Provides in-depth study of individual subjects. Regulations on in-depth study of subjects at school. Curriculum of classes with in-depth study of physics

Numerous studies on the formation and development of the interests of children and adolescents show that at the age of 14-17, the majority of students, although they have defined interests in a particular activity or field of knowledge, are very general and broad in nature. The most frequent cases are when a student is interested not in one academic subject, but in a group of related subjects, not in one profession, but in a number of related professions. This obliges the school to exercise some caution in its approach to solving the problem of differentiation. One should not strive for narrow differentiation, which, under certain conditions, can turn into a narrow specialization. Broad differentiation in a group of close objects is more suitable.

A pedagogical experiment conducted at school No. 710 in Moscow, which is mentioned in the Decree of the Central Committee of the CPSU and the Council of Ministers of the USSR “On measures to further improve the work of a secondary general education school” (1966), showed that for the successful work of classes with in-depth study of a number of subjects, it is necessary to study in depth not one subject, but a cycle of related subjects. This cycle should include:

a subject studied in depth;

an applied subject, which, on the one hand, continues and deepens the subject, and on the other hand, provides practical training on the basis of this subject;

a subject close to the main subject, knowledge of which is essential for studying the main subject.

For example, in classes with an in-depth study of physics, it is advisable to study mathematics in depth, and on the basis of an in-depth study of physics and mathematics, it is advisable to study one of the following subjects as an applied subject: radio electronics, electrical engineering, lighting engineering, etc. In this case, the applied subject puts a certain emphasis on the study of major subjects.

The resulting cycle of objects is internally coordinated. The study of some subjects creates a basis for others and naturally complements and deepens them. It is quite obvious that for an in-depth study of a cycle of subjects formed in this way, additional time is needed. This time is taken from extracurricular activities. The study of applied subjects is of a practical nature and is carried out at the expense of the hours allotted for labor training. As an example, let's take the curriculum of classes with in-depth study of physics.

Curriculum of classes with in-depth study of physics

(profiling subjects)

Note. After the plus sign is the number of additional hours allocated for in-depth study of elective subjects.

The table shows that for in-depth study of subjects in which students have shown increased interest, as a result, 529 hours are allocated for 3 years.

The pedagogical tasks facing teaching in classes with in-depth study do not differ fundamentally from the tasks of a regular course, but have their own specific features, the consideration of which is essential.

The source of these features is ultimately the fact that students with a pronounced interest in their chosen subjects are selected for these classes. Knowing the main source of singularities, we will try to isolate them.

The first feature is the need for a deeper and more complete than usual study of the phenomena, concepts, laws and theories provided for by the secondary school curriculum. This is primarily due to the need to satisfy the clearly expressed interests of students. Let us give an example illustrating what has been said. Explaining the phenomenon of thermionic emission in classes where physics is studied at the usual level, teachers, as a rule, limit themselves to the message that a heated conductor emits electrons, and demonstrate the corresponding experience. Such a study of the phenomenon is unsuitable for classes with in-depth study of physics for the following reasons. Firstly, students are usually already familiar with the phenomenon of thermionic emission to about the same extent, and their interests in the phenomenon are not satisfied in this case; secondly, such a superficial explanation of the phenomenon does not create the necessary basis for a sufficiently deep understanding of the principle of operation of vacuum tubes; thirdly, in this case, the necessary theoretical foundation for electronics, the study of which is provided for by the curriculum of this class, is not laid. Therefore, the phenomenon of thermionic emission in these classes should be studied more deeply.

The second feature is the need for more rigorous logic in the presentation of the material. At first glance it seems that the requirement is quite trivial and equally applicable to any teaching in general. However, this is not quite true. The fact is that, being interested in this or that subject, students are more attentive and stricter to the teacher's explanation and notice such details that students studying the subject at the usual level do not see. In addition, the strict logic of the presentation of the material enables students to penetrate more deeply into the logic of the phenomenon under study and in the best way to come to knowledge at a high level, thereby partially removing the overload.

The third feature is that a teacher leading a major subject should not only have a deep knowledge of his subject, but also know it at a modern level, be aware of the latest publications, read a lot and be interested in many things. The fact is that students, being interested in this or that subject, read a lot, look through a large number of popular science, and sometimes scientific journals, and, not understanding everything, turn to the teacher with questions. The readiness of the teacher for these questions

Rosam is ultimately a condition for success or failure in his work with the class.

The fourth feature of teaching in classes with in-depth study is the possibility and expediency of a wider use of knowledge from related subjects. Thus, in literature lessons it is expedient to make wider use of students' knowledge of history, and vice versa. At the lessons of physics - knowledge of mathematics, at the lessons of biology - knowledge of chemistry, etc. At the same time, there is such a fruitful influence of objects on each other that the knowledge of students acquires great depth and awareness, and most importantly, systematicity. Thus, good mathematical knowledge of students, with their skillful use in teaching physics, will simply and clearly show the inductive nature of the establishment of basic physical laws on the basis of experiment and the deductive nature of the conclusion, consequences from the established laws. This will ultimately lead to an increase in the overall level of teaching.

Neither the goals, nor the tasks, and finally, nor the peculiarities of teaching in classes with in-depth study do not set tasks for the main subject that are fundamentally different from the tasks facing the ordinary level course. And this means that the content of the major subject should not fundamentally differ from the course of this subject in ordinary classes.

Meanwhile, sometimes there is a tendency to significantly expand the content of major subjects by including in them material that is currently being studied in higher education. This trend is especially noticeable in a number of published works devoted to the methods of teaching physics and mathematics in specialized mathematical and physical-mathematical schools.

We consider this approach to determining the content of the course of a major subject pedagogically untenable for the following reasons:

a significant expansion of the major subject will inevitably lead to an overload of students, which will ultimately affect their health and success in other subjects;

as already mentioned above, the course of a major subject does not face such tasks, for the solution of which it would be necessary to significantly expand its scope;

analysis of the educational material offered by various authors for inclusion in the program of courses of major subjects, shows their complexity, which exceeds the capabilities of most students aged 15-17,

the development of thinking and the strength of memorization of the studied material are higher in the case when material of a small volume is studied in depth. On the contrary, with a superficial study of a large volume of educational material, it is difficult to develop the thinking of schoolchildren and achieve a solid knowledge of the material,

any expediently designed education system requires coordination of programs of secondary and higher schools. The expansion of the secondary school program should entail a change in the programs of higher education, otherwise it is inappropriate;

Finally, it should be borne in mind that with the objective complexity of the newly introduced material and the limited number of hours allotted for its study, a superficial study of the material by the majority of students is inevitable, which will lead students to self-deception:

they will think that they already know the subject, when in fact they will have the most superficial idea about it. Such superficiality can lead to the most serious consequences.

Thus, it can be argued that the course of major subjects in classes with in-depth study in terms of content should not differ noticeably from the course of an ordinary secondary school.

This, however, does not mean that the program should not be expanded at all. A slight expansion of the program is possible, but it should be well justified by pedagogical considerations. It is expedient to expand the program, for example, in the case when the introduction of new, insignificant material will significantly improve the logic of the course presentation.

The main difference between an advanced level course and a regular school course should be in the depth of interpretation of the phenomena being studied.

Teaching core subjects at an advanced level, especially subjects of the natural and mathematical cycle, requires a good material base. Thus, the teaching of physics, chemistry, radio electronics and chemical analysis is impossible without well and rationally equipped classrooms for physics, chemistry, radio electronics, a radio assembly workshop (workshop), a laboratory for chemical analysis and a weight room.

The creation of a material base is a complex matter, requiring certain material costs. Particular difficulties arise in equipping classrooms and laboratories in physics, radio electronics, chemistry and chemical analysis.

In order to organize classes with in-depth study of a number of subjects, in addition to a set of mandatory equipment, the school must have more advanced equipment for independent experimental work of students. In the classrooms, you must have samples of equipment that is used in modern laboratories (electronic oscilloscopes, DC and AC amplifiers, standard signal generators, pulse generators, spectrometers and other equipment). Such equipment should be gradually accumulated in the school with the help of sponsoring organizations.

The textbook is essential for successful teaching in deep learning classrooms. This difference

The difference between a textbook and other textbooks should be, first of all, in the logical rigor of presentation, in the depth of interpretation of the phenomena studied, and in the more frequent and wider use of material from related subjects.

In addition to the textbook, a series of popular science books should be published.

The foregoing does not exhaust all the problems associated with teaching in classes with in-depth study of a number of subjects. We have focused only on the most important of them.

When to divide math students into base and profile? Why do we need 70 Russian language textbooks? What is a unified educational space? Why is the exam in chemistry today more difficult than the school curriculum requires? Is it difficult for a student to read five books a month? These and other questions were asked by teachers and professors of pedagogical universities when discussing the new draft standards for secondary schools.

What is important in the new standards?

"The content was updated in 43 subjects. We only touched on the compulsory part, the variability has been preserved," Alexei Lubkov, rector of the Moscow State Pedagogical University, told teachers at a meeting in St. Petersburg.

Isn't it too early to divide children in mathematics from the 7th grade into a base and a profile? The deputy director of the Presidential Physics and Mathematics Lyceum N 239, mathematician Sergei Rukshin, who, by the way, taught two Fields medal winners - Perelman and Smirnov, believes that it is too early: "This is a ski track smeared with bacon." Nevertheless, he is sure that a unified approach to education is needed.

Education should not depend on the level, income and ability of parents to hire tutors. In this sense, a single educational space is a step towards the revival of the country. Education should not be a service, and the country should not be a place of work. The idea of ​​a single textbook is subject to some criticism. But let's think, the idea itself or its implementation? We have 16 authorized math textbooks. At Vilenkin, for example, in the 5th grade decimal fractions are given, in the 6th - ordinary. Nikolsky is the opposite. How to teach children in conditions of mass migration? - Rukshin turned to the teachers.

In his opinion, the basic part of mathematics is too simple: "Pupils come to our lyceum in the fifth grade who can write the Unified State Examination in basic mathematics for the 11th grade on "three".

Doctor of Philology, First Deputy Vice-Rector of St Petersburg University Sergey Goncharov drew attention to the fact that there is still no official definition of a unified educational space. The experts asked the Ministry of Education and Science to carry out such work. As for the text of the standards, "modern literature should be in school," philologist Goncharov is sure.

Education should not be a service, and the country should not be a place of work

We must hurry with the creation of new standards. There are 70 Russian language textbooks in schools! The experts analyzed the books, there are 15 thousand terms and phrases that are not in the dictionary of the Russian language. What is the training here? - the vice-rector of MSGU Lyudmila Dudova is indignant.

In the previous standards there was a bias towards the psychological and pedagogical side, but here we forgot about psychologists. There is a bias on the subject, and not on the personality of the student, - says Alla Tryapitsyna, professor at the Herzen University.

Many educators agreed with her and admitted that, unfortunately, very little is known about today's teenagers. There are almost no studies on them, including age-related physiology.

Ordinary teachers noted that the project was written in an understandable language and was logical. "There are explanations on how to work with children with disabilities. But it is not very clear how to measure personal results, I would like to learn more about information and communication technologies, there are small questions about the content in chemistry. There is almost no what is required for the exam today in the program" , - Oksana Rastorgina, a chemist, director of school N 2 of Vsevolozhsk, expressed her opinion.

The rector of Herzen University Sergey Bogdanov summed up the discussion: "We continue to discuss the text of the draft, we understand that it needs to be corrected, we recognize that we must use what has already been worked out." For example, the concept of philological education and exemplary programs.

As you know, profile education has been introduced in schools this academic year. In this regard, educators have a lot of questions, to answer which we asked the director of the Republican Institute for Advanced Training of Management and Scientific and Pedagogical Personnel of the Education System B. A. Almukhambetov.

Questions are asked by the editor of the magazine "Colleagues" Lyudmila Manannikova, a teacher at the Gymnasium. Abaya s. Uzynagash of Almaty region: Z. M. Abeuova, G. M. Surtaeva, K. B. Omarova, E. T. Vildanova and readers of the magazine.

- How will profile differentiation be carried out in schools?

It can be done with two ways. In the first case, adjustments will be made to the curricula forseparate classes in ordinary in mass general educationschools. In the second, the structures of existing schools will change, new models will be creatededucational institutions.

- And why did they make all this fuss with specialized training? After all, we already have gymnasiums, lyceums, classes with in-depth study of subjects?

Today, these educational institutions have many problems. Missinglegal and regulatory framework for the transition to a specialized education. Not criteria for assessing knowledge (especially in connection with the introduction of the UNT). Weak educational and methodological support. Lack of teachers trained to teach specialized subjects and much more.

- But will professional schools and colleges wither away when the new education system is introduced?

In no case! On the contrary, it assumes closer interaction between the school (especially its senior level) andinstitutions of primary, secondary and highervocational education. Planneddevelopment of options for interaction between educational institutions: “school-school, school-UPK, school-PU, school-PL, school-college, school-technical school, school-university.

- How beneficial is specialized training for students themselves? Previously, the “average” student received a secondary education and after graduation went where he liked: to a vocational school, to a university ... But now the child is in a humanitarian class (it just so happened), and the teachers fill his head with iambs and choreas, which he doesn’t Not needed.

I think that the situation when a child sits in a humanitarian class, because "it happened" - the costs of the transition period. In fact, profile education works primarily for the student. Today, the student, on the contrary, has a choice. He chooses where to go - in "physics" or in "lyrics", and this system of education successfully combinesinterests of the individual and society. After leaving school, the student will no longer rush through life like a blind kitten, he will firmly know what to do, it will be less painful to adapt to adult life.

At what age should a child decide what to be?

This must be done as early as possible I , II levels of education.Almost all levelsthe main school should carry out pre-profile training of students. Its main task is to form a value in schoolchildren.attitude to work, identify their interests, inclinations and abilities, form practical experience, prepare children for choosing a training profile in high school.

How will schools define their profile?

Not out of the blue. Here it is desirable to test With taking into account psychological and pedagogical diagnostics, listen to the wishes of the parents of children, studylabor market needs.

- And what about students who are doing equally well in all subjects and so fardo not want to specialize in something specific?

For them will be saveduniversal schools - schools for children with secondary abilities, the level of knowledge of which is equally equal. Those who don't want to dochoice, but wish to maintain their knowledge at a fairly high leveleven level.

- But will we have the distribution of children into specialized classes by the boss-coercive method? And who will be responsible for violation of the rules?

Acquisition of specialized classes should be carried out onon an objective, fair and transparent basis for society. Whereinthe observance of the law on free and accessible secondary general education remains unconditional.

In order to get into the selected profile class, the studentwill need to compete. During the competition willthe results of the final assessment and the student's portfolio are taken into account:individual educational achievements, diplomas of olympiads, competitions,certificates, etc.

Founders are responsible for the implementation of this right of citizens.educational institutions - local authorities and departmentseducation. They prepare for the free choice of studentseducational map of the region. It must be in the interests of the school, andalso to prepare graduates not for the “exchange”, but for the “labor market”.

- New programs and textbooks both in the Russian language and in physics and mathematics are quite complex. They were a surprise for both students and teachers. Let's even say more: for the first time, many teachers took the programs in their hands before September 1. But it was necessary to gather teachers in advance, send them to the appropriate courses. At the August conferences, teachers received little methodological assistance. How to be a teacher who is not ready for profile education, encounters it for the first time in his life? What should a teacher know and be able to do in order to work boldly in classes with profile education? Who is eligible for this program?

- Of course, specialized training can take place only withavailability of highly qualified personnel. First of all, the teacher must take retraining courses and receive the appropriate certificate. This training should be carried out on a planned basis.

Having learned, Teachers must be clear about:

Ø changing the content of education in specialized classes;

Ø change in learning technology;

Ø regulatory and legal support of profile education;

Ø criteria for evaluating profile training, the methodology of psychological pedagogical diagnostics;

Ø final certification in the system of specialized education - UNT;

Ø full educational and methodological support and work with the meanseducation (for example, audiovisual), as well as withspecialized technical equipment.

A special role in teacher education belongs pedagogical universities, colleges andsystem of advanced training of teaching staff. In addition, the teacher must, in addition to a set of programs and textbooks, have books for students and teachers, special kit education, which includes audiovisual andinformation means.

- In the structure of the basic and senior levels of the school, there are twocomponent of the content of education: basic (invariant) and school (variable). What is the difference between them?

The invariant part introduces students togeneral cultural and nationally significant values, forms in studentspersonal qualities. The variable part is the individual nature of developmentschoolchildren. It takes into account their personal characteristics, interests and inclinations.

- What is the difference between elective and selective systems of differentiation?

The elective system provides for a free set of educationalsubjects to study on the basis of a number of compulsory subjects(invariant core of education). Here is a flexible composition modelclass, electives, extracurricular activities and hobby groupsinterests and so on. The elective system is carried out according to a rigida model that is built not only according to the interests and inclinations of students, but alsotakes into account the projected profession (profile classes, PTSh, PTL, colleges).

The selective system of differentiation provides for the separation of studentsat the senior level. Pafter the end of the unified general education steps they choose one or the otherareas of study. Here, the projected profession is especially taken into account.(profile classes for in-depth study of one or anothersubject, PTSh, PTL, colleges).

What is the difference between in-depth profile training and advanced training?

Advanced profile training is an in-depththe study of familiar school subjects and their correspondingelective courses.Extended specialized training - the study of disciplines (includingelective), completely going beyond the usualschool subjects.In turn, profile training can be divided into three types.

customized type ensures the implementation of students personal educational trajectory, not necessarily leading himfor post-secondary or additional education. Here setstudied profile and elective courses can be random,determined solely by the inclinations of the students. At the implementation of this type of profile training does not require the developmentprofessional training programs and teacher certificationeducational institutions. Individual student curricula are developed at the school level and do not requireapproval at a higher level.

socializing type of aimed at improving the communication and adaptive capabilities of students(learning language, culture, morality, law, etc.) or preparing them directly for work (knowledge of the labor market,technology, economics and entrepreneurship, farming),vocational training for work in institutions of the sphereservice or in agriculture, or special trainingto receive primary or secondary vocationaleducation. Socializing profile programs are being developedat the regional level, at the same levelcertification of teachers and educational institutions.

Pedagogical (academic) type is aimed at implementing continuity in the "school-university" link. Hecloses the gap between the final level of preparation of studentson subjects at school and requirements for the initial level of knowledgefor successful university education.

- And what specific profiles can there be? Natural-mathematical and humanitarian or are there any other?

There are many profiles - for every taste. natural and mathematical (physics, chemistry, maths), biological and ecological,historical and geographical,humanitarian (culturology, philosophy, sociology, pedagogy, psychology), economic and legal,linguocultural,information technology,engineering and technology,agrotechnological, medical and art .

There are also possiblepre-university profiles: technological (agro-technologicaland information technology),natural sciences (physics, chemistry, mathematics), biologyecological, linguistic and cultural, economic and legal,medical, pedagogical, historical and political science,cultural, sports, military.

- Who developsprograms of pre-university profiles? What do they include?

Programs are developed by school education workers togetherwith scientists, teachers, representatives of universities.

In them includes the initial requirements for students in grades 9 (10) forentry into the profile (pre-profile training); contentspecialized training in 10-11(11-12) classes and end results -to complete the profile training and enter the university.

And with certification of teachers and educational institutions, implementing pre-university profiles, carry outauthorized universities and regional governmentseducation under the control of the Ministryeducation and science.

- So, a student who goes to study the natural-mathematical cycle, Pushkin and Abai are no longer needed, and the “humanist” can forget about the Pythagorean theorem?

No, each of the curricula will include subjectstwo blocks: general education (non-core) andmajor subjects. In general, I want to warn that whenchanges to the structure and content activities of schools, it is necessary to exercise the utmost caution. In primary and secondary schools, for example, more attention should be paid togeneral scientific and general cultural training of students. After all, when moving tothe role of general education is increasing in the system of lifelong education. The student must developcognitive abilities, independence, acquire general educationalskills and abilities - without this, all subsequent stages of continuouseducation is ineffective.

But at the senior level, you can already use variable programsand textbooks, new training courses. Very important p in the construction of curricula for specialized training, put at the forefront topical school problems: take care of the health of students, normalize the educationalload, improve the quality of education.

- They say in Russiawhen building basic trainingplans are guided by compliance with the "Hygienic requirements forlearning conditions for schoolchildren?

Yes, and according to these sanitaryhygienic standards, the maximum amount of teaching load according toclasses are the following:Grade 1 - 4 hours, Grades 2-6 - 5 hours, Grades 7-11(12) - 6 hours. At the same time 1-6 classes can be oriented to 5-day, and middle and senior link 7-11 (12) classes - for a 6-day academic week.

In the content of specialized education, the basic (invariant, general education) component makes up 65% of the teaching load,profile component (special courses studied by choice atadvanced level 25%), and the elective component - 10%.

Consequently, 35% of the teaching load is supposed to be devoted to specialized training. In this case, the weekly load is 22 hours for base component, 14 hours for the profile component, including for elective courses. Consultations and individual work withby schoolchildren within the profile can be carried out at the expense of studentcomponent of the curriculum - 2 hours per week.

- We liked the new textbooks on Russian literature for grades 10 with the Kazakh language of instruction. Previously, children only superficially got acquainted with great Russian poets, now they study in detail the work of Pushkin, Lermontov, and other classics. Stories are given about their lives, excerpts from prose works of poetry. What is the difference between the textbooks for specialized education and the textbooks that existed before?

The content of textbooks for profile education includesobligatory core and variable part. In the variable part, it is possiblemodular principle of presenting the content of education. Eacha separate module includes content corresponding to the profile type. I would like to emphasize that ineducational and methodicalensuring that serious attention should be paid to the development of programs andtextbooks for elective courses. First of all, it is necessarydevelop (possibly improve) advanced training programs studying subjects.

- Lately, a lot has been said about the fact that in our schools the heads of children are stuffed with knowledge, but they are not taught to acquire this knowledge. Will there be any changes here?

Oh sure. It is necessary to teach children not only to acquire knowledge andgeneral learning skills, but also to teach them variousways of activity. They should be able to developtheir intellectual abilities, especially when mastering morecomplex (compared to the educational standard) content.

Must be able to use the Interneteducational videos, electronic texts. Here it is very important to hold as many creative competitions as possible, heuristic tests, to set rating marks for the success of specialized training, to organize excursions to enterprises and specialized exhibitions, to arrange workshops at educational and workplaces in enterprises in the profile.

- Profile training needs an appropriate materialtechnical base: new technical means, devices, installations. Where can I get all this?

It is a very sensitive issue for schools at this time. Here one could recommend using (as it is now practiced in lyceums at universities)material and technical base of other educational institutions (colleges,universities, interschool Code of Criminal Procedure and so on). Of course, the Internet is also necessary, as I said, and both students and teachers must be prepared to work with it.

The creation of schools where students receive specialized training is an adequate response to the wishes of the schoolchildren themselves, who, according to the results of surveys, expressed the opinion that the model of a simple general education school has already exhausted itself and does not allow them to fully orient themselves professionally. The state agrees in principle with these statements. This is evident from the fact that it has announced the gradual transformation of most of the "simple" schools into specialized educational institutions.

At its core, profile training is not the same as industrial or vocational training - they differ in their goals. The main goal pursued by profile education is a kind of preparation for further education of a student at a university in a chosen profession. To do this, the school curriculum introduces an in-depth study of specialized, that is, those that are primarily necessary for further education, subjects. This does not mean that other subjects will not be taught at all. It’s just that profile education at school means the allocation of more teaching hours specifically for selected subjects. At the same time, as in ordinary education, profile education at school provides for the issuance of a certificate with final grades not only in subjects with in-depth study, but also in other general education disciplines. An increased number of hours can be not only as part of the main lessons, but also in the form of an elective, that is, additional classes.

The very concept of profile education is usually introduced with and includes the right of independent choice by high school students of a training option in any priority direction. The Ministry of Education and Science in the Russian Federation has developed and approved 4 main options for which specialized training can be conducted. These are profiles with a mathematical, socio-economic, technological and humanitarian bias. Moreover, each individual profile implies the study of an in-depth study of not just one subject, but several at once. In the mathematical bias, this is mathematics and physics, and in the humanities, literature in combination with Russian and foreign languages, etc. But these developments are purely advisory in nature, and the administration of each particular school is given the right to introduce its own profile. Therefore, the list of different profiles today has already expanded significantly. For example, according to the data of the same Ministry of Education, the formation of agricultural, medical and pedagogical profiles, as well as many others, has been noted.

May have several types of teaching in the classroom. These can be specialized classes with the use of specially designed or classes with in-depth study of specialized subjects, but the most promising from the standpoint of a student's further admission to a university are special classes that function according to the school-university scheme. It is to the latter model, as the most promising for further career guidance in the face of stringent requirements that the modern labor market imposes, that most schools strive for. But for the formation of such classes, close cooperation between the school institution and the supervising university is necessary, the teachers of which conduct an elective course for high school students in the form of additional preparatory courses. Not all schools, especially those located in rural areas, have the opportunity to establish such close cooperation with a higher educational institution. Therefore, here for students, as a rule, specialized training is taught in the classroom with a deeper study of subjects.

In general, profile education is undoubtedly a very useful form of gaining knowledge, allowing the younger generation to decide on the choice of a profession as early as possible and start active preparation for obtaining it.

In recent years, materials on specialized education at school have increasingly appeared in the press. In Russian schools, an experiment is being conducted to introduce specialized education. The federal basic curriculum and exemplary curricula for educational institutions implementing general education programs, including exemplary curricula for various educational profiles, have been approved. Scientists and leading practicing teachers develop programs of specialized subjects and elective courses for specialized education.

The newspaper "Sport at school" does not remain aloof from these problems either. She was one of the first to include the issues of organizing specialized training in the program of the pedagogical marathon, which took place in April last year. In the new academic year, the newspaper, together with the Pervoe September Pedagogical University, organized advanced training courses for physical education teachers under the program "Physical Education in Profile Education".

But, despite this, the lively interest of many physical education teachers, head teachers and school directors, and even some parents in this problem does not weaken. Many of them are concerned about the organization of specialized education, drawing up a school curriculum in the context of the introduction of specialized education, developing programs for elective courses for a particular profile, the continuity of general secondary, additional and vocational education programs, integrating schools and institutions of additional education for children in the context of specialized education and much more.

You can, of course, find answers to some of these questions in the lecture materials of advanced training courses. But still, many questions that were not included in the lectures require additional clarification.

First, what is the difference between profile training and the currently existing in-depth study of individual subjects? First of all, it is important to understand what professional training is. Profile training- This is a system of specialized training for high school students, aimed at making the process of their education at the last stage of a general education school more individualized, meeting real needs and orientations, capable of providing a conscious choice by schoolchildren of their professional activities.

Profile learning allows students to select a specific priority area for deeper learning. Since the choice involves a number of options, the transition to profile education is, first of all, the expansion of freedom, the variability of school education. In contrast to the in-depth study of individual subjects, specialized education allows students to study not one, but a group of subjects that complement each other. The process of in-depth study of individual subjects is based on a subject-oriented approach, and the basis of profile education is a professionally oriented approach.

Classes with in-depth study of individual subjects implement general educational programs of primary general, basic general and secondary (complete) general education and provide additional (in-depth) training for students.

Profile classes are created at the senior level of education and implement two-level educational programs of secondary (complete) general education (basic and profile) and provide subject-specific profile training for students in grades 10–11.

In this regard, I also want to remind readers of the difference between sports classes and specialized classes of a sports-pedagogical or defense-sports profile. The very concept of "sports class" is a bit simplified. It arose long ago, when specialized classes for certain sports first appeared with an extended day of study and an in-depth educational and training process. The main purpose of these classes is to provide conditions for a rational combination of studies with an in-depth educational and training process in a sports school and to train a sports reserve.

The recruitment of specialized classes in individual sports is carried out from among the most promising in terms of sports students who have undergone sports training for at least one year in training groups, taking into account the final marks for the previous class, the recommendations of the coaches of the Youth Sports School (SDUShOR) and on the basis of an interview. At the same time, interest in the chosen sport and the consciousness of its choice are clarified.

Thus, sports classes include specialized classes in certain sports that implement general educational programs in the school mode and provide an in-depth educational and training process.

Profile education in classes of sports-pedagogical and defense-sports profiles is implemented in homogeneous groups of students, formed according to the principle of their professional orientation. At the same time, the educational process in these classes is built in the following way:

profile general education subjects and elective courses, in which there is a steady interest and individual abilities of students, are studied in depth;

· focuses on the formation of professionally important personality traits in the field of pedagogy, physical culture and sports, military and defense activities, life safety, etc.;

· the control, correction of professional plans of students is carried out, the degree of their validity is revealed;

· ways of preparing for future professional activity, ways of diagnosing the motivational-orientational sphere of students, evaluating results, achievements are outlined;

· the foundations for social and professional adaptation of students are formed: value orientations, motives for choosing a profession, professional and pedagogical orientation;

Formed professional interests of students.

Thus, in the sports and pedagogical classes of general education schools, along with the physical training of students, there is a purposeful accumulation of knowledge about the future profession and the formation of a motivational-value attitude to the teaching profession in the field of physical culture.

One of the priority tasks of education in modern conditions is the integration of basic and additional education. In this regard, another important question arises: how to rationally combine general and additional education of schoolchildren in the field of physical culture? How should the school and the sports school interact in this case?

First of all, it is necessary to reveal the meaning of the concept of "education in the field of physical culture". Education in the field of physical culture is the process and result of the assimilation of knowledge, skills and abilities associated with the use of special means and methods of directed physical development of a person, as well as the development of the ability to transfer what has been learned to others.

In the Youth Sports School, specialized classes in sports, conditions are created for the development of individual abilities of students in selected types of physical culture and sports activities in accordance with their value orientations, interests and needs. And if these conditions are combined with a stable motivation of a person to engage in one or another type of physical culture, then this person falls into a new structure of education - additional physical education based on individual needs and interests. This education has a fairly wide range of pedagogical impact on a person and is carried out at various levels of physical culture and sports training.

The specificity of additional education in the field of physical culture lies in the fact that, without replacing the integral system of building secondary general education, it should serve as an additional resource when influencing the personality of a student in order to professionally self-determine him and prepare him for studying at a university.

Its main goal is to satisfy the interests and needs of the individual in a particular type of physical culture and sports activity. This physical education differs from the basic one in that it is carried out in conditions of high motivation of those involved, their desire to achieve certain results. Very often, the interests of a person in a particular sport do not fade away over many years of life and, in fact, are the source of its constant physical activity, physical education and healthy lifestyle. It is through the directed formation of a person's motivation for regular classes in one or another type of physical culture and sports activity that it is possible to successfully solve the problem of continuous physical education of a person throughout his life. Therefore, one of the most important conditions for the transition of a person to the system of continuous physical education is the formation of a stable and conscious motivation for active physical education and sports.

Hence, it becomes obvious the need to combine the efforts of general education schools and institutions of additional education of a sports orientation, not only in attracting schoolchildren to regular physical education and sports and strengthening their health, but also in the professional orientation of students and the formation of professional self-determination for a pedagogical profession in the field of physical culture and sports .

Recently, the organization of additional education of children in a general education school has become widespread. The specificity of additional education lies in the fact that in the conditions of a general education institution, the student gets the opportunity not only to connect to classes of interest, but also to learn a new way of existence - without grades, but ensuring success due to his abilities, regardless of progress in basic academic subjects.

In fact, additional education in the field of physical culture expands the space in which students can develop their cognitive and motor activity, realize their motor abilities and personal qualities, which often remain unclaimed by basic education. In additional education, the student himself chooses the content and form of classes, he may not be afraid of failures. All this creates a favorable psychological background for achieving success, which, in turn, has a positive effect on educational activities.

The most important issue in the organization of specialized training is to determine the model of its organization. In this case, the model of network interaction between educational institutions and organizations is the most appropriate.

In this model, profile training of senior students in the field of physical culture is carried out through purposeful and organized attraction and use of educational resources of other educational institutions and organizations, based on the parity cooperation of the school with institutions of additional education, secondary and higher professional education.

These educational institutions may include:

general education schools with specialized classes (defense-sports, sports-pedagogical profile, etc.);

sports-pedagogical lyceums, schools of defense-sports and sports-pedagogical profiles, etc.;

DYUSSH, DYUKFP, centers of children's creativity, etc.;

sports and pedagogical colleges, technical schools, schools of the Olympic reserve;

universities of physical education, pedagogical universities.

In their totality, they will form an educational network, the resource potential of which can be used to some extent for the subsequent introduction of specialized education at school. This educational model is especially relevant in the context of the creation of university complexes.

An acute problem remains the lack of the necessary continuity of secondary and higher education. For a number of years, the proportion of secondary school graduates who are able to pass entrance exams to universities without additional preparation has been falling. Due to the differences and lack of continuity in the system of education in secondary and higher educational institutions, junior students go through a long period of adaptation to the university system of education.

At the same time, the network of general education schools with in-depth study of individual subjects (gymnasiums, lyceums, etc.) is still insufficiently developed. For most students, they are inaccessible. This leads to such negative phenomena as mass tutoring, paid preparatory courses at universities, and so on.

The introduction of specialized education in schools should make a positive contribution to resolving such problems. The system of continuing professional education, especially in the context of the transition to specialized education, must change dramatically. Therefore, the main attention should be paid, first of all, to profile education in a general education school, since it is there that future students are trained.

The introduction of specialized education at the senior level of general education provides for the possibility of creating specialized schools. The mission of the specialized school is to provide conditions for the development of the personality of students and their self-realization in accordance with their professional orientation.

The specialized general education institution is the most remote in time from the final result of vocational education and is the preparatory stage of vocational education.

Read more about the design of specialized schools in the conditions of specialized education in lecture No. 7.

At the same time, physical culture is also an integral part of the content of training employees of law enforcement agencies, the Ministry of Emergency Situations, future teachers, doctors, engineers, etc. as a professionally applied component of their professional training.

Applied physical training is a specialized type of physical education, carried out in accordance with the requirements and characteristics of labor activity and service in the ranks of the Russian army.

Applied physical training is aimed at the formation of vital motor skills and abilities, the development of special physical qualities, strengthening health and improving human performance.

The main tasks of applied physical training of students in grades 10–11 are:

purposeful development of physical qualities that correspond to the specific activity of a particular specialist;

improving the skills and abilities necessary in labor activity and in military service;

increasing the functional resistance of the human body to unusual and extreme conditions.

The implementation of the program material on applied physical training can be carried out at the lessons of physical culture and life safety, at additional classes under the program of elective courses, at extracurricular activities of a sports and applied nature, as well as in the process of independent training sessions on the instructions of the teacher. At the same time, it is necessary to bring the conditions for performing motor actions and training physical qualities as close as possible to real life situations.

All this requires the development of program and normative documents, new pedagogical technologies in the implementation of the profile content of physical culture in the senior classes. Each school, in accordance with the chosen profile of education, can create its own program for applied physical training for students in grades 10-11.

This new component is designed, on the one hand, to take into account the interests and inclinations of students, and on the other hand, it determines the increased requirements for the professionalism of physical education teachers. Therefore, a teacher of physical culture of a specialized school must not only be a high-level specialist corresponding to the profile and specialization of his activity, but also provide variability, personal and practical orientation of the educational process, as well as the completion of profile self-determination of high school students and the formation of individual abilities and competencies necessary to achieve professional education.

Ildar LATYPOV, Ph.D.,
Pedagogical Institute of Physical Culture
Moscow