In the light of the GEF general education One of the important ideas is the individualization of the educational process, which is realized through the construction of an individual educational trajectory of the student.
IN modern conditions modernization of education, preference is given to individually-oriented education and upbringing of children, which means their activity and consciousness, the formation of a subject position, the involvement of children in the design of their life path.
Individualization involves the rejection of the average student, the identification and development of the best qualities of his personality, taking into account the peculiarities in the organization of educational and educational process, forecasting and designing individual programs for its development, which ensures the development of individuality as uniqueness, originality and special in a person.
Individual educational trajectory becomes one of the main characteristics, a sign of individualization. This concept is closely connected with the individual life trajectory, being an integral part of it. Most often, the concept of "trajectory" is identified with the concept of "path". So, for example, B. G. Ananiev considers the life trajectory as "a sequence of events in a person's life, his formation as a person and a subject of activity in a specific social and historical context" .
The life path is correlated with the development of a person. Development, "defined on early stages ontogeny by various organismal factors and environmental factors, is gradually replaced by self-determination and the creation of one’s own development environment” .
N. V. Grishina notes that “the life path of a person as a subject of activity is the mastery various types activities, development of human competence in educational and labor activity, his psychological competence as a subject of communication. The life path of a personality is the formation of a person as a social subject, mastering social roles and expanding the range social roles person, a consistent change of social roles, etc.” .
According to N. V. Grishina, “the description of the life path of a person as an individual is a study of his formation as a subject own life. Individuality, potentially existing in the form of natural inclinations, personal characteristics of a person, the social experience he acquires, can be realized only in the formation and in the process of life. In this sense, individuals are not born, but become. That is why individuality can be expressed to a greater or lesser extent (including at different age stages), since one can be the subject of one's life to varying degrees - from the actual lack of subjectivity in building one's life path, limited by adaptation to existing circumstances ", to the ability create your own life trajectory, your own world.
B. G. Ananiev repeatedly emphasized the “subjective contribution” of a person to building his life. “There is no doubt that a person to a large extent becomes what life makes him in certain circumstances, in the formation of which he himself participated. Man, however, is not a passive product of the social environment or a victim of the play of genetic forces. Creating and changing the circumstances of life by one's own behavior and work, the formation of one's own development environment through public relations(partnership, friendship, love, marriage and family, inclusion in various small and large groups - collectives) - all these are manifestations of a person's social activity in his own life. Thus, we are talking about building a person's life, about the ability of a person to be the subject of his own life. Independence in decision-making in vital situations, “the ability to act despite the prevailing circumstances invariably turns out to be one of the characteristics of a successful, mature, self-realized person who is the subject of his own life” .
The concept of the life path (life trajectory) of a person is the fundamental concept that was introduced by B. G. Ananiev in domestic science, today acquires a new, more voluminous sound, including not only a change in age stages, a person's disclosure of his capabilities, but also his existential search for the meaning of his own existence.
The most important aspect of an individual life trajectory is an individual educational trajectory. The humanization of education means the creation of a flexible learning environment that makes it possible for a child to make a personal choice of an educational path, stimulating the development of individuality, the formation of subjective experience, and building their own educational models.
For a child, especially an older one, the need for independent conscious movement in obtaining their education becomes relevant, i.e. independent and conscious building of an individual educational path. This means that the child is given the opportunity to:
- - reasonably determine the purpose of educational activities;
- - choose ways, main ways and means to achieve these goals;
- - to determine the structure, volume, depth, degree of complexity of the content of educational activities; its dynamics and time frames;
- - choose the forms, technologies and methods of education, sources and methods of obtaining the necessary information;
- - independently assess their achievements, problems and ways to solve them;
- - get an external assessment of their activities by teachers, peers and correlate them with their own assessment;
- - reasonably determine the tasks, content, form, volume, level of complexity of the task or independent work;
- - choose ways to present their educational achievements;
- - apply at the right time for support and help to teachers, classmates, specialists;
- - to be able to define and change one's role or position in activity at its different stages (they teach me, I study myself, I teach others).
It should be noted that most of the students, parents want the child's development process to be built according to their own program, and the teacher at the same time assisted in solving the problems that the child has. The results of experimental work in a number of institutions confirm that purposeful pedagogical work leads to the fact that students would like to build their education “on their own”, making it focused on their needs. We emphasize that parents also show great interest in the fact that the child's education is built taking into account the child's capabilities, his personal and professional plans. In this case, many parents become active allies of teachers, their attitude towards the institution, the teacher changes, they are ready for various forms of interaction with teachers and specialists, one of the forms and results of which is the development of child development projects or the design of the child's individual educational activities.
The acquisition by the student of the experience of self-promotion, acceptance independent decisions, developing their own strategies for education and development is possible with:
- - the formation of educational and life self-determination, the desire to learn, the need for self-education and self-development;
- - awareness and understanding of their individual properties, intellectual, psychological, social capabilities;
- - adequate self-assessment of their educational and life achievements;
- - mastering the skills and abilities of self-organization;
- - the child's reflexive attitude to his own educational, cognitive, labor activity, life and educational achievements.
The child's acquisition of the experience of independent construction of individual educational activities, the conscious realization of a life trajectory requires special support, which is carried out by teachers and specialists of general education schools.
Design and development of an individual educational route - Team work teacher and student
Federal state educational standards orient the education system towards achieving new results that are associated with the need for personal development and determine this as the main goal and meaning of education. At the same time, they distinguish:
- personal results are the motives of activity, the system value relations students to themselves, other participants in the educational process, the educational process itself, the objects of knowledge, the results that were formed in educational process;
- metasubject results- generalized methods of activity that students use not only in the educational process, but also in real life situations, mastered by them on the basis of several or all subjects;
- subject results, which are expressed in the assimilation by students of specific elements of social experience studied within the framework of a particular academic subject.
To achieve the goal set by the state, the main task of education at present stage is a change of priorities in educational activities and the transition from a structured, consistent, clear presentation of theoretical material for the entire audience to individual contact with students and the formation, development of an educated, competent, creative personality ready for self-actualization both in its own interests and in the interests of society.
- Informative direction - the creation of an individual educational trajectory, providing the student with the opportunity to master the content of education and at the level that best suits his abilities, needs and interests.
- activity direction - the formation of an individual educational trajectory through modern pedagogical technologies and IT technologies.
- procedural direction - organizational aspects pedagogical process.
When compiling educational programs, the following indicators are taken into account:
- school maturity;
- health status, developmental features, pace, mode of operation;
- training profile;
- aptitude for a particular subject area;
- the level of education.
For learning persons with handicapped health taking into account the peculiarities of their psychophysical development and individual capabilities, an adapted educational program should be developed, which, if necessary, provides for the correction of developmental disorders and social adaptation specified persons.
In practice inclusive education an individual educational program is also used - a document that reflects the general strategy and specific steps of an interdisciplinary team, including teachers and parents, in organizing training and psychological and pedagogical support for a child with disabilities within the school.
A.V. Khutorskoy considers an individual educational trajectory as a personal way to realize personal potential each student in education. Under the personal potential of the student here is understood the totality of his organizational, activity, cognitive, creative and other abilities.
An individual approach is an important psychological and pedagogical principle based on the implementation in the educational process of an individual model of interaction between a teacher and individual students. This model created taking into account their personal characteristics. Individual approach focused on accounting individual features student in the learning process, which allows the student to organize their activities economically, control their strength, work at an optimal pace, which contributes to the achievement high results V learning activities. But in this form, individual training in mass education is used to a limited extent.
The terms "individualization" and "differentiation", as a rule, are considered in unity. The nature of their relationship is considered in different ways:
- differentiation is equated with individualization;
- individualization is a component of differentiation (as a special case);
- differentiation is a means of individualization of education.
Individualization- this is taking into account the individual characteristics of students in the educational process, creating optimal conditions for the manifestation and development of the individual as an individual through the choice of the content, forms and methods of training that correspond to its capabilities, needs and interests.
Differentiation- the division of students for separate training based on any individual characteristics. An important addition is that these groups can be both stable and relatively stable, and individual training can be both permanent and temporary.
Individual educational route- this is a pre-planned path of the student, which is aimed at his upbringing, development, training. Scientists define this route as a purposefully designed differentiated educational program that provides the student with the position of the subject of choice, development and implementation educational program in the implementation by teachers of pedagogical support for his self-determination and self-realization.
Thus, an individual educational route:
Purposeful, as it is associated with a specific goal and the conditions for its achievement;
Developed prior to implementation and determined by the existing knowledge and experience of the learner;
It is designed as an individual educational program.
An individual educational route is determined by educational needs and is developed taking into account the abilities and capabilities of students, as well as taking into account existing standards for the content of education and the content of the basic educational program.
The structure of an individual educational route includes the following components:
- target (setting goals for obtaining education, which are formulated on the basis of the state educational standard, motives and needs of the student);
– technological (definition of used pedagogical technologies, methods, techniques, systems of training and education);
– diagnostic (determination of the system of diagnostic support);
- organizational and pedagogical (conditions and ways to achieve pedagogical goals);
– effective (expected results are formulated).
The development of an individual educational route is carried out jointly by the teacher, the student and his parents or legal representatives, but the priority right to choose the option of the route of his own education belongs, first of all, to the student himself.
The main task of the teacher and parents is to assist in the design and implementation of their project of purposeful development. For this, special conditions are created in an educational institution, namely, conditions for studying the interests, needs and abilities of students, ensuring the diversity and variety of activities and programs, providing freedom of choice, increasing the degree of readiness of the teacher to implement an individual educational route, organizing monitoring.
Often, the design of individual educational routes causes difficulties for teachers due to a wide range of individual differences at the students. In this regard, the development of routes, most often, it is rational to start with determining the characteristics of students. Differentiation criteria can be:
Age of students;
Gender sign;
Physical and psychophysical features;
Social characteristic;
Level of possession of educational and subject knowledge and skills;
Motivation for learning children.
Individual educational routes may differ in the following ways:
The degree of complexity, expressed in the breadth and depth of the disclosure of a particular topic, problem, conceptual apparatus;
The pace of development;
The logic of teaching;
Methods, techniques and ways of organizing the educational process.
But all of them must be adequate to a particular student, the content and model of the educational process.
An individual educational route consists of compulsory, optional, correctional and organizational parts.
1. The obligatory part consists of the main topics for studying.
2. The variable part consists of a set of topics of interest to the student, which he can choose for further study.
These two parts (mandatory and optional) are aimed at determining the content of the studied material.
3. The correctional part is aimed at assisting students in choosing topics from the variable part, taking into account their individual characteristics, as well as at determining the organizational part.
4. The organizational part includes the following components of the methodological system: forms, methods, technologies, means, control of the study of the selected content.
It is important to remember that this and all other parts of the individual educational route involve the choice of the student.
To implement an individual educational route, individual educational programs are developed:
Programs aimed at improving the quality of education in the educational program;
Programs aimed at creativity (participation in competitions, projects, conferences, intellectual games).
Great importance for the successful completion of an individual educational route, the correct organization of work at individual stages of activity is essential.
Each student receives from the teacher information about the forms, schedule of activities, frequency and forms of control. The individual schedule may include time for independent study educational material, consultations, execution educational projects, preparation for events, participation in educational activities and other forms of organization of the educational process.
Educator during development individual program for a particular child is based on the content basic program. The main question of each educational program is: “How to structure the material?”. Therefore, starting to develop an individual educational route, the teacher needs to determine what type of material is structured in his program.
There are different structures of educational programs. Consider them on the example of geometric lines.
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The bulk of traditional programs build structure in the analogy of a straight line that goes up. Here the principle of systematicity and consistency is implemented: from simple to complex.
It is very difficult to build a program that is focused on the development of the creative potential of a particular child, since it involves tasks of a creative type, a feature of which is the presence of many correct answers. The solution of such problems within the framework of the program, the main requirements of which are consistency and consistency, is rather difficult.
There is another way to structure the educational material - according to the type of several concentric circles. The structure of this program, as a rule, includes several smaller subroutines (their autonomy is allowed). Having passed the first round, the student masters the second, then the third. This principle is possible when developing an individual educational route.
But the most productive is the third type of program - the logarithmic spiral. Thanks to this structure, the same type of activity is practiced in the classroom periodically, repeatedly, with a gradual complication of the content due to the enrichment with components of in-depth study of each action. This type structuring materials opens great prospects for research activities of students.
An individual educational program has a number of functions:
Normative - it fixes the student's workload, fixes the order of implementation of the curriculum and justifies the choice of the educational route;
Motivational - informs about the totality of the student's educational activities for a certain time, determines the goals, values and results of the student's educational activities;
Organizational - determines the types of educational activities of the student;
Self-determination - allows you to realize the needs for self-determination based on the implementation of educational choice.
Consequently, an individual educational route determines the program of specific actions of students through an individual educational program and allows you to design a temporal sequence, forms and types of organizations for interaction between teachers and students, a range of types of work.
Consider construction scheme individual educational route:
- Diagnostics. This stage is focused on diagnosing the level of development of the student's abilities and his individual characteristics.
- Definition of goals and objectives. The goals and objectives that the student must achieve at the end of the individual educational route are designed.
- Determination of the duration of the project. In agreement with the parents and the student himself, the time is determined that the student needs to spend on mastering the basic and special programs, in accordance with the goals and objectives set.
- Definition of the role of parents (legal representatives) student in the implementation of the route. Provides for the participation of parents in the development of the route, setting goals, joint practical activities with their child.
- Development of educational and thematic plan (hourly). The teacher, together with the pupil and parents, select the topics of classes in addition to the main topics, focusing on the interests of the student.
- Definition of content educational and thematic plan, forms of classes, techniques and methods, forms for determining the results.
- Integration with other specialists. Based on the analysis of diagnostics and the selected content of the program, the teacher decides on the need to involve specialists from other areas.
- Defining ways to measure student progress at every stage of the development of the route. Methods for choosing assessment and self-assessment are chosen by the teacher together with the student. Possible forms of debriefing: concert, show, open lesson, showing achievements, participation in the Olympiad, scientific and practical conference, test work, exam, test, reflection, personal exhibition.
Proceeding from the characteristics and qualities of a personality identified through diagnostics, it is possible to determine the forms and methods of teaching within the framework of the technology of an individual educational route.
Implementation individual educational route is also carried out in stages, where the activities of each subject of the educational process are provided.
Stage 1 "Diagnostics".
The activity of the teacher: diagnosing the level of training, identifying interests, the level of formation of personal qualities.
Student activities: participation in diagnostic testing.
Stage 2 "Program development".
The activity of the teacher: setting goals and objectives, selection of educational material and its organization (adaptation to the level of learning of the student).
Student activities: definition of own goals and needs, familiarization with the expected results.
Stage 3 "Implementation of an individual educational program."
The activity of the teacher: organization of the educational process, namely instructing, providing didactic material, establishing a favorable psychological climate providing support to the student.
Student activities: fulfillment of tasks, instructions, requirements provided for by an individual educational route.
Stage 5 "Presentation of personal educational outcomes».
The activity of the teacher: Organization of control (current, mutual control, self-assessment).
Student activities: final work containing theoretical reproduction (demonstration of theoretical competence in the studied aspect), practical solution of the tasks.
Stage 6 "Reflective-evaluative".
The activity of the teacher: evaluation by analyzing the results obtained in the educational process.
An exemplary scheme of self-analysis of a student undergoing training according to an individual educational program:
- What goals did I set for myself at the beginning of the program? (What did I want?)
- What actions did I plan to achieve the goal? (What I should do?)
- Have I been able to achieve what I set out to do? (What did I do to achieve my goal?)
- What is the effectiveness of my actions? (What did you learn? What else needs to be done)?
Student activities: assessment of the work done, comparison of the set goal and the results obtained, the decision to continue training on the topic or change it.
In the process of implementing an individual educational route, the teacher performs a number of functions:
-tutoring- management of independent extracurricular work of students, which involves support (problem solving by the students themselves), support for educational activities and facilitation (accompaniment of personal development). The teacher-tutor develops tasks, organizes discussions, works with the subjective experience of the student, analyzes cognitive interests, intentions, personal aspirations, thinks over ways to motivate and fix results, develops the results of activities.
- counseling- interaction between the teacher and the student, organized in a special way and aimed at solving emerging problems and making positive changes in the student's activities.
- expert- Evaluation of work performed by students.
-design- support of the student's educational activities.
- process- accompaniment of the student during the implementation of the individual educational route.
Literature
- Khutorskoy A.V. Methodology of personality-oriented learning. How to train everyone differently? - M., 2005.
- Vdovina S. A., Kungurova I. M. Essence and directions of realization of an individual educational trajectory // Science Journal Internet Journal. 2013.
- Federal Law No. 273-FZ of December 29, 2012 (as amended on July 13, 2015) “On Education in Russian Federation» (as amended and supplemented, effective from July 24, 2015)
- Order of the Ministry of Health and Social Development of Russia dated 04.08.2008 N 379n (as amended on 03.06.2013) “On approval of the forms of an individual rehabilitation program for a disabled person, an individual rehabilitation program for a disabled child issued by federal government agencies medical and social expertise, the procedure for their development and implementation” (Registered in the Ministry of Justice of Russia on August 27, 2008 N 12189)
- Alekhina S.V. Principles of inclusion in the practice of education // Autism and developmental disorders. 2013. No. 1. P.1-6.
- Mikerova G.Zh., Zhuk A.S. Algorithm for constructing an individual educational trajectory of learning // Modern science-intensive technologies. - 2016. - No. 11-1. – pp. 138-142
Scientific and methodological journal "Class teacher" No. 1-2012
Bayborodova L.IN.,
doctor pedagogical sciences, Professor,
Head of the Department of Pedagogical Technologies
Yaroslavl State Pedagogical University
them. , Yaroslavl
DESIGN INDIVIDUAL
CHILD ACTIVITIES AND ITS DEVELOPMENT
Pedagogical design is a function of every teacher and can be considered on different levels, in different scales and aspects. To design in pedagogy means to select or create, on the basis of a forecast, such pedagogical tools, technologies, the use of which is aimed at achieving the goals set, the development of all participants in the pedagogical process. When designing, preferred options for future activities are created and its result is predicted.
The design of the individual activity of the student and his development can be characterized by:
* as a mechanism of interpenetration and interconnection of external and internal individualization of the pedagogical process;
* as an integrative function of psychological and pedagogical support for schoolchildren in the implementation of their individual life trajectory;
* as a way of interaction of all subjects of psychological and pedagogical support;
* as a means of integrating the pedagogical and educational tools of the school, institutions of additional education, professional educational institutions.
There are many objects of pedagogical design. It can be a system, process, activity, situation, solution of a specific pedagogical problem. In real teaching practice e.g. a teacher additional education is faced with the design of a lesson, an educational event, his activity to solve a specific problem or make a decision, the activity of a particular child or a group of children.
In modern conditions of modernization of education, preference is given to individually-oriented education and upbringing of children, which means their activity and consciousness, the formation of a subjective position, and the involvement of children in designing their life path.
Design results are projects. We emphasize that it is necessary to distinguish between the projects of the student himself and the projects of teachers that provide support for the educational activities of the child and the implementation of his individual projects.
What can be the projects of the child's own activity?
The main projects of the student's activity we include:
* confirm intuitive assumptions with materials from the analysis of objective data;
* more often put yourself in the place of the pupil and mentally play out his behavior, feelings that arise under the influence of the system created for him.
The principle of self-development. It means that when designing a student’s activity, his development, it is impossible to foresee all the diversity life situations Therefore, the created projects must be flexible, dynamic, capable of changes, restructuring, complication or simplification in the course of their implementation. A rigidly created project almost always leads to violence against the participants in the educational process. When implementing this principle, the following should be taken into account:
* the life and activities of the child are diverse, the appearance and influence of a number of factors on its development is unpredictable, it is impossible to foresee everything in the project and one should not strive for this;
* each child has his own characteristics of development and self-development, which should be reflected in the design;
* the project being developed should be such that its individual components can be easily replaced, corrected;
* it is important to provide for the possibility of multiple use of the project, adapting it to changing conditions;
Me, dad, mom, grandma
Individual educational trajectory of a student- a personal way of realizing his personal potential. At the same time, we are talking not so much about the traditional allocation of typological characterological features of the student, but about his organizational and activity abilities - cognitive, creative, communicative, etc. Their identification, implementation and development are carried out in the course of the student's educational movement. An individual educational trajectory is realized through the compilation individual educational program (IEP), which is its technological support.
Features of designing an individual educational program
Designing an individual educational program provides for:
the presence of a subject of activity - a teacher - a student. Moreover, the teacher is a collective image, since the student performs in pairs:
- student - subject teacher;
- student - class teacher;
- student - psychologist, etc.;
criteria for evaluating effectiveness (they are associated with the development of the subject of activity, in this case, the student);
possession of special skills (primarily in design), which ensure the translation of pedagogical goals into specific tasks and the content of the activity.
Students create a model that satisfies their cognitive and creative interests. The student becomes the subject of learning, because he plans his educational activities, determines the ways and means of achieving success, learns the ability to build his relationships with peers, teachers, leaders of circles, electives, etc.
Students develop an individual educational program based on the basic curriculum according to a given model ().
Before the students start designing an individual educational program, the class teacher conducts a conversation with them about the need to plan and organize the educational and cognitive activities of students within the framework of professional self-determination; introduces the structure of an individual educational program and the algorithm for its construction ().
A special place in the process of developing an individual educational program is given to parents. They not only get acquainted with it, but also make adjustments after a preliminary discussion, consultations with the class teacher, subject teachers, a psychologist and the school administration.
From the moment of signing by the student, his parents and the school administration, the individual educational program is an official document regulating the relationship between the student, parents and educational institution.
Implementation of an individual educational program
An individual educational program is implemented by the student himself and should be understood by him as a practical guide for self-education and self-realization of life plans.
In addition to the subjects provided for by the school curriculum, an individual educational program includes additional education resources, forms of student participation in extracurricular educational and cognitive activities.
EXAMPLE
Analysis of an individual educational program
The student alone or with the help of class teacher, teachers and parents analyzes the progress of the individual educational program and makes the necessary adjustments and changes.
The class teacher analyzes individual educational programs immediately after they are completed. The result of the analysis can be presented in the form of the following table.
|
F. I. student |
Professional preferences of students |
Student Skills |
Student suggestions for changes in the learning process |
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|
set a goal |
define tasks |
choose forms |
choose forms |
plan your learning activities |
|||
The level of assessed skills of students is high if the student can clearly formulate goals and objectives for a certain period of time, plan his educational activities using the educational resources of the school and the city, choose the best forms, methods of teaching and control for himself. If the listed skills are not clearly formulated by the student or the student cannot formulate them, then, accordingly, the level of the assessed skills is medium or low.
An analysis of an individual educational program makes it possible to provide practical assistance to students who need it, and to correlate the data obtained with the choice of professional preferences; develop recommendations for students, their parents, teachers, administration; make suggestions on the organization of the educational process in the classroom, at school.
EXAMPLE
For example, based on the results of the analysis of the individual educational program of students, the administration of an educational institution can:
make changes:
- in the content of education (choice elective courses, a set of elective courses, electives, additional paid services etc.);
- organization of the educational process, schedule of lessons, consultations, electives, etc.;
- work with parents of students;
An individual educational program teaches a high school student to plan and organize his educational and cognitive activities, analyze it from the standpoint of achievements and successes, and highlight priorities related to professional self-determination. Process right choice implies the presence of such skills as the selection of alternatives for obtaining education that correspond to one's own needs and opportunities, an assessment of their advantages and disadvantages, and the choice of the best option from the available options.
SAMPLE
individual educational program
10th grade student __________________ (F.I.)
Annex 1
I half year
1. Goals of education (Goal is a subjective image of what is desired. Indicate your goal for this school year - in general, according to individual items.) ___________________________________________________________________________________________________
2. Educational objectives (The objective is part of the goal. Decide how you will achieve your goal.)
______________________________________________________________________________________________________________
3. Forms and methods of teaching (in general, in individual subjects).
It helps you to assimilate the educational material: drawing up a plan, watching a video, drawing up a summary, independent work with a textbook, teacher's explanation, technological map, compiling a dictionary of concepts, tables, diagrams, working with electronic teaching aids, using Internet technologies, working in pairs, groups (underline), other (fill in) ______________________________________________________________________________________________________________
______________________________________________________________________________________________________________
4. Forms and methods of control (in general, for individual subjects). Preferable for you: written work on questions, test, oral answer on questions, work with a card, retelling from a textbook, computer control, searching for an answer in a textbook, test (on the topic), project, abstract, essay (underline), other (fill in )
______________________________________________________________________________________________________________
How often do you need to be checked so that you study well: lesson control, thematic control, quarter control (underline), other (fill in) _______________________________________________________________________________________________
______________________________________________________________________________________________________________
5. Proposals for making changes to the learning process for the second half of the year:
in the forms and methods of teaching (in general and in individual subjects) _________________________________________________
_________________________________________________________________________________________________________
in the forms and methods of control (in general and in individual subjects) _________________________________________________
in the organization of the educational process ____________________________________________________________________________
__________________________________________________________________________________________________________
Notes:
For all subjects of the classroom load, intermediate and final certification is provided, in accordance with the Regulations on the certification of graduates of the basic school.
The curriculum changes when moving from one profile class to another, in this case, students and their parents bear all responsibility.
The IEP is filled out before September 10 of the current school year on the basis of offers of educational services.
Date ____________________________
Student Signature ________________
Parent's signature _______________
OS Administration Signature ________
ALGORITHM
building an individual educational program
(to help the student)
Annex 2
1. Formulate your educational goal
The goal is a subjective image of the desired, the expected result of the activity. To set a goal means to predict, to predict the expected result. The goal must be specific, i.e. you must specify:
a certain period;
successes that you want to achieve in general and in individual areas;
ways of getting education after school.
2. Define tasks - ways to achieve the goal
Tasks - a plan of your actions to achieve your goal, which is being developed:
for a certain period;
for specific activities;
on individual subjects.
3. Choose the forms and methods of teaching
Choose those forms and teaching methods that help you effectively master the educational material, or offer your own. You must:
know what and how you are taught in the classroom;
be able to formulate a proposal for the teacher on the application of the most effective ways learning;
be able to identify forms of self-education.
4. Determine the forms and methods of control
Choose your preferred forms and methods of control:
how often do you need to be checked so that you study well;
what is the best way to test your knowledge in individual subjects;
how should you exercise self-control.
5. Plan your learning activities.
Use for this syllabus for the current academic year, the resources of the school and the city.
6. Adjust the IOP
At the end of the first half of the year (academic year), analyze the results obtained, compare them with the tasks set and make changes to the IEP.
G.B. Klymenko , deputy director of MOU secondary school No. 108, Trekhgorny, Chelyabinsk region.
Sections: Foreign languages
Class: 6
Allow me to present to your attention the experience of the teacher Matyushenko Ksenia Nikolaevna in designing an individual educational program for a student in the study in English. This experience has developed in connection with the participation of the teacher in the experimental work of the school on the out-of-class-lesson system of education in 2008-2013.
The choice of topic is not accidental, since an individual educational program allows you to form complete system universal knowledge, skills and abilities, as well as the experience of independent activity and personal responsibility of the student.
IEP (individual educational program) is a program of educational activity of a student, compiled on the basis of his interests and educational request, fixing educational goals and results, specified in time, place and method of activity and performing the following functions:
- normative - fixes the student's workload, fixes the order of studying the material and reporting on it;
- informational - contains information about the student's independent educational activities for the development of educational material;
- motivational - determines the values, goals and results of the student's activities;
- organizational - determines the types of independent activities of the student, the forms of interaction between the teacher and the student, students among themselves;
- the function of self-determination - helps to test one's abilities in activities, to affirm one's choice or change it.
Diagram No. 1 “Functions of the IEP” (see Appendix 1).
Designing the IEP of my students in English involves a number of stages:
At the first stage, a diagnostic map of the characteristics of students is developed. (see Appendix 1 - Diagram No. 2 “Diagnostic map of student characteristics”). Diagnostic card features:
- allows you to determine the level of development and the degree of expression of the personal qualities of students necessary for the implementation of those activities that are characteristic of this educational field or parts thereof;
- fixes the initial volume and content of the subject education of students (the number and quality of existing ideas, knowledge, information, skills and abilities on the upcoming subject topic);
- establishes and classifies the motives of students' activities in relation to the educational field, preferred types of activities, forms and methods of classes.
At the second stage, the student conducts self-diagnosis, determining the initial volume and content of the subject ZUN, analyzes his “problem areas” ; (See Appendix 1 for sample Table No. 1, No. 2 “Self-diagnosis” 1st view, 2nd view).
At the third stage, the student gets acquainted with the reference map of ZUN and educational activities on the topic, which fixes the student's priority areas of attention in the upcoming activity, clarifies the forms and methods of activity and helps to build a system of the student's personal relationship with the educational activity or topic to be mastered. A reference card can be for one lesson, a series of lessons, a topic, a section. (see Appendix 1 Table No. 3 “Base chart of English lessons in grade 6)
On the fourth student stage - Organizer of your education.
Formulates goals, selects topics, proposes its final educational products and forms of their presentation, draws up a work plan, selects means and methods of activity, partners, establishes a system for monitoring and evaluating its activities. Within 5 years, individual programs of 2 types are used. (See in Appendix 1 Table No. 4, No. 5 IOP - 1 kind, IOP - 2 kind). IEP can be for a lesson, topic, section. ( See in Appendix 1 Photo No. 1 “Student IEP sample (outer side)”
At the fifth stage, the simultaneous implementation of individual educational programs is organized based on the technological map of the lesson ( see Appendix 2 " Routing English lesson in 6th grade). The teacher is a consultant, assistant. The teacher controls the process using the “Scoreboard” ( see Appendix 1 Table No. 6 “Scoreboard”, (see Appendix 1 Photo No. 2).
At the sixth stage, the presentation of the products of activity, assessment of their conformity to the model, and correction are carried out. ( See Appendix 1 Photo #3.)
At the seventh stage, the activity reflection and forecasting are carried out. (See in Appendix 1 Table No. 7 “Reflection of activity”.)
Conclusions:
1. The student's individual educational program allows the formation of the student's subjective position in education, serves to develop the student's universal learning curve;
2. The use of an individual educational program in teaching English allows you to have a quality of education in the subject of 85%;
3. An increase in the student's learning motivation is diagnosed.
4. There is an increase in levels:
- The level of formation of educational and cognitive interest - by 15%
- The level of formation of goal-setting - by 25%;
- Level of formation learning activities– by 30%;
- The level of formation of the control action - by 30%;
- The level of formation of the evaluation action - by 30%.
Literature
- Modernization concept Russian education for the period up to 2010 (“2.2. Creation of conditions for improving the quality of general education”).
- Khutorskoy A.V. Didactics of student-centered learning: A guide for the teacher. [Electronic resource]. Version 1.0. / - M.: Center distance education"Eidos", 2005. – 1.6 MB.
- Khutorskoy A.V.. Modern didactics. Tutorial. 2nd edition, revised / A.V. Khutorskaya.– M.: graduate School, 2007. - 639 p., ill.
- Methodological and theoretical approaches to solving the problems of educational practice. Collection of articles. - Krasnoyarsk, 2004. - 112 p.
