1.2. Goals and objectives of literary education The goals and objectives of modern school literary education are defined in the State Educational Standard, which is the normative basis for variative programs, creatively conceptualized and developed

1.3.2. School literary education programs Key words: principle of concentrations, chronological (linear) principle. Based on the State Educational Standard in Literature and Model Programs for Basic and Complete General Education in Literature

1.3.3. Components of the content of school literary education Key words: scientific component, aesthetic component, existential component, communicative component. The goals and objectives of literary education, the specifics of literature as an educational subject determine

1.4. Stages of school literary education In accordance with the State educational standard for literature in a modern comprehensive school, the following stages of literary education are defined: grades 1–4 - primary general level

CHAPTER 3 The process of school literary education 3.1. The essence and components of the process of school literary education New concepts: educational process, process of literary education, components of the process of literary education, aesthetic

3.3. Objects of study in the process of literary education The specificity of literature as an educational subject determines the nature and features of its content. Let us turn to the description of the objects of study in the school literature course. The object indicated in the previous paragraph

3.4. Reading as an essential component of the process of literary education USEFUL QUOTE “Reading a work of art is a complex creative process, which is a fusion of pictures of objective reality, depicted, understood and evaluated by the writer, and

3.4.1. Reading and its role in the process of literary education KEY QUOTE “...The best and truest thing that we can extract from various pedagogical opinions about the teaching of literature in gymnasiums is that we need to read writers. Reading is the basis of theoretical

3.4.3. Types of reading in the process of literary education USEFUL QUOTE “Reading is a window through which children see and learn about the world and themselves. It opens to the child only when, along with reading, simultaneously with it, and even before the book is first opened,

3.5. Pedagogical communication in the process of literary education 3.5.1. Communication as the main mechanism of interaction in the educational process USEFUL QUOTE “Communication is personal contact, direct interaction, exchange of information through oral or written

3.5.2. Dialogical communication in the process of literary education Key concepts: dialogue, dialogicality, monologicity, dialogical experience. USEFUL QUOTE “Dialogue is the only form of relationship with a person as an individual that preserves his freedom and incompleteness.” MM.

3.7. Activities of teachers and students in the process of literary education 3.7.1. Activity-based approach to teaching literature To ensure the comprehensive development of schoolchildren, it is necessary to organize their participation in a variety of activities. The concept of teaching in

CHAPTER 4 Organization of the process of literary education Key words: organizational form of education, extracurricular activities, classification of lessons, non-traditional lesson, lesson structure, independent activity. USEFUL QUOTE “Organizational form of training -

4.1. Forms of organizing the process of literary education The main forms of organizing the process of literary education of schoolchildren are: lesson; independent activity of students; extracurricular activities. Successful implementation of the literary process

6.2. The project method in the process of school literary education Among student-oriented methods, a special place in the process of modern literary education of schoolchildren belongs to the project method. Methodists in both foreign and Russian science

The main state documents that determine the content of education at each level and each stage include educational standards, curricula and curricula.

Educational standards. One of the modern trends in the development of the content of education is its standardization, which is caused by the need to create a unified educational space in the country, which will provide a uniform level of general education received by young people in different types of educational institutions. The state requires its citizens to achieve a level of education determined by the standard and, in turn, guarantees the level of educational services necessary for this.

Standardization of education has long been carried out through the development of unified curricula and programs. However, the term “standard” itself in relation to education began to be used relatively recently.

The word “standard” comes from the English standard, which means “norm”, “sample”, “measure”. An educational standard is understood as a system of basic parameters accepted as a state standard of education, reflecting a social ideal and taking into account the capabilities of a real individual and the education system to achieve this ideal.

The educational standard of education is the main regulatory document in the field of education. It specifies such characteristics of education as content, its level and form of presentation, and specifies methods and forms for measuring and interpreting learning outcomes. The new standards also determine the requirements for living conditions for learning.

Functions of educational standards:

1. Function of social regulation. A standard is a mechanism that prevents the destruction of the unity of education in the context of diversity of educational services. This makes it possible to achieve some guaranteed quality of training for school graduates within the country. This ensures equivalence of education.

2. The function of humanization of education is associated with the approval, through standards, of its personal developmental essence. A clear definition of the minimum requirements for general education preparation of students opens up opportunities for differentiation of learning, providing for the possibility of mastering the material at different levels. The right to limit oneself to the minimum requirements when studying a difficult or unloved subject frees the student from an overwhelming total academic load and allows him to realize his interests and inclinations.

3. Control function. The introduction of standards makes it possible to eliminate spontaneity and voluntarism in the development of a system of criteria for the quality of education of schoolchildren, increase the objectivity and information content of control, and unify assessments. Obtaining reliable information about the real state of affairs at school will create conditions for making informed management decisions at all levels of education.

4. Function of improving the quality of education. The standard fixes the minimum required amount of educational content and sets the lower acceptable limit of the level of education.

The education standard does not denote empirically defined educational subjects, but basic educational areas, a set of which is scientifically based. Based on the totality of these areas, which make up the invariant (basic) core of general secondary education, a wide variety of working curricula can be developed.

Educational plans. State educational standards are specified in curricula. The curriculum is a normative document that defines the subjects studied at school, the sequence of studying academic subjects by year of study and the number of hours allocated to the study of each subject by grade. The structure of curricula clearly expresses the social order that the education system fulfills.

In the practice of general secondary education, several types of curricula are used: 1) basic; 2) typical; 3) working, that is, the curriculum of a particular school.

The starting document is the basic curriculum. Basic curriculum secondary school is an integral part of the state standard for this level of education. It is approved by the Ministry of Education of the Republic of Belarus and serves as the basis for the development of standard and working curricula. It is also the source document for school funding.

The basic curriculum of a secondary school, as part of the state standard, contains the following standards:

1) duration of study in academic years (total and for each level of general secondary education);

2) a weekly teaching load for basic training courses at each level of general secondary education, compulsory classes of students’ choice, elective classes;

3) the maximum mandatory weekly course load for students, including optional electives;

4) the total workload of the teacher, paid by the state, taking into account compulsory and elective classes, extracurricular activities.

Model curricula are developed for all types of general education institutions on the basis of the basic curriculum and are approved by the Ministry of Education of the Republic of Belarus. Every year, adjustments are made to them, after which standard curricula are published by the beginning of the school year in such print media as the “Collection of Narrative Documents of the Ministry of Education of the Republic of Belarus” and “Nastaunitskaya Gazeta”. Model curricula are of a recommendatory nature.

Working school curriculum is developed in compliance with the standards of the basic curriculum and reflects the characteristics of a particular school. As a rule, one of the standard curricula is taken as the basis for the working curriculum of the school. The school curriculum must be approved by the pedagogical council and approved by the school director by the beginning of the next school year.

The standard curriculum, as well as the working curriculum of the school, includes:

1) a schedule of the educational process, determining the duration of academic quarters (trimesters), vacations, summer work practices, exams;

2) summary data on the time budget, which indicates the duration of academic quarters and practices in weeks;

3) a list of compulsory disciplines indicating the total number of hours for each year of study. This part of the curriculum is called basic or invariant(in Russia - federal) component and is designed to ensure the formation of the basic culture of students);

4) a list of optional disciplines and elective courses established by the school, indicating the total number of hours allocated to their study. This part of the curriculum is called variative or school component; its purpose is to take into account the educational needs, interests and inclinations of students, and to fully individualize the learning process.

The ratio of basic and school components serves as an important indicator of the degree of democracy of the education system. The school component of the content of education reflects the specifics and focus of a particular educational institution. For example, in Russia, from September 1, 2008, up to 1/3 of school time is allocated to classes of students' choice.

5) information about students’ annual summer work experience;

6) information about state exams for the course of basic (9-year) and complete secondary (11-year) schools.

Learning programs. The third important government document that underlies the school's activities is the curriculum.

Training program- a normative document that reveals the content of education in a specific subject. The program defines the structure of the arrangement of educational material (sequence of topics, questions), as well as the total dosage of time for their study by year of study and within each school class. The completeness of assimilation of program knowledge, skills and abilities by students is one of the criteria for the success and effectiveness of the learning process.

General structure curriculum contains three main elements:

1) an explanatory note, which defines the main objectives of the subject, its educational and developmental capabilities, the leading scientific ideas underlying the construction of the subject;

2) the actual content of education: thematic plan and content of each topic. For each topic, as a rule, basic knowledge, abilities and skills, basic concepts and laws, interdisciplinary connections, nomenclature are highlighted (a list of basic names for students to firmly assimilate, in contrast to other names that students become familiar with, but memorizing them is not necessary), list of main equipment;

3) some methodological instructions, which mainly define the standards for assessing knowledge, abilities, skills, and provide a list of methodological literature recommended for the teacher.

The curriculum fulfills three main Features:

1) descriptive: the program is a means of describing the content of education at the level of an academic subject;

2) ideological and worldview: the knowledge included in the program is aimed at developing spirituality and scientific worldview among schoolchildren;

3) regulatory, or organizational and methodological: on the basis of the program, the teacher organizes his activities in preparation for classes, selects material, types of practical work, methods, means and forms of teaching. Programs also organize the educational work of students: they determine the nature of their activities in studying a subject at school, at home, and in the process of assimilation of free information.

Curriculums can be standard, working and original.

Model curriculum is developed on the basis of the requirements of the state educational standard for a particular educational field. Its creation is the result of extensive and painstaking work by a team of specialists in a particular science, teachers and psychologists. Model curricula are approved by the Ministry of Education of the Republic of Belarus and are of a recommendatory nature. Based on the standard program, each teacher develops calendar and thematic planning for the subject for the school year.

Working curriculum in the Republic of Belarus it is developed on the basis of a standard model only in vocational education institutions (vocational colleges, secondary educational institutions, universities); This document is not used in secondary schools.

Author's curriculum, taking into account the requirements of the state standard, it may contain a different logic for constructing an educational subject, its own approaches to the consideration of certain theories, its own point of view regarding the phenomena and processes being studied. Such programs must have external reviews from scientists in the given subject area, teachers, psychologists, and methodologists. If available, programs are approved by the school’s pedagogical council. In the Republic of Belarus, original curricula are used in teaching elective courses and electives.

Historically, there have been two ways of constructing educational programs - concentric and linear. At concentric method of unfolding the content of educational material The same sections of the program are studied at different levels of training or at different stages of studying the same discipline. This method is often justified by the fact that this or that section of the curriculum, which is of fundamental importance for subsequent presentation, nevertheless, due to the age characteristics of the students, cannot be sufficiently mastered at this stage of education. The disadvantage of the concentric method is the slowdown in the pace of school learning due to repeated return to the same material. For example, the physics section “Work and Energy” is studied in grades VI and VIII; section of biology “Cell” - in grades V and X.

At linear method of unfolding the content of educational material there is no repeated return to previously studied sections of the program. At the same time, the educational material is arranged systematically and sequentially, with gradual complication, as if along one ascending line. Moreover, new knowledge is presented on the basis of what is already known and in close connection with it. This method provides significant time savings and is used mainly when developing curriculum in middle and high schools.

The curriculum of the Belarusian school is built on a linear principle with elements of concentrism. It should be noted that in the new curricula, the linear arrangement of the material is strengthened due to a slight decrease in concentricity.

Regulatory documents regulating the content of general secondary education.

A number of didactics (V.V. Kraevsky, I.Ya. Lerner) identify three basic levels of formation of the content of education, which represent a certain hierarchy in its design: the level of general theoretical understanding, the level of the educational subject, the level of educational material.

Educational plans. At the level of general theoretical understanding, the state standard for the content of general secondary education is reflected in the school curriculum. In the practice of general secondary education, several types of curricula are used: basic, standard and school curriculum.

The basic curriculum of a comprehensive school is the main state regulatory document, which is an integral part of the state standard for this level of education. It serves as the basis for the development of standard and working curricula and the source document for school financing.

The basic curriculum as part of the educational standard for primary school is approved by the State Duma, and for high school - by the Ministry of Education of the Russian Federation.

The curriculum of a comprehensive secondary school is compiled in compliance with the standards of the basic curriculum. There are two types of school curricula:

The actual school curriculum, developed on the basis of the state basic curriculum for a long period and reflecting the characteristics of a particular school (one of the standard curricula must be adopted as the school curriculum);

A working curriculum, developed taking into account current conditions and approved by the school’s pedagogical council annually.

The structure of the curriculum of a secondary school is determined by the same factors as the content of general education as a whole.

First of all, the curriculum, as well as the state standard of general secondary education, distinguishes federal, national-regional and school components.

The federal component ensures the unity of school education in the country and includes in full such educational areas as mathematics and computer science, and partially the environment, art, technology, in which training courses of general cultural and national significance are highlighted.

The national-regional component provides the educational needs and interests of the people of our country represented by the constituent entities of the Federation and fully includes such educational areas as native language and literature, second language and partially other areas, most of which have training courses or sections that reflect national identity of culture.

The interests of a particular educational institution, taking into account the federal and national-regional components, are reflected in the school component of the curriculum.

The structure of the school curriculum is largely determined by the extreme importance of reflecting the invariant and variable parts in it. The invariant part (core) of the curriculum ensures that students are introduced to general cultural and nationally significant values ​​in order to form their basic culture. The variable part, which takes into account the personal characteristics, interests and inclinations of students, allows you to individualize the learning process.

These complementary and relatively autonomous parts of the curriculum are not completely independent. As a result of their intersection, the curriculum of any general education institution distinguishes three basic types of training sessions: compulsory classes that form the basic core of general secondary education; compulsory classes of students' choice; elective classes (optional elective classes).

The secondary school curriculum contains such cross-cutting lines of education as fundamental and technological. Οʜᴎ are reflected differently in the curriculum based on the type of school and level of education. The fundamental component, the basis of which is the general scientific and general cultural training of students, is most fully implemented in primary and secondary schools. Technological education at school is pre-professional general labor training. At the senior level, initial vocational training is possible for schoolchildren as part of specialized training. The intersection of the fundamental and technological areas of the curriculum constitutes polytechnic education.

The school's curriculum also includes theoretical and practical training. Their intersection leads to the extreme importance of introducing laboratory practical classes, educational and industrial practices. At the same time, most types of practical classes are not available in the basic school. For this reason, in the curriculum at the first two levels of secondary school there is no explicit division of learning into theoretical and practical. It can take place at the senior level of secondary school during initial vocational training in the form of practical training for schoolchildren.

The basic curriculum of a secondary school, as part of the state standard, covers the following range of standards:

‣‣‣ duration of study (in academic years) - total and for each of its levels;

‣‣‣ weekly teaching load for basic training courses at each level of general secondary education, compulsory classes of students’ choice, elective classes;

‣‣‣ maximum compulsory weekly teaching load for students, including the number of study hours allocated to compulsory electives;

‣‣‣ the total workload of a teacher paid by the state, taking into account the maximum teaching load, extracurricular activities, extracurricular activities, division (partial) of study groups into subgroups.

Traditionally, secondary school in our country and in many other countries is built on a three-stage basis: primary, basic and complete. At the same time, in basic school there are actually two stages: the first (transitional from primary) and the second. This is due to the fact that, from the point of view of the age characteristics of students, grades V and VI largely bear the features of a primary school. But from the point of view of organizing the educational process, these classes already belong to the basic school, in which the subject differentiation of educational courses reaches its maximum value, the volume of elective classes increases, training is taught by different teachers (subject specialists), the compulsory load increases, etc.

Each of the levels of secondary school, while solving general problems, has its own specific functions related to the age characteristics of students. These are reflected primarily in the set of basic training courses and in the ratio of the basic core and classes of students' choice.

The basis of the basic curriculum of a secondary school is the implementation of the principle of continuity between its levels, when the courses studied receive their development and enrichment at subsequent levels. This principle is expressed in the linear and cyclical structure of courses representing the educational field.

Primary school lays the foundations for functional literacy of students, equips them with basic communication and educational skills, introduces them to the principles of national and world culture, creating the basis for the subsequent development of educational programs of primary school.

The content of primary education is focused on the initial formation of the basic aspects of personal culture: cognitive, communicative, moral, aesthetic, labor, physical. At this age stage, these aspects of culture determine the structure of the curriculum. At the same time, within the framework of the formation of cognitive culture, two independent courses are distinguished: the surrounding world and mathematics. The selection of mathematics as an independent course is associated with its large role in cognition and communication.

The study of the native language is aimed at the formation of communicative and aesthetic culture, literature and art - at the development of the moral and aesthetic principles of the individual. Labor and physical education are represented by corresponding educational areas.

If desired, the school can begin teaching students a second language already in grades I-IV. For schools with a non-Russian language of instruction, it is Russian as the state language of the Russian Federation, for schools with Russian as the language of instruction - the national language of the republic where the school is located, for Russian schools located in the Russian-speaking region - a foreign language. It is extremely important to use the hours allocated for compulsory electives and electives to study these languages.

In basic school, upon completion of which students have the right to choose a profession, they are given the opportunity to try their hand at different types of activities and fields of knowledge.

At this stage, differentiation of education develops, which does not affect the basic core of compulsory training courses, which remains the same for schools throughout the country. The basic school is not profile differentiated.

The basic curriculum of the basic school includes a functionally complete set of educational areas: native language and literature, second language, art, systems and structures (mathematics), systems of inanimate nature (physics and astronomy), matter (chemistry), earth (geography, ecology), self-governing systems (cybernetics, computer science), biological systems, man, society; labor, equipment, technology; Physical Culture.

At the transitional stage of basic school (V-VI grades), the "Nature" block should be represented by systematic courses or an integrated course "Natural Science", at the second stage (VII-IX grades) - systematic courses in physics, chemistry, geography and biology. These courses, in terms of their status in the curriculum, are equivalent to courses such as mathematics, computer science, labor training, etc., representing individual educational areas.

The basic plan for senior secondary school (X-XI grades) includes the same set of educational areas as the basic plan for basic school. At the same time, the senior level (full-time general school) is built on the principle of profile differentiation. Compulsory elective classes reach their maximum volume.

Taking into account the dependence on the profile of the school, individual educational areas are represented here as independent academic disciplines or integrated courses. The time for studying independent courses should be increased due to the hours allocated for compulsory classes of the students' choice. As part of the elective classes in the curriculum, those educational courses may be resumed, the compulsory study of which was completed in the basic school, or new ones may appear, related to the profile of the school and (or) providing initial vocational training for students.

For example, at the senior level it is advisable to continue the study of computer science by mastering new information technologies by students. The computer science course at this level should be significantly differentiated both in volume and focus. For schoolchildren studying in humanities gymnasiums, this should be a course in computer editing and preparing manuscripts for printing (volume of 20 - 30 hours). For mathematical gymnasiums - a course in programming and computational mathematics (150 - 200 hours). Similarly, differentiation of training in other areas should be carried out.

The scientific and pedagogical validity of curricula, the reflection in them of the basic laws of education opens up prospects for further improvement of the training and education of schoolchildren.

The basic curriculum of general secondary education legislatively establishes the possibility of more fully reflecting national characteristics and cultural traditions not only in courses of history, geography, language, art, but also in courses in biology, labor and physical training of students.

So, the basic curriculum expands the range of capabilities of each student, allowing the school to develop their individual interests and inclinations.

Learning programs. The content of education, presented at the level of theoretical understanding in curricula, receives its specification in academic subjects or training courses (disciplines).

Academic subject is a system of scientific knowledge, practical skills and abilities that allow students to master with a certain depth and in accordance with their age-related cognitive abilities the basic starting points of science or aspects of culture, labor, and production.

Since the results of scientific knowledge are the subject of joint activity between the teacher and the student in teaching, the specific difficulty that pedagogy faces here is associated with answering the question of what from the vast variety of scientific knowledge should go into the content of the educational subject.

The most widespread and recognized point of view is essentially that the academic subjects of a general education school should be designed in accordance with the structure of scientific knowledge as a whole. What is meant here is that each fundamental scientific discipline must have a corresponding academic subject. Consequently, the completeness and structural ordering of an educational subject should be assessed, taking the structure of scientific knowledge as a standard. This approach is generally implemented in the practice of modern general secondary education.

According to another point of view, on the contrary, when determining the content of an academic subject, one should focus primarily on pedagogical considerations themselves. It is noted that it is not necessary to observe differences between scientific disciplines. This position is justified by the fact that the existing system of scientific disciplines is largely the result of the historical development of scientific knowledge and does not correspond to the laws of development of human cognitive abilities, and even more so to the structure of reality itself.

Another difficulty that one has to face when determining the content of an academic subject is associated with answering the question of what and in what sequence should be studied within a separate academic discipline. The development of pedagogical theory and educational practice allows us to give the following answer to this question:

‣‣‣ a certain content of a scientific discipline, identified as educational knowledge, must be studied in the sequence of its historical origin;

‣‣‣ the sequence of presentation of educational knowledge should reproduce the logical structure of the current state of development of the scientific discipline;

‣‣‣ the orderliness of the deployment of the content of educational knowledge should be a consequence of the laws of development of the cognitive capabilities of the subject of learning.

So, at the level of an academic subject, designing the content of education involves working on its individual elements, determining their goals and functions in the holistic context of the standard. At the same level, an idea of ​​the basic forms of implementation of the content of an educational subject in the pedagogical process is formed and concretized, which is consistently recorded in the relevant regulatory documents - educational programs.

Training program- a normative document that reveals the content of knowledge, skills and abilities in an academic subject, the logic of studying basic ideological ideas, indicating the sequence of topics, questions and the total amount of time for their study. It determines the general scientific and spiritual-value orientation of teaching the subject, assessments of theories, events, facts. The program determines the structure of the arrangement of educational material by year of study and within each school class. The completeness of assimilation of program knowledge, skills and abilities by students is one of the criteria for the success and effectiveness of the learning process.

The curriculum thus performs a number of basic functions. The first should be called descriptive, since the program is a means of describing the content of education at the level of an academic subject. The second is the ideological and worldview function. Its essence is essentially that the knowledge included in the program is aimed at developing the spirituality and scientific worldview of schoolchildren. The curriculum performs this function in interaction with programs in other subjects, which makes it possible to cover the content of education systematically, in its actual integrity, and to create a common ideological picture of the world, to form a spiritual and value-based attitude towards the phenomena of reality. The third function of the curriculum is regulatory, or organizational and methodological. It organizes the teacher’s activities in preparation for classes: selection of material, types of practical work, methods and forms of teaching. Programs also organize the educational work of students: they determine the nature of their activities in studying a subject at school, at home, and in the process of assimilation of free information.

Curricula are standard, working and original.

Model curricula are developed on the basis of the requirements of the state educational standard regarding any educational field. Its creation is the result of extensive and painstaking work by representatives of various fields of knowledge: specialists in a specific science, who determine the basic range of knowledge, skills and abilities; teachers and psychologists who formulate and distribute material across years of study in accordance with the age capabilities of children; methodologists developing scientific and methodological support, it is extremely important for the effective acquisition of knowledge, skills and abilities.

The standard curriculum accumulates historical and pedagogical experience and reflects the requirements of the achievements of pedagogical and psychological sciences. With social, scientific and technological progress and the development of pedagogical science and practice, the extreme importance of revising curricula periodically arises.

Model curricula are approved by the Ministry of Education of the Russian Federation and are of a recommendatory nature.
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On the basis of the standard program, working educational programs are developed and approved by the school’s pedagogical council.

Οʜᴎ can be developed directly based on the requirements of the state standard for educational areas. The work program, in contrast to the standard one, describes the national-regional component, takes into account the possibilities of methodological, information, and technical support for the educational process, and the level of preparedness of students.

Author's curricula, taking into account the requirements of the state standard, may contain a different logic for constructing an educational subject, their own approaches to the consideration of certain theories, their own point of view regarding the phenomena and processes being studied. Such programs must have external reviews from scientists in the given subject area, teachers, psychologists, and methodologists. If available, programs are approved by the school’s pedagogical council. Authored curricula are most widely used in teaching elective courses (compulsory and elective). Historically, two methods have developed in the construction of educational programs: concentric and linear.

With the concentric method of developing the content of educational material, the same sections of the program are studied at different levels of training or at different stages of studying the same discipline. This method is often justified by the fact that this or that section of the curriculum, which is of fundamental importance for subsequent presentation, nevertheless, due to the age characteristics of the students, should not be sufficiently mastered at this stage of education. The disadvantage of the concentric method is the slowdown in the pace of school learning due to repeated return to the same material. For example, the physics section “Work and Energy” is studied in grades VI and VIII; biology section "Cell" - in grades V and X.

With the linear method of unfolding the content of educational material, there is no repeated return to previously studied sections of the program. At the same time, the educational material is arranged systematically and sequentially, with gradual complication, as if along one ascending line. Moreover, new knowledge is presented on the basis of what is already known and in close connection with it. This method provides significant time savings and is used mainly when developing curriculum in middle and high schools. It should be noted that in the new curricula, the linear arrangement of the material is strengthened due to a slight decrease in concentricity.

These two methods of developing the content of education should not be mechanically separated and contrasted, since they complement each other, and the assessment of the curriculum in any discipline, built in a concentric or linear way, depends on its place in the curriculum.

In actual pedagogical practice, the order of development of educational content is sometimes made dependent on the abilities and interests of the students themselves. This is possible, for example, when classes with a certain profile of academic subjects (physics and mathematics, biology, chemistry, etc.) are created within the framework of a comprehensive school. In other words, this happens if the individual inclinations and interests of students are taken into account, if an elective principle is introduced into teaching. For this purpose, different curricula of compulsory and optional disciplines for specialized classes are approved.

The overall structure of the curriculum contains mainly three elements. The first is an explanatory note, which defines the main objectives of the educational subject, its educational and developmental capabilities, the leading scientific ideas that form the basis for the construction of the educational subject. The second is the actual content of education: thematic plan, content of topics, objectives for studying them, basic concepts, skills and abilities, possible types of classes. The third is some methodological guidelines relating mainly to the assessment of knowledge, skills and abilities.

The specificity of each academic subject in terms of content, the nature of the application of knowledge in practice, and the types of activities determines the variability of program structures.
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Thus, the structure of the chemistry program for grade IX includes a topic, interdisciplinary connections, demonstrations, laboratory work, practical exercises, and on-screen aids; in social studies in grade X - topic, repetition, basic concepts, laws, interdisciplinary connections, supporting concepts; on technology in the VIII grade - topic, approximate list of products, technical and technological information, interdisciplinary connections, practical work, demonstrations; in fine arts in the third grade - practical work (compositional activity, color, shape, proportions, designs, space), perception (aesthetic perception of reality, perception of art), basic requirements for the knowledge and skills of students, demonstrations, interdisciplinary connections.

In the general secondary education system, great importance is attached to the formation of general educational skills. This made it extremely important to create a special program in which 4 groups of skills and abilities are considered in dynamics, with consistent development and complication for each class:

Educational and organizational skills and abilities require the student to master the ways of performing each component of educational activity (learning task, learning activities, self-control and self-assessment), as well as ways of independently moving from one component or stage of educational work to another; ways of external organization of one’s educational work (workplace culture, rational order of classes, daily routine, etc.); ways to transfer knowledge to your classmates or younger students;

Educational and intellectual skills include ways of performing mental activity, posing and solving problems, as well as methods of logical thinking (based on formal and dialectical logic);

Educational and information skills consist of mastering methods and techniques for independently acquiring knowledge, new, additional information, and storing it;

Educational and communication skills consist of the student mastering the methods of constructing oral and written speech based on the goals and conditions of communication with another person (teacher, peer) in the course of educational work.

Mastering these skills allows students to effectively master educational material in all subjects and creates conditions for their self-education in the present and continuous education in the future.

Educational literature. The design of the content of education at the level of educational material is carried out in educational literature, which includes textbooks and teaching aids. They reflect the specific content of the training programs.

Among all types of educational literature, a school textbook occupies a special place, which in its content and structure necessarily corresponds to the curriculum for the subject. Textbooks created on the basis of standard curricula are recommended by the Ministry of Education of the Russian Federation for all schools in the country.

D. D. Zuev studied the problem of the school textbook. He identified and comprehensively described its functions:

‣‣‣ information function - providing schoolchildren with extremely important and sufficient information that shapes their worldview, providing food for spiritual development and practical exploration of the world;

‣‣‣ the transformational function is that the material in the textbook, being transformed taking into account the age characteristics of students and didactic requirements, becomes accessible to them, but does not exclude the problematic nature and possibility of its creative development;

‣‣‣ the systematizing function implements the requirement for a mandatory systematic and consistent presentation of the material in the logic of the educational subject;

‣‣‣ the function of consolidating the material and self-control by children is manifested in the fact that the textbook provides the opportunity to re-study, check by the student himself the correctness of the concepts, ideas, images he has developed, the accuracy of the learned rules, laws, conclusions;

‣‣‣ The integrating function essentially consists in the fact that the textbook helps the child add additional information from related sciences to the knowledge presented in it;

‣‣‣ the coordinating function promotes the involvement of other teaching aids (maps, illustrations, transparencies, nature) in the process of working on the material;

‣‣‣ the developmental and educational function consists of the spiritual and value influence of the content of the textbook on students, the formation in the process of working on it of such qualities as hard work, mental activity, and the ability to be creative;

‣‣‣ The educational function of the textbook is manifested in the fact that working with it develops skills and abilities such as note-taking, generalization, highlighting the main thing, logical memorization, necessary for self-education. (Zuev D. D. School textbook. - M., 1983).

The structure of the textbook includes text and extra-textual auxiliary components. All texts are divided into descriptive texts, narrative texts, and reasoning texts. Extra-textual components include: apparatus for organizing assimilation (questions and assignments, memos or instructional materials, tables and font markings, captions for illustrative material and exercises); actual illustrative material; orientation apparatus, including a preface, a note, appendices, a table of contents, and indexes.

The educational text (as opposed to the reference text) serves primarily the purpose of explaining the content, and not just informing. At the same time, the educational text should have a certain emotional impact on the student and arouse interest in the subject of study. That is why, especially in the early stages of learning, the language of the textbook should use semantic metaphors, language stereotypes, etc., which is unacceptable in a strictly standardized scientific language.

Textbooks contain a presentation of the fundamentals of science and at the same time organize independent educational activities of students to master educational material. In other words, he teaches how to learn. In this regard, requirements are imposed on him that relate not only to the construction of educational texts. These are didactic, psychological, aesthetic, and hygienic requirements. The textbook must contain material of a high degree of generalization and at the same time specific, equipped with basic factual information. It must be a presentation of genuine science and at the same time be accessible to students, take into account the characteristics of their interests, perception, thinking, memory, develop cognitive and practical interest, the need for knowledge and practical activity.

The textbook should be moderately colorful, equipped with the necessary illustrations in the form of pictures, maps, diagrams, diagrams, photographs.

As already noted, the content of education at the level of educational material, along with textbooks, is revealed in various types of teaching aids: anthologies on literature and history; collections of problems in mathematics, physics, chemistry; atlases on geography, biology; collections of exercises on languages, etc.

Teaching aids expand some aspects of the textbook and are aimed at solving specific learning problems (information, training, testing, etc.).

Prospects for the development of the content of general education. Model for constructing a 12-year secondary school. (See Concept of the structure and content of general secondary education (in a 12-year school). - M., 2001).

The school, as the most important social institution, reflects the state and development trends of society and influences it. In turn, changes in the system of social relations actively influence education, requiring it to be mobile and adequately respond to the tasks of the new historical stage. The education system must be brought into line with the development needs of Russia at the turn of the century and in the next two to three decades of the 21st century.

The success of transformations in Russia is largely associated with ensuring the transition from an industrial to a post-industrial information society.

In the emerging contours of the future society, education and intelligence increasingly belong to the category of national wealth, and a person’s spiritual health, the versatility of his development, the breadth and flexibility of professional training, the desire for creativity and the ability to solve non-standard problems are turning into the most important factor in the country’s progress.

Under these conditions, updating the general education school becomes necessary to achieve a new quality of general secondary education.

Determinants of the transition to 12-year general education.

Preserving children's health. Over the past 15 years, the workload in primary schools has increased noticeably; its increase, along with other factors, has a negative impact on the health of schoolchildren.

A decrease in the number of teaching hours in some disciplines while maintaining the same volume of educational material has led to an increase in homework and, accordingly, to overwork of children.

The overload of educational curricula does not allow teachers to vary teaching and take into account the individual characteristics of students.

The transition to a compulsory 10-year basic and 12-year complete secondary school creates conditions for reducing the daily educational load through the rational use of the available time reserves, reducing educational material, and using health-saving technologies.

Improving the quality of general education. As data from international comparative studies show, in recent years Russian schools have been losing their positions in the level of students’ training in a number of subjects.

There are no opportunities to generalize previously acquired knowledge about nature, society, and man in the graduating class of secondary (high) school, which does not provide a new quality of education.

The content of the national-regional component of general education and its relationship with the federal and school components require development.

The transition to a new structure and content of general secondary education is aimed at solving these problems.

Achieving a new quality of education should become a means of socialization of students, the basis for their successful activities. In the conditions of knowledge-intensive and high-tech industries, the requirements for scientific, technological and humanitarian training of young people are significantly increasing. The importance of general education is increasing as the basis for the development of cognitive abilities, general educational abilities and skills, without which all other stages of lifelong education are ineffective. Improving the quality of mass school education contributes to the development of domestic traditions in working with gifted children.

The updated structure of general secondary education makes it possible to more fully take into account the interests, needs and capabilities of participants in the educational process, rationally redistribute educational material among levels of education, eliminate existing disparities in the components of educational content, and create conditions for the individualization of learning.

Competitiveness of domestic education. According to the Declaration of the Council of Europe (1992), the prevailing international practice is 12-year school education.

In most developed countries, general secondary education is provided in 12-14 years. Twelve-year general education has been introduced in all countries of Central and Eastern Europe, incl. in the Baltic countries, as well as in Moldova, Ukraine, Belarus, Uzbekistan. In our country, students must master programs of similar content in basic academic subjects in 10-11 years.

The introduction in Russia of the internationally accepted duration of education in secondary school will prevent an increase in the technological gap with economically developed countries, will ensure competitive training for graduates and will provide them with additional opportunities to choose an individual educational program.

The influence of demographic and socio-economic factors. According to forecasts, in 2011 ᴦ. in schools there will be not 21 million students, as now, but only 13 million, which could lead to serious socio-economic consequences, primarily in the field of education. The transition to a 12-year school will mitigate the negative consequences of the demographic decline. At the same time, reducing the number of schoolchildren will avoid additional financial costs to ensure this transition.

In the new socio-economic conditions, the problems of employment of school graduates and their social adaptation have become more acute. Ten years of compulsory education will eliminate situations where a significant portion of 15-year-olds find themselves “on the street,” forming a “reserve” for involvement in criminal activity. Social status of a 16-year-old graduate (compared to 15-year-old

Regulatory documents regulating the content of general secondary education. - concept and types. Classification and features of the category "Regulatory documents regulating the content of general secondary education." 2017, 2018.

It is customary to distinguish three main levels of formation of the content of education, which represent a certain hierarchy in its design: the level of general theoretical understanding, the level of the educational subject, the level of educational material.

Syllabus. At the level of general theoretical understanding, the state standard for the content of general secondary education is reflected in the school curriculum. In the practice of general secondary education, several types of curricula are used: basic, standard and school curriculum.

The basic curriculum of a comprehensive school is the main state regulatory document, which is an integral part of the state standard in this area of ​​education. It serves as the basis for the development of standard and working curricula and the source document for school financing.

The basic curriculum as part of the education standard for basic school is approved by the State Duma, and for high school - by the Ministry of General and Vocational Education of the Russian Federation.

The curriculum of a comprehensive secondary school is compiled in compliance with the standards of the basic curriculum. There are two types of school curricula:

the school curriculum itself, developed on the basis of the state basic curriculum for a long period and reflecting the characteristics of a particular school (one of the standard curriculums can be adopted as the school curriculum);

a working curriculum, developed taking into account current conditions and approved by the school’s pedagogical council annually. The structure of the curriculum of a secondary school is determined by the same factors as the content of general education as a whole. First of all, the curriculum, as well as the state standard of general secondary education, distinguishes federal, national-regional and school components.

The federal component ensures the unity of school education in the country and includes in full such educational areas as “Mathematics” and “Computer Science”, and partially such areas as “The Environment”, “Art”, in which training courses in general cultural and of national importance.

The national-regional component provides for the needs and interests in the field of education of the peoples of our country represented by the constituent entities of the Federation and includes in full such educational areas as “Native language and literature”, “Second language”, and partially other areas, in most of which training courses or sections reflecting the national identity of culture are highlighted.

The interests of a particular educational institution, taking into account the federal and national-regional components, are reflected in the school component of the curriculum.

The structure of the school curriculum is largely determined by the need to reflect the invariant and variable parts in it. The invariant part (core) of curriculum 0 ensures familiarization with general cultural and nationally significant values, the formation of their basic culture. The variable part, which takes into account the personal characteristics, interests and inclinations of students, allows you to individualize the learning process.

These complementary and relatively autonomous parts of the curriculum are not completely independent. As a result of their intersection, the curriculum of any general education institution distinguishes three main types of training sessions: compulsory classes that form the basic core of general secondary education; compulsory classes of students' choice; elective classes (optional elective classes).

The basic curriculum of a secondary school, as part of the state standard, covers the following range of standards:

duration of study (in academic years) total and for each of its levels;

weekly teaching load for basic training courses at each level of general secondary education, compulsory classes of students' choice, elective classes;

the maximum compulsory weekly course load for students, including the number of study hours allocated to compulsory electives;

the total workload paid by the state, taking into account the maximum academic load, extracurricular activities, extracurricular activities, division (partial) of study groups into subgroups.

Traditionally, the secondary school in our country and in many other countries is built on a three-stage basis: primary, basic and complete.

Each of the levels of secondary school, while solving general problems, has its own specific functions related to the age characteristics of students. They are reflected primarily in the set of basic training courses and in the ratio of the basic core and classes of students' choice.

The basis of the basic curriculum of a secondary school is the implementation of the principle of continuity between its levels, when the courses studied receive their development and enrichment at subsequent levels.

Academic subject and curriculum. The content of education, presented at the level of theoretical understanding in curricula, receives its specification in academic subjects or training courses (disciplines).

An educational subject is a system of scientific knowledge, practical skills and abilities that allow students to learn with a certain depth and in accordance with their age-related cognitive abilities the basic starting points of science or aspects of culture, labor, and production.

A curriculum is a normative document that reveals the content of knowledge, skills and abilities in an academic subject, the logic of studying basic ideological ideas, indicating the sequence of topics, questions and the total amount of time for their study. It determines the general scientific and spiritually holistic orientation of teaching the subject, evaluating theories, events, facts. The program determines the structure of the arrangement of educational material by year of study and within each school class. The completeness of assimilation of program knowledge, skills and abilities by students is one of the criteria for the success and effectiveness of the learning process.

Curriculums can be standard, working and original. Model curricula are developed based on the requirements of the state educational standard regarding a particular educational field. They are approved by the Ministry of General and Professional Education of the Russian Federation and are of a recommendatory nature. Based on the standard program, working educational programs are developed and approved by the school’s pedagogical council. They can be developed directly based on the requirements of the state standard for educational areas. The work program, in contrast to the standard one, describes the national-regional component, takes into account the possibilities of methodological, information, and technical support for the educational process, and the level of preparedness of students.

Author's curricula, taking into account the requirements of the state standard, may contain a different logic for constructing an educational subject, their own approaches to the consideration of certain theories, their own points of view regarding the phenomena and processes being studied. If there is a review from scientists in a given subject area, teachers, psychologists, methodologists, they are approved by the school’s pedagogical council. Authored curricula are most widely used in teaching elective courses (compulsory and elective).

Historically, two methods have developed in the construction of educational programs: concentric and linear. With the concentric method of unfolding the content of educational material, the same sections of the program are studied at different levels of education, but in different volumes and depth depending on the age of the students. The disadvantage of the concentric method is the slowdown in the pace of school learning due to repeated return to the same material. For example, the physics section “Work and Energy” is studied in grades VI and VIII; section of biology "Cell" - in grades V and X.

With the linear method of content development, educational material is arranged systematically and sequentially, with gradual complication, as if along one ascending line, and the new is presented on the basis of what is already known and in close connection with it. This method provides significant time savings and is used mainly when developing curriculum in middle and high schools.

These two ways of developing educational content complement each other.

The overall structure of the curriculum contains mainly three elements. The first is an explanatory note, which defines the main objectives of the subject, its educational capabilities, and the leading scientific ideas underlying the construction of the subject. The second is the actual content of education: thematic plan, content of topics, objectives for studying them, basic concepts, skills and abilities, possible types of classes. The third is some methodological guidelines relating mainly to the assessment of knowledge, skills and abilities.

Educational literature. The design of the content of education at the level of educational material is carried out in educational literature, which includes textbooks and teaching aids. They reflect the specific content of the training programs.

Among all types of educational literature, a school textbook occupies a special place, which in its content and structure necessarily corresponds to the curriculum for the subject. Textbooks created on the basis of standard curricula are recommended by the Ministry of General and Vocational Education of the Russian Federation for all schools in the country.

The structure of the textbook includes text as the main component and extra-textual, auxiliary components. All texts are divided into descriptive texts, narrative texts, and reasoning texts. Extra-textual components include: apparatus for organizing assimilation (questions and assignments, memos or instructional materials, tables and font selections, captions for illustrative material and exercises); actual illustrative material; orientation apparatus, including a preface, a note, appendices, a table of contents, and indexes. An educational text (as opposed to a reference text) serves primarily the purpose of explaining the content, rather than simply informing about it. In addition, the educational text should have a certain emotional impact on the student and arouse interest in the subject of study. That is why, especially in the early stages of learning, the language of the textbook should use semantic metaphors, language stereotypes, etc., which is unacceptable in a strictly standardized scientific language.

Textbooks contain a presentation of the fundamentals of science and at the same time organize independent educational activities of students to master educational material. In other words, they teach how to learn. In this regard, requirements are imposed on the textbook that not only relate to the construction of educational texts. These are didactic, psychological, aesthetic, and hygienic requirements. The textbook must contain material of a high degree of generalization and at the same time be specific, equipped with basic factual material. It must contain a presentation of genuine science and at the same time be accessible to students, take into account the characteristics of their interests, perception, thinking, memory, develop cognitive and practical interest, the need for knowledge and practical activity.

The textbook reflects in unity the logic of science, the logic of the curriculum and the logic of personal development. A good textbook is informative, encyclopedic, lapidary, connects educational material with additional and related literature, and encourages self-education and creativity.

The formulation of the main provisions and conclusions must be extremely clear and precise. Of particular importance is not only accessibility, but also problematic presentation, the ability of the textbook to awaken the cognitive interest of students and make them think.

The textbook should be moderately colorful, equipped with the necessary illustrations in the form of pictures, maps, diagrams, diagrams, photographs. As already noted, the content of education at the level of educational material, along with textbooks, is revealed in various types of teaching aids: anthologies on literature and history; collections of problems in mathematics, physics, chemistry; atlases on geography, biology; collections of exercises in languages, etc. Study guides expand some aspects of the textbook and are aimed at solving specific learning problems (information, training, testing, etc.).

Syllabus - a normative document that determines the composition of educational subjects; the order (sequence) of their study by year of study; weekly and annual number of teaching hours allocated to the study of each subject; structure and duration of the academic year.

In the practice of modern secondary schools, several types of curricula are used: the basic curriculum, standard federal and regional curricula and the School curriculum itself.

Basic curriculum- this is the main state regulatory document, which is an integral part of the State educational standard. The basic curriculum for primary school is approved by the State Duma, and for secondary school - by the Ministry of Education of the Russian Federation.

The basic curriculum defines:

total duration of study (in academic years) and for each level;

the maximum volume of students’ teaching load, the composition of educational areas and academic subjects;

educational time allocated for mastering the content of education by grade, educational area and academic subjects;

a weekly teaching load for basic training courses at each level of general secondary education, for compulsory classes of students' choice and for elective classes.

The core curriculum serves as the basis for developing standard federal and regional curricula and the source document for financing an educational institution.

Regional curriculum is developed by regional educational authorities on the basis of the federal basic curriculum. It bears a regulatory burden at the regional level and is the basis for the development of a curriculum for an educational institution.

School curriculum is compiled in compliance with the standards of the basic curriculum. There are two types of such plans: actual curriculum And working curriculum. Based on the state basic curriculum for a long period, a the curriculum itself. It reflects the characteristics of a particular school (one of the standard curricula can be adopted as it). Taking into account current conditions, we are developing working curriculum. It is approved annually by the school's teaching council. The structure of the curriculum includes:

invariant part, ensuring the familiarization of students with general cultural and nationally significant values, the formation of personal qualities that correspond to social ideals;

variable part, ensuring the individual development of schoolchildren and taking into account their personal characteristics, interests and inclinations.

In the curriculum of a general education institution, these two parts are represented by three main types of training sessions: compulsory classes, constituting the basic core of general secondary education; compulsory classes of students' choice; extracurricular activities.

As an example, we will give the basic curriculum of general education institutions of the Russian Federation.

The means of implementing educational standards in practice are educational programs, which are also called training programs. The term “educational program” is official, enshrined in the Law of the Russian Federation “On Education”.

Educational programs determine the content of education at a certain level and focus. In the Russian Federation, educational programs are being implemented, divided into general education(main and additional) and professional(main and additional).

General education programs are aimed at solving the problems of forming a general culture of the individual, adapting the individual to life in society, and creating the basis for informed choice and mastery of professional educational programs.

General education programs include preschool education, primary general education, basic general education, and secondary (complete) general education.

Professional educational programs are aimed at solving the problems of consistently increasing professional and general educational levels, training specialists with appropriate qualifications.

Professional programs include programs of primary vocational education, secondary vocational education, higher vocational education, and postgraduate vocational education.

The mandatory minimum content of each basic general education program or basic professional educational program (for a specific profession, specialty) is established by the corresponding state educational standard, which also determines the regulatory time frame for their development in state and municipal educational institutions.

General education programs are implemented in preschool educational institutions, educational institutions of primary general, basic general, secondary general education, including in special (correctional) educational institutions for students, pupils with developmental disabilities, in educational institutions for orphans and children left behind. without parental care (legal representatives).

Educational programs of special (correctional) educational institutions are developed on the basis of basic general education programs, taking into account the characteristics of psychophysical development and the capabilities of students.

Educational programs of preschool, primary general, basic general and secondary general education are successive, that is, each subsequent program is based on the previous one.

Let's take a closer look at what general education programs implemented in schools are. More often they are called curriculum of a particular subject.

Training program - This is a normative document outlining the range of basic knowledge, skills and abilities that must be acquired in each individual academic subject.

Curriculums can be standard, working And copyrighted.

Typical curricula are developed on the basis of the State educational standard for a specific discipline. They are advisory in nature.

Workers curricula are created on the basis of standard ones and approved by the school’s pedagogical council. They reflect the requirements of the educational standard and the capabilities of a particular educational institution.

Copyright curricula take into account the requirements of the educational standard, but may have a different logic of presentation of educational material, the author’s views on the phenomena and processes being studied. They are discussed (defended) at the school teachers' council or meetings of district methodological associations. After which the programs are approved for use in the educational process. Author's programs are most often developed for elective courses and electives.

Structurally, training programs consist of three main components. The first component is explanatory note, which defines the target directions for studying a given specific academic subject in the system of academic disciplines of a general education school, the main objectives of the academic subject, one hundred educational opportunities, leading scientific ideas that underlie the construction of the educational subject. Second component - the actual content of education: thematically]": plan, list of sections and topics for the course, basic concepts, abilities and skills, possible types of classes. The third component - some guidelines about ways to implement the program.

Historically, there have been two structural ways of presenting educational material in programs: concentric And linear. Recently it has become widespread spiral method presentation. There is also mixed structure of presentation of educational material.

Linear method The presentation is that the material of each subsequent stage of training is a logical continuation of what was studied in previous years.

At concentric way Presentation of the material of a given stage of training in a more complicated form is studied at subsequent stages. Concentrism is due to the need to take into account the age characteristics of students.

Characteristic feature spiral method presentation of the material is that the circle of knowledge on the original problem is constantly expanding and deepening. Unlike the concentric structure, in which people sometimes return to the original problem even after several years, there are no such breaks in the spiral structure.

There is also mixed method presentation of material, which is a combination of the above approaches.

The specific content of educational material is disclosed in textbooks and teaching aids different types: anthologies, reference books, problem books, books for additional reading, workshops, collections of texts, dictionaries, maps, atlases, teaching aids for students and teachers, educational and methodological complexes, workbooks, etc. Fixed

The textbook is of primary importance in revealing the content of the material. Textbook - This is a book that sets out the basics of scientific knowledge on a specific academic subject.

The textbook performs two main functions: it is a source of educational information that reveals the content provided for by the educational standard in a form accessible to students; acts as a teaching tool with the help of which the educational process is organized, including the self-education of students.

The structure of the textbook includes text(as the main component) and extra-textual(auxiliary) Components.

The texts are divided into descriptive texts, narrative texts, reasoning texts. Also distinguished main, additional and explanatory texts.

Main text, in turn, is divided into two components: theoretical-cognitive and instrumental-practical. The epistemological component includes: basic terms; key concepts and their definitions; basic facts, phenomena, processes, events; experiments; description of laws, theories, leading ideas: conclusions, etc.

The instrumental-practical component includes the characteristics of the basic methods of cognition, rules for applying knowledge, methods of assimilation and independent search for knowledge; description of tasks, experiments, exercises, experiments; reviews, sections systematizing and integrating educational material.

Additional text includes documents; textbook material; appeal to readers; biographical, folklore, statistical information; reference materials beyond the scope of the program.

Explanatory text includes subject introductions to the textbook, sections, chapters; notes, explanations: dictionaries; qualifiers; explanations for maps, diagrams, diagrams; pointers.

In addition to educational text, textbooks contain so-called extra-textual components. Extra-textual components include apparatus for organizing the assimilation of material; illustrative material; orientation apparatus.

The apparatus for organizing the assimilation of material includes: questions, assignments, memos, instructional materials, tables, font selections, captions for illustrated material, exercises.

Illustrative material includes subject and subject materials, documents, technical maps, diagrams, diagrams, plans, drawings, instructions-methods, graphs, reference books, illustrations.

The orientation apparatus includes a preface, table of contents, notes, appendices, indexes, and symbol signals.

Supplements to the textbook are teaching aids, which deepen and expand its content.

There are certain requirements for educational literature, especially textbooks. The textbook must also reflect the logic of science, the logic of the curriculum and the logic of the academic subject. It must contain highly scientific material and at the same time be accessible to students, take into account the characteristics of their interests, perception, thinking, and memory. The formulation of the main provisions and conclusions must be extremely clear and precise. The language of presentation of the material should be figurative, fascinating with elements of problem presentation. A good textbook is informative, encyclopedic, and encourages self-education and creativity.

Questions for self-control

1. What is meant by the content of education?

2. Name the approaches to determining the essence of the content of education.

What are the criteria and principles for selecting educational content?

What is the purpose of the State Educational Standard?

5. What are the regulatory documents regulating the content of education?

Main literature

Pedagogy: Textbook. aid for students ped. universities and pedagogical colleges / Ed. P.I. Pidkasisty. M.: Pedagogical Society of Russia, 1998.

Kharlamov I. F. Pedagogy: Compact, textbook. well. Minsk: Universitetskoe, 2001.

Khutorskoy A.V. Modern didactics: Textbook for universities. St. Petersburg: Peter, 2001.

Additional literature

Zuev D. D. School textbook. M., 1983.

What should a textbook be: didactic principles of construction / Ed. I. Ya. Lerner and N. M. Shakhmaev. Part 1,2. M., 1992.

National doctrine of education in the Russian Federation // People's education. 2000. No. 2.

The concept of the structure and content of general secondary education (in a 12-year school). M., 2001.

Educational standards for Russian schools. State standards of primary general, basic general and secondary (complete) general education. Book 1.2/ Ed. V. S. Lsdnsva, N. D. Nikandrova, M. N. Lazutova. M.: TC Sfera, 1998.