Introduction of GEF: experience, challenges, prospects

The introduction of the GEF into the educational process is carried out through the study of the regulatory framework at the municipal, federal and regional levels. In addition, an ad hoc working group is formed, the main program of the institution is drawn up, a scheme of methodical work is drawn up. Along with this, changes are made to job descriptions, according to the requirements for staffing. As a key condition for the introduction of the GEF, parents are informed about the transition to new standards.

Working group

It is formed by order of the director. It creates a plan for the introduction of GEF. It includes such issues as:

1. Study of methodological materials.
2. Development of the basic curriculum.
3. Creation of working projects on subjects.
4. Development of off-hour activities.
5. Informing parents and discussing new standards with them (how this or that GEF lesson will be conducted).
6. Forming a monitoring system to track the main results.
7. Establishment of the regulatory framework accompanying the introduction of GEF in the school or kindergarten. This includes the publication of local acts, through which the activities of teachers and administration staff are regulated.

Preparatory stage

The introduction of the GEF into a DOW or a medium-level educational institution is carried out in several stages. A number of key tasks are being solved at the preparatory stage. In particular, the regulatory framework of the institution is supplemented by local acts. In particular, it is carried out:

1. Formation of the Regulations on the training work program on basic subjects in accordance with the requirements of the standard.
2. Amendments to the job descriptions of the Deputy Director for SD, the class teacher regarding the organization of the introduction of the GEF.

At the preparatory stage, a survey of parents is conducted to identify the need for additional sessions during off-hour time. An integral measure at this stage is to adjust the scheme of methodical work. Its main focus is the study of materials that accompany the introduction of GEF. Based on the analysis, curriculum development is carried out. Parents are discussing a new scheme, which will be conducted a certain lesson on GEF. At the meeting, the goals and objectives of the standard are brought to them. Based on the results of the preparatory phase, orders regulating the work of teachers are issued, a program for after-hour activities is developed, and other regulatory (local) acts are approved.

The first difficulties

They arise already at the stage of bringing the regulatory and legal framework in line. At the federal level, documents were created in which there are common ideas and directions. The introduction of the GEF is hampered by the lack of programs for a particular educational institution, for specific subjects and for extracurricular activities in relation to the institution. Nevertheless, these difficulties are quite manageable. A working group is created for this purpose. Its members should carefully study the proposed standard, adapt it to a specific institution. In this case, it is necessary to conduct an in-depth analysis of the materials. In accordance with the results, a regulatory framework is being developed, and programs for extracurricular activities are being modified in several areas:

1. General intellectual.
2. Sports and health.
3. All-cultural.
4. To the social.
5. Spiritually and morally.

The introduction of the GEF fundamentally changes the representation of teachers about the content of the educational process and the educational result. An innovation for many teachers is the notion of universal learning activities. Teachers have an impressive experience of interacting with students, they know how to develop children. Reorganization of the formed beliefs and actions of the teacher becomes a serious problem for the administration and the collective.

Methodological support

The introduction of the GEF preschool education requires the administration to take active action. Professionals should develop a strong motivation to work with the use of new standards. Of no less importance is the methodical readiness of the teacher for the introduction of the GEF. To implement these tasks, the institution develops a block of measures to support specialists. As the main goal of the methodical work is the formation of the model of transition of the OS to new standards, ensuring the professional readiness of employees through the system of continuous development.

Project

It is considered to be the most effective option for the teaching staff in the implementation of GEF. The project ensures the inclusion of each teacher in the collective creative work on the development of innovations. It is advisable to develop a program for organizing methodological activities in connection with the introduction of GEF. Discussion of the project is carried out at the pedagogical council.

Groups of teachers

Their creation contributes to increasing the effectiveness of all work. Creating groups (creative, according to interests, etc.), it is necessary to pay special attention to:

• Study of professional problems and the needs of teachers.
• Providing the opportunity to choose the forms and ways to enhance the skill of each teacher. Teachers can voluntarily participate in certain seminars, attend courses. Teachers should have the opportunity to offer their own individual training program, remotely including.

Forms of methodical activity

They can be didactic and organizational, collective and individual. As traditional methodical forms are:

1. Pedagogical advice.
2. Meetings.
3. Pedagogical monitoring, diagnostics.
4. Individual work.
5. Self-education of teachers.
6. Attestation.
7. Workshops.
8. Open lessons.
9. Subject weeks.
10. Mutual visiting of lessons.
11. Creative reports.
12. Individual and group consultations.
13. Acquaintance with methodological innovations, discussion.
14. Practices for creating lesson schemes.
15. Presentation of methodological findings.

Key topics

The introduction of the GEF NEO is accompanied by:

1. Realization of the national educational initiative in the activity of the institution, the class teacher, the instructor-subject.
2. Updating the technologies and content of the educational process in the context of GEF implementation.
3. Acquaintance with information and educational materials required to effectively solve the tasks.
4. Study of the features of the modern lesson, design and research and after-hour activities.
5. Development of technology for assessment of DAM, quality of training, preparation for GIA and EGE, improvement of teaching.
6. Monitoring of the educational process, analysis of its effectiveness.

First results

The introduction of the GEF NEO is accompanied by a large-scale work. As the first noticeable changes in the activity of the educational institution, it can be noted:

• A marked increase in positive motivation.
• Expanding the concept of the content of standards.
• Enhancement of methodological mastery in the course of mastering new technologies.
• Efficiency of the created information and methodological base, on the basis of which implementation of GEF is carried out.

1 class acts as a transition period for young children. In this regard, a clear coordination of the activities of teachers and educators is needed. To ensure its provision, the introduction of the GEF into the DOW is envisaged. Already at this stage, a clear development and training program for each child should be formed.

Introduction of GEF in Grade 5

Standards provide for new methods for assessing students. In order to organize a system for monitoring the formation of universal educational and substantive actions, the teaching staff and the administration of the institution should have an adequate understanding of the general approaches to determining the degree of mastering the material, the content of the assessment, and the specific features of the tasks used in teaching. The new standards focus work on achieving qualitatively new results and goals. Questioning of teachers 5 cells. Showed that in isolating and analyzing tasks that are aimed at the formation of DAM, up to 40% of specialists experience difficulties. At the same time, all teachers have a difficulty in assessing the formation of actions in children. This is due to the fact that for a long time there was not developed a unified diagnosis of subject, personal and meta-subject achievements. In this regard, the introduction of the GEF should first of all involve studying the content of the assessment system. It is necessary to understand the extent to which it stimulates and supports the pupils, how accurately feedback will be provided, what its informativeness is, whether it can include children in independent activity. As the main criterion and the task of evaluation is not the development of the minimum program, and mastering the system of actions with the material being studied.

Methods for analyzing results

Different approaches are used in the assessment. They are mutually complementary. As the most popular forms and methods are:

1. Subject / meta-subject written and oral standard works.
2. Creative tasks.
3. Projects.
4. Practical work.
5. Self-evaluation and introspection.
6. Observations.

Separately, the place among the indicated forms is occupied by the final comprehensive and subject testing works. For the individualization of the education system, these standardized activities will not be enough. The teacher needs to learn how to develop such tasks. Going into the essence of the scheme of compiling the work, the teacher will be able to understand how its content forms and evaluates the UAL.

Current monitoring

It is implemented using the results table of the educational process. They are placed in the "Workbook of the teacher." This document is a notepad for current records. Its management is necessary for recording and storing data on the dynamics of the learner's development, which can not be reflected in the official journal. In the tables, assessments are displayed in the field of the action or skill that was the main one in solving the task. The marks are put on a five-point system. In addition, experimental monitoring is carried out in the third quarter. Its task is the timely detection of the failure or success of training. Depending on this, further activities of the teacher are built to achieve efficiency in material planning.

Final conclusions for the year

The GEF introduction showed the relevance of conceptual ideas and prescribed ways of implementing the standards. They are in demand in the system of modern education. The material and technical capabilities of the institution allow organizing the lessons and after-hours work efficiently and mobilely. During the whole period of the child's stay at school, he receives a positive communicative experience, an opportunity to show himself as a creative, active person. In the course of the training, special attention is paid to project activities. As practice shows, children with interest connect to the independent search for information, its interpretation, presentation of their work. When attending classes that take place in the fifth grade, it is noted that children are better able to express their thoughts, it is easier to respond to the questions of the teacher. They actively enter into a dialogue. Children do not just reproduce everything they see or hear, but they also reason, draw conclusions, justify them. Introduction GEF allows you to develop skills of self-organization, which is aimed at solving the tasks. As a result, most of the children are able to adequately assess their work. As for teachers, monitoring them shows that they have developed a certain level of methodological readiness. Teachers build a new educational activity, own communication tools, multimedia sources of information.

Negative moments

The introduction of the GEF is accompanied, as mentioned above, by a number of problems. Among other things, the material and technical support identified shortcomings such as a lack of offices in the building of the institution for off-hour activities. As for information and methodological materials, in this area, the improvement of the resource potential is necessary. In addition, there are also staffing problems:

1. The steady teaching methodology developed in previous years still slows down the introduction of GEF.
2. The implementation of the project requires the teacher to master the appropriate technologies and techniques in perfection.

In the evaluation activity and diagnosis there are such problems as:

1. Lack of necessary materials for the analysis of the assimilation of meta-subject work. This greatly complicates the pedagogical activity.
2. Insufficient development of measures to form a portfolio as a form of student evaluation. Their improvement must be carried out in cooperation with parents.

Conclusion

There are many difficulties in introducing GEF. However, most of them are completely solved at the level of a particular educational institution. In this case, the main thing is not to deviate from the intended goals. It must be remembered that even the most detailed methodological materials, modern equipment will not help to obtain an effective result, if the experts themselves do not start with themselves. At the same time, even the formed informational, communicative, professional competence will not provide the implementation of the tasks that the standard sets. The guarantee of achievement of the set goals is a new consciousness, position, relations, radically different from previous ideas about the educational process.