Federal State Educational Standards Research Articles

Basics of forming the functional literacy of schoolchildren

The article examines the formation of information skills as an integral part of the student's functional literacy in conformity with both international and Russian studies. Its conclusions are based both on the analysis of these studies (the content of tasks, the results of diagnosis) and on specific features of federal educational standards and educational and methodological publications concerned with the development of information skills. In the course of the research, the authors have revealed that the formation of information skills in students is influenced not so much by the choice of textbooks but by the teacher's work, use of techniques, means and methods of organizing the activities aimed at mastering all the skills listed in federal state educational standards in relation to data processing. The conditions influencing the achievement of the planned results in mastering the educational program related to the search and transformation of information as an integral part of the functional literacy of schoolchildren are as follows: work with continuous and non-continuous texts.

The age of FSES: Portrait of an architect in the frame of education

Basing on the analysis of the Federal State Educational Standards (FSES) and the legislative context of their development and approval, the post-reform history of the standardization of architectural education is viewed with the focus on the transformation of a qualification portrait of an architect as a set of the architect’s qualification characteristics. The article traces the evolution of standards of the last decade, the “age of FSES”. The national FSES of the bachelor degree of the “generation 3++” is compared with the UIA international standard of an architect. The author makes a conclusion whether it is practicable for Russia to use international principles and models of educational standards, the standards of architectural professional practice.

Приоритеты военного образования в контексте национальных интересов и культурных традиций России

Researched are priorities of military education in the context of national interests and cultural traditions of Russia. The author reveals the problems of organizing military education associated with the change of global ideology and the loss of ideological foundations within the country, the adoption of Western models of education that contradict national cultural traditions. Based on the needs of the state, the author identifies priorities in organizing the training of military specialists. The most important of them are the education of a warrior’s personality, that is, the formation of moral and combat qualities as the basis for the training of military specialists and the expansion, in connection with this, of the interpretation of “competence”, as well as a change in the ideology of the development and content of the Federal state educational standard (FSES) for the training of military specialists.

Identifying a value-based framework of teaching from the point of view of modern so-cio-professional teachers’ community

Introduction. The authors investigate the problem of discrepancy between regulations imposed by Federal state educational and professional standards and professional values and beliefs significant for modern educators. The aim of this article is to define and clarify value-based frameworks from the point of view of modern socio- professional teacher’ community. Materials and Methods. Methodological basis of the present research is a system approach connected with the concept of systemogenesis of the activity, designed by academician V. D. Shadrikov. Adopting the systemogenesis approach to academic research, the authors employed methods of morphological and psychological analysis of teaching and the method of operationalization of existing educational and professional standards, regulating the requirements for the level of teacher education and teacher functions. Empirical data were collected via a questionnaire developed by the authors. In order to process the obtained data, the methods of initial descriptive statistics, correlation, systemic-structural and factor analysis were applied. Results. The research findings show the most important instrumental values for teachers which are closely connected with value-based aims of such categories as ‘child’, ‘environment’ and ‘profession’. The analysis of empirical data highlighted such significant values as ‘profession’, ‘environment’, and ‘child’. The common structure of teachers’ instrumental values consists in significant quality-centered values, less important knowledge-centered values and the least important relationship-centered ones. Therefore, the authors have identified the predominance of external professional values for modern educators. It contradicts the educational standards which emphasize learner-centered approach and focus on fulfilling learners’ potential. Conclusions. The study concludes that socio-professional community of modern teachers does not consider the child as the main priority of teaching. Instead, they emphasize the values of ‘profession’ and ‘environment’.

ГИБРИДНАЯ МОДЕЛЬ ПОСТРОЕНИЯ ИНДИВИДУАЛЬНОЙ ОБРАЗОВАТЕЛЬНОЙ ТРАЕКТОРИИ НА ОСНОВЕ ЦИФРОВЫХ ДВОЙНИКОВ

The article focuses on building an individual educational trajectory of a university student. This concept is formalized in the form of a hybrid mathematical model. This model is based on a structural model of educational competence. In this case, the competence is a basic construct of the educational program, it acts as a prototype of the structural model of individualized educational content. The main source of semantic and control information is the digital twin sys-tem. The digital double of the educational program formalizes its structure and content in strict ac-cordance with the regulatory requirements of federal state educational standards. The digital twin of a student fixes and processes his digital tracks throughout his life. The digital twin of the labor market formalizes the structure of a certain segment of the labor market in the context of the re-quirements for professional and personal qualities of specialists. There has been substantiated the need for proactive management of restructuring and rebranding the professional educational pro-grams in accordance with the changes at the labor market. A significant contribution to the man-agement of these evolutionary processes is made by the dynamics of a student’s activity, which is reflected in his digital traces. Hybridization of these digital twins into the system of constructing individual educational trajectory allows the semantic marking and weighing of the educational situation and projected content. Based on a suspended educational content and taking into account the regulatory requirements of educational standards and additional requirements of the educational organization, optimization modeling of an individual educational trajectory in its structural and meaningful context is carried out. The study of the structural features of the constructed hybrid mathematical model made it possible to determine and substantiate its rational structure.

Государственная политика по подготовке кадров в образовательных организациях МВД России: тенденции и перспективы

The implementation of an unified educational policy is carried out on the basis of the realization of the main provisions of the state personnel policy. Therefore, their general (initial) principles are statutory in federal legislation, and departmental features taking into account sectoral interests are regulated by departmental documents.
 The analysis of legal norms carried out by the authors shows that at present the goals, objectives and other conceptual foundations of state policy in the field of education and science are contained not only in the provisions of the Constitution of the Russian Federation, the Federal Law «Education Act in the Russian Federation», Federal State Educational Standards, but also in other legal acts regulating the activities of subjects of educational policy.
 The state educational policy, first of all, proceeds from the priority of the rights, freedoms and interests of man and citizen enshrined in the Constitution of the Russian Federation. In accordance with the provisions of the country’s fundamental law, the right to education is recognized as one of the fundamental and inalienable constitutional rights of a Russian citizen.
 The success of the realization of the state policy on personnel training in educational institutions of the Ministry of Interior of Russia, according to the authors of the article, directly depends on the compliance of the system of scientific and methodological support of the educational process with its goals.
 As part of the publication submitted for consideration to the scientific community, it is proposed to get acquainted with the results of scientific research related to the determination of the directions of scientific and methodological support for the education and training of police officers in educational organizations of the system of the Ministry of Interior of the Russian Federation.

Human and society. Didactic materials for independent work of 10th grade students of educational institutions

The series of publications was prepared on the basis of a teaching manual addressed to 10th grade schoolchildren of schools studying the integrative course “Social Studies” (section “Man and Society”), and is a set of materials for independent work. The content of the manual fully meets the requirements of the Federal State Educational Standards of Basic General Education and work programs for secondary (complete) education in social studies. The presented theoretical and practical material reveals the main aspects of social life: the essence and functional characteristics of consciousness and activity, ideas about society and social institutions as a system, types of societies, views on culture as a cumulative spiritual experience and “collective memory”, its main institutions — science, religion, morality, education, art. Particular attention is paid to the definition of social progress and global problems of mankind.

Social and pedagogical rehabilitation infrastructure for children with autism spectrum disorder on the example of the Northwestern Federal District

Goal. A study of the rehabilitation infrastructure of the social and pedagogical spectrum of the Northwestern Federal District for children with autism spectrum disorder (ASD).
 Materials and methods. The indicators of the level of disability of children with ASD were calculated and analyzed on the basis of data from the state statistical reporting in the Northwestern Federal District for 2018. Based on the information provided by the portal of the Federal Resource Center for the Organization of Comprehensive Support for Children with Autism Spectrum Disorders (FRC) a review of social and psychological and pedagogical services was carried out, indicators of the provision of children with organizations providing assistance to people with ASD, the structure of organizations by departments were studied (education, social protection of the population, non-profit organizations, excluding health care and culture and sports).
 Results. In 2018, 5770 children were registered in the Northwestern Federal District, for the first time and repeatedly recognized as disabled due to mental disorders and behavioral disorders, of which 684 are disabled children with autism spectrum disorders, which amounted to 3.3% of the total disability of the child population on appeal to the bureau of medical and social expertise in the Northwestern Federal District. Rehabilitation measures/services for children with these disorders are provided in 205 organizations: mainly educational institutions - 94%, as well as social protection - 4%, non-profit organizations - 2%. Five regional resource centers have been organized: four of which are in the field of education - in the Leningrad, Murmansk, Pskov regions and the Komi Republic, one - in the field of social protection - in the Novgorod region. In the field of education, organizations implement adapted educational programs in accordance with Federal state educational standards and provide a range of medical and social rehabilitation services for children with ASD, depending on the type of organization (pre-school educational organizations, general education organizations, educational centers and others). In the field of social protection, organizations (rehabilitation centers and others) mainly provide assistance according to the standard for the provision of social services, including social, socio-medical, socio-psychological, socio-pedagogical, socio-labour, socio-legal services. Non-profit organizations located in St. Petersburg and Arkhangelsk provide social-psychological, social-pedagogical and social-labor services to children with ASD.
 Conclusion. The results of the study showed that a social and pedagogical rehabilitation infrastructure was created for children with ASD in the Northwestern Federal District in 2018 (healthcare institutions were not studied). Children with ASD and their families can receive services in organizations of various departmental affiliation, which are represented in all constituent entities of the Russian Federation that are part of the Northwestern Federal District, but are concentrated mainly in urban areas, which limits children in obtaining services directly near their places of residence. A system has been created to inform specialists and parents about the rehabilitation infrastructure for children with ASD, which is presented by the FRC portal, at the same time, the need for the organization to submit data to the portal is optional. Services for children with ASD are aimed at solving issues of psychological, pedagogical, social and vocational rehabilitation, including career guidance work with adolescents and, as a result, at the social adaptation of a child with ASD and his integration into society.

Instructional design: How to design the expected learning outcomes of students?

The article is devoted to current issues of lesson design based on student expected learning outcomes. One of the distinctive features of recently approved new Federal State Educational Standards for primary and basic general education is refined and detailed requirements for the expected educational outcomes. In this regard, tools for the teacher to develop those outcomes in order to plan a lesson or a study course in a logical way taking into account the educational interests of students are in dire need. The authors of the article consider the Understanding by Design model as such a tool, since this framework makes it possible to design learning outcomes (distinguishing between understanding, acquisition and transfer goals) and direct the learning process towards desired results. The article provides theoretical foundations for the development of an instructional design model, examines the stages of the design of learning outcomes, the selection of study activities and the identification of teaching strategies. A description of the first stage of design — the design of the expected learning outcomes according to different facets of understanding and of the acquisition and transfer goals — is given in detail.

Control and evaluation activity of primary schoolchildren and its formation in mathematics lessons

The article actualizes the problem of the formation of control and evaluation activities of junior schoolchildren in mathematics lessons, reveals the essence of the basic concepts of the study. Various aspects of control and evaluation activities are described. The problem of readiness to use modern means of assessment is considered. Methods and means of forming control and evaluative independence of primary schoolchildren are systematized. The problems that are encountered when using innovative assessment tools are identified, as well as the advantages of modern assessment tools in comparison with the traditional system. The stages of the formation of control and evaluative activity in younger schoolchildren, implying the development of evaluative independence, have been determined. Control and evaluation activities should be considered as an element of formative assessment, containing control and evaluation activities of the teacher and the student. The federal state educational standard of primary general education is focused on achieving the planned results: personal, metasubject and subject. When considering metasubject results, universal educational actions are distinguished, consisting of regulatory universal educational actions, including elements of control and assessment. During the formation of control and assessment, junior schoolchildren develop control and assessment independence. Until now, the assessment system was built within the framework of a subject-oriented approach, therefore it reflects only the result of mastering knowledge in each subject, and not educational and cognitive activities or, moreover, the assessment of personal and metasubject educational achievements of students. In the new assessment system, criteria are developed jointly by the teacher and students and are aimed at ensuring that students participate in assessment and assessment activities, thereby developing the skills of control, mutual control and self-assessment. The development of pedagogical science, the experience of Russia’s participation in international procedures for assessing the quality of education, the introduction and implementation of the Federal State Educational Standard and the resulting changes in the system for assessing learning outcomes determined the relevance of the topic under consideration.

Formation of metasubject educational achievements of primary schoolchildren in the process of assessment activities

The main mission of modern education - improving the quality, cannot be realized without innovative approaches to the assessment system, without the formation of mechanisms, procedures and technologies for monitoring the educational achievements of students. Federal state educational standards of primary general education of the second generation orient teachers towards the qualitative formation of subject, meta-subject and personal results. Modern teachers successfully diagnose the level of subject and personal achievements of junior schoolchildren, evaluating these universal educational actions. Certain difficulties arise with the assessment of metasubject learning outcomes of schoolchildren. The assessment activity of students, according to the authors, acts as an effective means of forming metasubject competences of younger students, since the mechanisms for diagnosing metasubject educational achievements have not yet been worked out. This scientific work discusses not only modern approaches to assessing metasubject achievements, but also proves that a well-constructed assessment activity can become an effective means of forming metasubject competencies. The authors pay great attention to such methods of assessment activities, which, within the framework of the implementation of the state standard, ensure the flexibility of the educational process, create an opportunity not only for teachers, but also for the students themselves to control and evaluate metasubject results.

Analysis of changes in the layout of the educational standard of secondary vocational education

Today, changes are being made to the main regulatory documents in the field of education, which require a revision of the structure and content of federal state standards. In addition, the labor market requires synchronization of content with the requirements of specific industries. All this required a revision of the layout of the standard for secondary vocational education. Today, 100 educational standards are already in development.For the study, an analysis of the current federal state educational standards and their changes since their introduction in the system of secondary vocational education was carried out. And also considered the latest changes in the regulatory framework of secondary vocational education. Based on the method of analysis, the main changes in the structure and content of federal educational standards were identified. On the basis of the modeling method, the directions of changes in the approximate basic educational programs were determined.The changes identified in the course of the study will allow educational organizations to more successfully apply these standards in the development of basic educational programs.Changes in the vocational education system associated with the approbation of a new layout will allow the education system to respond to the dynamically changing demands of the labor market and provide training for workers who meet the modern requirements of the economy.

Problems of Higher School Didactics: Uncut Pages

Higher education today is not going through the best of times: decisions taken in the educational process at various levels (Federal Laws “On Education in the Russian Federation” of 29.12.2012 No 273-FZ and “On Amendments to the Federal Law “On Education in the Russian Federation” on the education of students” of 31.07.2020 No 304-FZ, Federal State Educational Standards of Higher Education, etc.), related to global changes taking place in society and in the world in recent decades, were made without careful didactic study. This cannot help to improve the quality of specialist training. Teachers are forced to work “by trial and error”, producing countless didactic documents. At present, identification of didactic problems in the educational process of higher educational institutions is extremely relevant due to the expansion of the field of didactic research in higher school pedagogy.The aim of the authors was to analyze some of the most relevant didactic phenomena in the digital reality that have not yet received proper understanding. As a result of the analysis, some important didactic problems of higher education are identified, concerning goal-setting, compliance of teaching with classical didactic principles, organization of distance learning in electronic informational and educational environment, mixed and project-based learning. The article also dwells on psychological problems of Internet content assimilation and “non-contact” interaction between the subjects of the educational process, etc. The most promising areas of didactic research in higher education, including the development of interdisciplinary contacts, are highlighted.

Formation of Aesthetic Direction of the Teacher of Preschool Education

Introduction. The article deals with the problem of the development of an aesthetic orientation to the professional activity of a preschool teacher. The federal state educational standard of preschool education in the field of aesthetic education and child development and the continuity of the process of aesthetic professional development of teachers substantiates the need for its formation.Materials and Methods. The authors used methods of analysis, systematization and generalization of scientific literature on the problem of research, experimental study of the formation of the aesthetic orientation of teachers of preschool educational organizations. The purpose of the article is to substantiate the methodological support of teachers of a preschool educational organization in the development of aesthetically oriented professional activities.Results. The authors define the aesthetic orientation of a preschool teacher as a complex of components, including aesthetic feelings, aesthetic cognition and knowledge, aesthetic activity, experience and behavior, and aesthetic assessment. There are the results of studying the aesthetic orientation of teachers of preschool educational organizations in Nizhny Novgorod. There is a complex of pedagogical conditions, implemented on the basis of a socio-cultural approach and the principles of cultural conformity, subjectivity, humanization, aesthetics, and creativity. The authors consider a workshop as the main form of methodological support for teachers in the formation of an aesthetic orientation. The content of six workshops has been developed that contribute to the development of aesthetic education, aesthetic upbringing, the formation of the experience of aesthetically oriented activities and aesthetic creativity, as well as the development of the ability to evaluate the phenomena of the surrounding world from the point of view of aesthetics and formulate the correct aesthetic judgment.Discussion and Conclusions. The authors emphasize the need for purposeful design of active methods of methodological support of teachers for the development of aesthetic knowledge, aesthetic sensitivity to the surrounding reality and art, the organization of a multicultural professional educational space, as well as the effective solution of the problems of aesthetic education and upbringing of preschoolers in interaction with parents. As a prospect for further research, the authors indicate the development of a model of aesthetic development in the general management system for the professional development of preschool teachers.

Teaching of bachelors of pedagogical education to the implementation of design and research activities in the conditions of digitalization of the school

Problem and goal. In the context of digitalization of school education and update of requirements of Federal State Education Standards to implementation of project and research activities of school children the relevance of development of professional training of bachelors of pedagogical education in higher education institutions is substantiated. Methodology. As a summary and systematization of the accumulated practical experience of project-based teaching as well as its scientific and methodological analysis, training of bachelors of pedagogical education for project and research activities based on cross-subject interaction is described. Results. The examples for training of future teachers in project and research activities by use of cross-subject interaction in higher education institution are provided. Conclusion. The need to develop bachelors of pedagogical education - future teachers - in fundamental, technological skills to solve subject and cross-subject tasks using means of digitalization and digital educational resources in the context of professional interaction between subject teachers and computer science teacher is proved.

Human and society. Didactic materials for independent work of 10th grade students of educational institutions

The series of publications was prepared on the basis of a teaching manual addressed to 10th grade schoolchildren of schools studying the integrative course “Social Studies” (section “Man and Society”), and is a set of materials for independent work. The content of the manual fully meets the requirements of the Federal State Educational Standards of Basic General Education and work programs for secondary (complete) education in social studies. The presented theoretical and practical material reveals the main aspects of social life: the essence and functional characteristics of consciousness and activity, ideas about society and social institutions as a system, types of societies, views on culture as a cumulative spiritual experience and “collective memory”, its main institutions — science, religion, morality, education, art. Particular attention is paid to the definition of social progress and global problems of mankind.

Application of professional standards in forming the competencies of a modern metrologist

This article discusses the application of professional standards in the formation of students’ competencies in me trology. The analysis of normative documents describing the work of metrology specialists has been carried out. A number of problems that arise during the development of federal state educational standards and basic professional education programs based on professional standards are identified. The possibility of metrology separation from the field of «Cross-cutting types of professional activity in the industry» into a separate and independent area is considered. The construction structure of professional standards’ system is proposed. It includes a policy framework, where the necessary ways to get an appropriate level of qualification, the extent of competence and responsibility, and professional standards for metrologists working in various fields of economic activity and the entire field of metrology are enshrined.

The use of modeling in the teaching of geometry and graphic disciplines at the University

1. Introduction: In connection with the introduction of new Federal state educational standards of higher education (FSES) to teachers of geometry graphic departments there was a problem with the revision of the contents and methodology of teaching disciplines “descriptive geometry”, “Engineering and computer graphics”, foundations of engineering education aimed at formation of basic knowledge for studying of the subsequent disciplines used graphic representation of information. The analysis of special literature has indicated that, despite the significant number of scientific publications on the research topic, the use of modeling in teaching geometric-graphic disciplines requires separate research. 2. Materials and methods: Study and analysis of scientific, educational and special literature on the research topic, comparison, systematization, synthesis, generalization. 3. Results: To implement modern teaching methods in the educational process in the geometric-graphic disciplines, the author applied the functionality of the system KOMPAS-3D and developed by: electronic slides based on the modeling included in the evaluation funds for engineering and computer graphics; set a clear three-dimensional (3D) models of twenty-assemblies products intended for assignments on practical and laboratory lessons on the computer in the system KOMPAS-3D to create an Assembly and working drawings; set of individual tasks designed to practical assignments on the computer in this system to create 2D-models of assemblies (Assembly drawings) and 2D models details (working drawings), associated with their three-dimensional models. 4. Discussion and Conclusions: Design and creation of didactic materials based on three-dimensional and flat modeling tools, methods and algorithms of computer graphics in the system KOMPAS-3D, their use in teaching geometric-graphic disciplines, the inclusion in the evaluation funds on descriptive geometry, engineering and computer graphics, contributes to the introduction of active learning methods to optimize the educational process of teaching of geometry and graphic disciplines.

Human and society. Didactic materials for independent work of 10th grade students of educational institutions

The series of publications was prepared on the basis of a teaching manual addressed to 10th grade schoolchildren of schools studying the integrative course “Social Studies” (section “Man and Society”), and is a set of materials for independent work. The content of the manual fully meets the requirements of the Federal State Educational Standards of Basic General Education and work programs for secondary (complete) education in social studies. The presented theoretical and practical material reveals the main aspects of social life: the essence and functional characteristics of consciousness and activity, ideas about society and social institutions as a system, types of societies, views on culture as a cumulative spiritual experience and “collective memory”, its main institutions — science, religion, morality, education, art. Particular attention is paid to the definition of social progress and global problems of mankind.

Personnel training for the mining and geological sector of Russia

Mineral resource base development objectively requires high-quality human resources for mining and geological sector. A brief analysis of the geological sector development tendencies and ongoing projects demonstrates the scale of technological challenges facing the sector. Over the past decades, Russia has been facing serious problems that can become constraining factors in economic development, regional development, and the implementation of national projects. Training of specialists for the sector is one of the challenges. In order to solve such a complex problem, Federal State Educational Standards for training of specialists in the specialties “Applied Geology”, “Geological Exploration Technique” were developed. The Educational Standards provide for the formation of future geologists’ professional competencies relevant to the industry. Comparison of the competence models of the Standards with the main priority lines of the development of science and technologies in framework of the implementation of the state scienti fi c and technological policy of Russia shows that they allow universities to form programs for geologist training that respond to modern challenges. Internship ( fi eld training) programs play a special role in ensuring the quality of training for geologists. They play a decisive role in the formation of universal and professional competencies and open the world of a subculture of professionals in this fi eld to the future specialists that is very important for a young person who devotes his future to geology. The paper highlights a signi fi cant role of the government, the academic and professional community – universities, companies, research and public organizations – in the formation of human resources for the mining and geological sector. An urgent need was identi fi ed for the creation of a domestic system of professional quali fi cations (mining engineer, mining engineer-geologist, mining engineer -hydrogeologist, mining engineer for drilling wells, mining engineer-geochemist, mining engineer-geophysicist, etc.), which should ensure harmonization of the requirements for the level of specialist competence for the industry.