Abstract
The article analyzes the reflection of the problems of philological education in modern Russia by the professional pedagogical community through the prism of the collision of different conceptual approaches. The relevance of the topic is connected with the need to build an effective state policy in the field of philological education, both in school and in high school. According to the authors, the greatest difficulties in solving most of the problems are associated with disagreements in the views of different participants of the educational process on the questions about structure and content of the invariant and options for teaching Russian language and literature. The authors suggest a way out of this situation in recognition of the fact that an invariant is necessary, but its definition should take into account its compliance with all established criteria and that its content should be audited from time to time. To overcome the existing conceptual differences and disagreements, it is proposed to create a special dictionary of concepts of philological education, to work on which to attract representatives of all categories of participants in the educational process. It is also concluded that the literal borrowing of educational methods from the Western systems of education and evaluation can not be recognized as useful without their adaptation to the realities and traditions of the Russian school.
Highlights
В статье анализируется рефлексия профессио- The article analyzes the reflection of the problems of нальным педагогическим сообществом проблем philological education in modern Russia by the proфилологического образования в современной fessional pedagogical community through the prism России через призму столкновения различных of the collision of different conceptual approaches. концептуальных подходов
Актуальность рас- The relevance of the topic is connected with the сматриваемой темы связана с необходимостью need to build an effective state policy in the field of выстраивания эффективной государственной philological education, both in school and in high политики в сфере филологического образова- school
Для работы над concluded that the literal borrowing of educaкоторым привлечь представителей всех катего- tional methods from the Western systems of educaрий участников образовательного процесса. tion and evaluation can not be recognized as useful Также делаются выводы о том, что буквальные without their adaptation to the realities and tradiзаимствования образовательных методик из tions of the Russian school. западных систем обучения и оценивания не могут быть признаны полезными без их адаптации к реалиям и традициям российской школы
Summary
В статье анализируется рефлексия профессио- The article analyzes the reflection of the problems of нальным педагогическим сообществом проблем philological education in modern Russia by the proфилологического образования в современной fessional pedagogical community through the prism России через призму столкновения различных of the collision of different conceptual approaches. концептуальных подходов. В статье анализируется рефлексия профессио- The article analyzes the reflection of the problems of нальным педагогическим сообществом проблем philological education in modern Russia by the proфилологического образования в современной fessional pedagogical community through the prism России через призму столкновения различных of the collision of different conceptual approaches.
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