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Big problems arise with the process of self-realization, with the techniques of self-presentation.

In the acmeological school the child develops as an individual, personality, its individual features are taken into account, spiritual and moral values ​​are formed, creative abilities, ability to socialize, to build relations in collective and society are developed.

The conceptual foundations of the acmeological school are implemented in the school development program, in the annual plan of scientific and methodological work of the school (materials from these documents are given below).

The concept of the school development program (model – “School of Social Success”)

Secondary school is part of the educational system of both the district and the region. In its activities, the school is guided by the charter and regulations of the education authorities. The activities of the school are carried out on the basis of strict observance of the legal rights and interests of all subjects of the educational process. The school strives to take into account and meet the needs and aptitudes of students, the interests of their parents, while paying special attention to addressing issues of creating comfortable conditions for the upbringing and education of children, optimizing the activities of teachers.

The implementation of this development program involves the creation of conditions in the educational institution for the success of all subjects of the educational process. Success is seen as a form of self-realization of the individual. Achieving success depends on the level of self-preservation of the individual, ideas of self-realization, on the social maturity of the individual and on the awareness of social responsibility (G. Tulchinsky). Social success is understood as an educational environment in which students and teachers have the opportunity to fully realize their creative potential, intellectual opportunities that contribute to the successful socialization of the child and its adaptation to changing socio-economic conditions. Parents, being equal subjects of education and social partners of the school, have the opportunity to receive information about the progress of their children and to take an active part in creating and adjusting the individual educational trajectory of their children.

Within the framework of this model the ideas of the culturally appropriate and acmeological school are realized. The development program is designed to create optimal conditions for self-realization, self-education and self-education of all subjects of the educational process, improving the practice of the educational institution in accordance with the priority areas identified in the current development program.

The priority areas of the school’s educational policy are:

creating conditions for students to master cultural values; expanding the scope of general socio-economic interests of students; formation of ecological and valeological worldview of rural schoolchildren; formation and development of information and legal space of society.

The work of the school in these areas contributes to the solution of the following tasks:

selection of the content of education and pedagogical technologies that reveal to students the values ​​of life and contribute to the fullest realization of their values ​​and life orientations; expanding the range of educational services that allow schoolchildren and rural youth to master the culture of self-determination and self-realization; preservation and strengthening of physical and mental health of schoolchildren in all spheres of their activity; development of social partnership that promotes the socialization of the rural student; restoration of the educational system of the school in connection with new directions in the development of the educational institution; improvement of professional competence and general cultural level of pedagogical workers; creation of a system for monitoring the quality of the educational process in the “School of Social Success”; education of the competitive personality of the rural schoolboy, formation of the competitive personality of all participants of the educational process.

The “School of Social Success” is designed to create conditions for the formation of a socially active, morally and physically healthy personality of the child, interested in the results of their activities and able to achieve the goals.

The model of the “School of Social Success” involves the creation of conditions for successful socialization of the individual, the formation of a competitive personality, the formation of the economic culture of the child.

One of the leading principles of school functioning is the principle of cultural conformity. “Socialization of the individual” is seen as “a set of all social and psychological processes by which the individual learns the system of knowledge, norms and values ​​that allow him to function as an independent member of society” (I. Kon) …

“Competitiveness – an integral characteristic, which includes: a high level of efficiency; the desire for a quality end result; stress, ability to overcome difficulties; creative attitude to business; ability to make responsible decisions; sociability, ability to cooperate, cooperate, co-create; ability to quickly new business; ability to self-education, self-realization, self-development “(V. Andreev).

“Economic culture is part of the general culture of society and each person. Economic culture – a concept that includes not only the appropriate level of economic education and upbringing, but also the socio-value attitude of man to the world, the system of values , human responsibility for their activities. ” (V. Benin).

Author: V. Petrukhin

Open lesson article: “Development, technologies, experience”


Socratic lessons in the author’s school

“For the sake of life, not for the sake of school, we learn” – these words of the wise Seneca formed the basis of the lessons of free communication (ATC), or they can be called Socratic

Knowing your subject is, of course, very important in a teacher’s daily work. But sometimes you need to look at your work through the eyes of an ordinary student and evaluate it properly. The view from behind the school desk is an integral part of our open space, where children learn and try to assert themselves as individuals. The problems of society negatively affect the process of formation of a positive “self-concept”. The debunking of old ideals and the lack of true national values ​​gave rise to an unusual situation for the teacher: the moral values ​​he propagates often come into conflict with reality. And a teacher of philology, based on the wisdom of the book, is no longer the most important source of information. In terms of computerization, the teacher “loses” to more interesting entertainment programs that do not require the work of the heart. And aesthetic tastes are formed in schoolchildren by modern TV series, which promote violence as one of the most important arguments in solving life’s problems. Of course, good should be strong, with fists, but there are other ways of understanding between people. That is why in my work I very often turn to the problems of morality to the origins of spirituality. And this is the basis of native language and literature courses.

He developed several important algorithms for students, which will agree not only in lessons, but also in everyday life. The practical use of these algorithms lies in the field of philosophical interpretation of life problems, and even more so – school.

To know is to understand – to appreciate – to cherish and create something new

Conducting Socratic lessons is a kind of result of studying a logically complete linguistic and literary block. Its effectiveness is determined not by the number of solved problems or high-level points, but primarily by the level of independence of buy a comparison essay online our students, who demonstrate to classmates the ability to conduct a dialogue, to defend their own opinion. It is very important to teach students to tactfully and tolerantly recognize the opponent’s superiority in an argument. In the realm of morality, debates are inefficient, and sometimes dangerous, because students can drive teachers into a dead end with their questions. And as a result – a loss of confidence. I do not call for avoiding today’s acute problems (“To live honestly – to be poor” or “I wanted to spit on everyone – so that I was good”), but to anticipate the course of the lesson, taking into account that life’s problems are more real than written in books.

Young people have learned to communicate, especially with adults, have not learned to perceive, process and transmit information. The disadvantage of the younger generation is to correctly understand the motives of the actions of others, their expressions, gestures and facial expressions. Big problems arise with the process of self-realization, with the techniques of self-presentation. Students are almost unprepared for resolving business and domestic conflicts.

It is these acute problems of life in the lesson of free communication and are passed through the formation of fiction, and projected in an open educational space. This is the strategy of the ATC. Our task as educators is to show the ways of entering adult life, to teach to quickly turn information into knowledge of a specific type of activity. The ability to communicate – the main guarantee of success not only in education but also in business – John Rockefeller has repeatedly reminded his colleagues.

Lessons should be transformed into simulated life situations, where literary material will serve not only as an illustration of the “work of the heart.” Free communication in class does not mean that there is a pointless conversation about everything. The algorithm of the conversation is made by the teacher based on a specific situation: a fact from the life of a student or class is decisive for the conversation, and literature is used as a background, an interesting addition to the thoughts of the teacher and his students. It is possible that this path of development of literary education will be able to bring a teacher of philology to the strategic direction of development of a democratic society: the formation of a free personality. Today’s problems are rolling to school faster and faster, and the teacher himself needs to take a place in society. And indicate possible ways of such entry for their pets. This is how former graduates remembered such lessons. Now, in their adult lives, they have to solve very difficult problems, but they have undergone a kind of hardening at school. It is their suggestions, the best memories of the school years that form the basis of the ATC. The form depends entirely on the teacher, it is he who improvises, finds, invents, directs the lesson in the appropriate direction of conversation. And such lessons form figurative thinking, which is transformed into certain moral qualities of the individual, which realizes the creative potential in the lesson. Such lessons are inseparable from the educational work carried out by the teacher, using the advantages of the model of the educational system “The state is me”, which is a kind of generator of positive energy.