Abstract
Russia’s integration into the global innovation sphere, characterized by the emergence of an information society, the transition to an economy based on knowledge, the value of human capital, has determined a new vector for the development of general education. It is faced with the strategic task of updating the content, teaching methods and achieving on this basis a new quality of education in the context of maintaining its fundamental nature and at the same time meeting the modern and innovative needs of society, the state and the individual. The solution to this problem is facilitated by the comprehension and implementation of new approaches to the continuity between primary and secondary schools, which ensure the recognition of their complementary, partner coexistence in the context of strategic lines of interconnection, coordination and complementarity of goals, updated content, organization and technologies of advanced education for the optimal formation of personal, meta-subject and subject results of students in the implementation of Federal State Educational Standard of Primary General Education and Federal State Educational Standard of Basic General Education. The article proposes one of the ways to solve this problem - to increase the professional competence of teachers of primary general education and teachers of mathematics of basic school in the field of implementing the continuity of mathematical education. The solution to the stated problem is impossible without special training of teachers of primary and secondary schools, which ensures the formation of readiness to implement the continuity of mathematical education of students in primary and secondary schools in the unity of motivational, technological and reflective components.
Highlights
Ensuring continuity at various levels of general education that meets the requirements of the country's current social development is one of the primary tasks
According to TIMSS 2011, 2014, primary school in Russia is ranked 6th in the world in terms of mathematics education, and these achievements are being lost in primary school
The Concept for the Development of Mathematical Education in the Russian Federation indicates that the choice of the content of mathematics education at all levels of education is subject to obsolescence and is formal and divorced from life; continuity between levels of education is broken
Summary
Ensuring continuity at various levels of general education that meets the requirements of the country's current social development is one of the primary tasks. The teacher's competence in implementing the continuity of education in primary and secondary schools, in our opinion, is represented by general professional, specific, socio-psychological and autopsychological components “Theoretical readiness for pedagogical activity is manifested in the generalized competence of the teacher to think or, in another way, in constructive and gnostic skills, which belong to the group of internal (ideal) skills; practical is expressed in external (subject) competences competencies to act pedagogically, which are represented by organizational and communicative skills ” [12]
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