ACTUAL DEMAND OF MODERN HUMANITARIAN EDUCATION IN SECONDARY SCHOOL IN THE ASPECT OF THE RELATIONSHIP OF PEDAGOGICAL SCIENCE AND EDUCATIONAL PRACTICE
DOI: 10.23951/1609-624X-2017-5-117-121
Introduction. The article substantiates the relevance of modern educational space, which combines scientific and practice-oriented components, knowledge and competence paradigms of education. The aim of this work is to generalize and systematize the set of requirements for quality humanitarian education. Material and methods. The methodological basis of the study was a set of methods of system, activity and personality-oriented approach, analysis of scientific and methodological literature, legal documents regulating modern General education practice. Results and discussion. Consideration of the phenomenon of humanitarian education and humanitarization of education, as well as the format of the mandatory exam in the Russian language (the main state exam and the unified state exam, as well as the final interview in the Russian language) allowed to fix the focus of the estimated results in two aspects: the actual knowledge and competence, allowing to assess the formation of the student’s personality, to assess his speech readiness in combination with his General culture. It is noted that modern linguistics considers language as a complex dynamic system, which is undoubtedly reflected in the context of the formation of the school educational space. The framework presents the organization of the educational process in the Humanities, namely its orientation as a single set of requirements, in particular between the actual subject education and personal abilities, inclinations of students, to be focused on the prolonged demand for students in their future professional space and in private life, which involves in the process of formation of the humanitarian educational space of the school the inclusion of various methodological options of educational activities and the inclusion of didactic units, focused on the formation of dialogue and interaction, as well as the formation of practical skills in the subject area. Conclusion. According to the results of the study, it is concluded that this variant of the organization of humanitarian educational space is possible through a combination of different approaches, among which the leading place can be occupied by the technology of personality-oriented education.
Keywords: humanitarian education, educational area Russian Language, personality-oriented education, competence approach
References:
1. Rodzhers K. Vzglyad na psikhoterapiyu. Stanovleniye cheloveka [Perspective on psychotherapy. The development of man]. Moscow, Progress Publ., 1994 (in Russian). URL: http://psylib.org.ua/books/roger01/index.htm (daccessed 15 February 2019).
2. Belova S. V. Teoriya gumanitarnogo obrazovaniya v kontekste pedagogicheskoy paradigmal’noy mnozhestvennosti [The Theory of humanitarian education in the context of the pedagogical paradigm of multiplicity]. Izvestiya Volgogradskogo gosudarstvennogo pedagogicheskogo universiteta – Ivzestia of the Volgograd State Pedagogical University, 2006, no. 1, pp. 33–37 (in Russian).
3. FIPI: Ofi tsialnyy sayt (in Russian). URL: http://www.fi pi.ru/ (accessed 5 April 2019).
4. Frantsyzova O. A. Otbor soderzhaniya obrazovaniya v obshcheobrazovatel’noy shkole Cheshskoy Respubliki: gosudarstvennyy standart i shkolnye programmy [Selection of the content of education in secondary school of the Czech Republic: the state standard and school programs]. Problemy sovremennogo obrazovaniya – Problems of Modern education, 2015, no. 2, pp. 51–65 (in Russian).
5. Radzhabova A. F. Metapredmetny podkhod na urokakh russkogo yazyka v sovremennoy shkole (osobennosti ponimaniya) [Meta-subject approach at the Russian language lessons in the modern school (features of understanding)]. Rema – Rhema, 2015, no. 3, pp. 108–112 (in Russian).
6. Abramova T. A. Effektivnost’ ispolzovaniya sovremennykh tekhnologiy na urokakh russkogo yazyka i literatury [The Effectiveness of the use of modern technologies in the lessons of the Russian language and literature]. Eksperiment i innovatsii v shkole, 2010, no. 5, pp. 37–41 (in Russian).
7. Stepikova E. V. Vzglyad na prepodavaniye russkogo yazyka i literatury v shkole [Perspective on teaching Russian language and literature at school]. Concept, 2013, no. 12 (in Russian). URL: http://e-koncept.ru/2013/13243.htm (accessed 11January 2019).
8. Razbegayeva L. P., Krutova I. V., Samokhodkina T. V. Shkol’noye gumanitarnoye obrazovaniye skvoz’ prizmu tsennostnogo podkhoda [Humanities in schools through the prism of value approach]. Izvestiya Saratovskogo universiteta. Seriya: Akmeologiya obrazovaniya. Psixologiya razvitiya – Izvestiya of Saratov University. Series: Educational Acmeology. Developmental Psychology, 2012, vol. 2, issue 2, pp. 198–203 (in Russian).
9. Petrovsky V. A. K ponimaniyu lichnosti v psikhologii [To the understanding of personality in psychology]. Voprosy psikhologii – Voprosy Psychologii, 1981, no. 2, pp. 40–46 (in Russian).
10. Lomko I. Yu. Razvitiye gumanitarnogo obrazovaniya v rossiyskoy gimnazii vtoroy poloviny XIX veka [Development of humanitarian education in Russian schools in the second half of the XIX century]. Izvestiya Rossiyskogo gosudarstvennogo pedagogicheskogo universiteta im. A. I. Gercena – Izvestia: Herzen University Journal of Humanities & Science, 2008, no. 61, pp. 407–414 (in Russian).
( 416.87 kB ) 
( 410.75 kB )
Issue: 5, 2019
Series of issue: Issue 5
Rubric: INNOVATIVE PROCESSES IN EDUCATION
Pages: 117 — 121
Downloads: 678