Content Of School Education Research Articles

Почему в России «рамочные» стандарты школьного образования заменяют «детализированными»: проблемно-рискологический анализ

The article is devoted to the issue of standardization of the content of Russian school education. The article reveals new approaches to the regulation of the content of school education, proposed in the draft federal state educational standards for 2018-2019; identifi es the main problems and risks of the regulatory framework of the Russian school education; examples from the practice of standardization of education in England, Finland, and South Korea are given.

Development of school biological education in Ukraine: retrospective and present

The necessity of introducing a new paradigm of educational and pedagogical activity in Ukraine is outlined: the accumulation of a large number of factual data in the natural sciences required new general-scientific logic-methodological approaches, which includes a systematic (system-structural) approach, therefore it is important to study the components (elements) of the system and their interaction. The system vision of wildlife has confirmed the universality, the importance of all levels of organization of the living: molecular genetic, cellular, organism (ontogenetic), populational-species, biogeocoenic-biosphere.
 The methodology of the study of school biological education in the aspect of orientation of the European direction of educational development, in particular the use of synergetic, systemic-structural and holistic approaches, is considered. The methodology of pedagogy includes principles and methods of cognition in pedagogical theory and practice During the time of Ukraine's independence, the target orientation of education, its didactic support, and new methodological principles have been transformed. in the conduct of research it is necessary to consider in the relationship of philosophical methodology, psychological and pedagogical methodology and specific methodology (methodology of the topic under study).
 The study of the development of school biological education as a holistic pedagogical system involves its multicomponent (target, content, procedural, gnostic-professional and analytical-productive) with new methodological approaches to its study. The school system of education should ensure the full mastery of the students of the foundations of science, the formation of a scientific picture of the world, an understanding of the need for a careful attitude to nature, man and the values that she created, skills and abilities to act in non-standard situations. The solution of these tasks is aimed at further improving the content of school education, the search for new technologies that would improve the efficiency of the educational process. The essence of levels of scientific knowledge is revealed; the holistic model of school biological education as the basis for its periodization in Ukraine during the XX - the beginning of the XXI century was proposed. The peculiarities of changes on each of the four periods and corresponding stages of the system of school biological education in the socio-economic, scientific-pedagogical and methodical aspects are analyzed. The general tendencies of school biology are revealed.

Tech Teach: Acquisition of Physics-Related Knowledge and Scientific Inquiry Skills Through Educational Robotics

Innovative transformation of modern technical environment and activities of society have to be reflected in the content of school education. However, limited adoption of educational robotics is addressed from the lack of empirical evidences demonstrating the effects of robotics activities on curricular goals. The researcher improvised the mixed method in this study to establish the integration of physics-related knowledge (PRK) and scientific inquiry skills (SIS), through qualitative and quantitative processes towards investigation if there are significant differences between the assessment scores of the robotics learners and non-learners in PRK and SIS, respectively. Whereas, these abilities have been fundamental in the mechatronic nature of educational robotics such as in the conceptual understanding and application of mechanics or kinematics, and electricity. As results of independent samples t-test, the researcher found out that the difference between the assessment scores has been statistically insignificant for both PRK (p=0.465) and SIS (p=0.162), but a notable slight increase in both parameter’s grand means can be observed. In contrary, robotics learners have been in statistical advantage on their final grades in Science 9 compared to non-learners. However the results of this study has been weakly aligned to its primary objectives to promote sustainable educational robotics, the researcher stays firm with the other existing studies that educational robotics is yet to be promoted enough that this lack of integration in the current curriculum is the bigger framework behind the struggling implementation of educational robotics.

Пора действовать, или Философское осмысление – в жизнь школы!

The articles examines the methodological inconsistency of the current approaches to teaching literature and moral education in schools. Teacher’s professional skill, ultimately, is to overcome the contradictions and to combine the strict observance of the requirements of the school program with the awakening of the interest of students for literary fiction. The comprehension of literature as a formative factor that can affect students emotionally determines its inclusion in the content of school education. At the same time, the subject which is taught to the school and called “fine literature” at best is a primitive set of linguistic knowledge, which is not related to the literature itself. Fiction cannot be considered literary if it does not generate love, compassion, active emotional rejection or, conversely, a desire to support, does not disclose the implicit complexity of social and interpersonal relations, does not prepare child’s soul for countless life choices that no one can evade. The contradiction between the declared goals and officially defined ways of their actual implementation should be comprehended as a social phenomenon. That is philosophy which is called upon to become the original methodological foundation that determines the requirements which are not only imposed on academic subjects but also on the formation of a special dialectical culture that excludes the standardized simplicity. Philosophy is able to contribute to the process of training of future teachers by revealing the conditions under which the “literature” as a school subject can really affect the moral and spiritual education of our children.

Социокультурные факторы обновления содержания школьного образования

this article examines the phenomenon of socio-cultural conditionality of updating the content of school education in Russia. Socio-cultural factors of updating the content of education have been identified on the basis of theoretical analysis and generalization of scientific and educational research results and evidence of educational practice. The author shows the relationship between selected factors – the development of society, the state policy in the field of education, development of culture and science, development of pedagogical science and practice – and the specificity of their influence on the formation and implementation of the content of school education.

Strategy for the updating of the school education content in the chemical information noosphere civilization

The article deals with the didactic aspects of the new strategy for updating the content of school education in the chemical information noosphere civilization. The author proposes a mechanism for updating the content of education and work in the information and educational space for the integration of modern science in the content of chemical education.

Tendencies in the Development of the Content of General Secondary Education

The traditional, subject-based structure assumes that the student is obligated to master the content of school subjects. This kind of approach has come into conflict with students' capacities, with the necessity of orienting content more rigorously to the development of the individual rather than merely to the assimilation and consolidation of knowledge and abilities that have been acquired. A system of continuous education is taking shape in which general secondary education emerges as the fundamental element. There is an ongoing search for the optimal ratio of the general and the particular, not only on the level of the specific school subject, but also on the level of our understanding of the content of school education as a whole, its composition and structure, its basic components.

Current Scientific and Pedagogical Problems of the Conversion of Schools to the New Content of Education

We are at the decisive phase in the reform of the content of school education. The changeover to the new content of education was stipulated by a decree of the Central Committee of the CPSU and the USSR Council of Ministers on the school in 1966, based on recommendations on curricula and syllabuses by the Commission of the Academy of Sciences and the Academy of Pedagogical Sciences. This decree formulated the following principles that determine the nature of the new content of education: the relevance of education to the development of science, technology, and culture; continuity in the study of the principles of science from the 1st to the last grade; a more rational distribution of subject matter throughout the years of schooling; the commencement of systematic instruction in the principles of science beginning with the fourth year of instruction; the elimination of superfluous detail and second-rate [vtorostepennogo] material from curricula and textbooks to avoid overburdening pupils.

Current Scientific and Pedagogical Problems of the Conversion of Schools to the New Content of Education

We are at the decisive phase in the reform of the content of school education. The changeover to the new content of education was stipulated by a decree of the Central Committee of the CPSU and the USSR Council of Ministers on the school in 1966, based on recommendations on curricula and syllabuses by the Commission of the Academy of Sciences and the Academy of Pedagogical Sciences. This decree formulated the following principles that determine the nature of the new content of education: the relevance of education to the development of science, technology, and culture; continuity in the study of the principles of science from the 1st to the last grade; a more rational distribution of subject matter throughout the years of schooling; the commencement of systematic instruction in the principles of science beginning with the fourth year of instruction; the elimination of superfluous detail and second-rate [vtorostepennogo] material from curricula and textbooks to avoid overburdening pupils.

The Retraining of Teachers in the USA

In the comparatively recent past — a mere 10-15 years ago — American pedagogues and public education officials paid virtually no attention to the question of retraining teachers; almost no articles, to say nothing of books, were published on the topic. The awareness of the necessity of organizing massive retraining of teachers, as well as systematic upgrading of their qualifications, began to mount in U. S. pedagogical circles beginning in the late f ifties and especially in the early sixties, when a review of the content of school education was launched. The secondary school reforms begun during those years, by way of bringing the school more into line with the demands of the times, confirmed anew the significance of the pedagogical validity of the leading and decisive role of the teacher in the pedagogical process - a validity that has not always been given its just due in previous stages in the development of the American school.

The Content of Education in the Soviet School for Fifty Years

One of the most important achievements of the Soviet system in educating the rising generation has been the formulation of a basically new content of school education.

The Drafts of the New Curricula for Grades 1-3 of the Elementary School and their Testing

Abstract According to the information published in No. 8 of our journal, the Minister of Public Education of the RSFSR has issued an order entitled "Experimental Testing of Draft Curricula Covering the Three-Year Period of Instruction." The curricula were formulated by the commission charged with determining the content of school education. The USSR Academy of Pedagogical Sciences has been entrusted with testing the drafts in a comprehensive manner and with directing the experiment.