FUNDAMENTAL CORE CONTENT OF GENERAL EDUCATION

CONCEPT OF THE FUNDAMENTAL CORE OF GENERAL EDUCATION CONTENT

The fundamental core of the content of general education is the basic document necessary for the creation of basic curricula, programs, teaching materials and manuals. Its main purpose in the system of regulatory support of standards is to determine:
1) a system of leading ideas, theories, basic concepts related to areas of knowledge presented in secondary school;
2) the composition of key tasks that ensure the formation of universal types of educational activities that are adequate to the requirements of the standard for educational outcomes.
To implement these functions, the following are fixed in the Fundamental Core of the Content of General Education:
· fundamental elements of scientific knowledge of a methodological, system-forming and ideological nature, intended for compulsory study in secondary schools: key theories, ideas, concepts, facts, methods, both universal in nature and related to individual branches of knowledge and culture;
· universal learning activities , the formation of which is aimed at the educational process. These include personal universal learning activities; regulatory actions; cognitive activities; communicative universal educational activities. The definition of the Fundamental Core of the Content of General Education is an important component of the new concept of general education standards, based, in particular, on the thesis about the need to separate the problem of general requirements for educational results and the problem of the specific content of general secondary education.
Thus, the Fundamental Core of the Content of General Education actually normalizes both the content of educational programs and the organization educational activities in individual academic subjects, defining the elements of scientific and functional literacy, without mastering or becoming familiar with which the level of general education achieved by a graduate of a Russian school at the beginning of the 21st century cannot be considered sufficient for the full continuation of education and subsequent personal development.
The fundamental core as a means of universalizing the content of general education makes it possible to realize the most important requirements of society for the educational system:
· maintaining the unity of the educational space, continuity of levels of the educational system;
· ensuring equality and accessibility of education at different starting opportunities;
· achieving social consolidation and harmony in the context of growing social, ethnic, religious and cultural diversity of our society based on the formation of civil identity and community of all citizens and peoples of Russia;
· the formation of a common activity basis as a system of universal educational actions that determine the individual’s ability to learn, cognize, collaborate in understanding and transforming the surrounding world.
The theoretical basis of the Fundamental Core of General Education is the ideas previously formulated in domestic pedagogy and psychology:
· “cores” and “shells” of school courses (A. I. Markushevich);
· identifying the “volume of knowledge” on a subject (A. N. Kolmogorov);
· cultural approach to the formation of the content of education (M. N. Skatkin, I. Ya. Lerner, V. V. Kraevsky);
· system-activity approach (L. S. Vygotsky, A. N. Leontyev, D. B. Elkonin, P. Ya. Galperin, L. V. Zankov, V. V. Davydov, A. G. Asmolov, V. V. Rubtsov).
Stage I (pre-subject) - the formation of general theoretical ideas about the composition and structure of the content of education.
Stage II (subject) - determination of composition educational subjects, their specific content and distribution among levels of education.
Stage III - creation of educational materials.
Stage IV - organization of the learning process.
Stage V - assignment of new content by students.

Universal learning activities
Changes taking place in modern society, require accelerated improvement of the educational space, determination of educational goals that take into account state, social and personal needs and interests. In this regard, ensuring the developmental potential of new educational standards becomes a priority. Personal development in the education system is ensured primarily through the formation of universal learning activities (ULAs), which act as the invariant basis of the educational and upbringing process. Students' mastery of universal learning activities acts as the ability for self-development and self-improvement through the conscious and active appropriation of new things social experience. UUDs create the opportunity for independent successful assimilation of new knowledge, skills and competencies, including the organization of assimilation, i.e. the ability to learn. This possibility is ensured by the fact that universal learning actions are generalized methods of action that open up a broad orientation for students in various subject areas.
In a broad sense, the term “universal educational actions” means the ability to learn, i.e., the subject’s ability to self-development and self-improvement through the conscious and active appropriation of new social experience.
In a narrower (actually psychological) meaning, the term “universal educational actions” can be defined as a set of methods of action of a student (as well as related skills academic work), ensuring his ability to independently acquire new knowledge and skills, including the organization of this process.
Functions of universal learning activities include:
- ensuring the student’s ability to independently carry out learning activities, set educational goals, seek and use the necessary means and methods to achieve them, monitor and evaluate the process and results of the activity;
- creating conditions for the harmonious development of the individual and his self-realization based on readiness for lifelong education, the need for which is due to the multiculturalism of society and high professional mobility;
- ensuring the successful acquisition of knowledge, the formation of skills, abilities and competencies in any subject area.

Universal educational activities should be the basis for the selection and structuring of educational content, techniques, methods, forms of teaching, as well as the construction of a holistic educational process.
Students' mastery of universal learning activities occurs in the context of different academic subjects and ultimately leads to the formation of the ability to independently successfully assimilate new knowledge, skills and competencies, including independent organization of the assimilation process, i.e. the ability to learn.
Thus, achieving the ability to learn presupposes the full mastery of all components of educational activity, which include: 1) educational motives, 2) educational goal, 3) educational task, 4) educational actions and operations (orientation, transformation of material, control and evaluation).
So-called meta-subject learning activities should also occupy a significant place in the teaching of school disciplines. “Meta-subject” (i.e., “supra-subject” or “metacognitive”) actions are understood as the mental actions of students aimed at analyzing and managing their cognitive activity, be it determining a strategy for solving a mathematical problem, memorizing factual material on history, or planning a joint (with other students) laboratory experiment in physics or chemistry.
Types of universal learning activities
As part of the main types of universal educational activities, dictated by the key goals of general education, four blocks can be distinguished: 1) personal; 2) regulatory (also including actions of self-regulation); 3) educational;
4) communicative. Let us present these UUD blocks in a little more detail.
The block of personal universal educational actions includes life, personal, professional self-determination; actions of meaning formation and moral and ethical assessment, implemented on the basis of the value and semantic orientation of students (readiness for life and personal self-determination, knowledge of moral standards, the ability to highlight the moral aspect of behavior and correlate actions and events with accepted ethical principles), as well as orientation in social roles and interpersonal relationships.
In the process of self-determination, a person solves two problems: building individual life meanings and building life plans in a time perspective (life design). In relation to educational activities, two types of actions necessary in personally oriented learning should be highlighted. This is, firstly, the action of meaning formation, i.e., the establishment by students of a connection between the goal of educational activity and its motive, in other words, between the result - the product of learning that motivates the activity, and the reason for which it is carried out. The student should ask the question: what meaning and significance does the teaching have for me? - and be able to answer it. Secondly, this is the action of moral and ethical assessment of the acquired content based on social and personal values.
The block of regulatory actions includes actions that ensure students organize their learning activities: goal setting as setting an educational task based on the correlation of what is already known and learned by the student and what is not yet known; planning - determining the sequence of intermediate goals taking into account the final result; drawing up a plan and sequence of actions; forecasting - anticipation of the result and level of assimilation, its time characteristics; control in the form of comparison of the method of action and its result with a given standard in order to detect deviations and differences from the standard; correction - making the necessary additions and adjustments to the plan and method of action in the event of a discrepancy between the standard, the actual action and its product; assessment - the student’s identification and awareness of what has already been learned and what still needs to be learned, awareness of the quality and level of assimilation. Finally, elements of volitional self-regulation as the ability to mobilize strength and energy, to exert volition (to make a choice in a situation of motivational conflict), to overcome obstacles.
In the block of universal actions of a cognitive orientation, it is advisable to distinguish between general educational, including sign-symbolic and logical, actions of posing and solving problems. General educational activities include: independent identification and formulation of a cognitive goal; search and selection of necessary information; application of information retrieval methods, including using computer tools; sign-symbolic actions, including modeling (transformation of an object from a sensory form into a model, where the essential characteristics of the object are highlighted and transformation of the model in order to identify general laws that define a given subject area); ability to structure knowledge; the ability to consciously and voluntarily construct a speech statement in oral and written form; choice the most effective ways solving problems depending on specific conditions; reflection on methods and conditions of action, control and evaluation of the process and results of activity; semantic reading as understanding the purpose of reading and choosing the type of reading depending on the purpose; extracting the necessary information from listened texts of various genres; identification of primary and secondary information; free orientation and perception of texts of artistic, scientific, journalistic and official business styles; understanding and adequate assessment of the language of the means mass media; the ability to adequately, in detail, concisely, selectively convey the content of the text, compose texts of various genres, observing the norms of text construction (compliance with the topic, genre, style of speech, etc.).
Communicative actions ensure social competence and consideration of the position of other people, a partner in communication or activity, the ability to listen and engage in dialogue, participate in a collective discussion of problems, the ability to integrate into a peer group and build productive interaction with peers and adults. Accordingly, communicative actions include: planning educational cooperation with the teacher and peers - determining the goals, functions of participants, methods of interaction; asking questions - proactive cooperation in searching and collecting information; permission
conflicts - identification, problem identification, searches, evaluation of alternative ways to resolve the conflict, decision-making and its implementation; managing the partner’s behavior - monitoring, correction, evaluation of the partner’s actions; the ability to express one’s thoughts with sufficient completeness and accuracy in accordance with the tasks and conditions of communication; mastery of monologue and dialogic forms of speech in accordance with the grammatical and syntactic norms of the native language.

FEDERAL STATE EDUCATIONAL STANDARD

PRIMARY GENERAL EDUCATION

1. The Federal State Educational Standard for Primary General Education (hereinafter referred to as the Standard) is a set of requirements mandatory for the implementation of the basic educational program of primary general education by educational institutions that have state accreditation.

The standard includes the requirements:

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

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

to the terms of implementation the main educational program of primary general education, including personnel, financial, material, technical and other conditions.

Requirements for the results, structure and conditions for mastering the basic educational program of primary general education take into account the age and individual characteristics of students at the level of primary general education, the intrinsic value of the level of primary general education as the foundation of all subsequent education.

2. The standard takes into account educational needs children with disabilities health.

3. The standard is the basis for an objective assessment of the level of education of students at the level of primary general education.

4. The standard period for mastering the basic educational program of primary general education is four years.

5. The standard was developed taking into account the regional, national and ethnocultural needs of the peoples of the Russian Federation.

6. The standard aims to ensure:

equal opportunities to receive high-quality primary general education;

spiritual and moral development and education of students at the level of primary general education;

continuity of basic educational programs of primary general education;

preservation and development of the cultural diversity and linguistic heritage of the multinational people of the Russian Federation;

formation of criteria-based assessmentresults of students mastering the basic educational program of primary general education;

conditions for the effective implementation and mastery by students of the basic educational program of primary general education, including ensuring conditions for the individual development of all students, especially those who are most in need of special educational conditions - gifted children and children with disabilities.

7. The Standard is based on a system-activity approach, which assumes:

education and development of personal qualities that meet the requirements of the information society, innovative economy, the tasks of building a democratic civil society based on tolerance, dialogue of cultures and respect for the multinational, multicultural and multi-confessional composition of Russian society;

ensuring continuity of preschool, primary general, basic and secondary (complete) general education;

diversity organizational forms and taking into account the individual characteristics of each student (including gifted children and children with disabilities);

8. In accordance with the Standard, at the level of primary general education the following is carried out:

formation of the foundations of civic identity and worldview of students;

formation of the foundations of the ability to learn and the ability to organize one’s activities - the ability to accept, maintain goals and follow them in educational activities, plan one’s activities, monitor and evaluate them, interact with the teacher and peers in the educational process;

spiritual and moral development and education of students, providing for their acceptance of moral standards, ethical guidelines, and national values;

strengthening the physical and spiritual health of students.

The standard is focused on the development of personal characteristics graduate (“portrait of a graduate primary school») :

Loving his people, his land and his homeland;

Respecting and accepting the values ​​of family and society;

Curious, actively and interestedly exploring the world;

Possesses the basics of learning skills and is capable of organizing his own activities;

Ready to act independently and be responsible for their actions to family and society;

Friendly, able to listen and hear the interlocutor, justify his position, express his opinion;

Following the rules of a healthy and safe lifestyle for yourself and others.

Requirements for mastering results
basic educational program of primary general education

9. The standard establishes requirements for the results of students who have mastered the basic educational program of primary general education:
personal , including the readiness and ability of students for self-development, the formation of motivation for learning and knowledge, the value and semantic attitudes of students, reflecting their individual personal positions, social competencies, personal qualities; formation of the foundations of civic identity.
meta-subject , including universal learning activities mastered by students (cognitive, regulatory and communicative), ensuring mastery of key competencies that form the basis of the ability to learn, and interdisciplinary concepts.
substantive , including the experience acquired by students in the course of studying an academic subject in activities specific to a given subject area in obtaining new knowledge, its transformation and application, as well as the system of fundamental elements of scientific knowledge that underlie the modern scientific picture of the world.

10. Personal results of mastering the basic educational program of primary general education should reflect:

1) formation of the foundations of Russian civic identity, a sense of pride in one’s Motherland, the Russian people and the history of Russia, awareness of one’s ethnicity and nationality; formation of values ​​of multinational Russian society; the formation of humanistic and democratic value orientations;
2) the formation of a holistic, socially oriented view of the world in its organic unity and diversity of nature, peoples, cultures and religions;
3) formation of a respectful attitude towards other opinions, history and culture of other peoples;
4) mastery of initial adaptation skills in a dynamically changing and developing world;
5) acceptance and mastery of the social role of the student, development of motives for educational activities and the formation of personal meaning of learning;
6) development of independence and personal responsibility for one’s actions, including information activities, based on ideas about moral standards, social justice and freedom;
7) formation of aesthetic needs, values ​​and feelings;
8) development of ethical feelings, goodwill and emotional and moral responsiveness, understanding and empathy for the feelings of other people;
9) development of skills of cooperation with adults and peers in different social situations, the ability not to create conflicts and find ways out of controversial situations;
10) formation of a safe attitude, healthy image life, the presence of motivation to creative work, work for results, careful attitude to material and spiritual values.

11. Meta-subject results of mastering the basic educational program of primary general education should reflect:

mastering the ability to accept and maintain the goals and objectives of educational activities, searching for means of its implementation;

mastering ways to solve problems of a creative and exploratory nature;

developing the ability to plan, control and evaluate educational activities in accordance with the task and the conditions for its implementation; determine the most effective ways to achieve results;

developing the ability to understand the reasons for the success/failure of educational activities and the ability to act constructively even in situations of failure;

mastering the initial forms of cognitive and personal reflection;

active use of speech and information and communication technologies (hereinafter referred to as ICT) to solve communicative and cognitive problems;

usage in various ways search (in reference sources and open educational information space on the Internet; observe the norms of information selectivity, ethics and etiquette;

mastering the skills of semantic reading of texts of various styles and genres in accordance with goals and objectives; consciously construct a speech utterance in accordance with the objectives of communication and compose texts in oral and written forms;

mastering the logical actions of comparison, analysis, synthesis, generalization, classification according to generic characteristics, establishing analogies and cause-and-effect relationships, constructing reasoning, referring to known concepts;

willingness to listen to the interlocutor and engage in dialogue; willingness to recognize the possibility of the existence of different points of view and the right of everyone to have their own; express your opinion and argue your point of view and assessment of events;

definition common goal and ways to achieve it; the ability to negotiate the distribution of functions and roles in joint activities;

mastering basic information about the essence and characteristics of objects, processes and phenomena of reality (natural, social, cultural, technical, etc.) in accordance with the content of a specific academic subject;

12. Psubstantive results of mastering the basiceducational program of primary general educationtaking into account the specific content of subject areas, including specific academic subjects, should reflect:

12.1. Philology

Russian language. Native language:

the formation of initial ideas about the unity and diversity of the linguistic and cultural space of Russia, about language as the basis of national identity;

students’ understanding that language is a phenomenon of national culture and the main means of human communication, awareness of the importance of the Russian language as the state language of the Russian Federation, the language of interethnic communication;

formation positive attitude to correct oral and written speech as indicators general culture And civic position person;

Literary reading. Literary reading on native language:

understanding of literature as a phenomenon of national and world culture, a means of preserving and transmitting moral values ​​and traditions;

awareness of the importance of reading for personal development;

understanding the role of reading, use different types reading (introductory, studying, selective, search);

the ability to independently select literature of interest; use reference sources to understand and obtain additional information.Foreign language:

acquisition of initial communication skills in oral and written form with native speakers foreign language based on your speech capabilities and needs; mastering the rules of speech and non-speech behavior;

the formation of a friendly attitude and tolerance towards speakers of another language based on familiarity with the life of their peers in other countries.

12.2. Mathematics and computer science:

acquiring initial experience in applying mathematical knowledge to solve educational, cognitive and educational and practical problems;

the ability to perform oral and written arithmetic operations with numbers and numerical expressions, solve word problems, the ability to act in accordance with an algorithm and build simple algorithms, explore, recognize and depict geometric figures, work with tables, charts, graphs and diagrams, chains, aggregates, present, analyze and interpret data;

acquiring initial ideas about computer literacy.

12.3. Social studies and natural sciences ( The world):

understanding the special role of Russia in world history, cultivating a sense of pride in national achievements, discoveries, victories;

the formation of a respectful attitude towards Russia, our native land, our family, history, culture, the nature of our country, its modern life;

awareness of the integrity of the surrounding world, mastering the basics of environmental literacy and basic rules moral behavior in the world of nature and people, norms of health-saving behavior in the natural and social environment;

mastering accessible ways of studying nature and society (observation, recording, measurement, experience, comparison, classification, etc., obtaining information from family archives, from surrounding people, in the open information space);

development of skills to establish and identify cause-and-effect relationships in the surrounding world.

12.4. Fundamentals of the spiritual and moral culture of the peoples of Russia:

readiness for moral self-improvement, spiritual self-development;

familiarity with the basic norms of secular and religious morality, understanding their importance in building constructive relationships in the family and society;

understanding the meaning of morality, faith and religion in human life and society;

formation of initial ideas about secular ethics, traditional religions, their role in the culture, history and modernity of Russia;

initial ideas about historical role traditional religions in the formation of Russian statehood;

the formation of an internal attitude of the individual to act according to his conscience; education of morality based on freedom of conscience and religion, spiritual traditions of the peoples of Russia;

awareness of value human life.

12.5. Art

Art:

the formation of initial ideas about the role visual arts in a person’s life, his role in the spiritual and moral development of a person;

the formation of the foundations of artistic culture, including the material of artistic culture native land, aesthetic attitude to the world; understanding beauty as a value; needs for artistic creativity and communication with art;

Music:

the formation of initial ideas about the role of music in human life, its role in the spiritual and moral development of a person;

the formation of the foundations musical culture, including on the material of the musical culture of the native land;

the ability to perceive music and express one’s attitude towards a piece of music;

the use of musical images in the creation of theatrical and musical-plastic compositions, the performance of vocal and choral works, and in improvisation.

12.6. Technology:

obtaining initial ideas about the creative and moral significance of labor in human life and society; about the world of professions and the importance of choosing the right profession;

assimilation of initial ideas about material culture as a product of subject-transforming human activity;

acquisition of self-care skills; mastering technological techniques for manual processing of materials; mastering safety rules;

12.7. Physical Culture:

formation of initial ideas about the importance of physical culture for improving human health;

mastering the skills to organize health-saving activities (daily routine, morning exercises, recreational activities, outdoor games, etc.);

developing the skill of systematic observation of one’s physical condition, the amount of physical activity, health monitoring data (height, body weight, etc.), indicators of the development of basic physical qualities (strength, speed, endurance, coordination, flexibility).

13. At the final assessment the quality of mastering the basic educational program of primary general education, as part of monitoring progress in the process of mastering the content of individual academic subjects, the readiness to solve educational-practical and educational-cognitive tasks should be taken into account: a system of knowledge and ideas about nature, society, man, technology; generalized methods of activity, skills in educational, cognitive and practical activities; communication and information skills; knowledge systems about the basics of a healthy and safe lifestyle.

The final assessment of the quality of students’ mastery of the basic educational program of primary general education is carried out educational institution.
Subject of the final assessment students' mastery of the basic educational program of primary general educationthere must be achievement of subject and meta-subject results in mastering the basic educational program of primary general education, necessary for continuing education.
The final assessment should highlight two components:
results of intermediate certification of students, reflecting the dynamics of their individual educational achievements, progress in achieving the planned results of mastering the basic educational program of primary general education;
results of final work , characterizing the level of students’ mastery of the basic formed methods of action in relation to the supporting system of knowledge necessary for training at the next stage of general education.
The final assessment of the mastery of the main educational program of primary general education is carried out by the educational institution and is aimed at assessing the achievement by students of the planned results of mastering the main educational program of primary general education.

Slide 4 To implement the functions of the Fundamental Core of the content of general education, it fixes:

• basic national values, preserved in the religious, cultural, socio-historical, family traditions of the peoples of Russia, passed on from generation to generation and ensuring the effective development of the country in modern conditions;
• basic elements of scientific knowledgemethodological, system-forming and ideological nature, both universal in nature and related to individual branches of knowledge and culture, intended for compulsory study in secondary schools: key theories, ideas, concepts, facts, methods;
• universal learning activities, the formation of which is aimed at the educational process. These include personal universal learning activities; indicative actions; specific ways transformation educational material; communicative actions.

Slide 5 The definition of FYASOO is an important component of the new concept of general education standards, based on the need to separateproblems of generalized requirementsto educational results And problems of specific contentgeneral education.

The first problem is socio-political.It is associated with the identification and recording of generalized modern demands and expectations in the field of education and requirements for it from the point of view of the individual, family, society and state. The second problem has a scientific and methodologicalnature and, accordingly, should be decided by the scientific and pedagogical professional communities.

New social demands determine new goals of education and the strategy for its development. The fundamental core of the content of general education, in turn, specifies the goals as the results of the general cultural, personal and cognitive development of students.

What is the property? The ability of a person to enter into relationships with the external environment and adapt and function in it as quickly as possible. Specifically, this includes the ability to fluently use reading and writing skills to obtain information from text and to convey such information in real-life, text, and other communications.

How does the property manifest itself? How can we assess whether a graduate has it?

Unlike literacy as a stable property of an individual, functional literacy is a situational characteristic of the same individual. Functional literacy reveals itself in a specific static situation.

How does underdevelopment of a property manifest itself? What does underdevelopment of a property lead to?

We most often learn about the existence of functional literacy only when faced with its absence. Functional illiteracy reveals itself when the situation, lifestyle or type of professional activity changes. For example, when a person can formally write, but at the same time does not know how to express his thoughts in writing (or in some other sign or symbolic form). It is often revealed in situations where a person collides with technologies that are new to him. So, a person cannot make out diagrams, instructions, cannot use any device, for example, mobile phone, ATM and others.

What properties, qualities, skills, competencies are associated with this property?

The ability to learn throughout life, the ability to choose technologies, the ability to ask questions, formulate your information request.

The methodological basis of the Fundamental Core of the Content of General Education is the principlesfundamental and systematic(system connections and dependence on other elements of the system and environmental factors), traditional for domestic schools. In this context, the fundamental difference in views is: a) supporters of preserving the historically established Russian education system, focused onfundamental nature of knowledge (i.e. high scientific level of the content of general education); b) supporters of the expediency of transition to the educational system adopted in a number of countries around the world, which is characterized by a significantly lower level of presentation of the fundamentals of science compared to the level of the Russian school. With all previous developments of education standards as the initial methodological basis,determining the volumeeducational content, usedmandatory minimum educational content. As a result, the concepts of “standard of education” and “mandatory minimum” are synonymous.

Slide 7 A. I. Markushevich put forward the idea of ​​​​identifying the “core” of the school course

(i.e. its most important part) and its “shells”, varying depending on the interests and abilities of the student, the type of school, etc. This idea underlies the variability of education.

A. N. Kolmogorov developed ( commission ) short document “Scope of knowledge in mathematics for an eight-year school.” It contained a description key facts, concepts, ideas, methods, theories that a student must master upon graduating from an eight-year school. The distribution of material by class, as well as the distribution of study time by topic, was not carried out in this document.

According to (M. N. Skatkin, I. Ya. Lerner, V. V. Kraevsky), the source of formation of the content of general education is culture, i.e. the most significant forms of sociocultural experience. In accordance with this concept, the formation of the content of general education is carried out in several stages:

Stage I (pre-subject) - formation of general theoreticalideas about the composition and structure of the content of education.

Stage II (subject) - determination of the composition of educational subjects, their specific content and distribution by levels of education.

Stage III - creationeducational materials.

Stage IV - organizationlearning process.

Stage V - assignment students of new content.

The structure of students' educational activities, as well as the basic psychological conditions and mechanisms of the learning process, is currently most fully described by the system-activity approach. The basic position is the thesis that personal development in the education system is ensured primarily by the formation of universal learning activities (ULAs), which serve as the basis of the educational and upbringing process. The concept of universal learning activities also takes into account the experience of the competency-based approach, in particular, the ability of students to effectively use acquired knowledge and skills in practice.

Slide 9 The most important goal modern education and one of the priority tasks of society and the state is the education of a moral, responsible, proactive and competent citizen of Russia and the process of personal development, the adoption of spiritual, moral, social, family and other values.

The main results of education, expressed in educational tasks. Their content reflects the main directions of personal development: personal culture;

social culture; family culture.

Slide 13 Basic elements of scientific knowledge in secondary school. Mathematics - the science of the most general and fundamental structures real world, is the most important source of fundamental ideas for all natural sciences and modern technologies. All scientific and technological progress of mankind is directly related to the development of mathematics. Therefore, on the one hand, without knowledge of mathematics it is impossible to develop an adequate understanding of the world. On the other hand, mathematically educated person it is easier to enter into any objective problem that is new to him.

Mathematics is the most precise of the sciences. The subject “Mathematics” has exceptional educational potential: it fosters intellectual correctness, critical thinking, the ability to distinguish between justified and unfounded judgments, and accustoms students to prolonged mental activity.

The course is divided into sections: “Arithmetic”, “Algebra”, “Geometry”, “Mathematical Analysis”, “Probability and Statistics”. Acquaintance with the history of mathematics and mastery of the following general mathematical concepts and methods:

— Definitions and initial (undefined) concepts. Proof; axioms and theorems. Hypotheses and refutations. Counterexample. Common mistakes in reasoning.

— Direct and inverse theorem. Existence and uniqueness of an object. A necessary and sufficient condition for the truth of a statement. Proof by contradiction. Method of mathematical induction.

- Mathematical model. Mathematics and problems of physics, chemistry, biology, economics, geography, linguistics, sociology, etc.

Slide 19 In a broad sense, the term "universal learning activities" means ability to learn , i.e. the subject’s ability for self-development and self-improvement through the conscious and active appropriation of new social experience. In a narrower (in its own psychological meaning) the term “universal educational actions” can be defined asset of ways of action of a student(as well as related study skills),ensuring his ability to independently assimilate new knowledge and skills , including the organization of this process.

Universal educational activities should be the basis for the selection and structuring of educational content, techniques, methods, forms of teaching, as well as the construction of an integral educational process. Achieving the “ability to learn” presupposes the full mastery of all components of educational activity, which include: 1) educational motives, 2) educational goal, 3) educational task, 4) educational actions and operations (orientation, transformation of material, control and evaluation).

Under meta-subject(i.e., “supra-subject”) actions are understood as the mental actions of students aimed at analyzing and managing their cognitive activity, be it determining a strategy for solving a mathematical problem, memorizing factual material in history, or planning a joint laboratory experiment in physics or chemistry.

Slide 21 Self-determination– a person’s determination of his place in society and life in general, the choice of value guidelines, the determination of his “way of life” and place in society. The student must ask the question “what meaning does the teaching have for me,” and be able to find an answer to it.

The block of regulatory actions includes actions that ensure students organize their learning activities: goal setting as setting an educational task based on the correlation of what is already known and learned by the student and what is not yet known; planning – determining the sequence of intermediate goals taking into account the final result; drawing up a plan and sequence of actions; forecasting – anticipation of the result and level of assimilation, its time characteristics; control in the form of comparison of the method of action and its result with a given standard in order to detect deviations and differences from the standard; correction - making the necessary additions and adjustments to the plan and method of action in the event of a discrepancy between the standard, the actual action and its product; assessment - the student’s identification and awareness of what has already been learned and what still needs to be learned, awareness of the quality and level of assimilation. Finally, elements of volitional self-regulation as the ability to mobilize strength and energy, the ability to exert volition - to make a choice in a situation of motivational conflict, to overcome obstacles.

General education includes: independent identification and formulation of a cognitive goal; search and selection of necessary information; application of information retrieval methods, including using computer tools; sign-symbolic actions, including modeling (transformation of an object from a sensory form into a model, where the essential characteristics of the object are highlighted and transformation of the model in order to identify general laws that define a given subject area); ability to structure knowledge; the ability to consciously and voluntarily construct a speech statement in oral and written form; choosing the most effective ways to solve problems depending on specific conditions; reflection on methods and conditions of action, control and evaluation of the process and results of activity; semantic reading as understanding the purpose of reading and choosing the type of reading depending on the purpose; extracting the necessary information from listened texts of various genres; identification of primary and secondary information; free orientation and perception of texts of artistic, scientific, journalistic and official business styles; understanding and adequate assessment of the language of the media; the ability to convey the content of the text adequately, in detail, concisely, selectively; compose texts of various genres, observing the norms of text construction (compliance with the topic, genre, style of speech, etc.).

Along with general educational ones, universal logical actions are also distinguished: analysis of objects in order to identify features (essential, non-essential); synthesis as the composition of a whole from parts, including independently completing, replenishing the missing components; selection of bases and criteria for comparison, seriation, classification of objects; summing up concepts, deriving consequences; establishing cause-and-effect relationships, constructing a logical chain of reasoning, proof; putting forward hypotheses and their substantiation.

Communicative actions ensure social competence and consideration of the position of other people, a partner in communication or activity, the ability to listen and engage in dialogue, participate in a collective discussion of problems, integrate into a peer group and build productive interaction and cooperation with peers and adults. Accordingly, communicative actions include planning educational cooperation with the teacher and peers - determining the goal, functions of participants, methods of interaction; asking questions – proactive cooperation in searching and collecting information; conflict resolution - identification, identification of problems, search and evaluation of alternative ways to resolve conflicts, decision-making and its implementation; managing the partner’s behavior – monitoring, correction, evaluation of the partner’s actions; the ability to express one’s thoughts with sufficient completeness and accuracy in accordance with the tasks and conditions of communication; mastery of monologue and dialogic forms of speech in accordance with the grammatical and syntactic norms of the native language.

FUNDAMENTAL CORE CONCEPT

The fundamental core of general education is a document that fixes the fundamental elements of scientific knowledge required to be studied at school, as well as a generalized description of the types of universal educational activities. The fundamental core of the content of general education is the basic document necessary for the creation of basic curricula, programs, teaching materials and manuals. The main purpose of the Fundamental Core in the system of regulatory support of standards is to determine:

1) systems of basic national values ​​that determine the self-awareness of the Russian people, the priorities of social and personal development, the nature of a person’s relationship to family, society, state, work, the meaning of human life;

2) systems of basic concepts related to areas of knowledge presented in secondary school;

3) systems of key tasks that ensure the formation of universal types of educational activities that are adequate to the requirements of the standard for educational outcomes.

To implement these functions of the Fundamental Core of the content of general education, it fixes:

 basic national values , preserved in the religious, cultural, socio-historical, family traditions of the peoples of Russia, passed on from generation to generation and ensuring the effective development of the country in modern conditions;

 basic elements of scientific knowledge methodological, system-forming and ideological nature, both universal in nature and related to individual branches of knowledge and culture, intended for compulsory study in secondary schools: key theories, ideas, concepts, facts, methods;

 universal learning activities , the formation of which is aimed at the educational process. These include personal universal learning activities; indicative actions; specific ways to transform educational material; communicative actions.

The definition of the Fundamental Core of the Content of General Education is an important component of the new concept of general education standards, based, in particular, on the thesis about the need for separation problems of generalized requirements to the results of education and problems of specific content general education.

First problem- socio-political. It is associated with the identification and recording of generalized modern demands and expectations in the field of education and requirements for it from the point of view of the individual, family, society and state. Second problem has scientific and methodological nature and, accordingly, should be decided by the scientific and pedagogical professional communities.

The need to determine the Fundamental Core of the content of general education arises from new social demands reflecting the transformation of Russia from an industrial to a post-industrial (information) society based on knowledge and high innovative potential. The processes of globalization, informatization, accelerating the implementation of new scientific discoveries, rapid updating of knowledge and the emergence of new professions put forward demands for increased professional mobility and lifelong education. New social demands determine new goals of education and the strategy for its development. The fundamental core of the content of general education, in turn, specifies the goals as the results of the general cultural, personal and cognitive development of students.

Thus, the Fundamental Core of the Content of General Education actually normalizes the content of educational programs and the organization of educational activities in individual academic subjects. It also defines the elements of scientific knowledge, culture and functional literacy, without mastering or becoming familiar with which the level of general education achieved by a graduate of a Russian school at the beginning of the 21st century cannot be considered sufficient for the full continuation of education and subsequent personal development.

The fundamental core as a means of universalizing the content of general education makes it possible to realize the most important requirements of society for the educational system:

 maintaining the unity of the educational space, continuity of levels of the educational system;

 ensuring equality and accessibility of education at different starting opportunities;

 achieving social consolidation and harmony in the context of growing social, ethnic, religious and cultural diversity of our society based on the formation of Russian identity and community of all citizens and peoples of Russia;

 the formation of a common activity basis as a system of universal educational actions that determine the individual’s ability to learn, cognize, collaborate in understanding and transforming the surrounding world.

The methodological basis of the Fundamental Core of the Content of General Education is the principles fundamental and systematic, traditional for the national school. In this context, the fundamental difference in views is: a) supporters of preserving the historically established Russian education system, focused on the fundamental nature of knowledge (i.e., a high scientific level of the content of general education); b) supporters of the expediency of transition to the educational system adopted in a number of countries around the world, which is characterized by a significantly lower level of presentation of the fundamentals of science compared to the level of the Russian school.

In all previous developments of education standards, the mandatory minimum educational content was used as the initial methodological basis for determining the scope of educational content. As a result, most teachers perceived the concepts of “standard of education” and “mandatory minimum” as synonyms.

The key difference between the new educational standard and previous developments is that the essence of its ideology is the transition from a minimization approach to the construction of an educational space based on the principle of fundamentality of education, which is captured by the term “Fundamental core of the content of general education.” Such a transition fundamentally changes not only the organization, but also the essence of the educational process. In the era of the emergence of a knowledge economy, the importance of the principle of fundamentality of education not only increases, but becomes the most important factor in the development of innovative technologies that determine the competitiveness of the country. At the same time, implementing this principle, it is necessary to decisively get rid of outdated, secondary, pedagogically unjustified material.

Along with fundamental knowledge, the document identifies the main forms of activity and the corresponding types of tasks, the ability to solve which indicates functional literacy.

The theoretical basis of the Fundamental Core of the Content of General Education is the ideas previously formulated in domestic pedagogy:

 “cores” and “shells” of school courses (A.I. Markushevich);

 identifying the “volume of knowledge” on a subject (A.N. Kolmogorov);

 cultural approach to the formation of the content of education (M.N. Skatkin, I.Ya. Lerner, V.V. Kraevsky);

 system-activity approach (L. S. Vygotsky, A. N. Leontiev, D. B. Elkonin, P. Ya. Galperin, L. V. Zankov, V. V. Davydov, A. G. Asmolov, V. V. Rubtsov).

During the reform of basic general education carried out in our country in the 60-70s. XX century, to solve problems associated with the fundamental novelty of content in a number of subjects and overload, A.I. Markushevich put forward the idea of ​​identifying the “core” of a school course (i.e., its most important part) and its “shells,” which vary depending on the interests and abilities of the student, the type of school, etc. This idea underlies the variability of education. It has not been fully implemented in relation to the content of education: the “core” of the content of education has not been explicitly identified.

At the same time, anticipating the development of a new program in mathematics, the Commission on Mathematical Education of the USSR Academy of Sciences, chaired by Academician A.N. Kolmogorova developed a short document “The scope of knowledge in mathematics for an eight-year school.” It contained a description of the key facts, concepts, ideas, methods, and theories that a student should master upon graduating from an eight-year school. The distribution of material by class, as well as the distribution of study time by topic, was not carried out in this document. After extensive discussion, detailed training programs were prepared based on this document. In the early 80s. XX century in a similar way, a mathematics program was created, describing the content of education at each level of education and leaving more freedom to the textbook authoring teams.

According to the concept of the cultural approach to the formation of the content of education (M.N. Skatkin, I.Ya. Lerner, V.V. Kraevsky), the source of formation of the content of general education is culture, i.e. the most significant forms of sociocultural experience.

In accordance with this concept, the formation of the content of general education is carried out in several stages:

Stage I (pre-subject) - formation of general theoretical ideas about the composition and structure of the content of education.

Stage II (subject)- determination of the composition of educational subjects, their specific content and distribution by levels of education.

Stage III - creation educational materials.

Stage IV - organization learning process.

Stage V - appropriation students of new content.

The creation of the Fundamental Core is an important part of the pre-subject stage of content formation. This scheme of work differs significantly from previously adopted ones by the fact that the curriculum (distribution of teaching time and list of subjects) is not postulated at the very beginning, but is preceded by a lot of analytical work.

The structure of students’ educational activities, as well as the basic psychological conditions and mechanisms of the learning process, today is most fully described by the system-activity approach, based on the theoretical principles of L.S. Vygotsky, A.N. Leontyeva, D.B. Elkonina, P.Ya. Galperina, V.V. Davydova, A.G. Asmolova, V.V. Rubtsova. The basic position is the thesis that personal development in the education system is ensured, first of all, by the formation of universal learning activities (ULAs), which serve as the basis of the educational and upbringing process. The concept of universal learning activities also takes into account the experience of the competency-based approach, in particular its legitimate emphasis on students achieving the ability to effectively use acquired knowledge and skills in practice.

Following this theory when forming the content of general education involves, in particular, an analysis of the types of leading activities (games, learning, communication), the identification of educational activities that generate competencies and learning skills.

The concept of the Fundamental Core synthesizes the described ideas of the “core” and “shells”, the volume of knowledge, the identification of the pre-subject stage, and the system-activity approach.

The development of the Fundamental Core was carried out taking into account framework restrictions, such as:

1) brevity of recording the generalized contours of the scientific content of education;

2) rejection of details of a purely methodological nature and specific methodological decisions. The fundamental core determines the amount of knowledge that a school graduate must master, but not the distribution of the proposed content in specific subjects and levels of education;

3) description in a concise form areas of knowledge presented in modern school, but not specific subjects.

The short format of the Fundamental Core opens up the opportunity to create a zone of consensus for the formation of the currently missing holistic view of the content school education and on its basis begin to solve the problem of interdisciplinary connections, coordinating the scientific knowledge of various fields at the preliminary development stage.

The criteria for the selection and inclusion of material in the Fundamental Core, due to its enormous diversity, can hardly be formalized. In this case, the non-inclusion criteria are more significant, i.e. the Fundamental Core should not include archaic, unimportant and overly detailed material; You should not include in it concepts and ideas, the meaning of which cannot be sufficiently popular and fully disclosed to the student.

The creation of the Fundamental Core is the initial stage of developing new content for general education. Subsequent stages involve the development of concepts of subject areas, planned learning outcomes at the exit from the stages of education (primary, basic and secondary (complete) schools), a basic curriculum (educational) plan and sample programs by subjects, educational and methodological complexes new generation. At the same time, a broad discussion of the content of the Fundamental Core in the scientific and pedagogical communities and the organization of experimental work to test and introduce new content are of no small importance. In parallel with the development of new content of school education, work should be carried out to update the content accordingly teacher education.

FUNDAMENTAL CORE CONTENT

GENERAL EDUCATION

The revival of the interrelated principles of fundamentality and systematicity on a new substantive basis is the key difference between the second generation standards and previous developments, which were based on a minimized approach to the design of the educational space. (Dronov V.P., 2009.) The main thing today is to ensure the inextricable dual unity of the knowledge and functional components of the educational process.

Education in primary school is the base, the foundation of all subsequent education. The Basic Curriculum and Model Primary School Programs contain the fundamental elements of scientific knowledge, culture, and fundamental literacy, without mastering which the level of primary general education cannot be considered sufficient for continuing education at the secondary level and subsequent personal development. Those. it is supposed to equip the child with the essential, freeing him from the outdated and unjustified. And most importantly, a transition is expected from a minimized transition to the design of an educational space based on the principle of the fundamental nature of education and its systematic nature. This is captured by the term “Fundamental core of the content of general education.” To implement this main task, the Fundamental Core of the Content of General Education sets out:

fundamental elements of scientific knowledge of a methodological, system-forming, value-based and ideological nature, both universal in nature and related to individual branches of knowledge and culture, intended for compulsory study in secondary schools: key theories, ideas, concepts, facts, methods;

universal learning activities, the formation of which the educational process is aimed at. These include personal universal learning activities; regulatory actions; cognitive activities; communicative actions.

In other words, the Fundamental Core defines all those elements of scientific knowledge, culture and functional literacy, without mastering or becoming familiar with which the level of general education achieved by a graduate of a Russian school at the beginning of the 21st century cannot be considered sufficient for the full continuation of education and subsequent personal development .

The essence of modern global challenges, manifested in obvious trends in the formation of a fundamentally new economy based on knowledge, rapid updating of knowledge and the emergence of new professions, in our opinion, determines that the methodological basis of the Fundamental Core of general secondary education should be the principles of fundamentality and consistency.

Revival on a new substantive basis of these principles, once cornerstones for national education; the key difference between the new educational standard and previous developments, which were based on the ideology of a minimization approach to the design of educational space, which is unproductive in modern conditions; Placing the principle of fundamentality of education at the forefront, which is captured by the term “Fundamental core of the content of general education,” fundamentally changes not only the organization, but also the focus of the educational process: only the fundamentality of education can ensure the development of innovative technologies that determine the competitiveness of the country. At the same time, based on this, the content of education must be decisively freed from outdated, secondary and unjustified material.

Along with fundamental knowledge, the document identifies the main forms of activity and corresponding types of tasks, the ability to solve which indicates functional literacy.

In addition to these general methodological guidelines, a number of framework restrictions were taken into account when developing the Fundamental Core:

1) brevity of recording the generalized contours of the scientific content of education;

2) rejection of details of a purely methodological nature and specific methodological solutions (the Fundamental Core determines the amount of knowledge that a school graduate must master, but not the distribution of the proposed content in specific subjects and levels of education);

3) a description in a laconic form of areas of knowledge presented in a modern school, but not specific subjects.

The fundamental core of the content of general education is the basic document necessary for creating concepts of educational areas, basic curricula, sample programs, teaching materials and manuals. In general, the short format of the Fundamental Core opens up the opportunity to create a zone of consensus for the formation of the currently missing holistic view of the content of school education and, on a new basis, to begin solving the problem of interdisciplinary connections, coordinating the scientific content of various fields of knowledge at the preliminary development stage.

The fundamental core of general education is a document that fixes the fundamental elements of scientific knowledge required to be studied at school, as well as a generalized description of the types of UUD.

The revival of the interrelated principles of fundamentality and systematicity on a new substantive basis is the key difference between the second generation standards and previous developments, which were based on a minimized approach to the design of the educational space. (Dronov V.P., 2009.) The main thing today is to ensure the inextricable dual unity of the knowledge and functional components of the educational process. universal learning activities.

Along with fundamental knowledge, the concept of the fundamental core of the content of general education defines the main forms of activity and the corresponding types of problems, the ability to solve which indicates the fundamental literacy of the student.

The normative documents discussed above, the Requirements for the structure of basic educational programs, lay down the conditions for the formation of educational programs that ensure the ability to learn, the basis for the formation of educational activities.

Thus, the Fundamental Core of General Education is designed to determine the amount of knowledge without understanding, assimilation or familiarity with which modern man cannot be considered sufficiently educated, and the volume of universal educational skills that will allow a person to study throughout his life. (G. Pisarenko, 2009)

And on the basis of the Fundamental Core of General Education, the amount of knowledge is accordingly determined, without understanding, assimilation or familiarity with which a graduate of an elementary school will not be able to successfully study in a secondary school. This amount of knowledge is included in the general educational program of primary general education (GEPPE).

So far, 2 projects of the Federal State Educational Standard for general education (primary general education) have just been developed, are being considered and are being prepared for approval. Project authors:

1) The team under the leadership of Academician of the Russian Academy of Education A.A. Kuznetsov and RAO correspondent member A. M. Kondakov.

2) Working group of the Institute for Problems of Educational Policy "Eureka" under the leadership of A.I. Adamsky.

We hope that their developers will not repeat the mistakes of previous years: excess theoretical knowledge; unjustified “running ahead” by introducing material that will be studied in high school (or may not be studied - and this happens!); introduction of a different “independent” terminology for concepts accepted in science.

Program

... general education 2nd generation, Fundamental kernels content general education general education presented in the Federal State Standard general education ...

Basic educational program of primary general education (2)

Plan; Fundamental kernels content general education; Formation programs... general education, are based on Concepts content continuous education(preschool and primary level), modern pedagogical technologies, general concepts ...

Educational program of basic general education of the Municipal budgetary educational institution

Educational program

... Fundamental kernels content general education and Requirements for the results of the main general education presented in the federal state educational standard general education... initial general education And Concepts spiritually...

Basic educational program of primary general education for 2014-2018

Main educational program

... Concepts second generation standard, requirements for the results of mastering the basic general education program primary general education, fundamental kernels content general education ...

Basic educational program of basic general education for the period 2013-2017

Main educational program

Basic levels general education», « Concept spiritual and moral education and development of the personality of a citizen of Russia", " Fundamental core content general education", in which...

1284.43kb.

Foreign (English) language program Explanatory note, 181.88kb.

The program for the formation of universal educational actions is aimed at ensuring systemic activity, 495.21kb.

An approximate physics program for a secondary (complete) comprehensive school has been compiled, 600.19kb.

An approximate biology program for a primary school is based on the fundamental one, 488.35kb.

Basic general education program Biology grades 5-9. Linear course, 1195.68kb.

) general education (Orders of the Ministry of Education of Russia “On approval of temporary requirements”, 145.34kb.

The concept of the fundamental core of general education content

The fundamental core of the content of general education is the basic document necessary for the creation of basic curricula, programs, teaching materials and manuals. The main purpose of the Fundamental Core in the system of regulatory support of standards is to determine:

1. systems of basic national values ​​that determine the self-awareness of the Russian people, the priorities of social and personal development, the nature of a person’s relationship to family, society, state, work, the meaning of human life;
2. systems of basic concepts related to areas of knowledge presented in secondary school;
3. systems of key tasks that ensure the formation of universal types of educational activities that are adequate to the requirements of the standard for educational outcomes.

To implement this function of the Fundamental Core of the content of general education, it fixes:

• basic national values, preserved in the religious, cultural, socio-historical, family traditions of the peoples of Russia, passed on from generation to generation and ensuring the effective development of the country in modern conditions;
• basic elements of scientific knowledge methodological, system-forming and ideological nature, both universal in nature and related to individual branches of knowledge and culture, intended for compulsory study in secondary schools: key theories, ideas, concepts, facts, methods;
• universal learning activities, the formation of which the educational process is aimed at. These include personal universal learning activities; indicative actions; specific ways to transform educational material; communicative actions.

The definition of the Fundamental Core of the Content of General Education is an important component of the new concept of general education standards, based, in particular, on the thesis about the need to separate the problem of general requirements for educational results and the problem of the specific content of general education.

The first problem is socio-political. It is associated with the identification and recording of generalized modern demands and expectations in the field of education and requirements for it from the point of view of the individual, family, society and state. The second problem is of a scientific and methodological nature and, accordingly, should be solved by scientific and pedagogical professional communities.

The need to determine the Fundamental Core of the content of general education arises from new social demands reflecting the transformation of Russia from an industrial to a post-industrial (information) society based on knowledge and high innovative potential. The processes of globalization, informatization, accelerating the implementation of new scientific discoveries, rapid updating of knowledge and the emergence of new professions put forward demands for increased professional mobility and lifelong education. New social demands determine new goals of education and the strategy for its development. The fundamental core of the content of general education, in turn, specifies the goals as the results of the general cultural, personal and cognitive development of students.

Thus, the Fundamental Core of the Content of General Education actually normalizes the content of curricula and the organization of educational activities in individual academic subjects, defining the elements of scientific knowledge, culture and functional literacy, without mastering or familiarity with which, the level of general education achieved by a graduate of a Russian school at the beginning of the 21st century , cannot be considered sufficient for the full continuation of education and subsequent personal development.

The fundamental core as a means of universalizing the content of general education makes it possible to realize the most important requirements of society for the educational system:

• maintaining the unity of the educational space, continuity of levels of the educational system;
• ensuring equality and accessibility of education at different starting opportunities;
• achieving social consolidation and harmony in the context of growing social, ethnic, religious and cultural diversity of our society based on the formation of Russian identity and community of all citizens and peoples of Russia;
• the formation of a common activity basis as a system of universal educational actions that determine the individual’s ability to learn, cognize, collaborate in understanding and transforming the surrounding world.

The methodological basis of the Fundamental Core of the content of general education is the principles of fundamentality and consistency, traditional for the national school. In this context, the difference in views is fundamental: a) supporters of preserving the historically established Russian education system, focused on the fundamental nature of knowledge (i.e., a high scientific level of the content of general education); b) supporters of the expediency of transition to the educational system adopted in a number of countries around the world, which is characterized by a significantly lower level of presentation of the fundamentals of science compared to the level of the Russian school.

In all previous developments of education standards, the mandatory minimum educational content was used as the initial methodological basis for determining the scope of educational content. As a result, most teachers perceived the concepts of “standard of education” and “mandatory minimum” as synonyms.

The key difference between the new educational standard from previous developments is that the essence of his ideology is the transition from a minimization approach to the construction of an educational space based on the principle of fundamentality of education, which is captured by the term “Fundamental core of the content of general education.” Such a transition fundamentally changes not only the organization, but also the essence of the educational process. In the era of the emergence of the knowledge economy, the importance of the principle of fundamental education not only increases, but becomes the most important factor in development innovative technologies that determine the country's competitiveness. At the same time, implementing this principle, it is necessary to decisively get rid of outdated, secondary, pedagogically unjustified material.

Along with fundamental knowledge, the document defines the main forms of activity and the corresponding classes of tasks, the ability to solve which indicates functional literacy.

The theoretical basis of the Fundamental Core of the Content of General Education is the ideas previously formulated in domestic pedagogy:

• “cores” and “shells” of school courses (A. I. Markushevich);
• identifying the “volume of knowledge” on a subject (A. N. Kolmogorov);
• cultural approach to the formation of the content of education (M. N. Skatkin, I. Ya. Lerner, V. V. Kraevsky);
• system-activity approach (L. S. Vygotsky, A. N. Leontiev, D. B. Elkonin, P. Ya. Galperin, L. V. Zankov, V. V. Davydov, A. G. Asmolov, V. V. Rubtsov).

During the reform of basic general education carried out in our country in the 60-70s. XX century, to solve problems associated with the fundamental novelty of content in a number of subjects and overload, A. I. Markushevich put forward the idea of ​​​​identifying the “core” of the school course (i.e., its most important part) and its “shells”, varying depending on on the interests and abilities of the student, the type of school, etc. This idea underlies the variability of education. It has not been fully implemented in relation to the content of education: the “core” of the content of education has not been explicitly identified.

At the same time, in anticipation of the development of a new program in mathematics, the Commission on Mathematical Education of the USSR Academy of Sciences, chaired by Academician A. N. Kolmogorov, developed a short document “The scope of knowledge in mathematics for an eight-year school.” It contained a description of the key facts, concepts, ideas, methods, and theories that a student should master upon graduating from an eight-year school. The distribution of material by class, as well as the distribution of study time by topic, was not carried out in this document. After extensive discussion, detailed training programs were prepared based on this document. In the early 80s. XX century in a similar way, a mathematics program was created, describing the content of education at each level of education and leaving more freedom to the textbook authoring teams.

According to the concept of the cultural approach to the formation of the content of education (M. N. Skatkin, I. Ya. Lerner, V. V. Kraevsky), the source of formation of the content of general education is culture, i.e. the most significant forms of sociocultural experience.

In accordance with this concept, the formation of the content of general education is carried out in several stages:

Stage I (pre-subject) – formation of general theoretical ideas about the composition and structure of the content of education.

Stage II (subject)– determination of the composition of educational subjects, their specific content and distribution by levels of education.

Stage III - creation educational materials.

Stage IV - organization learning process.

Stage V – appropriation students of new content.

The creation of the Fundamental Core is an important part of the pre-subject stage of content formation. This scheme of work differs significantly from previously adopted ones by the fact that the curriculum (distribution of teaching time and list of subjects) is not postulated at the very beginning, but is preceded by a lot of analytical work.

The structure of students’ educational activities, as well as the basic psychological conditions and mechanisms of the learning process, today is most fully described by the system-activity approach, based on the theoretical principles of L. S. Vygotsky, A. N. Leontiev, D. B. Elkonin, P. Ya Galperin, V. V. Davydova, A. G. Asmolova, V. V. Rubtsova. The basic position is the thesis that personal development in the education system is ensured primarily by the formation of universal learning activities (ULAs), which serve as the basis of the educational and upbringing process. The concept of universal learning activities also takes into account the experience of the competency-based approach, in particular its legitimate emphasis on students achieving the ability to effectively use acquired knowledge and skills in practice.

Following this theory when forming the content of general education involves, in particular, analyzing the types of leading activities (games, learning, communication), identifying universal educational activities that generate competencies, knowledge, abilities and skills.

The concept of the Fundamental Core synthesizes the described ideas of the “core” and “shells”, the volume of knowledge, the identification of the pre-subject stage, and the system-activity approach.

The development of the Fundamental Core was carried out taking into account framework restrictions, such as:

1. brevity of recording the generalized contours of the scientific content of education;
2. rejection of details, purely methodological nature and specific methodological solutions. The fundamental core determines the amount of knowledge that a school graduate must master, but not the distribution of the proposed content in specific subjects and levels of education;
3. a description in a laconic form of areas of knowledge presented in a modern school, but not specific subjects.

The short format of the Fundamental Core opens up the opportunity to create a zone of consensus for the formation of the currently missing holistic view of the content of school education and, on its basis, to begin solving the problem of interdisciplinary connections, coordinating scientific knowledge of various fields at the preliminary development stage.

The criteria for the selection and inclusion of material in the Fundamental Core, due to its enormous diversity, can hardly be formalized. In this case, the criteria for non-inclusion are more significant, i.e. the Fundamental Core should not include archaic, insignificant and overly detailed material; You should not include in it concepts and ideas, the meaning of which cannot be sufficiently popular and fully disclosed to the student.

The creation of the Fundamental Core is the initial stage of developing new content for general education. Subsequent stages involve the development of concepts of subject areas, planned learning outcomes at the exit from the stages of education (primary, basic and secondary (complete) schools), a basic curriculum (educational) plan and sample programs in subjects, educational and methodological complexes of a new generation. At the same time, it is important to broadly discuss the content of the Fundamental Core in the scientific and pedagogical communities and organize experimental work to test and introduce new content. In parallel with the development of new content of school education, work should be carried out to appropriately update the content of teacher education.

Fundamental core of general education content

Basic national values

The most important goal of modern education and one of the priority tasks of society and the state is the education of a moral, responsible, proactive and competent citizen of Russia. In this regard, the educational process should be understood not only as a process of mastering a system of knowledge, skills and competencies that form the instrumental basis of a student’s educational activity, but also as a process of personal development, the adoption of spiritual, moral, social, family and other values. Therefore, education at school should not be divorced from the process of education, the acquisition of knowledge, skills and abilities, but, on the contrary, should be organically included in it.

This allows us to highlight the main results of education, expressed in terms of key educational tasks. Their content reflects the main directions of personal development:

• personal culture;
• social culture;
• family culture.

Personal culture is:

• readiness and ability for moral self-improvement, self-esteem, understanding the meaning of one’s life, and individually responsible behavior. Realization of creative potential in spiritual and subject-productive activities, social and professional mobility based on lifelong education and a universal spiritual and moral attitude - “becoming better”;
• willingness and ability to openly express and defend one’s public position, critically evaluate one’s own intentions, thoughts and actions;
• the ability to take independent actions and actions based on moral choice, taking responsibility for their results, determination and persistence in achieving results;
• hard work, thrift, optimism in life, ability to overcome difficulties;
• awareness of the value of other people (neighbors), the value of human life, intolerance to actions and influences that pose a threat to life, physical and moral health and spiritual security of the individual, the ability to counteract them.

Family culture is:

• awareness of the unconditional value of the family as the fundamental basis of our belonging to the people, the Fatherland;
• understanding and maintaining such moral principles of the family as love, mutual assistance, honoring parents, caring for younger and older people, responsibility for others;
• caring for human life, concern for procreation.

Social culture is:

• awareness of oneself as a citizen of Russia based on the acceptance of common national spiritual and moral values;
• faith in Russia, a sense of personal responsibility for the Fatherland before future generations;
• adequate perception of the values ​​of society: human rights, the rule of law, family values, the integrity of the courts and the responsibility of the authorities, civil society;
• readiness to stand in solidarity against the global challenges of the modern era;
• development of a sense of patriotism and civic solidarity;
• the ability for conscious personal, professional, civil and other self-determination and development in combination with the moral responsibility of the individual to the family, people, Fatherland, parents, future generations;
• caring for the prosperity of the united multinational Russian people, maintaining interethnic peace and harmony.

The educational and training space of a comprehensive school, which forms the basis of the state-public education system, should be filled with values ​​common to all Russians belonging to different faiths and ethnic groups living in different regions of our country. These values, which are the basis of spiritual and moral development, education and socialization of the individual, can be defined as basic national values, preserved in the religious, cultural, socio-historical, family traditions of the peoples of Russia, passed on from generation to generation and ensuring the effective development of the country in modern conditions. Basic national values ​​can be systematized into certain groups according to the sources of morality and humanity, i.e., areas of social relations, activity, consciousness, reliance on which allows a person to resist destructive influences and productively develop his consciousness, life, and system of social relations. The traditional sources of morality are:

• patriotism (love for Russia, for one’s people, for one’s small homeland; service to the Fatherland);
• social solidarity (personal and national freedom; trust in people, institutions of the state and civil society; justice, mercy, honor, dignity);
• citizenship (rule of law, civil society, duty to the Fatherland, the older generation and family, law and order, interethnic peace, freedom of conscience and religion);
• family (love and fidelity, health, prosperity, respect for parents, care for elders and younger ones, care for procreation);
• labor and creativity (creativity and creation, determination and perseverance, hard work, frugality);
• science (knowledge, truth, scientific picture of the world, environmental consciousness);
• traditional Russian religions. Considering the secular nature of education in state and municipal schools, the values ​​of traditional Russian religions are accepted by schoolchildren in the form of systemic cultural ideas about religious ideals;
• art and literature (beauty, harmony, human spiritual world, moral choice, meaning of life, aesthetic development);
• nature (life, motherland, reserved nature, planet Earth);
• humanity (world peace, diversity of cultures and peoples, human progress, international cooperation).

The system of basic national values ​​is of key importance not only for education, but also for the entire organization of life in our country. It determines the self-awareness of the Russian people, the nature of a person’s relationship to family, society, state, work, the meaning of human life, and sets priorities for social and personal | development.

These values ​​express the essence of the national maxim: “We are the Russian people.” This is what unites all Russians, gives them a common ideology and is complemented by their ethnic, religious, professional and other identity, what allows us to be a united Russian people.

Basic elements of scientific knowledge in secondary school

Russian language

Explanatory note

In the school education system, the Russian language is not only a subject of study, but also a means of teaching that determines success in mastering all school subjects and the quality of education in general.

Basic goals studying Russian at school:

• formation of ideas about the Russian language as the language of the Russian people, the state language of the Russian Federation, a means of interethnic communication, consolidation and unity of the peoples of Russia;
• formation of knowledge about the structure of the language system and the patterns of its functioning at the present stage;
• enriching students' vocabulary, mastering the culture of oral and written speech, types of speech activity, rules and methods of using language in different communication conditions;
• mastery of the most important general subject skills and universal methods of activity (extracting information from linguistic dictionaries of various types and other sources, including the media and the Internet; information processing of text).

These goals are realized on the basis of personality-oriented and activity-based approaches to training and education in the process of developing the student’s mental and speech activity, the formation of linguistic, linguistic, communicative and cultural competencies.

In accordance with the goals of the course, the fundamental core of the content of general education in the Russian language consists of two interrelated components: sections “Speech” and “Language”.

The “Speech” section provides for mastering the concepts of speech activity and speech communication, developing the ability to create texts of various functional and communicative orientations.

The “Language” section provides for mastering the fundamentals of linguistics, the system of its key concepts, phenomena and facts.

Speech

Language and speech. Types of speech activity (speaking, listening, writing, reading). Types of speech (oral and written, dialogic and monologue). Texts, oral and written.

Functional and semantic varieties of text (narration, description, reasoning). Functional varieties of language. Main features of colloquial speech, functional styles (scientific, journalistic, official business), language fiction. The main genres of colloquial speech, scientific, journalistic, official and business styles.

Speech situation and its components. Speech act and its varieties (messages, motives, questions, announcements, expressions of emotions, expressions of speech etiquette, etc.). Dialogues of different nature (etiquette, dialogue-questioning, dialogue-motivation, dialogue - exchange of opinions, etc.; a combination of different types of dialogue). Polylogue. Free conversation, discussion, discussion.

Adequate understanding of oral and written language in accordance with the conditions and purposes of communication.

Mastering various types of reading.

Creation of oral monologue and dialogic statements of different communicative orientation depending on the goals, sphere and situation of communication.

Creation of written texts of different styles and genres.

Analysis of the text from the point of view of its topic, purpose, main idea, basic and additional information, belonging to a functional-semantic type and functional variety of language.

Information processing of text.

Mastery of national-cultural norms of speech/non-speech behavior in various situations of formal and informal interpersonal and intercultural communication.

Language

General information about the language.

The Russian language is the national language of the Russian people, the state language of the Russian Federation and the language of interethnic communication. Russian language in the modern world.

Russian language as one of the Indo-European languages. Russian language among others Slavic languages. The role of the Old Church Slavonic language in the development of the Russian language.

Russian language as a developing phenomenon. Forms of functioning of the modern Russian language (literary language, territorial dialects, vernacular, professional varieties, jargon).

The relationship between language and culture. Russian is the language of Russian fiction. Basic visual arts Russian language and their use in speech.

Outstanding Russian linguists.

Phonetics and orthoepy

Sound as a unit of language. Vowel sound system. System of consonants. Changes in sounds in the speech stream. Syllable. Stress, its meaning-distinguishing role, stress mobility during form and word formation.

Intonation and its functions. Basic elements of intonation.

Orthoepy as a branch of linguistics. Basic norms of pronunciation and stress.

Graphic arts

Composition of the Russian alphabet, letter names. Indication in writing of the hardness and softness of consonants. Designation methods. The relationship between sound and letter.

Morphemics (word composition) and word formation

Morpheme as the minimal meaningful unit of language. The stem of the word and the ending. Types of morphemes. Alternation of sounds in morphemes.

Basic ways of forming words. The original (generative) stem and word-forming morpheme. Word pair.

The concept of etymology.

Lexicology and phraseology

The word as a unit of language. Lexical and grammatical meaning of the word. Unambiguous and ambiguous words; direct and figurative meanings of the word. Lexical compatibility. Synonyms. Antonyms. Homonyms. Paronyms. Active and passive vocabulary. Archaisms, historicisms, neologisms. Areas of use of Russian vocabulary. Stylistic layers of vocabulary (bookish, neutral, reduced). Original Russian and borrowed words. Phraseologisms and their signs.

Morphology

Parts of speech as lexical and grammatical categories of words. Classification of parts of speech.

Independent (notional) parts of speech. General categorical meaning, morphological and syntactic properties of each independent (nominative) part of speech.

Functional parts of speech.

Interjections and onomatopoeic words.

Homonymy of words from different parts of speech.

Syntax

Units of syntax of the Russian language.

Collocation as a syntactic unit, its types. Types of connections in a phrase.

Types of sentences according to the purpose of the statement and emotional coloring. The grammatical basis of the sentence, the main and minor members, ways of expressing them. Types of predicate.

Structural types simple sentences(two-part and one-part, common - non-common, sentences of complicated and uncomplicated structure, complete and incomplete). Types of one-part sentences. Homogeneous members of a sentence, isolated members of a sentence; appeal; introductory and plug-in structures.

Classification of complex sentences. Means of expressing syntactic relationships between parts of a complex sentence.

Methods of transmitting someone else's speech.

The concept of a text, the main features of a text (articulation, semantic integrity, coherence).

A culture of speech

Speech culture and its main aspects: normative, communicative, ethical. Basic criteria of speech culture.

Language norm, its functions. Basic norms of the Russian literary language (spelling, lexical, grammatical, stylistic, spelling, punctuation). Variants of norms.

Assessment of correctness, communicative qualities and effectiveness of speech.

Types of linguistic dictionaries and their role in mastering the vocabulary wealth and norms of the modern Russian literary language.

Spelling: spelling and punctuation

Spelling. The concept of spelling. Spelling of vowels and consonants in morphemes. Spelling ъ And b. Integrated, hyphenated and separate spellings. Uppercase and lowercase letters. Hyphenation.

Punctuation. Punctuation marks and their functions. Single and paired punctuation marks. Punctuation marks at the end of sentences, in simple and complex sentences, in direct speech and quotation, in dialogue. Combination of punctuation marks.

The fundamental core of the content of general education is a document on the basis of which basic educational plans, programs, as well as an educational and methodological set of teaching aids and equipment. This document is necessary to determine the most important pedagogical tasks, the solution of which ensures the formation of universal learning activities (ULA) in the educational process among schoolchildren that meet the requirements of the standard for educational outcomes.

To this end, the Fundamental Core of the Content of General Education records the most important scientific knowledge that is of a system-forming nature, as well as the UDL, towards the formation of which the educational process is aimed.

System-forming knowledge includes facts, concepts, laws, methods, theories that are universal in nature or related to individual sciences, branches of knowledge and culture, which are intended for compulsory study in secondary schools. This is the knowledge without which general education cannot be considered sufficient for the full continuation of education and subsequent personal development.

The development of schoolchildren in the education system is ensured, as is known, by the improvement of their educational systems, which act as the basis of the educational and educational processes. Students' mastery of UUD represents their development and improvement through the active appropriation of new social experience. UUDs open up opportunities for the successful assimilation of new knowledge and various kinds of skills, including the organization of assimilation, i.e., the ability to learn. These opportunities appear because UUDs are universal: they can be used in different situations and subject areas.

This approach makes it possible to single out the main results of training, development and education of UUD. The basic position is the thesis that the development of a schoolchild in the educational system is ensured primarily by the formation of educational educational systems, which act as the basis of the educational and educational processes. Knowledge and practical skills formed during training can only be used in active actions. Therefore, the quality of knowledge acquisition is determined by the variety and nature of the types of universal actions that a student can perform.

In a broad sense, UUD means the ability to learn, i.e. the student’s ability to self-development through the conscious appropriation of new social experience.

In a narrower sense, the term “universal educational actions” is understood as a certain coordination of the student’s actions in the process of educational work, ensuring the ability to independently assimilate new knowledge and skills, including the organization of the assimilation process itself.

Universal character educational activities are manifested in the fact that they:

• are supra-subject, meta-subject in nature;
• ensure the integrity of the development and self-development of the individual;
• ensure continuity of all levels of the educational process;
• are the basis for the organization and regulation of student activities;
• provide stages of mastering educational content and developing student abilities.

The functions of the UUD include:

• ensuring the student’s ability to independently carry out learning activities;
• ensuring the ability to use the necessary means and methods to achieve the goal, control and evaluate the process and results of activities;
• ensuring successful acquisition of knowledge and skills in any subject area.

The main UUDs can be divided into four types:

• 1) personal;
• 2) regulatory;
• 3) cognitive, including logical, sign-symbolic;
• 4) communicative.

Personal UUDs provide students with value-semantic orientation (the ability to correlate actions and events with accepted ethical principles, knowledge of moral standards and the ability to highlight the moral aspect of behavior), self-determination and orientation in social roles and interpersonal relationships, leading to the formation of a value structure of the individual’s consciousness.

Regulatory UUDs ensure that students organize their learning activities. These include:

• goal setting as setting an educational task based on the correlation of what is already known and learned by students and what is still unknown;
• planning - determining the sequence of intermediate goals taking into account the final result; drawing up a plan and sequence of actions;
• forecasting - anticipation of the result and level of assimilation;
• control in the form of comparing an action and its result with a given standard to detect deviations and differences from the standard;
• correction - making the necessary additions and changes to the plan and method of action in the event of a discrepancy between the standard, the actual action and its product;
• assessment, identification and awareness by students of what has already been learned and what still needs to be learned, awareness of the quality and level of assimilation;
• volitional self-regulation as the ability to mobilize strength and energy; the ability to exert volition and overcome obstacles.

Cognitive UUD include general educational, logical, sign-symbolic.

General education UUD include:

• independent identification and formulation of a cognitive goal;
• search and selection of necessary information;
• structuring knowledge;
• choosing the most effective ways to solve problems;
• reflection on methods and conditions of action, control and evaluation of the process and results of activity;
• semantic reading as understanding the purpose of reading and choosing the type of reading depending on the purpose;
• the ability to adequately, consciously and arbitrarily construct a speech utterance in oral and written speech, conveying the content of the text in accordance with the purpose and norms of speech;
• setting and formulating problems when solving creative and search problems;
• action with sign-symbolic means (substitution, encoding, decoding, modeling).

brain teaser UUDs are aimed at establishing connections and relationships in any field of knowledge. Within the framework of school education, logical thinking is usually understood as the ability and ability of students to perform simple logical actions (analysis, synthesis, comparison, generalization, etc.), as well as compound logical operations (construction of negation, affirmation and refutation as the construction of reasoning using different logical schemes - inductive or deductive).

Sign-symbolic UUD - modeling (transformation) actions that perform the functions of a special display of educational material; formation of generalized knowledge.

Communication UUDs provide social competence and conscious orientation of students to the positions of other people, the ability to listen and engage in dialogue, participate in collective discussion of problems, integrate into a peer group and build productive interaction and cooperation with peers and adults.

Mastery of educational learning leads to the formation of the ability to independently successfully assimilate new knowledge, skills and competencies, including independent organization of the assimilation process, i.e. the ability to learn. Purposeful systematic formation of UUD with predetermined properties, such as awareness, rationality, high level generalizations and readiness for application in various subject areas, criticality, mastery. The formation of UUD ensures the transition from educational activities carried out jointly and under the guidance of a teacher to the activities of self-education and self-education.

Thus, the concept of UUD refers to the general content of education and is a meta-concept. It is internally consistent with the traditional description of the learning process in the language of knowledge and skills.