Потенциал взаимодействия школы и вуза в реализации нового ФГОС начального общего образования
KeywordsОТКРЫТОЕ ОБРАЗОВАНИЕ, ИННОВАЦИОННОЕ ОБРАЗОВАНИЕ, ИННОВАЦИОННАЯ ОБРАЗОВАТЕЛЬНАЯ ПРОГРАММА, ФГОС, ОБРАЗОВАТЕЛЬНЫЕ РЕЗУЛЬТАТЫ
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AbstractАнализируется потенциал взаимодействия вуза и начальной школы в разработке и реализации инновационных образовательных программ и нового стандарта начального общего образования. Рассматриваются факторы, усиливающие это взаимодействие, а также открытость и инновационность современного образования, которые делают это взаимодействие необходимым.
The openness of modern education enhances the interaction between school and university. The following factors influence on it: the changing nature of educational (pedagogical) research, which is practice-oriented; the changing balance of teaching and research in the faculty of the university; coming of Masters to school; active involvement of schools and universities in training teachers; school transitions from local innovation to the innovation of educational activities, their updated interaction with universities. A higher schoolteacher is an organizer and a participant in the innovation process at school, the head of innovative educational programs that involve teachers in its development and implementation. The accumulated experience of an innovative elementary school helps to implement the new Federal State Educational Standard that defines a new content, activity and effectiveness. The interaction between school and university helps to summarize innovation of teachers and turn them into technologies and mechanisms of implementing the new standard. If a higher schoolteacher is also the leader of innovative educational program at school, it increases the innovative potential of the school in implementing the standard and the professional research resource of the teacher, who acquires the scientific-pedagogical model of professional activities. The implementation of the new educational standard has intensified the interaction of school and university. The educational standard helps school to analyse the innovative achievements and place them into compliance with the new requirements. For example, in the School of joint activity there are three informative lines: joint training activities to achieve substantive results, co-educational and cognitive performance in achieving the results, and metaand joint educational activities aimed at personal results. In addition, the introduction of standard exacerbated the problem of the use of educational technology at university and school. It can be argued that school and university issued a common technological space: school of technology needs to achieve new educational results, and university form general and professional competencies.