GEF into decoding. I. General provisions. Specific features of GEF NOO

Municipal budgetary educational institution

"Secondary school №1 P.G.T. Aktobe "

Aznakaevsky Municipal District of the Republic of Tatarstan

Pedagogical Council

"Key features and differences between federal state educational standards (GEF) from state educational standards (state) of general education"

Prepared:

primary school teacher

L.N. Khadeeva

p.G.T. Aktyubinsky

2014 -2015 uch. year

Key features and differences between federal state educational standards (GEF) from state educational standards (state) of general education

Slide 2. Russia is part of the world space. Recently, Russia's education did not meet the world fundamental values \u200b\u200bof education that UNESCO were formulated.

Slide 3. UNESCO. UNESCO -Organization of the United Nations on Education, Science and Culture. Currently, the members of the organization are 191 state.

The USSR joined UNESCO on April 21, 1954. From December 1991. Russia has taken the place of the USSR in UNESCO as the "state-continuer state" the main objective of UNESCO - to promote peace and security by expanding the cooperation of peoples in the field of education, science and culture in the interests of ensuring universal education Respect, justice, respect for the legality and human rights, as well as fundamental freedoms proclaimed in the Charter of the United Nations, for all peoples, without distinguishing races, gender, language or religion.
Slide 4. World fundamental values \u200b\u200bof education (UNESCO). Learn to teach yourself in any situation and at any time; Teach to work and earn worthy; Teach live in a modern, fast-growing world; Teach live together.

Slide 5. The Russian School has always been famous for quality education (quality criterion has changed). School of Russia gave the fundamental knowledge of various sciences. Over the years, it was good. International Olympiads (now - not only knowledge, but also the ability to apply these knowledge in a changed situation - recent places). (Different items, different levels) socio-economic, scientific and technical, cultural changes occurring in our country, inevitably led to changes in education. It is impossible to lay everything that happens and accumulates with incredible speed. The whole model of the education system has become obscured ...... ..

Slide 6. Work between the ellipsis must be executed by the GEF of the new generation. GEF II generation is a fundamentally new document for the Patriotic School.

Slide 7. Innovation standards
1. For the first time, standards are a holistic system of requirements for the entire education system of the country, and not just the requirements for the subject matter of education

2. The first standards are considered as the Constitution of School Life, determines the way of school life.

3. The first basis for the introduction of standards in real life is a new organizational and economic model of education.

Slide 8. . 4. Allocation in the main educational program (including curriculum) of the two components: a mandatory part and a part formed by the participants of the educational process

5. Organization of extracurricular activities in the direction of identity development (sports and wellness, spiritual and moral, social, general-purpose, general cultural)

6. System-active approach as the methodological basis of GEF general education

Slide 9. . 7. Enhancing the role of parents (legal representatives) students in the design and implementation of the main educational program

8. The value-regulatory framework for the development and implementation of the GEF of general education is the concept of spiritual and moral development and education of a citizen of Russia

Slide 10. . Innovation in the system of assessing the results of achieving the development of the main educational program.

The system-forming component of the standard has become the requirements for the results of the development of the main educational programs. The idea of \u200b\u200bthe educational results has changed - the standard focuses the teachers not only on the subject matter, as it was before, but on the meta-concrete and personal results of the child.

Slide 11,12. . Differences of GEF General Education from State General Education

This is a public contract between the person, family, society and the state.

A combination of requirements required in the implementation of basic educational programs (OOP)

The combination of three components (federal, regional (national-regional), educational institution), which is primarily determining the maintenance of the OOP

Standard Structure

Requirements for the structure of the OOP;

Requirements for the conditions for the implementation of the OOP;

requirements for the results of the development of the OOP

(ZT + C)

Mandatory minimum content of the OOP;

Maximum scope of study trained;

Requirements for graduate training

Slide 13. . Structure Structure (3T + C)

Federal Law of December 1, 2007N. 309-FZ approved a new structure of the State Educational Standard. Now each standard includes 3 types of requirements:

Requirements (T1) Requirements for the structure of basic educational programs, including the requirements for the relationship of the main educational program and their volume, as well as to the relation of the obligatory part of the basic educational program and the part formed by the participants of the educational process;

Requirements (T2) Requirements for the results of the development of the main educational programs.

Requirements (T3) requirements for the implementation of the main educational programs, including personnel, financial, logistical and other conditions;

The system of assessing the results of achieving the development of the main educational program (C)

Slide 14. . Differences of GEF General Education from State General Education

- mandatory part;

A part formed by the participants of the educational process, under which we understand the students, pedagogical workers of a general education institution, parents of students.

Federal component;

Regional (national-regional) component;

Component of the educational institution

Slide15. Extracurricular activities

Extracurricular activities are included in the educational program.

Organizing the educational activities of students in the lesson and the creation of an appropriate space of the implementation of the knowledge gained, skills and skills in practical social and personally significant activities in extracurricular times should ensure the achievement of the results established by the standard

Separately, urban and extracurricular activities

Slide 16. Results set by standard

Personal;

Meta-delta;

Subject

Students should know;

Students should be able to;

Students should use in practical activity and everyday life *

Slide 17. Standard base

System-activity approach

The main directions of modernization of Russian education *

The ability to learn

Formation and development of universal training actions (for the steps of NOO and LLC, respectively)

Formation, improvement and expansion of general scientists, skills and methods of activity **

Financing educational process

Lesson and extracurricular activities (basic educational program)

Basic curriculum

* Defined by the concept of modernization of Russian education for the period up to 2010, approved by the Order of the Government of the Russian Federation No. 1756-R of December 29, 2001

** refers to the federal component of the State Educational Standard

Slide 18. . New skills In the light of the II standards of the II in the content of education, new procedural skills are laid: independently engage in their training and receive the necessary information from different sources;

work in groups and make decisions; Use new information and communication technologies.

Expressing scientific language, the formation occursUniversal training actions (Wood).

Slide 19. Wood . URA as generalized actions reveal students the possibility of wide orientation both in various subject areas and in building the most educational activities. Universal academic activities are competent, meta-delimited.

An important element of the formation of universal educational actions of students to the stages of primary general education, ensuring its effectiveness are the orientation of younger students in information and communicative technologies (ICT) and the formation of the ability to competently apply (ICT competence). The use of modern digital tools and communication media is indicated as the most natural way of forming a URU included a subprogramme "Formation of ICT competence of students". Implementation of the Wood formation program in elementary school is the key task of implementing a new educational standard.

Slide 20. . Educational technologies In this regard, educational technologies are improved, in the development of which the following trends in the development of education are taken into account:

from mechanical memorization to teaching as a process of intellectual development;

from the reproduction of knowledge to their productive use and use, depending on the tasks solved;

from orientation on an average student to differentiated and individual learning programs;

from the external motivation of the teaching to the inner moral and volitional regulation.

Slide 21. . Lesson Currently on education currently affects the structure of the construction of the lesson. The main difference between the modern lesson, despite its type (lesson, consolidating the past, integrated lesson, a combined lesson, etc.) is the involvement of students in the process of active joint training activities in different learning situations, i.e. System-activity approach.

Slide 22. . Extracurricular activities Fundamentally new is inclusion in the mandatory part of the curriculum, which is one of the sections of the main educational program of primary general training - extracurricular activities of students.

In accordance with the standard, 5 priority directions for the development of the student of the schoolchildren, according to which extracurricular activities in elementary school are carried out.

Slide 23. . It is sports and wellness, spiritually - moral, social, intellectual, general cultural.

Slide 24. Extracurricular activities . The content of extracurricular activities should be reflected in the main educational program of the educational institution, in contrast to the content of additional education, which is not included in the main educational program of the educational institution. Each class of school stands out on average up to 10 hours a week to carry out extracurricular activities. The clocks allocated to extracurricular activities are not taken into account when determining the mandatory permissible load of students. Extracurricular activities can be carried out both in the first half and in the afternoon, as it is an integral part of the entire educational process at school. Extrumbering activities can lead teachers, class managers, psychologists, teachers of additional education and other pedagogical workers.

(sports and wellness, spiritual and moral, social, general-purpose, general cultural).

Slide 25. . Extracurricular activities In extracurricular activities may include: the performance of homework (starting from the second half of the year), individual teacher classes with children requiring psychological and pedagogical and corrective support (including individual speech classes, handwriting and written speech, etc. ), individual and group consultations (including remote) for children of various categories, excursions, circles, sections, round tables, conferences, disputes, school scientific societies, competitions, competitions, search and research, etc.

Slide 26. . Distinctive feature of the new standard A distinctive feature of the new standard is his activity character that makes the main purpose of the development of the student's personality. The education system refuses the traditional presentation of the learning outcomes in the form of knowledge, skills and skills, the wording of the standard indicate the real activities that the student should master by the end of primary learning. Requirements for learning outcomes are formulated in the form of personal, meta-delicate and subject results.

Slide 27. Change of basic model

Slide28. The purpose of education.

Personality: Personality Development

In the standard of a new generation, the formation of education is not written in detail in detail in detail, but it is clearly marked by the requirements for the results of the development of the educational basic educational program of basic general education: personal, meta-delta and subject.

As the main result of the formation, mastering a set of universal training actions, allowing to put and solve the most important life and professional tasks.

Slide29. School goal.

Arm your skills that will help him focus on their new situations

professional, personal and public life, reaching the goal (i.e. to arm the competencies)

Slide30. . I suggest you compare some key moments of old and new standards so that you can get an idea about how it was before and how it will be now in a new school.

Slide 32 - 38 (by slides)

Slide 39. Methodical literature on the FGOS

Slide 40. . Conclusion. So, the second generation GEF is a regulatory legal act. The standard is called to play a crucial role in the education of highly moral, creative, competent and successful citizens of Russia. The standard is based on a system-activity-active approach aimed at achieving not only subject educational results, but, above all, to form the personality of students, mastering the universal methods of educational activities, ensuring the success in cognitive activity at all stages of further education.

Slide 41. . Yanush Korchak (Polish teacher) wrote: "Respect the baby's ignorance! Respect the labor of knowledge! Respect ignorance and tears! Respect the current hour and today! How will the child be able to live tomorrow if we do not let him live today conscious and responsible life? ". Let the child learn not because you told him, but because I myself understood; Let him not learn science, and invents it. Live - here is a craft that we must teach it.

Slide 42. Thanks for attention!

The federal state standard of pre-school education was developed for the first time in Russian history in accordance with the requirements of the Federal Law "On Education in the Russian Federation". In accordance with the Federal State Educational Standard of Preschool Education, exemplary educational programs of pre-school education are developed.

Educational programs of pre-school education are aimed at the versatile development of preschool children, taking into account their age and individual features, including the achievement of preschool children, the level of development necessary and sufficient for the successful development of educational programs of primary general education, based on individual approach to children of preschool age And species specific for children of the pre-school age.

The Federal State Educational Standard includes the requirements for:
1) the structure of the main educational programs (including the relation of the obligatory part of the main educational program and the part formed by the participants in educational relations) and their volume;
2) the conditions for the implementation of the main educational programs, including personnel, financial, material and technical and other conditions;
3) the results of the development of the main educational programs.
Unlike other standards, GEF pre-school education is not the basis for assessing compliance with the established requirements of educational activities and training students. The development of educational programs of pre-school education is not accompanied by interim certification and total certification of students.

Order of the Ministry of Education and Science of the Russian Federation (Ministry of Education and Science of Russia) of October 17, 2013 N 1155 Moscow "On approval of the Federal State Educational Standard of Preschool Education

Registration N 30384.

In accordance with paragraph 6 of Part 1 of Article 6 of the Federal Law of December 29, 2012, N 273-FZ "On Education in the Russian Federation" (meeting of the legislation of the Russian Federation, 2012, N 53, Art. 7598; 2013, N 19, Art. 2326; N 30, Article 4036), subparagraph 5.2.41 of the Regulations on the Ministry of Education and Science of the Russian Federation, approved by the Decree of the Government of the Russian Federation of June 3, 2013 N 466 (Meeting of the legislation of the Russian Federation, 2013, N 23, Art. 2923 ; N 33, Art. 4386; N 37, Art. 4702), paragraph 7 of the rules for the development, approval of federal state educational standards and amendments to them approved by the Decree of the Government of the Russian Federation of August 5, 2013 N 661 (Meeting of the legislation of the Russian Federation , 2013, N 33, Art. 4377), order:

1. To approve the attached federal state educational standard for pre-school education.

2. To recognize the orders of the Ministry of Education and Science of the Russian Federation to be invalid:

from November 23, 2009 N 655 "On approval and enforcement of federal state requirements for the structure of the main educational program of pre-school education" (registered by the Ministry of Justice of the Russian Federation on February 8, 2010, registration N 16299);

dated July 20, 2011 N 2151 "On approval of federal state requirements for the conditions for the implementation of the main general educational program of pre-school education" (registered by the Ministry of Justice of the Russian Federation on November 14, 2011, registration N 22303).

Minister

D. Livanov

application

Federal State Educational Standard of Preschool Education

I. General provisions

1.1. This Federal State Educational Standard of Preschool Education (hereinafter referred to as standard) is a combination of mandatory requirements for preschool education.

The subject of standard regulation is relations in the field of education arising from the implementation of the educational program of pre-school education (hereinafter referred to as the program).

Educational activities under the program are carried out by organizations carrying out educational activities, individual entrepreneurs (hereinafter together - organizations).

The provisions of this standard can be used by parents (legal representatives) when receiving preschool education in the form of family education.

1.2. The standard was developed on the basis of the Constitution of the Russian Federation 1 and the legislation of the Russian Federation and taking into account the UN Convention on the Rights of Child 2, which are based on the following basic principles:

1) support for childhood diversity; The preservation of the uniqueness and self-satisfaction of childhood as an important stage in the general development of a person, the intrinsicness of childhood - an understanding (consideration) of childhood as a period of life of meaningful in itself, without any conditions; meaningful what happens to the child now, and not the fact that this period is the period of preparation for the next period;

2) the personality-developing and humanistic nature of the interaction of adults (parents (legal representatives), pedagogical and other employees of the organization) and children;

3) respect for the identity of the child;

4) The implementation of the program in forms specific to the children of this age group, primarily in the form of a game, cognitive and research activities, in the form of creative activity that ensures the artistic and aesthetic development of the child.

1.3. The standard takes into account:

1) the individual needs of the child associated with its life situation and the state of health that determine the special conditions for obtaining them education (hereinafter - special educational needs), the individual needs of certain categories of children, including disabilities;

2) the possibilities of developing a child program at different stages of its implementation.

1.4. Basic principles of pre-school education:

1) a full-fledged accommodation by a child of all stages of childhood (infant, early and preschool age), enrichment (amplification) of children's development;

2) the construction of educational activities based on the individual characteristics of each child, in which the child himself becomes active in the choice of its formation, becomes the subject of education (hereinafter - the individualization of pre-school education);

3) assistance and cooperation of children and adults, recognition of the child with a full-fledged participant (subject) of educational relations;

4) support for children's initiative in various activities;

5) cooperation of the organization with family;

6) the admission of children to socio-cultural standards, traditions of family, society and state;

7) the formation of cognitive interests and cognitive actions of the child in various activities;

8) age-related adequacy of preschool education (compliance of conditions, requirements, agents and development features);

9) Accounting for the ethnocultural situation of the development of children.

1.5. The standard is aimed at achieving the following goals:

1) increasing the social status of pre-school education;

2) providing the state equality of opportunities for each child in obtaining high-quality preschool education;

3) ensuring state guarantees of the level and quality of pre-school education based on the unity of mandatory requirements for the conditions for the implementation of educational programs of pre-school education, their structure and the results of their development;

4) preservation of the unity of the educational space of the Russian Federation regarding the level of pre-school education.

1.6. The standard is aimed at solving the following tasks:

1) the protection and strengthening of the physical and mental health of children, including their emotional well-being;

2) ensuring equal opportunities for the full development of each child during preschool childhood, regardless of the place of residence, gender, nation, language, social status, psychophysiological and other features (including limited health capabilities);

3) ensuring the continuity of the goals, objectives and content of education implemented in the framework of educational programs of various levels (hereinafter - the continuity of the main educational programs of preschool and primary general education);

4) the creation of favorable conditions for the development of children in accordance with their age and individual characteristics and inclinations, the development of the abilities and the creative potential of each child as a subject of relations with themselves, other children, adults and peace;

5) combining education and education into a holistic educational process based on spiritual and moral and sociocultural values \u200b\u200band the rules and norms adopted in society and the norms of behavior in the interests of a person, family, society;

6) the formation of a common culture of the personality of children, including the values \u200b\u200bof a healthy lifestyle, the development of their social, moral, aesthetic, intellectual, physical qualities, initiative, independence and responsibility of the child, the formation of prerequisites for educational activities;

7) ensuring the variability and diversity of the content of programs and organizational forms of pre-school education, the possibility of forming programs of various focus, taking into account educational needs, abilities and health status of children;

8) the formation of a sociocultural environment corresponding to the age-related, individual, psychological and physiological characteristics of children;

9) to ensure the psychological and pedagogical support of the family and increase the competence of parents (legal representatives) in the development and education, protection and promotion of children's health.

1.7. Standard is the basis for:

1) program development;

2) developing variable approximate educational programs of preschool education (hereinafter - exemplary programs);

3) the development of statutors of financial support for the implementation of the program and regulatory costs for the provision of state (municipal) services in the field of pre-school education;

4) an objective assessment of the compliance of the educational activities of the organization of the requirements of the Standard;

5) the formation of the content of vocational education and additional professional education of pedagogical workers, as well as their certification;

6) assisting parents (legal representatives) in raising children, protect and strengthen their physical and mental health, in the development of individual abilities and the necessary correction of violations of their development.

1.8. The standard includes requirements for:

the structure of the program and its volume;

the terms of the program;

results of the program.

1.9. The program is implemented in the state language of the Russian Federation. The program may provide for the possibility of implementing in the native language from the languages \u200b\u200bof the peoples of the Russian Federation. The implementation of the program in the native language of the languages \u200b\u200bof the peoples of the Russian Federation should not be made to the detriment of education in the state language of the Russian Federation.

II. Requirements for the structure of the educational program of pre-school education and its volume

2.1. The program determines the content and organization of educational activities at the level of pre-school education.

The program ensures the development of the personality of children of preschool age in various types of communication and activities, taking into account their age, individual psychological and physiological features and should be aimed at solving the tasks specified in paragraph 1.6 of the standard.

2.2. Structural units in one organization (hereinafter - groups) can implement different programs.

2.3. The program is formed as a program of psychological and pedagogical support for positive socialization and individualization, the development of the identity of children of preschool age and determines the complex of the main characteristics of pre-school education (volume, content and planned results in the form of targets of preschool education).

2.4. The program is aimed at:

creating the conditions for the development of a child who discover opportunities for its positive socialization, his personal development, the development of initiative and creative abilities based on cooperation with adults and peers and the appropriate age of activities;
on the creation of a developing educational environment, which is a system of conditions for the socialization and individualization of children.

2.5. The program is developed and approved by the Organization independently in accordance with this standard and taking into account exemplary programs 3.

When developing a program, an organization defines the duration of the stay of children in an organization, the organization's work regime in accordance with the scope of the tasks of educational activities, the limit refrigeration rate of groups. The organization can develop and implement in groups of various programs with different duration of children's stay during the day, including groups of short-term stay of children, groups of full and extended days, groups of round-the-clock stay, groups of children of different ages from two months to eight years, including Miscellaneous groups.

The program can be implemented throughout the entire time stay of 4 children in the organization.

socio-communicative development;
cognitive development; speech development;
artistic and aesthetic development;
physical development.

Socio-communicative development is aimed at learning the norms and values \u200b\u200badopted in society, including moral and moral values; development of communication and interaction of the child with adults and peers; the establishment of independence, focus and self-regulation of their own actions; development of social and emotional intelligence, emotional responsiveness, empathy, the formation of preparedness for joint activities with peers, the formation of a valid attitude and feelings of belonging to their family and to the community of children and adults in the organization; formation of positive plants for various types of labor and creativity; Formation of the foundations of safe behavior in everyday life, society, nature.

Cognitive development involves the development of the interests of children, curiosity and cognitive motivation; the formation of cognitive actions, the formation of consciousness; Development of imagination and creative activity; Formation of primary ideas about themselves, other people, objects of the surrounding world, about the properties and relations of objects of the surrounding world (shape, color, size, material, sound, rhythm, pace, quantities, numbers, parts and the whole, space and time, movement and rest , causes and consequences, etc.), about the small homeland and fatherland, ideas about the sociocultural values \u200b\u200bof our people, about domestic traditions and holidays, planet Earth as a common house of people, about the peculiarities of its nature, the diversity of countries and the peoples of the world.

Speech development includes speech possession as a means of communication and culture; enrichment of the active dictionary; the development of a connected, grammatically correct dialogic and monoological speech; development of speech creativity; development of sound and intonation culture of speech, phonderatic hearing; Acquaintance with book culture, children's literature, understanding of the texts of various genres of children's literature; Formation of sound analytical synthetic activity as a literacy training background.

Artistic and aesthetic development involves the development of prerequisites for the value-semantic perception and understanding of works of art (verbal, musical, fine, nature of nature; The formation of aesthetic attitude towards the world around; formation of elementary ideas about art types; perception of music, fiction, folklore; stimulation of empathy of artistic works characteristics; Implementation of independent creative activities of children (visual, structurally model, musical, etc.).

Physical development includes the acquisition of experience in the following activities of children: Motor, including those related to performing exercises aimed at developing physical qualities such as coordination and flexibility; contributing to the correct formation of the organism musculoskeletal system, the development of equilibrium, coordination of movement, large and fine motility of both hands, as well as with the right, damage to the body, the implementation of the main movements (walking, running, soft jumps, turns in both directions), formation initial ideas about some sports, mastering rolling games with rules; the formation of focus and self-regulation in the motor sphere; The formation of the values \u200b\u200bof a healthy lifestyle, mastering its elementary standards and rules (in nutrition, engine mode, hardening, when forming useful habits, etc.).

2.7. The specific content of these educational areas depends on the age and individual characteristics of the children, is determined by the goals and objectives of the program and can be implemented in various activities (communication, game, educational and research activities - as through the mechanisms of child development):

in infancy (2 months - 1 year) - direct emotional communication with adults, manipulation with objects and educational and research actions, the perception of music, children's songs and poems, motor activity and tactive-motor games;

at an early age (1 year - 3 years) - subject activity and games with composite and dynamic toys; Experimentation with materials and substances (sand, water, dough, etc.), Communication with adults and joint games with peers under the leadership of adult, self-service and action with household Items (spoon, scoop, shovel, etc.), perception of the meaning of music , fairy tales, poems, viewing pictures, motor activity;

for children of preschool age (3 years old - 8 years old) - a number of activities, such as game, including plot-role-playing game, game with rules and other types of game, communicative (communication and interaction with adults and peers), educational research (research objects of the surrounding world and experimentation with them), as well as the perception of fiction and folklore, self-service and elementary household work (indoors and on the street), design from different material, including designers, modules, paper, natural and other material, visual (drawing , modeling, applique), musical (perception and understanding of the meaning of musical works, singing, musical and rhythmic movements, games in children's musical instruments) and motor (mastering the main movements) of the child's activity.

1) an objective spatial developing educational environment;

2) the nature of interaction with adults;

3) the nature of interaction with other children;

4) a child's relationship system to the world, to other people, to themselves.

2.9. The program consists of a mandatory part and part formed by participants in educational relations. Both parts are complementary and necessary from the point of view of implementing the requirements of the standard.

The obligatory part of the program involves the complexity of the approach, ensuring the development of children in all five complementary educational areas (clause 2.5 of the standard).

Participated by participants in educational relations should be presented selected and / or those developed by the participants of the educational relations of the program aimed at developing children in one or several educational areas, activities and / or cultural practitioners (hereinafter - partial educational programs), techniques, Forms of organization of educational work.

2.10. The volume of the mandatory part of the program is recommended at least 60% of its total volume; parts formed by participants in educational relations, not more than 40%.

2.11. The program includes three main sections: target, meaningful and organizational, in each of which reflects the mandatory part and part formed by the participants in educational relations.

2.11.1. The target section includes an explanatory note and planned results of the program.

An explanatory note must disclose:

goals and objectives of the program implementation;
principles and approaches to the formation of the program;
significant to the development and implementation of the program characteristics, including characteristics of the characteristics of the development of children of early and preschool age.

The planned results of the Program development specify the requirements of the standard to target landmarks at a mandatory part and a part that formed by participants in educational relations, taking into account age possibilities and individual differences (individual development trajectories) of children, as well as features of the development of children with disabilities, including children Disabled (hereinafter - children with disabilities).

a) a description of educational activities in accordance with the directions of the development of the child presented in five educational areas, taking into account the variable exemplary basic educational programs of pre-school education and methodological benefits ensuring the implementation of this content;

b) a description of the variable forms, methods, methods and means of implementing the program, taking into account age and individual characteristics of pupils, the specifics of their educational needs and interests;

c) a description of educational activities on the professional correction of violations of children's development in the event that this work is provided for by the program.

a) features of educational activities of various types and cultural practices;

b) ways and directions for supporting children's initiative;

c) features of the interaction of the pedagogical team with families of pupils;

d) other characteristics of the content of the program, most significant from the point of view of the authors of the program.

Part of the program formed by the participants in educational relations may include various directions selected by the participants of educational relations from among partial and other programs and / or they created by them.

This part of the program should take into account educational needs, interests and motives of children, members of their families and teachers and, in particular, can be focused on:

the specifics of national, socio-cultural and other conditions in which educational activities are carried out;
the choice of those partial educational programs and forms of organizing work with children, which most comply with the needs and interests of children, as well as the possibilities of the pedagogical team;
the established traditions of the organization or group.

This section should contain special conditions for educating children with disabilities, including the mechanisms for adapting a program for these children, the use of special educational programs and methods, special methodological benefits and didactic materials, conducting group and individual correctional classes and the implementation of qualified violation correction their development.

Correctional work and / or inclusive education should be directed to:

1) ensuring the correction of violations of the development of various categories of children with disabilities, providing them with qualified assistance in the development of the program;

2) Developing children with disabilities for the health capabilities of the program, their versatile development, taking into account age and individual characteristics and special educational needs, social adaptation.

Correctional work and / or inclusive education of children with disabilities, developing a program in groups of combined and compensating orientation (including children with complex (complex) disorders), should take into account the features of development and the specific educational needs of each category of children.

In the event of an organization of inclusive education on the grounds that are not related to the limited health capabilities, the allocation of this section is not mandatory; In the case of its allocation, the content of this section is determined by the organization independently.

2.11.3. The organizational section should contain a description of the logistical support of the program, the provision of methodological materials and training and education, including the schedule and / or the day of the day, as well as the features of traditional events, holidays, activities; Features of the organization of a developing subject-spatial environment.

2.12. If the mandatory part of the program corresponds to the approximate program, it is drawn up as a reference to the corresponding approximate program. The mandatory part must be submitted in accordance with paragraph 2.11 of the standard, if it does not correspond to one of the exemplary programs.

Part of the program formed by participants in educational relations can be represented as references to the relevant methodological literature, allowing you to get acquainted with the content of partial programs selected by the participants in the participants of the partial programs, techniques, forms of organizing educational work.

2.13. An additional section of the program is the text of its brief presentation. A brief presentation of the program should be focused on parents (legal representatives) of children and is available for familiarization.

A brief presentation of the program should indicate:

1) age and other categories of children in which the organization's program is focused, including the category of children with disabilities, if the program provides for the features of its implementation for this category of children;

2) used approximate programs;

3) Characteristics of the interaction of the pedagogical team with children's families.

III. Requirements for the conditions for the implementation of the main educational program of pre-school education

3.1. Requirements for the implementation conditions of the Program include the requirements for psychological and pedagogical, personnel, logistical and financial conditions of the program, as well as to a developing subject-spatial environment.

The conditions for the implementation of the Program must ensure the full development of the identity of children in all major educational areas, namely: in the areas of the socio-communicative, cognitive, speech, artistic and aesthetic and physical development of the personality of children against the background of their emotional well-being and a positive attitude to peace, to itself and to other people.

These requirements are aimed at creating a social development situation for participants in educational relations, including the creation of an educational environment, which:

1) guarantees protection and strengthening the physical and mental health of children;

2) ensures the emotional well-being of children;

3) promotes the professional development of pedagogical workers;

4) creates conditions for developing variable pre-school education;

5) provides openness of pre-school education;

6) Creates conditions for parental participation (legal representatives) in educational activities.

3.2. Requirements for psychological and pedagogical conditions for the implementation of the main educational program of pre-school education.

3.2.1. For the successful implementation of the program, the following psychological and pedagogical conditions must be provided:

1) respect for adults to the human dignity of children, the formation and support of their positive self-esteem, confidence in their own capabilities and abilities;

2) use in educational activities forms and working methods with children corresponding to their age and individual characteristics (inadmissibility of both artificial acceleration and artificial deceleration of children's development);

3) building educational activities based on the interaction of adults with children-oriented and the possibilities of each child and takes into account the social situation of its development;

4) support for adults a positive, friendly relationship of children to each other and the interaction of children with each other in different activities;

5) support for the initiative and independence of children in specific activities for them;

6) the possibility of choosing children of materials, types of activity, participants in joint activities and communication;

7) protection of children from all forms of physical and mental violence 5;

8) support for parents (legal representatives) in the education of children, the protection and strengthening of their health, the involvement of families directly into educational activities.

3.2.2. To obtain high-quality education without discrimination, the necessary conditions for the diagnosis and correction of violations of development and social adaptation are created, the provision of early corrective assistance on the basis of special psychological and pedagogical approaches and the most suitable languages \u200b\u200bfor these children, methods, methods of communication and conditions, Maximum degree of contributing to pre-school education, as well as the social development of these children, including through the organization of inclusive education of children with disabilities.

3.2.3. When implementing the program, an assessment of individual development of children may be accounted for. This assessment is made by a pedagogical worker in the framework of pedagogical diagnostics (assessing the individual development of preschool children related to the evaluation of the effectiveness of pedagogical actions and underlying their further planning).

The results of pedagogical diagnostics (monitoring) can be used exclusively to solve the following educational tasks:

1) individualization of education (including the support of the child, building its educational trajectory or professional correction of the features of its development);

2) optimization of working with a group of children.

If necessary, the psychological diagnosis of children's development (identification and study of individual-psychological characteristics of children), which is carried out by qualified specialists (psychologists, psychologists).

The participation of the child in psychological diagnosis is allowed only with the consent of his parents (legal representatives).

The results of psychological diagnostics can be used to solve the problems of psychological support and conducting a qualified correction of the development of children.

3.2.4. The flow rate of the group is determined taking into account the age of children, their health status, the specifics of the program.

3.2.5. The conditions necessary to create a social situation of the development of children, relevant to the specifics of preschool age, suggest:

1) Ensuring emotional well-being through:

direct communication with each child;
respectful attitude towards each child, to his feelings and needs;

2) support for individuality and children's initiatives through:

creating conditions for the free choice of children's activities, participants of joint activities;
creating conditions for making decisions, expressing their feelings and thoughts;
non-viewing assistance to children, support for children's initiative and independence in various activities (game, research, project, cognitive, etc.);

3) establishing rules of interaction in different situations:

creation of conditions for positive, benevolent relations between children, including those belonging to different national cultural, religious communities and social sections, as well as having various (including limited) health capabilities;
development of communicative abilities of children, allowing to resolve conflict situations with peers;
development of children's ability to work in a group of peers;

4) Building a variational developmental education-oriented development manifested in a child in joint activities with adults and more experienced peers, but not actualized in his individual activity (hereinafter - the zone of the nearest development of each child), through:

creating conditions for mastering cultural means of activity;
organization of activities that promote the development of thinking, speech, communicate, imagination and children's creativity, personal, physical and the artistic and aesthetic development of children;
support for the spontaneous game of children, its enrichment, ensuring game time and space;
evaluation of individual development of children;
5) Interaction with parents (legal representatives) on the education of a child, direct involvement in educational activities, including through the creation of educational projects in conjunction with family based on identifying the needs and support of educational family initiatives.

3.2.6. In order to effectively implement the program, conditions must be created for:

1) the professional development of pedagogical and managers, including their additional vocational education;

2) advisory support for pedagogical workers and parents (legal representatives) on the education and protection of children's health, including inclusive education (in the case of its organization);

3) organizational and methodological support of the program implementation process, including in cooperation with peers and adults.

3.2.7. For the correctional work with children with disabilities, developing the program together with other children in the combined orientation groups, conditions must be established in accordance with the list and plan for the implementation of individually oriented correctional activities that ensure the satisfaction of the special educational needs of children with disabilities.

When creating conditions for working with disabled children who master the program, an individual program of rehabilitation of a disabled child should be taken into account.

3.2.8. The organization must create opportunities:

1) to provide information about the Family Program and all interested persons involved in educational activities, as well as the general public;

2) for adults to search, the use of materials that ensure the implementation of the program, including in the information environment;

3) for discussion with parents (legal representatives) children related to the implementation of the program.

3.2.9. The maximum allowable volume of the educational burden must comply with the sanitary and epidemiological rules and regulations of SanPine 2.4.1.3049-13 "Sanitary and epidemiological requirements for the device, content and organization of the mode of operation of preschool educational organizations", approved by the Resolution of the Main State Sanitary Doctor of the Russian Federation of May 15, 2013 . N 26 (registered by the Ministry of Justice of the Russian Federation on May 29, 2013, registration N 28564).

3.3. Requirements for a developing subject-spatial environment.

3.3.1. The developing objective environment ensures the maximum implementation of the educational capacity of the organization's space, group, as well as the territory adjacent to the organization or located on a small removal, adapted to implement the program (hereinafter referred to as the site), materials, equipment and inventory for the development of preschool children in accordance With the peculiarities of every age stage, the protection and strengthening of their health, accounting for features and correction of the shortcomings of their development.

3.3.2. The developing subject-spatial environment should provide the possibility of communication and joint activities of children (including children of different ages) and adults, motor activity of children, as well as opportunities for privacy.

3.3.3. The developing subject-spatial environment should provide:

implementation of various educational programs;
in the event of an organization of inclusive education - the conditions necessary for it;
accounting for national cultural, climatic conditions in which educational activities are carried out; Accounting for the age characteristics of children.

3.3.4. The developing subject-spatial medium should be a substantial-saturated, transformed, polyfunctional, variable, affordable and safe.

1) The saturation of the medium must comply with the age-related possibilities of children and the content of the program.

Educational space should be equipped with training and education (including technical), appropriate materials, including consumables, sports, wellness equipment, inventory (in accordance with the specifics of the Program).

The organization of educational space and a variety of materials, equipment and equipment (in the building and in the site) must provide:

game, cognitive, research and creative activity of all pupils, experimentation with affordable children materials (including sand and water);
motor activity, including the development of large and small motility, participation in rolling games and competitions;
emotional well-being of children in cooperation with the subject and spatial environment;
the possibility of self-expression of children.

For children of infant and early age, the educational space should provide the necessary and sufficient opportunities for movement, subject and gaming activities with different materials.

2) the transformability of space implies the possibility of changes in the subject-spatial environment depending on the educational situation, including the changing interests and capabilities of children;

3) Polyfunctionality of materials suggests:

the possibility of a variety of use of various components of the objective environment, such as children's furniture, mats, soft modules, shirm, etc.;
the presence in the organization or group of polyfunctional (not possessing a rigidly fixed method of consumption) of objects, including natural materials suitable for use in different types of children's activity (including as substituent items in the children's game).

4) Environmental variability involves:

availability in an organization or group of various spaces (for playing, designing, solitude, etc.), as well as a variety of materials, games, toys and equipment, providing a free choice of children;
periodic changeability of gaming material, the emergence of new items that stimulate the game, motor, cognitive and research activity of children.

5) The availability of the environment involves:

accessibility for pupils, including children with disabilities and disabled children, all rooms where educational activities are carried out;
free access of children, including children with disabilities, games, toys, materials, benefits providing all major types of children's activity;
feebility and safety of materials and equipment.

6) Safety of the subject and spatial environment involves the compliance of all its elements to ensure the reliability and safety of their use.

3.3.5. The organization independently determines the means of learning, including technical, relevant materials (including expendable), game, sports, wellness equipment, the inventory necessary for the implementation of the program.

3.4. Requirements for personnel conditions for the implementation of the program.

3.4.1. The implementation of the program is provided by guidelines, pedagogical, educational and auxiliary, administrative and economic employees of the organization. Scientists of the organization may also participate in the implementation of the Program. Other employees of the organization, including financial and economic activities, the protection of the life and health of children, ensure the implementation of the program.

The qualifications of pedagogical and educational workers must comply with the qualification characteristics established in the Unified Qualification Directory of posts of managers, specialists and employees, section "Qualification Characteristics of Education Employees", approved by the Order of the Ministry of Health and Social Development of the Russian Federation of August 26, 2010 N 761n (registered by the Ministry of Justice of the Russian Federation on October 6, 2010, registration N 18638), with amendments made by the Order of the Ministry of Health and Social Development of the Russian Federation of May 31, 2011 N 448N (registered by the Ministry of Justice of the Russian Federation July 1, 2011, registration N 21240).

The official composition and number of employees needed to implement and ensure the implementation of the program are determined by its goals and objectives, as well as the features of children's development.

A prerequisite for the qualitative implementation of the Program is its continuous support for pedagogical and educational workers during the entire time of its implementation in the organization or in the group.

3.4.2. Pedagogical workers implementing the program must have the main competences necessary to create the conditions for the development of children marked in paragraph 3.2.5 of this Standard.

3.4.3. When working in groups for children with disabilities in the organization, the positions of pedagogical workers who have appropriate qualifications for working with these health restrictions, including assistants (assistants), have the necessary assistance to children can be additionally provided. It is recommended to provide for the positions of relevant pedagogical workers for each group for children with disabilities.

3.4.4. When organizing inclusive education:

when incorporate in a group of children with disabilities, additional pedagogical workers who have appropriate qualifications for working with these health restrictions can be attracted to the program. It is recommended to attract the corresponding pedagogical workers for each group, in which inclusive education is organized;

when incorporate in a group of other categories of children with special educational needs, including those in a difficult life situation 6, additional pedagogical workers who have appropriate qualifications can be attracted.

3.5. Requirements for the material and technical conditions for the implementation of the main educational program of pre-school education.

3.5.1. Requirements for material and technical implementation of the program include:

1) the requirements defined in accordance with the sanitary and epidemiological rules and regulations;

2) the requirements defined in accordance with the rules of fire safety;

3) requirements for learning and education in accordance with age and individual features of the development of children;

4) the accommodation of the premises of the developing subject-spatial environment;

5) Requirements for the material and technical support of the program (educational and methodical kit, equipment, equipment (objects).

3.6. Requirements for financial conditions for the implementation of the main educational program of pre-school education.

3.6.1. Financial support for state guarantees for citizens of publicly available and free pre-school education at the expense of the relevant budgets of the budget system of the Russian Federation in state, municipal and private organizations are carried out on the basis of regulations to ensure state guarantees of the realization of the rights to obtain public and free pre-school education, determined by the state authorities of the subjects The Russian Federation providing the implementation of the Program in accordance with the Standard.

3.6.2. Financial conditions for the implementation of the program should:

1) to ensure the possibility of fulfilling the requirements of the standard to the terms of the implementation and structure of the program;

2) to ensure the implementation of the mandatory part of the program and the part formed by the participants of the educational process, given the variability of individual trajectories for the development of children;

3) reflect the structure and volume of expenses necessary for the implementation of the program, as well as the mechanism of their formation.

3.6.3. The financing of the implementation of the educational program of pre-school education should be carried out in the amount of subjects defined by state authorities of the Russian Federation standards for providing state guarantees of realization of the rights to receive public and free preschool education. These standards are determined in accordance with the standard, taking into account the type of organization, special conditions for obtaining education to children with disabilities (special conditions of education - special educational programs, methods and means of training, textbooks, teaching aids, didactic and visual materials, technical means of teaching collective and individual use (including special), means of communication and communications, survival, in the implementation of educational programs, the adaptation of educational institutions and the territories adjacent to them for free access of all categories of persons with disabilities, as well as pedagogical, psychological and pedagogical, medical, social and other services that provide an adaptive environment of education and a barrier-free environment of vital activity, without which the development of educational programs by persons with disabilities is difficult), providing additional professional Education of pedagogical workers, ensure the safe conditions of training and education, child health, the focus of the program, the category of children, forms of training and other features of educational activities, and should be sufficient and necessary for the implementation of the organization:

expenses for the remuneration of workers implementing the program;
costs for training and education, relevant materials, including the acquisition of educational publications in paper and electronic form, didactic materials, audio and video materials, including materials, equipment, workwear, games and toys, electronic educational resources required for the organization All types of educational activities and the creation of a developing subject-spatial environment, including special health for children with disabilities. The developing subject-spatial environment is part of the educational environment represented by specially organized space (premises, plot, etc.), materials, equipment and equipment for the development of children of preschool age in accordance with the peculiarities of each age, protection and strengthening their health, accounting features and correction of disadvantages of their development, the acquisition of updated educational resources, including consumables, subscriptions to the actualization of electronic resources, subscriptions to technical support activities of training and education, sports, wellness equipment, inventory, payment of communication services, including expenses, associated with the connection to the information and telecommunications Internet;
expenses related to the additional professional education of leading and pedagogical workers in the profile of their activities;
other expenses related to the implementation and ensuring the implementation of the program.

IV. Requirements for the results of the development of the main educational program of pre-school education

4.1. The requirements of the standard for the development results of the program are presented in the form of targets of pre-school education, which are the socio-normative age characteristics of the possible achievements of the child at the stage of completion of the level of pre-school education. The specificity of the preschool childhood (flexibility, plasticity of the child's development, the high scatter of its development options, its immediacy and involuntary), as well as the systemic features of preschool education (the necessarity of the level of pre-school education in the Russian Federation, the lack of the possibility of imputing a child of any responsibility for the result) makes illegal Requirements from child preschool age specific educational achievements and determine the need to determine the results of the development of the educational program in the form of targets.

4.2. The targets of pre-school education are determined independently of the forms of the implementation of the program, as well as on its nature, features of the development of children and organizations implementing the program.

4.3. Targets are not directly evaluating, including in the form of pedagogical diagnostics (monitoring), and are not grounds for their formal comparison with real achievements of children. They are not the basis of an objective assessment of compliance with the established requirements of educational activities and the preparation of children 7. The development of the program is not accompanied by interim certification and the final attestation of pupils 8.

4.4. These requirements are guidelines for:

a) building educational policies at appropriate levels, taking into account the goals of pre-school education, common to the entire educational space of the Russian Federation;

b) Task solutions:

program formation;
analysis of professional activities;
interactions with families;

c) studying the characteristics of the education of children aged 2 months to 8 years;

d) informing parents (legal representatives) and the public regarding the goals of pre-school education, common to the entire educational space of the Russian Federation.

4.5. Targetlights cannot serve as a direct basis in solving management tasks, including:

certification of pedagogical personnel;
assessing the quality of education;
evaluation of both the final and intermediate level of development of children, including within the framework of monitoring (including in the form of testing, using methods based on observation, or other methods for measuring the effectiveness of children);
an assessment of the implementation of the municipal (state) task through their inclusion in the quality indicators of the task;
distribution of a stimulating wage fund of employees of the organization.

4.6. The following social and regulatory age-related characteristics of possible achievements of the child include target orientations of pre-school education:

Target formations in infant and early age:

the child is interested in surrounding objects and actively acts with them; Emotionally involved in action with toys and other objects, seeks to show perseverance in achieving the result of its actions;
uses specific, culturally fixed objective actions, knows the appointment of household items (spoons, combs, pencil, etc.) and can use them. Owns the simplest self-service skills; seeks to show independence in domestic and game behavior;
owns an active speech included in communication; can handle questions and requests, understands the speech of adults; knows the names of surrounding objects and toys;
seeks to communicate with adults and actively imitates them in movements and actions; games appear in which the child reproduces adult actions;
manifests interest in peers; Watching their actions and imitates them;
shows interest in poems, songs and fairy tales, viewing the picture, seeks to move to the music; emotionally responds to various works of culture and art;
the child has a large motility, he seeks to master the various types of movement (running, climbing, stirring, etc.).
Targetlights at the stage of completion of pre-school education:
the child seizes the main cultural methods of activity, manifests the initiative and independence in various activities - the game, communication, cognitive and research, design, etc.; able to choose a deal of classes, participants in joint activities;
the child has an installation of a positive attitude to the world, to different types of work, other people and oneself, has a sense of self-esteem; actively interacts with peers and adults, participates in joint games. It is able to negotiate, take into account the interests and feelings of others, to empathize and rejoice in the success of others, adequately manifests their feelings, including the feeling of faith in oneself, tries to resolve conflicts;
the child has a developed imagination, which is implemented in different activities, and above all in the game; The child owns various forms and types of the game, distinguishes the conditional and real situation, can obey various rules and social standards;
the child has a good speech well, can express his thoughts and desires, can use speech to express her thoughts, feelings and desires, building a speech statement in a situation of communication, can allocate sounds in words, the child has literacy prerequisites.
the child has a large and small motility; It is moving, straining, owns the main movements, can control his movements and manage them;
the child is capable of volitional efforts, it can follow the social norms of behavior and rules in different types of activities, in relations with adults and peers, may comply with the rules of safe behavior and personal hygiene;
the child shows curiosity, asks questions to adults and peers, interested in causal relations, is trying to independently invent explanations of nature phenomena and actions of people; inclined to observe, experiment. He has initial knowledge of themselves, about the natural and social world in which he lives; familiar with the works of children's literature, has elementary ideas from the field of wildlife, natural science, mathematics, history, etc.; The child is capable of making his own decisions, relying on its knowledge and skills in various activities.

4.7. Program targets are the basis of the continuity of pre-school and primary general education. In compliance with the requirements for the implementation of the Program's conditions, these target landmarks suggest the formation of prerequisites in children's prerequisites at the stage of completion of pre-school education.

4.8. If the program does not cover the senior preschool age, then these requirements should be considered as long-term guidelines, and direct targets for the development of the program by pupils - as creating prerequisites for their implementation.

1 Russian newspaper, December 25, 1993; Meeting of the legislation of the Russian Federation, 2009, N 1, Art. 1, art. 2.

2 Collection of international treaties of the USSR, 1993, Issue XLVI.

3 Part 6 of Article 12 of the Federal Law of December 29, 2012 N 273-FZ "On Education in the Russian Federation" (Meeting of the legislation of the Russian Federation, 2012, N 53, Art. 7598; 2013, N 19, Art. 2326).

4 With a 24-hour stay in the group, the implementation of the program is carried out not more than 14 hours, taking into account the course of the day and age categories of children.

5 Paragraph 9 of part 1 of article 34 of the Federal Law of December 29, 2012 N273-F3 "On Education in the Russian Federation" (Meeting of the Legislation of the Russian Federation, 2012, N 53, Art. 7598; 2013, N 19, Art. 2326).

6 Article 1 of the Federal Law of July 24, 1998 N 124-FZ "On the basic guarantees of the child's rights in the Russian Federation" (Meeting of the legislation of the Russian Federation, 1998, N 31, Art. 3802; 2004, N 35, Art. 3607; n 52, Art. 5274; 2007, N 27, Art. 3213, 3215; 2009, N18, Art. 2151; N51, Art. 6163; 2013, N 14, Art. 1666; N 27, Art. 3477).

7, taking into account the provisions of part 2 of Article 11 of the Federal Law of December 29, 2012, N 273-FZ "On Education in the Russian Federation" (meeting of the legislation of the Russian Federation, 2012, N 53, Art. 7598; 2013, N 19, Art. 2326 ).

8 Part 2 of Article 64 of the Federal Law of December 29, 2012 N 273-FZ "On Education in the Russian Federation" (Meeting of the legislation of the Russian Federation, 2012, N 53, Art. 7598; 2013, N 19, Art. 2326).

Increasingly mentioned in the formation of GEF. What are new educational standards and how did they change the system of domestic education? We will try to find answers to these important and current issues.

What is new educational standards

This abbreviation is deciphered as the Federal State Educational Standard (GEF). Programs, requirements depend not only on the specifics of the academic discipline, but also from the learning step.

Purpose of second generation standards

What is the purpose of the FGOS? What is Wood? To begin with, we note that unified educational standards exist in all developed countries. In the Russian Federation, they are intended to ensure continuity between individual learning steps. After the end of one stage, the student must have a certain level of preparation to go to the next educational stage.

The GEF of the General Education, intended for pupils with health restrictions, is characterized as a system of requirements that are mandatory when implementing an adapted program for guys with OVD.

Requirements of the 2nd Generation Standards

Certain requirements for the level of training and focus on standards contains each class. GEF assumes certain requirements for the structure of programs, the volume of material. Also take into account the conditions for the implementation of educational basic programs, including logistical, financial, personnel support of the process. If GEF 1 generations were aimed at mastering schoolchildren to theoretical material, then new standards are intended for the harmonious development of the younger generation.

Composite parts of new standards

GEF 2nd generation appeared in 2009. They include three main parts.

The first part contains requirements for the results of the development of the schoolchildren of the educational program. The emphasis makes not a combination of skills and knowledge, but on universal training actions that assume independent mining of the necessary information through the use of modern technologies, as well as communicative qualities.

In addition, the standard indicates the estimated studies for each training area, the qualities that will be formed in schoolchildren are described: a healthy lifestyle, tolerance, respect for nature, respect for the native land.

The lesson on GEF assumes elements of project and research activities. Special attention new standards are discharged extracurricular activities in the form of creative studios, circles, clubs. The requirements for competence and professionalism of the pedagogical composition of educational institutions are indicated.

The development strategy developed by 2020 is aimed at the formation of a competent citizen who knows how to respond for their actions, ready for self-development and self-improvement.

Specific features of GEF NOO

Continue consideration of GEF. What is new standards for school, you found out. Now I will reveal their differences from the traditional educational program. The content of the program is not aimed at obtaining knowledge, but on the formation of spirituality, morality, general culture, social and personal development.

Special attention is paid to the physical development of the younger generation. Requirements for learning outcomes are indicated in the form of subject and personal results, this features new standards from the first generation of GEF. What is Wood?

Updated standards suggest increased attention to extracurricular activities. Its organization is carried out in the following areas: social, sports, moral, spiritual, general cultural development.

How is an additional group formed? GEF assumes holding disputes, conferences, organization of scientific school societies, competitions, Olympiads. The time that on new standards is discharged to extracurricular activities is not included in the main load of schoolchildren. The alternation of extracurricular and educational activities determines the educational institution, given the wishes of parents of students.

Distinctive features of the new standard

What are the distinctive features of the GEF? Grade 5 is considered the beginning of the second stage of learning, where the main focus is on the formation of meta-delta and personal results.

The main goal of the new standard was an activity approach that is aimed at the development of the student of a schoolboy. Oblocked skills are considered to be the GEF core, therefore, for each subject, specific academic activities have been developed.

An important stage of the formation of a Wood at the initial learning step is the orientation of the younger students to master communicative and information technologies, as well as the competent use of modern ICT tools.

Modern digital tools and communication media are indicated in the second generation standards as the optimal formation of the Wood. There is a special subprogramme aimed at the formation of the younger generation of information competences.

Primary education in new realities

The standard implies certain requirements for the results of schoolchildren who have mastered the primary education program. Personal Woods suggest the desire and ability of schoolchildren to self-development, formation of positive motivation to knowledge and training, semantic and value attitudes of students, which reflect their individual positions, social competencies.

Primary school graduates must have civil identity, personal qualities.

In meta-delta competencies, it is understood by the full development of the guys of educational actions: communicative, regulatory, cognitive, thanks to which they master the main competencies.

Subsection Woods suggest information on certain disciplines, transformation, use of information, formation based on the knowledge gained a full-fledged scientific picture of the world.

For example, a child learns to independently select the header to text, write the theses of the text. A graduate of primary school is obliged to make a thesis plan on the finished title, think over the retelling of the material.

The significance of ICT in OU

The realities of modernity are that, in addition to the classic letter, the child practically masters the computer keyboard. Many parents using a computer in their professional activities understand the importance of ICT in modern school. Acquaintance with the surrounding world, conducting experiences and research today assumes the use of digital cameras, microscopes. To summarize the results obtained during practical activities, schoolchildren enjoy digital resources.

Design technique

For the design method, which is according to second-generation standards with a mandatory element of the modern school, information technologies also need.

An integrated approach to learning used in second-generation standards is associated with the active application of knowledge that is obtained on another lesson. For example, working with texts, descriptions conducted during the Russian language, continue when meeting natural phenomena at the lesson of the world around. The result of such activities will be video report, which describes natural phenomena, environmental patterns.

Information and educational environment

It should be optimal for the informatization of the student and the teacher. It is through the information environment for new federal standards a distance interaction of the participants of the educational process, including the extracurricular period, is ensured. What is included in IP? Multimedia devices, computers, access to the World Wide Web, access to electronic resources.

It is through the information environment that the teacher's teacher is interacted with the guys who, as of health, cannot attend regular lessons and extracurricular activities.

The standard concerns not only lessons, but also extracurricular activities. It includes individual classes, performing homework, group consultations.

The content of such activities is reflected in the educational main program of OU. GEF allow the extracurricular work of younger schoolchildren in the amount of ten o'clock a week. At the first stage of learning, it contributes to ensuring equal opportunities in obtaining high-quality general primary education, education, moral development of schoolchildren, the formation of their citizenship.

Conclusion

In connection with the change of social order in Russian education, there is a need for significant transformations. Instead of a classic system, which focused on obtaining the maximum number of theoretical knowledge, programs aimed at the self-development of the younger generation are introduced into Russian schools. The second generation GEF makes it possible to get primary education in their native language, mastering the cultural and spiritual values \u200b\u200bof their people.

Thanks to the use of teachers of innovative teaching techniques, each child has the opportunity to build its own educational and educational trajectory, gradually move around it, improve their skills and skills. The second generation standards are aimed at satisfying the social order - the upbringing of a citizen and a patriot, who loving his country, proud of it.

1. Federal State Educational Standards and Federal State Requirements provide:

1) the unity of the educational space of the Russian Federation;

2) the continuity of the main educational programs;

3) the variability of the content of educational programs of the corresponding level of education, the possibility of the formation of educational programs of various levels of complexity and focus, taking into account the educational needs and abilities of students;

4) state guarantees of the level and quality of education on the basis of the unity of mandatory requirements for the conditions for the implementation of the main educational programs and the results of their development.

2. Federal State Educational Standards, with the exception of the federal state educational standard for pre-school education, educational standards are the basis of an objective assessment of compliance with the established requirements of educational activities and training students who have mastered the educational programs of the corresponding level and the appropriate orientation, regardless of the form of education and form of education.

3. Federal State Educational Standards include Requirements for:

1) the structure of the main educational programs (including the relation of the obligatory part of the main educational program and the part formed by the participants in educational relations) and their volume;

2) the conditions for the implementation of the main educational programs, including personnel, financial, material and technical and other conditions;

3) the results of the development of the main educational programs.

4. The federal state educational standards establishes the deadlines for obtaining general education and vocational education, taking into account the various forms of training, educational technologies and the characteristics of individual categories of students.

5. Federal State Educational Standards of General Education are developed by education levels, federal state educational standards of vocational education can also be developed by professions, specialties and areas of training at the respective levels of vocational education.

5.1. The federal state educational standards of pre-school, primary general and basic general education provide the possibility of obtaining education in native languages \u200b\u200bfrom among the languages \u200b\u200bof the peoples of the Russian Federation, the study of state languages \u200b\u200bof the Republics of the Russian Federation, native languages \u200b\u200bfrom among the languages \u200b\u200bof the peoples of the Russian Federation, including the Russian language as a native language. .

6. In order to ensure the implementation of the right to education students with disabilities, federal state educational standards for the formation of these persons are established or included in federal state educational standards. Special requirements.

7. Formation of the requirements of federal state educational standards of vocational education to the results of the development of the main educational programs of vocational education in terms of professional competence are carried out on the basis of the relevant professional standards (if available).

8. Lists of professions, specialties and areas of preparation indicating the qualifications assigned to the appropriate professions, specialties and areas of preparation, the procedure for the formation of these lists is approved by the federal executive body that performs functions to develop public policies and regulatory education in education. When approving new lists of professions, specialties and areas of preparation by the federal executive body, carrying out functions for the development of state policy and regulatory legal regulation in the field of education, the compliance of individual professions, specialties and areas of preparation of professions, specialties and areas of training may be established in these lists. specified in previous lists of professions, specialties and preparation directions.

9. The procedure for the development, approval of federal state educational standards and the introduction of changes in them is established by the Government of the Russian Federation.

10. Moscow State University named after M.V. Lomonosov, St. Petersburg State University, Higher Education Organizations, in respect of which the category "Federal University" or "National Research University", as well as federal state educational organizations of higher education, the list of which is approved by the Decree of the President of the Russian Federation, has the right to develop and approve Independently educational standards for all levels of higher education. Requirements for the implementation conditions and the results of the development of educational programs of higher education included in such educational standards cannot be lower than the relevant requirements of federal state educational standards.

The differences of the GEF of the new generation from the state
Federal State Educational Standards - this is exactly what the abbreviation of GEF is decidant - designed for educational institutions of state accreditation. They are a set of mandatory requirements necessary for the implementation of general education programs.

Three groups of such requirements can be distinguished:

to the learning outcome
to the method of building educational activities
to the implementation of standards

The task of the first standards was a substantive result, the number of knowledge accumulated at school. The main goal of new GEFs was the disclosure of the child's personality, his talents, the ability to self-educate and collective work, the formation of responsibility for their actions, creating a friendly medium, including during the posturn time. The school will give the child the necessary level of knowledge and skills, allowing to go on the road of life without fearing to put and solve important professional and vital tasks.

Educational results have two levels. Mandatory level of knowledge which every child must be seized, will be the basis, the foundation for building the skills and skills increased level . His direction and the degree of achievement will depend on the interests of the student, its ability and desire to learn.

The fact that the school should not only learn, but also to cultivate a person was characteristic of the former educational standards. GEF new second generation focuses on the following educational results:

formation of student feelings of patriotism
education of the Personality of the Russian Citizen
promotion of becoming toleranceresponsible for their actions
ability to contact with other people

New GEFs, paying great attention to the spiritual and moral education of the student, do not bypass the party and its physical health and development. The last decades with the growing level of people's diseases put the task of a healthy lifestyle of a person with a priority direction. The foundations of the basics are now laid in elementary school. According to the educational standards that have entered into force, already from the first grade, the child learns about the importance of preserving his health, about negative factors, worsening it, about the methods of health promotion. The student receives installations on the norms of behavior for becoming a healthy lifestyle. School programs are enriched with adequacy days, additional hours of physical education, health care activities.

Requirements for the method of building educational activities
Similar learning results are clearly and in detail disclosed in the GEF of the new generation. However, each educational institution will have to independently choose a method for building a learning process, adhering to these recommendations to come to the desired results.

The elementary school offers a set of child learning and education programs. Teachers and parents have the right to choose which of the proposed tracks the child will begin his school life.

Requirements for the implementation of the educational standards of a new generation

The conditions for the implementation of new GEFs are defined in such a way as to fully provide participants in educational actions to all necessary to achieve the agreed results.

For these purposes, in the process of education it is necessary:

use of modern technologies;
content update, techniques, educational technologies;
constant and continuous development and training of personnel personnel of educational institutions;
information, methodical, scientific and technical support for teachers;
exchange of experience between educational institutions.

Financial support for the implementation of the new generation GEF is provided by budget allocations. The main general education for citizens is publicly available and free.

Key points of manifestation of new generation GEF in school
So, how do new educational standards at school show? What innovations became part of the school life of a new generation? Does the difference with the previous standards feel?

Get an idea of \u200b\u200bthe standards of a new generation and compare them with the previous ones, some key points will help differences of old and new GEF :

Previously, it was possible to appreciate the success of the child, only focusing on school assessments. New standards prescribe a student mandatory portfolioWhere diplomas are placed, diplomas, test results and other works. Thanks to this innovation, the achievement of the child becomes more visual.

Changed the idea of \u200b\u200bthe role of the teacher . First, it was reduced only to the explanation of the curriculum and checking the knowledge of students. Now the teacher is an active face in class life. The teacher seeks to develop the individual abilities of the child, motivates schoolchildren to independence, tries to include each.

The former GEF was determined for school a single curriculum. New generation standards reveal to teachers and parents variety of school programs. You can choose a suitable, focusing on the preferences of each.

Educational standards of the past did not affect the extracurricular activities of the child. New GEFs define The purpose of this innovation is to get rid of children from aimless pastime.

Life does not stand still. Computer techologies They became an integral part of it. In order for the student to be easy to lavage in a modern computerized world, already in the 1st grade, he meets the keyboard set of text.

New educational activities implies the development of theoretical knowledge in practice with the help of individual projects, where each student will be able to show itself. They replaced the laboratory work of the former curriculum.

One of the important principles of new training activities is becoming principle of learning through the game. Game moments in the former GEF were minimal, the priority in the training was to memorize the rules.

A feature of the new generation GEF will be profile principle of education. For high school students, 5 training profiles are identified: socio-economic, technological, natural science, humanitarian and universal.

Students of grades 10-11 are provided the possibility of forming an individual curriculum. It will include general items for all curricula and subject areas, additional disciplines, selection courses. In addition to mathematics, the Russian language and literature also will also be added to the obligatory subjects of the EEE.

Summarizing the results of the foregoing, the objectives of the federal state educational standards of the new generation can be seen. The development of a child as an independent responsible person who can think, put and solve the life and professional tasks of a loving homeland - this is the task marked in new standards.

The means to achieve these goals differ from the educational moments of the former GEF. They take into account the dynamics and directions of life, psychological and pedagogical recommendations of our time.

The implementation of the goals and the results of such neoplasms will be positive subject to the actual participation and interest of all parties to the educational process. Only then will release the school in adulthy a healthy physically and spiritually a citizen of the Great country.