Federal State educational standard(FSES)- a set of mandatory requirements for education at a certain level and (or) for a profession, specialty and area of ​​training, approved by the federal executive body exercising the functions of developing public policy and legal regulation in the field of education. For educational standards adopted before 2009, the name “State Educational Standards” was applied. Until 2000, before the adoption of state standards for each level of general education and specialty (areas of training) of vocational education, within the framework of the general state educational standard, government requirements to a minimum content level of graduate training at each level of education and specialty.

Federal State Educational Standards for Higher Education are mandatory for use by all universities of the Russian Federation that have state accreditation. According to Federal law dated 11/10/2009 No. 259-FZ “On Moscow State University named after M.V. Lomonosov and St. Petersburg State University” and Federal Law dated 12/29/2012 No. 273-FZ “On education in Russian Federation» Moscow state university them. M. V. Lomonosova, St. Petersburg State University, educational organizations higher education, in respect of which the category “federal university” or “national research university” is established, as well as federal state educational organizations of higher education, the list of which is approved by decree of the President of the Russian Federation, have the right to independently develop and approve educational standards at all levels of higher education. Requirements for the conditions for implementation and results of mastering educational programs of higher education included in such educational standards cannot be lower than the corresponding requirements of federal state educational standards.

GEF goals

Federal state educational standards provide:

• unity of the educational space of the Russian Federation;
• continuity of preschool, primary general, basic general, secondary (full) general, primary vocational, secondary vocational and higher professional education.
• spiritual and moral development and education

Federal state educational standards establish the time frame for obtaining general education and vocational education, taking into account various forms learning, educational technologies and features individual categories students.

The standard is the basis for:

• development of exemplary basic educational programs;
• development of programs of educational subjects, courses, educational literature, control and measuring materials;
• organizations educational process in educational organizations implementing the basic educational program in accordance with the standard, regardless of their organizational and legal forms and subordination;
• development of standards for financial support of educational activities of educational organizations implementing the main educational program, formation of state (municipal) assignments for educational institutions;
• exercising control and supervision over compliance with the legislation of the Russian Federation in the field of education;
• conducting state (final) and intermediate certification of students;
• building a system of internal monitoring of the quality of education in an educational institution;
• organizing the activities of methodological services;
• certification of teaching staff and administrative and managerial personnel of state and municipal educational institutions;
• organization of training, professional retraining and advanced training of education workers.

Structure of the Federal State Educational Standard

Each standard, in accordance with Federal Law No. 273-FZ of December 29, 2012, includes 3 types of requirements:

Higher education should develop students' general cultural and professional competencies. The previous, second, generation of the Federal State Educational Standard was developed in 2005.

Implementation of the Federal State Educational Standard in the educational process

To implement each Federal State Educational Standard, an educational institution must develop a basic educational program (BEP), including syllabus, calendar academic schedule, work programs of academic subjects, courses, disciplines (modules), other components, as well as assessment and teaching materials.

Generations of state educational standards

Standards general education:

Higher standards vocational education:

Until 2000, a unified state standard of higher professional education was applied, which was approved by Decree of the Government of the Russian Federation of August 12, 1994 No. 940 and determined:

For each area of ​​training (specialty), state requirements were adopted for the minimum content and level of training of graduates.

From September 1, 2013, in accordance with the Law “On Education in the Russian Federation” dated December 29, 2012 No. 273, new generation standards must be approved, including for higher education programs - training of scientific and pedagogical personnel, in accordance with the new law, as well as for preschool education, for which Federal state educational requirements for the structure of the basic general education were previously provided educational program preschool education.

Development of Federal State Educational Standards

Standards can be developed by educational levels, stages of education, professions, areas of training, specialties and are replaced with new ones at least once every 10 years.

Federal state educational standards for general education are developed according to levels of education; federal state educational standards for vocational education can also be developed according to professions, specialties and areas of training at the corresponding levels of vocational education.

When forming federal state educational standards for vocational education, the provisions of the relevant professional standards are taken into account.

The development of the Federal State Educational Standard is carried out taking into account the current and future needs of the individual, the development of society and the state, its defense and security, education, science, culture, engineering and technology, the economy and the social sphere in the order established by law of the Russian Federation on placing orders for the supply of goods, performance of work, provision of services for state or municipal needs.

Federal State Educational Standards of higher professional education are developed by educational and methodological associations of universities in the relevant areas of training (specialties).

Draft standards are sent to the Ministry of Education and Science of the Russian Federation, which posts them on its official website on the Internet for discussion with the participation of representatives of interested executive authorities, public associations operating in the education system, leading educational and scientific institutions, scientific and pedagogical communities, associations of employers and institutions of public participation in education management, and sends them for independent examination.

An independent examination of draft standards is carried out within 14 days from the date of their receipt from:

• associations of employers, organizations operating in relevant sectors of the economy - on draft standards for primary vocational, secondary vocational and higher education;
• institutions of public participation in the management of education, executive authorities of the constituent entities of the Russian Federation exercising management in the field of education - on draft standards of general education;
• The Ministry of Defense of the Russian Federation and other federal executive authorities, in which federal law provides for military service, - on draft standards of secondary (complete) general education, secondary vocational education in terms of issues related to the preparation of citizens for military service.

Based on the results of the independent examination, an expert opinion, signed by the head of the organization or body that conducted the examination, or a person authorized by him, is sent to the Ministry of Education and Science of the Russian Federation.

Draft Federal State Educational Standards, comments and expert opinions on them are discussed by the Council of the Ministry of Education and Science of the Russian Federation on Federal State Educational Standards, which decides to recommend the draft standard for approval, or for revision, or for rejection. After receiving the council's decision, the Ministry of Education and Science of the Russian Federation makes its own decision regarding the approval of the standard.

Amendments to the Federal State Educational Standards are carried out in the same manner as the adoption of the Federal State Educational Standards themselves.

The procedure for adopting the Federal State Educational Standard is carried out in accordance with the Rules for the development and approval of federal state educational standards, approved by the Government of the Russian Federation.

Federal State Educational Standards for Higher Professional Education are developed by educational and methodological associations of universities in education in the relevant areas of training and their base universities.

In connection with the adoption of the new law on education and changes to Labor Code, introducing the concept of a professional standard for each profession (professional field), it is planned to develop the Federal State Educational Standard, taking into account the provisions of professional standards.

History of the development of educational standards in Russia

For the first time, the concept of an educational standard in Russia appeared in 1992 with the introduction of the RF Law “On Education”, Article 7 of which was devoted to state educational standards. In the original version of the law, the standard of general education was adopted by the Supreme Council of the Russian Federation, but in connection with the adoption of the 1993 Constitution, this provision was repealed, and the functions of adopting educational standards were transferred to executive authorities in the manner determined by the Government of the Russian Federation. During the period when it had the right to approve the educational standard, the Supreme Council of the Russian Federation never approved it.

According to the former Minister of Education of the Russian Federation Eduard Dmitrievich Dneprov, a significant step back - towards unitarism in education - was made by the draft amendments, removing from the law the concept of “national-regional component” of state educational standards and replacing it with a “regional component” (Article 7, p. 1; art. 29, paragraph 2e). This trend was also visible in the basic curriculum approved by the Ministry of Education in 1993. The increased standardization of education by 1996 caused resistance from the teaching community, expressed in strikes and protests by employees of the education system.

As amended by the developers of the Law “On Education” in 1992, the educational standard, or rather its federal component, consisted of five elements:

• educational goals at each level of education
• requirements for the basic content of basic educational programs
• maximum permissible volume of classroom teaching load
• requirements for the level of training of students graduating from various levels of school
• requirements for the conditions of the educational process

Under pressure from supporters of the subject-methodological approach, this edition was deformed by deputies of the relevant committee of the Supreme Council of the Russian Federation and reduced to a three-part formula: “mandatory minimum content of basic educational programs, maximum volume of student workload, requirements for the level of training of graduates” (among which illegally included finishing primary school).

As a result of this, from Article 7 of the law on educational standards:

The three-dimensionality of the federal component of the educational standard that remained in the law, according to E. D. Dneprov, “soon turned out to be clearly insufficient, inadequate either to the needs of educational practice or to the demands of the development of the legislation on education itself. That is why, already with the adoption of the Federal Law “On Higher and Postgraduate Professional Education” in 1996, this narrow legislative norm was scrapped and a partial return to the original intent of the Law of the Russian Federation “On Education”. In paragraph 2 of Article 5 of the university law, “requirements for the mandatory minimum content of basic educational programs” and “conditions for their implementation” appeared again. Thus, returning to the roots, this law took two significant steps forward in the interpretation of the educational standard. Attention was again paid to the conditions for the implementation of educational programs and requirements for their mandatory minimum were introduced, which no longer made it possible to reduce this minimum to a banal list of subject topics.”

The mandatory adoption of the federal state educational standard was established by the Constitution of the Russian Federation, adopted in an all-Russian vote on December 12, 1993.

In 1993-1999, temporary educational standards and federal components of the state educational standard were developed.

Since 2000, state educational standards of the first generation (for general education) and the first and second generations (for higher education) began to be developed.

In history, the development of state standards for general education has four stages: 1993-1996, 1997-1998 and 2002-2003, 2010-2011. At each of these stages, the motives for developing standards changed. In the first two - insignificantly, within the framework of general and educational policy. On the third and fourth - radically, in line with personality-oriented and activity-developmental pedagogy.

With the adoption of amendments to the Law of the Russian Federation “On Education” in 2009, standards of a new generation began to be developed - federal state educational standards. They became federal. The standards of previous generations were not essentially federal state educational standards, but were only its components.

Criticism of educational standards

The former Minister of Education of the Russian Federation E.D. Dneprov openly criticizes the ideas embodied in educational standards, who dedicated the book “The Recent Political History of Russian Education: Experience and Lessons” to the issue of standardization of education.

Is critical of the problem of education standardization

Federal State Educational Standards (FSES)- a set of requirements mandatory for the implementation of basic educational programs of primary general, basic general, secondary (full

d) general, primary vocational, secondary vocational and higher vocational education by educational institutions that have state accreditation. For educational standards adopted before 2009, the name “State Educational Standards” was applied. Until 2000, before the adoption of state standards for eachth stagegeneral education And specialties (areas of training) , within the framework of the general state educational standard, state requirements were applied to the minimum content level of graduate training at each level of education and specialty.

Federal state educational standards provide:

• unity of the educational space of the Russian Federation;
• continuity initial general , basic general , secondary (full) general , initial professional , secondary professional And higher professional education .
• spiritual and moral development and education

Federal state educational standards establish deadlines for obtaininggeneral education And vocational education taking into account various forms of training,educational technologies and characteristics of individual categories of students.

The standard is the basis for:

• development of approximatebasic educational programs ;
• development of programs of educational subjects, courses, educational literature, control and measurement materials;
• organizing the educational process in educational institutions that implement the basic educational program in accordance with the standard, regardless of their organizational and legal forms and subordination;
• development of standards for financial support of educational activities of educational institutions implementing the main educational program, formation of state (municipal) assignments for educational institutions;
• exercising control and supervision over compliance with the legislation of the Russian Federation in the field of education;
• conducting state (final) and intermediate certification of students;
• building a system of internal monitoring of the quality of education in an educational institution;
• organizing the activities of methodological services;
• certification of teaching staff and administrative and managerial personnel of state and municipal educational institutions;
• organizing training, professional retraining and advanced training for education workers.

Each standard, in accordance with Federal Law No. 309-FZ of December 1, 2007, includes 3 types of requirements:

• requirements for the structure of the main educational programs, including requirements for the ratio of parts of the main educational program and their volume, as well as the ratio of the mandatory part of the main educational program and the part formed by participants in the educational process;
• requirements for the conditions for the implementation of basic educational programs, including personnel, financial, material, technical and other conditions;
• requirements for the results of mastering basic educational programs.

For implementation each Federal State Educational Standard, the educational institution must developbasic educational program (OOP), including a curriculum, academic calendar, work programs of academic subjects, courses, disciplines (modules), other components, as well as assessment and teaching materials.

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Types of lessons according to Federal State Educational Standards

Types of lessons: lessons of “discovery” of new knowledge; reflection lessons; lessons of general methodological orientation; lessons of developmental control.

New formulation Old formulation Lessons on “discovering new knowledge” Lesson on the formation of knowledge Lessons on reflection Lesson on improving knowledge Lesson on consolidating and improving knowledge Lessons on methodological orientation Lesson on generalization and systematization of knowledge Lessons on developmental control Lesson on control of knowledge, abilities, skills Lesson on correction of knowledge, abilities, skills

Lessons of “discovery” of new knowledge: Activity goal: developing in students the skills to implement new methods of action. Content goal: expanding the conceptual base by including new elements.

Lesson structure: stage of motivation (self-determination) for learning activities; stage of actualization and trial educational action; the stage of identifying the location and cause of the difficulty; stage of constructing a project to get out of a difficulty; stage of implementation of the constructed project; stage of primary consolidation with pronunciation in external speech; stage of independent work with self-test according to the standard; stage of inclusion in the knowledge system and repetition; stage of reflection of educational activities in the lesson.

Reflection lessons: Activity goal: developing in students the ability to reflect on a correctional-control type and implement a correctional norm (fixing one’s own difficulties in activities, identifying their causes, constructing and implementing a project to overcome the difficulty, etc.). Content goal: consolidation and, if necessary, correction of the learned methods of action - concepts, algorithms, etc.

Lesson structure: stage of motivation (self-determination) to correctional activities; stage of actualization and trial educational action; stage of localization of individual difficulties; stage of constructing a project for correcting identified difficulties; stage of implementation of the constructed project; stage of generalization of difficulties in external speech; stage of independent work with self-test according to the standard; stage of inclusion in the knowledge system and repetition; stage of reflection of educational activities in the lesson.

A distinctive feature of a reflection lesson from a lesson of “discovery” of new knowledge is the recording and overcoming of difficulties in one’s own educational actions, and not in the educational content.

Lessons of a general methodological orientation: Activity goal: the formation in students of activity abilities and the ability to structure and systematize the subject content being studied. Content goal: construction of generalized activity norms and identification theoretical foundations development of content and methodological lines of courses. Forming in students an idea of ​​methods that connect the concepts being studied in unified system; about methods of organizing educational activities themselves, aimed at self-change and self-development. Thus, these lessons organize students’ understanding and construction of norms and methods of educational activities, self-control and self-esteem, and reflexive self-organization.

Lesson structure: These lessons are cross-curricular and are conducted outside the scope of any subject. classroom hours, extracurricular activities or other lessons specially designated for this in accordance with the structure of the activity method technology.

Developmental control lesson: Activity goal: developing students’ abilities to carry out the control function. Content goal: control and self-control of the studied concepts and algorithms.

Lesson structure: students writing an option test work; comparison with an objectively justified standard for performing this work; students' assessment of the comparison result in accordance with previously established criteria.

It should be emphasized that the partition educational process to lessons different types in accordance with the leading goals, it should not destroy its continuity, which means it is necessary to ensure the invariance of the teaching technology. Therefore, when organizing lessons of different types, the activity-based teaching method must be maintained and an appropriate system of didactic principles must be provided.

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Approximate structure of each type of lesson according to the Federal State Educational Standard

1. Lesson structure for learning new knowledge:

1) Organizational stage.

3) Updating knowledge.

6) Primary consolidation.

7) Information about homework, instructions on its implementation

8) Reflection (summarizing the lesson)

2 Lesson structure complex application knowledge and skills (lesson to consolidate) .

1) Organizational stage.

2) Checking homework, reproducing and correcting students’ basic knowledge. Updating knowledge.

4) Primary consolidation

in a familiar situation (typical)

in a changed situation (constructive)

5) Creative application and acquisition of knowledge in new situation(problem tasks)

6) Information about homework, instructions on how to complete it

3. Structure of a lesson on updating knowledge and skills (repetition lesson)

1) Organizational stage.

2) Checking homework, reproducing and correcting the knowledge, skills and abilities of students necessary for creative solution of assigned problems.

3) Setting the goals and objectives of the lesson. Motivation for students' learning activities.

4) Updating knowledge.

in order to prepare for the test lesson

in order to prepare for studying a new topic

6) Generalization and systematization of knowledge

4. Lesson structure of systematization and generalization of knowledge and skills

1) Organizational stage.

2) Setting the goals and objectives of the lesson. Motivation for students' learning activities.

3) Updating knowledge.

4) Generalization and systematization of knowledge

Preparing students for general activities

Reproduction at a new level (reformulated questions).

5) Application of knowledge and skills in a new situation

6) Monitoring learning, discussing mistakes made and correcting them.

7) Reflection (summarizing the lesson)

Analysis and content of the work results, drawing conclusions based on the studied material

5. Structure of a lesson on testing knowledge and skills

1) Organizational stage.

2) Setting the goals and objectives of the lesson. Motivation for students' learning activities.

3) Identification of knowledge, skills and abilities, checking the level of development of students’ general educational skills. (Tasks in volume or degree of difficulty must correspond to the program and be feasible for each student).

Control lessons can be written control lessons, lessons combining oral and written control. Depending on the type of control, its final structure is formed

4) Reflection (summarizing the lesson)

6. Structure of a lesson for correcting knowledge, skills and abilities.

1) Organizational stage.

2) Setting the goals and objectives of the lesson. Motivation for students' learning activities.

3) Results of diagnostics (monitoring) of knowledge, skills and abilities. Definition typical mistakes and gaps in knowledge and skills, ways to eliminate them and improve knowledge and skills.

Depending on the diagnostic results, the teacher plans collective, group and individual teaching methods.

4) Information about homework, instructions on how to complete it

5) Reflection (summarizing the lesson)

7. Structure of a combined lesson.

1) Organizational stage.

2) Setting the goals and objectives of the lesson. Motivation for students' learning activities.

3) Updating knowledge.

4) Primary assimilation of new knowledge.

5) Initial check of understanding

6) Primary consolidation

7) Control of assimilation, discussion of mistakes made and their correction.

8) Information about homework, instructions on how to complete it

9) Reflection (summarizing the lesson)

Article 11. Federal state educational standards and federal state requirements. Educational standards

• checked today
• law of 01/01/2019
• entered into force on December 30, 2012

Art. 11 Education Law in the latest valid edition dated August 14, 2018.

There are no new articles that have not entered into force.

Compare with the edition of the article dated 07/01/2016 12/30/2012

Federal state educational standards and federal state requirements provide:

• 1) the unity of the educational space of the Russian Federation;
• 2) continuity of basic educational programs;
• 3) variability in the content of educational programs at the appropriate level of education, the possibility of forming educational programs different levels complexity and focus, taking into account the educational needs and abilities of students;
• 4) state guarantees of the level and quality of education based on the unity of mandatory requirements for the conditions for the implementation of basic educational programs and the results of their development.

Federal state educational standards, with the exception of the federal state educational standard for preschool education, educational standards are the basis for an objective assessment of compliance with the established requirements of educational activities and training of students who have mastered educational programs of the appropriate level and appropriate focus, regardless of the form of education and form of training.

Federal state educational standards include requirements for:

• 1) the structure of the main educational programs (including the ratio of the compulsory part of the main educational program and the part formed by participants in educational relations) and their volume;
• 2) conditions for the implementation of basic educational programs, including personnel, financial, material, technical and other conditions;
• 3) the results of mastering basic educational programs.

Federal state educational standards establish the time frame for obtaining general education and vocational education, taking into account various forms of education, educational technologies and characteristics of individual categories of students.

Federal state educational standards for general education are developed according to levels of education; federal state educational standards for vocational education can also be developed according to professions, specialties and areas of training at the corresponding levels of vocational education.

Federal state educational standards for preschool, primary general and basic general education provide the opportunity to receive education in native languages ​​from among the languages ​​of the peoples of the Russian Federation, study state languages republics of the Russian Federation, native languages ​​from among the languages ​​of the peoples of the Russian Federation, including Russian as a native language.

In order to ensure the realization of the right to education of students with disabilities disabilities health, federal state educational standards are established specified persons or special requirements are included in federal state educational standards.

The formation of the requirements of federal state educational standards of vocational education for the results of mastering the main educational programs of vocational education in terms of professional competence is carried out on the basis of relevant professional standards (if any).

Lists of professions, specialties and areas of training indicating the qualifications assigned to the relevant professions, specialties and areas of training, the procedure for the formation of these lists are approved by the federal executive body exercising the functions of developing state policy and legal regulation in the field of education. When approving new lists of professions, specialties and areas of training by the federal executive body exercising the functions of developing state policy and legal regulation in the field of education, the correspondence of the individual professions, specialties and areas of training indicated in these lists with the professions, specialties and areas of training may be established. specified in the previous lists of professions, specialties and areas of training.

The procedure for developing, approving federal state educational standards and introducing amendments to them is established by the Government of the Russian Federation.

Moscow State University named after M.V. Lomonosov, St. Petersburg State University, educational organizations of higher education in respect of which the category “federal university” or “national research university” has been established, as well as federal state educational organizations of higher education, the list of which is approved by decree of the President of the Russian Federation, have the right to develop and approve independent educational standards at all levels of higher education. Requirements for the conditions for the implementation and results of mastering educational programs of higher education, included in such educational standards, cannot be lower than the corresponding requirements of federal state educational standards.

The draft standard was developed by the Institute for Strategic Studies in Education of the Russian Academy of Education. Project development managers: Kezina.//.//.. academician of RAO; Kondakov A.M.. scientific director //(IPO RAO. Corresponding member of RAO.

Structure of the Federal State Educational Standard. Federal State Educational Standard is a complex of three federal state educational standards:

for primary secondary education;

for basic secondary education;

for complete secondary education.

Each standard includes requirements:

to the results of mastering the basic educational program of secondary general education;

to the structure of the main educational program of secondary general education, including requirements for the ratio of parts of the main educational program and their volume, to the ratio of the mandatory part of the main educational program and the part formed by participants in the educational process;

to the conditions for the implementation of the basic educational program of secondary education, including personnel, financial, material, technical and other conditions.

The requirements in various standards - for primary, basic, complete secondary education - are uniform in form (in terms of the composition of the requirements), but different in content, taking into account educational preparation, existing subject competence, age characteristics and capabilities of students. At the same time, the task is set to ensure the continuity of the main educational programs of primary general, basic general, secondary (complete) general, and vocational education.

If you carefully read the last paragraph of the above requirements, you can immediately notice that this is a requirement for the conditions of education, for the implementation of the educational process, and, therefore, for the educational environment. That is, the direct relationship between the Federal State Educational Standard and the educational environment is determined. Moreover, this relationship is realized in the form of a complex of direct and feedback:

the conditions of the educational process, expressed in the educational environment, influence its implementation and achieved results;

achieving the required results specified in the Standard presupposes the existence of requirements for the conditions for this achievement.

Therefore, the new Standard and the educational environment must be in a balanced combination. This means that their research and study is also interconnected: the study of the educational environment lies on the path of studying the content, features and new opportunities of the Federal State Educational Standard (Fig. 1.2.).

Fig.1.2. The relationship between the demands of society and education

It should be noted that the Federal State Educational Standard is part of the educational environment. This is a legal document expressing the company’s order, the procedure and conditions for its implementation. At the same time, it regulates not only the implementation and development of education, but also the development of the educational environment - directly and indirectly. We will consider it in these aspects in the further presentation.

The first and main feature of the Federal State Educational Standard– this is the return of the educational function to general education, expressed in the requirements and expected results:

V general provisions The standard, which indicates the focus “on the development of personal characteristics of a graduate (“portrait of a school graduate”);

in the results of subject training, including general educational results;

in the results of personal development.

The upbringing of the student is named as one of the goals to which this standard (FSES) is aimed.

Achieving the goal of educating a student requires a significant increase in the requirements for the educational environment.

The second feature of the Federal State Educational Standard. The new educational standard introduces a new pedagogical category - the results of mastering the basic educational program of primary, basic or complete secondary education (educational results, learning outcomes). The concept of educational and learning outcomes was present in the pedagogical environment earlier. But these results were perceived as an expression of the achievement of the goals of education and subject learning, i.e. were derived from the content of goals, a reflection of purposefulness.

According to the new standard, educational results become an independent concept of pedagogy and an element of the educational sphere. As a conceptual category, they are applicable to subject teaching systems - to educational subjects, considered here as learning outcomes. In this capacity, they become the subject of methodological research and constitute an independent component of the methodological system of subject teaching “Learning Outcomes.”

The content of the results and learning objectives should not duplicate (repeat) each other. Goals must be conceptual and determine the learning strategy and its general direction. Whereas the results of subject training should be more specific, expressing its goals and the concept of educational results of the Federal State Educational Standard - constitute a set of specific educational achievements planned in the methodological system of this training.

The “Learning Outcomes” component in the subject methodological system, program, teaching materials allows you to model learning, formulate it in the form information model through determining the relationships between the content of the results, on the one hand, and the goals, methods, content, means and forms of training, on the other hand. That is, learning outcomes are a unifying, systematizing element in teaching an educational subject and in its methodology.

The third feature of the Federal State Educational Standard– learning outcomes structured highlighting three main types of results – personal, meta-subject and subject. Each of these types presupposes the presence of a certain focus of education in general and subject teaching in particular, as well as the presence of a certain set of requirements for the educational preparation of students.

The new Federal State Educational Standard (FSES, Standard) places personal and meta-subject learning outcomes in the secondary education system at the forefront:

“The standard establishes requirements for the results of students who have mastered the basic educational program of secondary (complete) general education:

personal, including the readiness and ability of students for self-development and personal self-determination, the formation of their motivation for learning and purposeful cognitive activity, systems of significant social and interpersonal relationships, value-semantic attitudes reflecting personal and civic positions in activities, social competencies, legal awareness, the ability to set goals and build life plans, the ability to understand Russian identity in a multicultural society;

meta-subject, including interdisciplinary concepts and universal educational actions mastered by students (regulatory, cognitive, communicative), the ability to use them in educational, cognitive and social practice, independence in planning and implementing educational activities and organizing educational cooperation with teachers and peers, the ability to build an individual educational trajectory , possession of skills in research, design and social activities;

substantive, including skills acquired by students during the study of an academic subject that are specific to a given subject area, types of activities to obtain new knowledge within the framework of an academic subject, its transformation and application in educational, educational-project and social-project situations, the formation of a scientific type of thinking, scientific ideas about key theories, types and types of relationships, knowledge of scientific terminology, key concepts, methods and techniques.” (FSES).

Subject learning outcomes we need no less than personal and meta-subject ones:

Firstly, this knowledge and skills reveal the specifics of the subject being studied and specialization in the subject area, allowing one to achieve the required level of competence in this area. They are not universal and more specific, but, having the most direct relation to this subject, they create the necessary basis for the formation of other knowledge and skills for the development of the student’s personality.

Secondly, subject knowledge and skills are necessary as data for describing knowledge, elementary knowledge for the formation of higher-order knowledge: without subject knowledge it is impossible to count on the student’s full perception of meta-subject knowledge.

A special role in the Standard is given to subject results at the integrated (general education) level:

“Subject results at the integrated (general education) level should be focused on the formation of a common culture and the implementation of predominantly ideological, educational and developmental tasks of general education, as well as the tasks of socialization of students” (FSES).

That is, subject results at the integrated (general educational) level are designed to create the necessary basis for achieving personal results, increasing one’s ability to adapt to the social information environment, self-knowledge, self-organization, self-regulation, and self-improvement.

Spiritual and moral development, education and socialization of students are named in the Standard among the main areas of secondary education that they provide.

According to the Standard, each educational subject must make its contribution to the formation of general educational subject results, develop, shape the culture and worldview of students with its specific means and express them at the level of forms characteristic of it.

This coincides with the requirements of education itself, the advanced pedagogical environment - teachers, methodologists, etc. That is, this is a condition of education, coming from the depths of education itself, suffered by it. Without a doubt, this should affect the development of the educational environment and its qualitative transformation.

However, priority in the Standard is given to personal and meta-subject learning outcomes. Subject results are the necessary basis on which others – personal and meta-subject – are formed. But this base should not be self-sufficient - it must ensure development.

Meta-subject results. Modern knowledge requires not only fundamentalization, but also universalization, or rather, a balanced combination of fundamentalization and universalization. Fundamental knowledge and professional competence are needed by a specialist whose activities are focused on a fairly narrow area.

Of course, fundamentalization of education is necessary at a university. However, the modern constantly expanding world of knowledge requires its generalization, obtaining more knowledge based on it. high level. Consequently, universalization in teaching is also necessary at a university.

A student is a developing personal system whose cognitive interests have not yet been fully determined. Therefore, he needs universal (meta-subject) knowledge and skills to a greater extent. A certain degree of fundamentalization requires specialized training. However, the presence of universal knowledge in the subject of learning always gives him additional opportunities and takes him to a new, higher level of knowledge. He is better oriented in the educational field, adapts to educational sphere, has great abilities to obtain and acquire knowledge, personal development and self-development. He has relatively great opportunities for productive knowledge of the world, including self-knowledge.

Meta-subject results in the Standard are, first of all:

interdisciplinary concepts that are used in various subjects, specifically expressed in them, and essentially represent a conceptual category;

universal educational activities: regulatory, cognitive, communication, also having a wide (interdisciplinary) scope of application;

ability for self-organization and educational interaction (cooperation);

ability to apply your knowledge and skills.

A special role in the formation of meta-subject results is given to educational subjects, the content and methods of which have general educational significance - logic, language (colloquial and formal), information processes and information interaction, communication (at the level of language and information technology). These subjects (mathematics, computer science, language) become meta-subjects, sources of interdisciplinary knowledge and skills and, according to the Federal State Educational Standard, occupy a central place in education (mandatory for training).

For example. General educational philological (linguistic) knowledge is used in computer science when studying the topics “Designation and coding of information”, “Programming languages”, etc. At the same time, this knowledge itself is brought to a new meta-subject level - the implementation of direct and feedback.

Comment. The concept of metasubjectivity has another (no less important) meaning: as a description of the area of this subject, general interpretation of its content. This is also necessary: ​​achieving meta-subject results presupposes the presence of a meta-subject description and interpretation. Otherwise, meta-subject connections will not be able to arise. In this regard, mathematics, computer science, and native language can be considered as universal metalinguistic means, subjects of the same name - as means of implementing their metalinguistic means in other educational subjects.

As we see, the idea of ​​meta-subject matter expressed in the Standard also conceptually coincides with the ideas about it in the pedagogical (scientific and methodological) environment. The implementation of these ideas will allow us to systematize the educational process and its results (into a unified system of learning outcomes), and significantly increase the potential of interdisciplinary and metasubject communication.

With this implementation, significantly the role of the educational environment is increasing, as an area of ​​intersystem (intersubject) relations, a mediator, and therefore an active participant in these relations.

Personal results. Training is proposed to be carried out in terms of the following:

formation of student readiness for self-development and continuous education; design and construction of the social environment for the development of students in the education system.

Therefore, personal results presuppose the presence of a combination of social, spiritual, and intellectual qualities:

the formation of “civil identity, patriotism”, love and readiness to serve the Fatherland, a conscious civil legal position, responsibility, an active position of the subject, “consciously accepting traditional national and universal humanistic and democratic values”;

the formation of a worldview in the aspect of dialogue between cultures, forms of morality, art, religion; perception of moral values ​​of society;

“readiness and ability for independent, creative and responsible activities (educational, teaching and research, communication, etc.), education and self-education throughout life.”

We did not reproduce here all the requirements of the Federal State Educational Standard for personal learning outcomes (they are extensive - a sign of special attention to these results):

firstly, they are multi-level (for three levels of education);

secondly, working with primary sources is always more valuable than presenting them. We limited ourselves to only reflecting the position of the Federal State Educational Standard on this issue, which, like the previous ones (for subject and meta-subject results), expresses the requirements and development trends modern education, the position of advanced pedagogy.

The continuity of a person’s education means the presence of his ability to self-education, self-education, self-improvement. Accordingly, the main task of training is teach to learn, to form the foundations of a culture of knowledge, cognition, social and legal relations.

Readiness for self-education and self-training, in turn, means having the ability to:

to self-organization, self-government, self-determination, self-regulation, to self-development;

To self-knowledge as a spiritual and intellectual personality, identification of their interests and needs, abilities and capabilities (potential).

The task of the educational environment, IOS, is to fill all these requirements and positions with content that ensures:

identification and conceptual (semantic, sociocultural, aspectual) interpretation of the terms used;

formation of knowledge and ideas about the content of relevant concepts;

personal perception and “appropriation” by students of basic social and universal values;

developing students’ motivation and need to act and interact in accordance with these values.

The knowledge, skills, and competencies of the subject of education can and, in fact, should be formed in subject education as its results, including general educational ones. As for the subculture and personal self-development, they are formed, developed, and manifested mainly in the processes of independent interaction in the environment and with the environment, with the educational environment, IOS.

The fourth feature of the Federal State Educational Standard. The Standard introduces new concepts “compulsory subjects”, “optional subjects”, “optional subjects”:

“mandatory” – study in mandatory;

“by choice” – choice from a certain set to a certain quantity;

“optional” – you can select based on “educational services”. The term “educational services” is also an innovation of the Federal State Educational Standard, although such services already exist in the field of education, and there is a need for them.

To a certain extent, the innovation of the Standard makes it possible to unload the curriculum (the total content of the subjects studied) for each individual student, provided that he determines (with the help of parents and teachers) the optimal teaching load in the paradigm compulsory subjects - elective subjects. But he may overestimate his strength by going along the line of “educational services.” May occur personal information security problem student – ​​overload with educational activities and information.

Obviously, since we are talking about the safety of the personal educational environment, the problem of its safety also applies to the educational environment (from general to personal). The choice of subjects to study can be a personal matter. However, personal safety is a public matter.

The fifth feature of the Federal State Educational Standard is to achieve logical closure of requirements. The conditions for education are diverse, and it is quite difficult to achieve complete logical closure of the requirements for it. However, the Standard makes a serious attempt to achieve a balance of educational, informational, educational and methodological requirements, requirements for IOS, infrastructure, financial, economic, and personnel requirements.

According to the Federal State Educational Standard, each educational institution creates in accordance with the requirements and structure specified therein own educational program, containing target, content and organizational sections, and a results assessment system.

program for the development of universal educational activities(UUD);

program of academic subjects and courses;

program of spiritual and moral development, education and socialization of students.

The organizational section contains curriculum and system of conditions.

It is obvious that the system of conditions is, first of all, the conditions of the educational environment, the IOS of a given (each specific) educational institution, the requirements for their definition, organization, creation, and functioning. The same applies to every educational subject.

Thus, each educational institution (school), each subject training in accordance with the Federal State Educational Standard, each training course in this institution must develop a systematic description, information model, draft of the corresponding IOS in the aspect of active interaction with it, relying on it to achieve the planned results.

1. The right of an educational institution to issue its graduates a state-issued document on the appropriate level of education arises from the moment of its...
A) state accreditation
B) licensing
B) registration
D) certification
2. Citizens of the Russian Federation have the right to receive ___ education in their native language
A) basic general
B) average (full) general
B) initial
D) higher professional
3. The legislation of the Russian Federation in the field of education does not include...
A) Declaration of Principles of Tolerance
B) The Constitution of the Russian Federation
C) Law of the Russian Federation “On Education”
D) regulatory legal acts subjects of the Russian Federation in the field of education
4. State educational standard in conditions modern system education according to the Law of the Russian Federation “On Education”...
A) is the basis for an objective assessment of the level of education and qualifications of graduates, regardless of the form of education
B) guarantees the receipt of free general and, on a competitive basis, free vocational education in state and municipal educational institutions
C) ensures the quality of training of specialists
D) ensures the right to equal education
5. In accordance with the Law “On Education” of the Russian Federation, the form of education is not ...
A) continuing education
B) family education
B) self-education
D) external study
6.Additional education in accordance with the Law of the Russian Federation “On Education” involves ...
A) comprehensive satisfaction of the educational needs of citizens and provision of continuous professional development
B) implementation of the content of relevant programs in the system of children's youth sports schools
C) training children in creative houses
D) in-depth development of educational programs
7. Education aimed at training skilled workers in all main areas of socially useful activities on the basis of basic general education is ___ education
A) initial professional
B) average professional
B) higher professional
D) additional
8. The goal of the “Program for the Development of Teacher Education in Russia for 2001-2010” is ...
A) creating conditions for the development of a system of continuous pedagogical education
B) development regional programs teacher training
C) updating the legal framework for continuing teacher education
D) creating a balance between state social and personal priorities in education
9. An educational institution has the right to educational activities since...
A) issuance of a license
B) registration
B) state accreditation
D) paying taxes
10.The leading principles for developing the content of continuing pedagogical education do not include...
A) visibility
B) fundamentality
B) continuity
D) variability
11. The general management of a state or municipal higher education institution is carried out by ___ council
A) scientist
B) pedagogical
B) trustee
D) rector's
12. To the priority tasks of modernization Russian education doesn't apply...
A) gain state control for the quality of education
B) ensuring state guarantees of accessibility and equal opportunities obtaining a full education
C) achieving a new modern quality of preschool, general and vocational education
D) formation in the education system of regulatory, organizational and economic mechanisms for attracting and using extra-budgetary resources
13.A document that protects the rights of the child and is binding on the countries that sign it is ...
A) Convention
B) Declaration
B) Program
D) Concept
14. The “UN Convention on the Rights of the Child” was ratified in Russia in ___
A) 1990
B) 1994
B) 1989
D) 1918
15. A child is a person under the age of ___ years
A) 18
B) 16
B) 14
D) 12
16. For the first time in history, the recognition of a child as a full-fledged and full-fledged person was proclaimed ...
A) “UN Convention on the Rights of the Child”
B) “Universal Declaration of Human Rights”
B) “World Declaration on the Survival, Protection and Development of Children”
D) “Constitution of the Russian Federation”
17. A set of international legal standards regarding the protection and well-being of children is contained in…
A) “UN Convention on the Rights of the Child”
B) “Universal Declaration of Human Rights”
B) “Constitution of the Russian Federation”
D) “Declaration “A World Fit for Children”
18.Measures to restore social connections and functions lost by a child are social...
A) rehabilitation
B) compensation
B) deprivation
D) adaptation
19.The rights of students in an educational institution are determined...
A) Charter of the educational institution
B) Standard regulations on an educational institution
B) General meeting of parents
D) General meeting of students
20.The protection of a child from information harmful to his health, moral and spiritual development is guaranteed...
A) Federal Law on Basic Guarantees of the Rights of the Child of the Russian Federation
B) Law of the Russian Federation “On Education”
B) The Constitution of the Russian Federation
D) Declaration of Principles of Tolerance
21.The principles of state policy in the interests of children do not include...
A) the secular nature of education
B) state support for families
C) establishing minimum standards for indicators of the quality of life of children
D) responsibility of citizens and officials for causing harm to a child
22.The international agreement on the rights of the child, proclaimed by the United Nations General Assembly in 1989, is called ...
A) Convention on the Rights of the Child
B) Charter of Human Rights
B) National Doctrine of Education
D) Declaration of the Rights of the Child
23.According to the Universal Declaration of Human Rights, basic personal rights do not include the right to...
A) labor
B) life
B) freedom
D) personal integrity
24. A level of qualifications and professionalism that meets regulatory criteria, allowing an employee to solve problems of a certain degree of complexity is ...
A) qualification category
B) competence
B) skill
D) creativity
25. To certify teaching staff for the second qualification category, a certification commission is created...
A) educational institution
B) local education authority
B) board of trustees
D) Federal education authority
26. The document that serves as the basis for determining the normative criteria for the professional and pedagogical level of a certified teacher is...
A) qualification characteristics
B) certificate of assignment of a qualification category
C) a unified tariff schedule for remuneration of public sector workers
D) qualification category
27. One of the principles of certification of pedagogical and managerial employees of state and municipal educational institutions is ...
A) voluntariness for the second, first and highest qualification categories for teaching staff and for the highest qualification category for management workers
B) voluntariness for management employees and persons applying for a management position, for the first qualification category
C) the closedness of the process of discussing the results
D) mandatory certification for the second, first and highest qualification categories for teaching staff
28. Qualification categories for teaching and management employees are assigned for a period of ...
A) 5 years
B) 1 year
B) 3 year
D) 10 years
29. When making a decision based on the results of certification, the teacher (supervisor) has the right ...
A) be present in person
B) participate in the discussion
C) undergo re-certification in the near future
D) participate in voting
30. Tariff and qualification characteristics for positions of employees of educational institutions and organizations serve as the basis for…
A) conducting certification
B) writing a teacher’s description
B) advanced training
D) planning teaching activities
31.The section of tariff and qualification characteristics, containing provisions for establishing wage grades for employees, is ...
A) “Qualification requirements”
B) “Job responsibilities”
B) “Must know”
D) “General provisions”
32.The number of categories established in accordance with the qualification requirements is ...
A) 3
B) 7
B) 9
D) 14
33. Monitoring compliance with the procedure for certification of teaching staff cannot be carried out ...
A) pedagogical council schools
B) Ministry of Education of the Russian Federation
C) education management body of the constituent entities of the Russian Federation
D) municipal education authority
34.A certified pedagogical or managerial employee has the right to elect...
A) specific forms and procedures for certification from among the variable forms and procedures
B) deadlines for certification
C) composition of the certification commission
D) validity period of the established certification category
35. Tariff and qualification characteristics for each position do not include the section ...
A) “Must be able to”
B) “Job responsibilities”
B) “Must know”
D) “Qualification requirements for pay grades”
36. The procedure for the appointment or election of the head of a general education institution is determined ...

B) municipal organizations local government
C) Law of the Russian Federation “On Education”
D) Educational program
37. The document regulating the activities of general education institutions and being the basis for the development of the institution’s charter is ...
A) Standard regulations on a general education institution
B) Law of the Russian Federation “On Education”
B) Regulations on the procedure for certification of teaching and management employees of state and municipal educational institutions
D) Federal target program for the development of education
38. The standard regulations on a general education institution must apply to...
A) gymnasium
B) vocational schools
B) colleges
D) non-state educational institutions
39. One of the principles of school activity, designated by the Model Regulations on a General Educational Institution, is the principle ...
A) democracy
B) decentralization
B) secularism
D) continuity of education
40.One of the main tasks of a general education institution is...
A) creation favorable conditions for mental, moral, emotional and physical development of the individual
B) training and education in accordance with the levels and forms of education
C) preserving school traditions
D) receiving education in your native language
41. In accordance with the Model Regulations on an Educational Institution, the founder of a state educational institution is...
A) a federal government body or a government body of a constituent entity of the Russian Federation
B) private person
B) commercial organization
D) local government
42. Relations between the founder and a general educational institution that are not regulated by the institution’s charter are determined ...
A) an agreement concluded between the founder and the educational institution
B) agreement
B) contract
D) by order
43. The second stage of the educational process in an educational institution assumes a standard period for mastering basic general education within ___ years
A) 5
B) 3
B) 4
D) 2
44. The division of powers between the head and self-government bodies of a general education institution is determined ...
A) Charter of a general education institution
B) Law of the Russian Federation “On Education”
B) school administration
D) School Council
45. The council of an educational institution is formed in accordance with ...
A) Charter of a general education institution
B) by order of the manager
B) the wishes of the students
D) employment contract
46.The Charter of an educational institution must indicate...
A) status of educational institution
B) characteristics of the material base
B) class schedule
D) a structural unit of an educational institution that has the right to carry out the educational process
47. The standard regulations on an educational institution are approved ...
A) Decree of the Government of the Russian Federation
B) State Duma
B) Ministry of Education of the Russian Federation
D) municipal education authority
48. Normative document characterizing goals, objectives, structure certain types educational institutions and establishing the order of operation of schools is ...
A) Charter of the educational institution
B) Standard regulations on an educational institution
C) Program of activities of the educational institution
D) School development concept
49. The standard regulations on an educational institution regulate the activities of state and municipal educational institutions of one(s) ...
A) kind
B) type
B) legal form
D) level of education