate with similar parameters of urban schools in the regions. These results determine the scientific novelty of the research being carried out. The materials of the article will be useful to the pedagogical community; scientists interested in both the problems of rural schools and comparative pedagogy; managers and graduate students; possibly to social institutions collecting statistics on the education system. We should add that this article starts series of articles in which the results of the study on individual problems and regions will be presented in more detail.