Stage Of General Education Research Articles

Hygienic problems of using modern information and communication technologies and means of providing them in the digital educational environment

Introduction. The active use of modern digital technologies and means of their support in the educational process in Russian schools, in the absence of effective medical and preventive maintenance over changes in the general education system in the context of its digital transformation, contributes to the formation of health risks for students. The purpose of the study. hygienic assessment of the digital educational environment of Russian schools in the context of the use of modern digital technologies and means of supporting them. Materials and methods. The object of the study is the federal statistical observation forms of the Ministry of Education of the Russian Federation No. OO-1 and No. OO-2 for the 2022–2023 academic year. There was conducted a hygienic assessment of indicators characterizing the development of digital educational environment (DEE) in Russian schools, to identify the main risk factors for the health of students in the context of digitalization of school environment. Results. The DEE of Russian schools is characterized by the provision of personal computers (PCs), while the share of stationary PCs is 31.9%, laptops and tablets – 68.1%. 94.8% of schools are connected to the wired Internet, 48.4% and 29.9% of schools are connected to the wireless and mobile Internet, respectively. The average number of computer science classrooms is 0.9 classrooms per 1 school. In educational institutions, 61.5% of classrooms are equipped with multimedia projectors, 35.8% with interactive whiteboards and panels. There is an increase in the availability of information equipment for the entire school space (recreation, library, etc.). New digital platforms are actively developing (“IT cube”, children’s technoparks “Quantorium”, and centers “Point of Growth”), which in quantitative terms are comparable to the number of educational institutions and are outside of the zone of medical and preventive provision. Limitations. The study is limited to a sample of indicators characterizing the state of DEE at the stage of general education, which does not allow extrapolating the data obtained to secondary vocational and higher education. Conclusion. The data obtained actualize the need to modernize the architectural and planning solutions of school buildings and improve scientifically based medical and preventive support for the digital transformation of education.

Theoretical approaches to the formation of educational independence in children of primary school age in a modern educational organization

The article is devoted to the actual problem of the formation of educational independence in children of primary school age at the first stage of general education. The paper reveals theoretical and methodological approaches to the concept of “educational independenceˮ, presents the essential characteristics of the formation of the process of educational independence in the scientific psychological and pedagogical literature: the tasks, features and stages of the organization of this process in younger schoolchildren are identified, the levels of formation of educational independence and criteria for their evaluation are formulated. The authors analyzed the domestic experience of the formation of educational independence of children of primary school age. Based on the analysis of programs for the formation of educational independence in the initial level of a general education organization, the authors characterize the most effective forms, methods and techniques of the teacher's work on the organization of the studied process. The article concludes that it is necessary to allocate a set of structural components of the educational activity management system of primary school students, which orient them to the manifestation of educational independence.

The effectiveness of developing schoolchildren's science literacy in biology classes with a focus on the study of Genetics within a flexible blended learning model

Introduction. The article is devoted to the problem of schoolchildren’s functional literacy formation within the framework of blended learning. The purpose of the study is to substantiate the effectiveness of the use of an electronic educational resource to achieve a stable increase in indicators of science literacy at the stage of compulsory education. Materials and Methods. The research methodology is based on the ideas of humanization, innovativeness in the formation of schoolchildren’s functional literacy, learner-centered and systematic approach to the organization of learning biology and genetics, and the educational process as a whole. Experimental work was conducted in 7 types of educational organizations of the Republic of Bashkortostan: schools with in-depth study of a number of subjects, individual education schools, private schools, comprehensive secondary schools, basic general education schools, lyceums and gymnasiums. 191 schoolchildren, 9 teachers, 112 parents participated in the study. The following methods were used: theoretical analysis, meta-analysis, methods of analogy, comparison, modification, questionnaires, interviews; tests, and statistical data processing. Results. In the process of the research, the necessity of developing educational technologies and tools for implementing an integrated approach to the formation and development of science literacy at the stage of general education are substantiated. The role of studying Genetics in the formation of schoolchildren’s science literacy is clarified; trends and needs of school practice in teaching Genetics are revealed. The authors identify and describe the following prospects of using the technology of mixed learning and the electronic educational course for schoolchildren and parents called ‘Genetics for everyone: about the difficult’: updating knowledge about the influence of studying genetics on the formation and development of interest in biological sciences, increasing motivation to master knowledge about complex processes occurring in the microcosm, as well as expanding the prospects for the development of a new educational paradigm of personalization of students when using electronic educational materials in mixed learning courses. Conclusions. The results obtained prove the effectiveness of schoolchildren’s science literacy formation within the implementation of a flexible model; the proposed electronic educational resource ‘Genetics for everyone: about the difficult’ for schoolchildren and parents contributes to the development of the subjective position of schoolchildren, provides a steady trend towards improving the quality of knowledge, and interest in Genetics as a science.

Izglītības vides demokratizācija pirmsskolā

Pre-school education is the first stage of general education and should also be considered as a phase in the lifelong learning process. Early childhood is crucially important. During this stage, children develop their abilities, talents and future trends, and also the main dimensions of personality development are “planted” – morality and basics of human relationships. Thus, this stage serves as the basis for educating and preparing children for future life. The preschool age is particularly important for personality development, health, education and capacity building. Consequently, the pre-school educational institution, teachers, family, and society have an extremely important place and role in preparing the child for life in a democratic environment, both inside and outside the educational institution. The educational environment – pre-school education institutions should not be seen as separate and remote institutions but as a social, cultural and educational centres that interact with general educational policy, family participation and the implementation of democratization principles.

Development of personal qualities of gifted students as the result of the implementation of individual educational routes

The need to create favorable conditions in schools to support gifted and talented students is due to the social order and humanistic paradigm of modern education. This article deals with the problem of developing personal qualities of students in the framework of pedagogical support for students with signs of giftedness in the modern school. The article reveals the results of the study of personal development of students accompanied by teachers in the process of designing and implementing individual educational routes at the main stage of general education. The leading method of studying this problem is the analysis of the results of the survey of teachers and schoolchildren in order to determine changes in the manifestation and development of personal qualities of students with signs of giftedness, accompanied by teachers, in the process of implementing their individual educational path using the model of the educational route developed by the authors of the article. The summary of the research presented in the article is the development and testing the structural-functional model of individual educational route for students with signs of giftedness, the use of which contributes to the manifestation and development of personal qualities of students required for the development of their potential and achieving educational outcomes. The materials of the article are of practical value for teachers when planning individual work at school.

Development of child’s cognitive abilities in project activity on environmental subjects

Introduction. An increasing emphasis in education is placed currently on the development of cognitive abilities of children, their cognitive, creative activity. The solution of this problem at the first stage of general education is associated with learning technologies .In spite of developing opportunities of project activities on environmental topics and implementation of such projects in the education in preschool institutions are required more in-depth study despite the rather large volume of available publications on this problem. The purpose of this work is to identify the pedagogical conditions for the successful development of senior preschoolers’ cognitive abilities in project activities with environmental content.Materials and methods. The study of children's cognitive abilities was carried out using the following diagnostic methods: “Unusual tree” (author – N.E. Veraksa); “The Fourth Extra” (author – V.V. Kholmovskaya); “Nonsense” (author – R.S. Nemov); “addition of phrases” (author – E.L. Agaeva). The professional competence of teachers in the aspect of the studied problem was determined during the interview.Results. Project activities on environmental topics have great potential in the development of preschoolers’ cognitive abilities due to the fact that they provide a solution to the problem, which is based on a contradictory situation; imply that the problem is a starting point for the development of the situation; involve a transformation of the situation; provide for the expression of attitude to the surrounding reality.The development of children’s cognitive abilities in preschool age is carried out primarily due to the mastery of intellectual operations. Involving Children into project activities on environmental topics contributes to the development of mental operations of analysis, generalization and classification according to essential features, the ability to establish logical connections and relationships existing in the environment, cause and effect relationships.Discussion and Conclusions. The pedagogical conditions that ensure the development of cognitive abilities of older preschool children in the activities of the project are the selection of natural history information that meets the factors of novelty, complexity, the presence of contradiction in it, as well as the implementation of pedagogical technology based on a holistic approach to organizing children solve search and research and creative nature by incorporating into different types of activities, consistent development of the ability to navigate the flow of information, to construct their knowledge.

НЕПРЕРЫВНОЕ РАЗВИТИЕ МАТЕМАТИЧЕСКОГО МЫШЛЕНИЯ ОБУЧАЮЩИХСЯ СРЕДСТВАМИ ОЛИМПИАДНОГО ДВИЖЕНИЯ

The necessity of intensive formation of universal competencies, the development of creativity and mathematical thinking at the stage of general education is substantiated. The description of the characteristics of mathematical thinking is given and the features of the use of the olympiad movement as a form of organizing the continuous development of an individual are considered. The mechanism of personal development in the in-depth study of mathematics is investigated. The concept of the development of mathematical thinking in the olympiad movement has been developed; and the psychological and pedagogical conditions for the effectiveness of this process have been identified.

Методика использования практической работы на уроках математики

The article deals with the implementation of the requirements of the Federal state educational standard of basic general education in the design of modern mathematics lesson. The construction of the modern lesson of mathematics is based on the basic key ideas of the concept of development of Russian mathematical education. As an example of the organization of cognitive activity at a lesson of mathematics practical work, including, with application of information technologies is considered. Several examples of practical work at diff erent stages of the lesson of mathematics in different classes at the main stage of general education are revealed. Use of programs of dynamic mathematics and elements of interactive interaction of the teacher and disciples allows to realize developing potential of the General education, to provide achievement to trained with various educational needs of necessary result that is the priority direction of modern education.

Modern Pre-School Education from the Standpoint of Self-Worth Childhood

Relevance of the studied problem is due to the reforming of the Russia education system that have begun in according to which the pre-school system is the first stage of general education and in this regard at the stage of practical implementation of reforms there is a risk of self-worth loss as the preschool period of development of the foundations of human culture in specific children’s activities. The purpose of the article is the theoretical justification of transition of childhood phenomenon from the information paradigm to the cultural-historical one, in refinement of “early childhood education” category in the context of the FSES, in disclosure of the idea of preschool self-worth. Leading approach to the theoretical justification of the author’s position is a cultural-historical system-activity approach. During the research process there are emerged number of important results: revealed and systematized the conditions for ensuring the childhood self-worth in the process of transformation of the system of preschool education into the stage of general education; was conducted the theoretical study of the need to preserve the specificity of preschool age as a basis for the formation of a full-fledged personality. Overall results of the study can help to solve the problem of formation the state educational policy aimed at improving the social status of preschool children, and may also be useful for developers of teaching materials of vocational and further education in the field of early childhood education.

Modern Pre-School Education from the Standpoint of Self-Worth Childhood

Relevance of the studied problem is due to the reforming of the Russia education system that have begun in according to which the pre-school system is the first stage of general education and in this regard at the stage of practical implementation of reforms there is a risk of self-worth loss as the preschool period of development of the foundations of human culture in specific children's activities. The purpose of the article is the theoretical justification of transition of childhood phenomenon from the information paradigm to the cultural-historical one, in refinement of

Gimnazijų institucinio virsmo projektavimo procesas: veiksniai ir tendencijos

Socialinių mokslų (edukologijos) daktarėŠvietimo ir mokslo ministerijaVolano g. 2/7, VilniusVilniaus pedagoginio universiteto Edukologijos katedra,Studentų g. 39, VilniusStraipsnyje pristatomi bendrojo lavinimo mokyklų virsmo į gimnazijas projektavimo proceso tyrimo rezultatai, analizuojamos su organizacijos paskirties kaitos procesu susijusios mokslinės įžvalgos ir dokumentai, švietimo ekspertų, pedagogų ir mokinių požiūriai. Remiantis gausia dokumentine medžiaga, proceso dalyvių vertinimais, siekiama išryškinti beveik dvidešimties metų gimnazijos projektavimo proceso veiksnius ir tendencijas.

The Grammar Course in the Primary School

First Article:I: The primary school in our time, in distinction from the prerevolutionary school, is a step toward the further instruction of the child. It does not give a completed cycle of information on language, which is adequate, to one degree or another, for the educated man of our time and of our country. But it can and should provide a body of lasting knowledge, skills and habits and a level of general development that will give the children the complete possibility of studying a systematic course on the Russian language at the next stage of education. The primary school is the first, preparatory stage of general education.