State and public regulation of education: innovations and development trends. Remorenko Igor Mikhailovich Remorenko Igor Mikhailovich Rector
There are too many interpretations of a possible future official for a respectable figure. When it became known that Igor Mikhailovich was leaving, he was immediately suspected of some kind of Fronde, they say, Fedyukin left, so Remorenko was collecting things almost in solidarity and protest with his former colleague and namesake. As soon as Igor Mikhailovich darted into a different plane: they say, he was thinking that he had decided to part with the civil service for a while, so idle personnel fortune-tellers immediately began to look for punctures in the conduct of the Unified State Examination, which the deputy. minister supervised by official duties.
In fact, everything is much simpler than our pedagogical community thinks: in June, as they say, Remorenko's contract ends, and here, of course, options are possible. On the one hand, the rumors about his departure arose, apparently, from a considerable fear that the Minister of Education and Science of the Russian Federation Dmitry Livanov would not want to keep Igor Mikhailovich in his team, in which case it would be necessary to put on a good face - they say, he was going to leave, it doesn’t hurt and wanted to stay in the ministry. However, for Deputy Minister, it would still be nice to extend the contract, then Remorenko could leave the ministry with his head held high, just as his former head, deputy, went to Moscow for more than two years. Minister Isaac Kalina. Tom was signed a contract for the next five years, and despite this, he accepted and accepted the invitation of Sergei Sobyanin, became the Minister of Education in the Moscow government. In this sense, Remorenko is doing well, there is where to go, because he is Kalina's man, and he has long invited him to work in the capital.
Officials are usually afraid to switch from the federal level to the regional level (usually they still move from the bottom up), they need to calculate, evaluate, weigh everything. It is at the federal level that you can calmly order subordinates and punish for non-compliance with the order, but at the regional level there is a different picture - you need to spin yourself, and how to spin! On the other hand, based on the same poorly conducted Unified State Examination, Remorenko may still not be left in the ministry, accusing him of all sins, however, against the backdrop of scandals with the Unified State Examination, Dmitry Livanov unexpectedly announced that de Remorenko was young, full of strength and could still work hard for the good of the department. The minister was somehow imbued with his deputy, although at one time he took away from him the sweet place of secretary of state in favor of former first MISiS Vice-Rector Natalia Tretiak. And Remorenko, probably, is estimating: if you stay in the ministry, it’s not even an hour, they will send Livanov to resign, he will come new minister, that is, a new broom, and it’s not a fact that it won’t sweep the old team, go then find a decent job, and in your arms is a family, two small children.
Moscow, in the face of conflicting and incomplete information about upcoming personnel changes, is full of rumors that roll in waves from one educational institution to another, giving rise to the most incredible options for future decisions. At first, rumors sent Remorenko as the rector of the Moscow Pedagogical State University instead of the current Viktor Matrosov, but soon choked, because you can’t just dismiss the academician of the Russian Academy of Sciences and the Russian Academy of Education overnight, with his connections the guts of officials are still thin. Even the unfair diagnosis of the inefficiency of the university and the fair dissertation scandal did not shake Viktor Leonidovich's position. And the rumor went further: Remorenko de will stand at the head of the Moscow Institute of Open Education, where Academician of the Russian Academy of Sciences Alexei Semenov also recently ceased to be rector. It seems that it was decided that Aleksey Lvovich would become the president of the MIOO, but the matter somehow stalled. Remorenko could well have gone to the rectors, but, apparently, this position either did not look to him, or seemed insignificant. MIOO, in fact, is a former institute for advanced training, and Remorenko, in response to insinuations, honestly told the public that he would not go to the IPK. Apparently, this is why another idea immediately arose - to transfer the Russian Academy of Advanced Training and Retraining of Education Workers from the federal to the regional level, to unite it with the Moscow Regional Educational Establishment and obtain a powerful structure for retraining personnel. In a word, to unite the quivering autonomous metropolitan doe, that is, MIOO, with you yourself understand what federal structure. The idea seems to have received approval, and the merger is likely to take place, but who will end up with such a combined structure, along with its hotel, restaurant and solid land? Meanwhile, on the horizon, there was another idea of merging into a new structure by joining the Moscow City Pedagogical University, especially since there is already some experience of such a reorganization - a year ago the Moscow Humanitarian Pedagogical Institute joined the Moscow State Pedagogical University. This process was extremely difficult, the new rector Alexander Kutuzov lived like a volcano for a year, trying to reorganize and modernize this giant university in accordance with the policy of the Moscow Department of Education, maybe he would have succeeded in something, but this year he did not extend. Probably because the idea of joining the not yet merged MIOO and the academy to the Moscow State Pedagogical University appeared, and together it was decided to merge with the pedagogical university also a business university - the Moscow Academy of Business Administration located in Zelenograd.
As a result, it is quite likely that such a powerful organization will appear, which, it seems to me, will be able to compete with giants - federal universities, if all processes are carried out clearly and, as they say, wisely. All the same rumors threaten that this difficult task will be entrusted to Igor Remorenko, who in the near future may move from the chair of the Deputy Minister of Education and Science of the Russian Federation to the chair of the rector of the city pedagogical university. And here the question arises not about whether he will or will not sit in this chair, but what he can or cannot do in it. Well, if the doctor of philological sciences, the author of excellent textbooks, the intellectual and clever Alexander Kutuzov, who enjoys universal respect and recognition, who was next to the experienced president of the Moscow State Pedagogical University Viktor Ryabov, spent an unthinkably difficult year in the struggle for a new modern university and still could not win a complete and final victory, then will Igor Remorenko, a candidate of sciences who has no experience in working at a leading university position, be able to cope with a huge organization that threatens to become some kind of educational, scientific and retraining monster?!
Now is the time to look at the biography of the future head of the regional level. Born in 1971 in Krasnoyarsk, where he graduated from school with a silver medal and with honors from the Physics and Mathematics School at Novosibirsk State University, the Psychological and Pedagogical Faculty of Krasnoyarsk State University with a degree in Mathematics-Teacher. When he was still studying at the university, Igor Remorenko began working at school as a mathematics teacher, then became the deputy director for teaching and educational work in high school No. 52, but not for long - in 1997 he began his career as an official and worked for six years as the chief specialist in expertise and innovation policy of the Education Department of the Administration of the Krasnoyarsk Territory, then moved to Moscow, where he became the program coordinator of the National Training Fund. In 2004, Remorenko was appointed to the position of Deputy Director of the Department public policy and legal regulation in the field of education of the Ministry of Education and Science of Russia, which would not have been possible without the approval of the then director of this department, Isaac Kalina. Apparently, Remorenko was also supported by well-known Krasnoyarsk compatriots - now Vice-President of the Russian Academy of Education Viktor Bolotov, who, as a student, studied Igor Mikhailovich, as well as scientific director Institute of Education of the National Research University Higher School of Economics Isak Frumin, who then worked at the World Bank and was related to the NFPK. Not without the help of the influential trio, Remorenko first became the director of the Department of State Policy and Legal Regulation in the Sphere of Education, then the director of the Department of Strategic Development of the Ministry of Education and Science of Russia, and in 2011, after Isaac Kalina left for Moscow, he worked as Deputy Minister and Secretary of State until the arrival of Minister Livanov, after which he becomes his simple deputy.
Climbing the bureaucratic ladder, apparently, did not affect Remorenko in the best way. Gradually, the once kind, smiling, open and easy-to-communicate Igor Mikhailovich became a little arrogant, strict and closed, he could shout at his subordinates, be sharp. It seemed that some of the traditions that had developed in the pedagogical community were already alien to him. For example, he recently tried to push through the decision to turn the All-Russian competition "Teacher of the Year" into a banal Olympiad for teachers. There were two arguments: who pays the money, that competition dances, the ministry pays and therefore has the right to decide its fate, the second - it's time to end the show and move on to serious business. But here, apparently, two circumstances had an effect: either Igor Mikhailovich had never been to the competition, had not seen his lessons, master classes, had not heard lectures, discussions, conversations with ministers, or his own experience of participating in the competition, which, as Krasnoyarsk residents say , was not entirely successful, remained in his memory precisely as an experience of participating in a regional show. This, probably, was not worth mentioning, but after all, the university community has always been proud of its democratic traditions, how will the rector, who is characterized by something else, fit into it? In addition, in Moscow, where Remorenko probably intends to work, for many years there have been traditions when teachers - winners and prize-winners of the "Teacher of the Year" competitions combine their work at school with teaching at universities, holding master classes and workshops for future teachers. How will he be able to continue these traditions with his position, or will he cancel them here too?
A university is, first of all, scientific pedagogical schools, so will a candidate of pedagogical sciences who does not have solid experience in scientific and pedagogical activity, authority for venerable scientists and teachers? In the first days, of course, they will be fascinated and proud that they were given the former deputy minister as their boss, but then they will definitely want to communicate in essence and content, you cannot force them to respect the rector by orders. And there will be many questions about the content and organization of the work. The new structure cannot be vague and amorphous; a large-scale reorganization will have to be carried out, reducing duplicating departments, building both educational and scientific structures, and structures for advanced training and retraining of personnel at once. In addition, now MIOO acts (or should act) not so much as an IPK, but as an operator that receives applications from teachers and schools for advanced training and organizes this process in other universities and scientific organizations in Moscow. So far, MIEO has not fully mastered this new task set by the Department of Education of the capital, and here it will be necessary to find a niche for the former Academy for Advanced Studies and similar structures of the Moscow State Pedagogical University. In a word, Remorenko will have to solve a difficult and responsible task. Although the same faithful, reliable Frumin and Bolotov, and most importantly, the highest-level professional Isaac Kalina, will be nearby, much will depend on Igor Mikhailovich himself, because no one will work for him, but they will start asking in full. The biggest danger for Remorenko is that he does not yet know Moscow and Muscovites. I do not rule out that all these considerations, risks and pitfalls are now leading to the fact that Remorenko is delaying the final fateful decision for so long. But before the end of June, we, apparently, will still find out what personnel decisions the Minister of Education and Science of the Russian Federation Dmitry Livanov will make, with which Igor Remorenko will agree or disagree. One thing is for sure: never before has personnel transfers in the ministry aroused such keen interest in the pedagogical (and non-pedagogical, too) community. Either leadership positions have indeed become a very prestigious and tasty morsel for education officials, or there is hope that personnel transfers will best influence fateful decisions in the life of the national education system.
Dissertations accepted for defense:
State and public regulation of education: innovations and development trends
| Full name | Remorenko Igor Mikhailovich | |
| Citizenship | RF | |
| Date of Birth | 11.04.1971 | |
| Author's affiliation | Applicant third party | |
| Place of work | ||
| Thesis title | State and public regulation of education: innovations and development trends | |
| Science | PEDAGOGICAL SCIENCES | |
| Code and name of specialty 1 | 13.00.01 - General pedagogy, history of pedagogy and education | |
| Branch of Science 1 | Pedagogical | |
| Code and name of specialty 2 | Specialty not selected | |
| Branch of Science 2 | Branch of science not selected | |
| degree | d.p.s. | |
| Where was the work done | Moscow City Pedagogical University | |
| Faculty, division | 0 | |
| Department, laboratory | ||
| Protection date | 31.05.2019 | |
| Thesis | Dissertation text | thesis Remorenko I.M..pdf |
| Dissertation publication date | 31.01.2019 | |
| abstract | Abstract text | ABSTRACT.pdf |
| Date of publication of the abstract | 22.02.2019 | |
| Academic Supervisor/Consultant 1 | ||
| Opponent 1 | Review of the official opponent_V.P. Golovanov (1).pd 17. Information about official opponents_ V.P. Holo |
|
| Opponent 2 | Review of the official opponent_E.I. Artamonova.pdf 17. Information about official opponents_ E.I. Arta |
|
| Opponent 3 | Review of the official opponent_Т.К. Klymenko.pdf 17. Information about the official opponent_Т.К. Klymenk |
|
| Lead organization | Feedback from the lead organization (3).pdf 18. Information about the lead organization.pdf |
|
| Abstract of the abstract | Annotation text | abstract.docx |
| Decision of the DS on acceptance for protection | acceptance for defense.pdf | |
| Conclusion of the organization where the work was performed | Laboratory conclusion with seals.pdf | |
| List of DC members present on defense | ||
"News"
Deputy Head of the Ministry of Education and Science I. Remorenko confirmed that he could leave the post.
06/18/2013, Moscow 10:15:42 Deputy Minister of Education and Science Igor Remorenko confirmed that he could leave his post at any time. The official wrote on his microblog on Twitter: “I’m thinking of taking a break from the civil service, it is very useful, first of all, for the civil service.”
link: http://www.rbc.ru/rbcfreenews/20130618101542. shtml
Schools for Gifted Children: Present and Future
The discussion was attended by Deputy Minister of Education and Science of the Russian Federation Igor Remorenko, scientific director of the Institute of Education of the Higher School of Economics Isak Frumin and his colleagues, teachers from leading Moscow schools, representatives of academic institutions. The purpose of the discussion is to clarify positions and find common ground between them. The materials of the discussion will be published on Polit.ru.
link: http://www.polit.ru/article/2012/12/24/schools_of_the_future/
The Ministry of Education and Science calls on the OS to be active during the elections of school directors
“The idea of electing school directors and providing them with development programs for the institution was discussed, but it was never discussed that it would be an open vote, the idea is that public councils should take a more active part in this procedure,” explained Deputy Minister of Education and Science of the Russian Federation Igor Remorenko.
link: http://ria.ru/education/20121024/906416206.html
Igor Remorenko received a delegation from the Ministry of Education and Culture of Finland at the Russian Ministry of Education and Science
October 11, 2012 Deputy Minister of Education and Science Russian Federation Igor Remorenko received a delegation from the Ministry of Education and Culture of Finland headed by Director for International Affairs Jaana Palojärvi.
link: http://www.informio.ru/news/id2540
"We need to prepare a new working elite"
On Thursday evening, the new Minister of Education and Science, Dmitry Livanov, officially introduced his team. From the former composition of the leadership of the ministry, who worked with Andrei Fursenko, three deputies remained, including Igor Remorenko. He lost the status of Secretary of State and will now oversee issues related to preschool, school and additional education for children and schoolchildren. According to Remorenko, his main goal is to create conditions for choosing an "individual trajectory" of education at school and the development of "irregular" forms of education - that is, preschool and additional.
link: http://www.gazeta.ru/social/2012/07/06/4672033.shtml
Ministry of Education and Science: It is important to write the letter “yo” in passports and other documents
Officials of the Ministry of Education and Science of the Russian Federation explained the procedure for using the letter "ё" in official documents. This letter was signed by Deputy Minister Igor Remorenko.
link: http://www.fontanka.ru/2012/12/25/137/
By 2016, 105 kindergartens will be built and reconstructed in Yakutia
According to Deputy Minister of Education and Science of the Russian Federation Igor Remorenko, the criteria for the competitive selection of subjects for concessional lending will be amended, taking into account the development of funds in 2012.
link: http://www.1sn.ru/69931.html
The work of the Novosibirsk physics and mathematics school is not in danger - Ministry of Education and Science of the Russian Federation
The special status of the Novosibirsk Physics and Mathematics School (SSC NSU) is not in danger and the teachers of Novosibirsk State University will continue to work in it, according to the statement of the Ministry of Education and Science of the Russian Federation and the comments of the deputy head of this department Igor Remorenko, made on the eve of the judicial appeal in this case. On September 18, a correspondent of Sib.fm got acquainted with the statements.
link: http://sib.fm/news/2012/09/18/ work
Yo is reinstated
The Ministry of Education and Science explained in which cases it is necessary to dot the E. Deputy Minister Igor Remorenko made a corresponding statement. According to the rules, the long-suffering letter should prevent incorrect reading and understanding of the word. That is, it is impossible to do without it in names and surnames - this threatens with both phonetic and bureaucratic incidents, the website www.vesti.ru reports.
link: http://www.rzn.rodgor.ru/DeskTop/DetailNews?newsId=1655
The Ministry of Education and Science proposed to actively teach sign language to sign language teachers
Deputy Minister of Education and Science of the Russian Federation Igor Remorenko stated the need to consider increasing the hours of teaching sign language for deaf teachers. The proposal was made in response to the speech of the vice-president of the VOG Stanislav Ivanov, who in his report spoke about the problems that exist in the field of education for the deaf and hard of hearing.
link: http://www.voginfo.ru/top/news/3642/18887
From vocational school to space
Igor Remorenko: The main innovation of the standards is the change in their structure. The standard now has a three-tier structure. The first part is the requirements for the results of the implementation of educational programs, the second part is the requirements for the structure of educational programs, the third is the requirements for the conditions for the implementation of these programs. At the level of the standard, specific details, technologies, what and to what extent to teach are no longer prescribed in detail. On the other hand, the procedural conditions that ensure the quality of education are specifically spelled out, for example, the requirement to involve practicing teachers in training, use information technology, electronic library systems, and modern equipment.
link: http://www.rg.ru/2009/12/23/remorenko.html
Control blow to universities
“The number of budget places for full-time education will remain almost at the level of 2009 - 418 places per 1,000 people,” said Igor Remorenko, director of the Department of State Policy in Education of the Ministry of Education and Science of the Russian Federation.
link: http://www.proforientator.ru/
The State Duma demands the creation of a second Ministry of Education
In the existing ministry, the initiative is commented neutrally. Igor Remorenko, Deputy Minister of Education and Science, wished good luck to those who are thinking about creating an open Ministry of Education and Science.
link: http://izvestia.ru/news/541135
The scandalous order of the Ministry of Education and Science on language does not apply to schools
This was announced on Monday, September 7, by the director of the department of state policy in education of the Ministry of Education and Science of the Russian Federation, Igor Remorenko.
“These dictionaries are not related to the school. In educational institutions, textbooks that have passed the examination are used. These are publications with a special stamp: “recommended by the Ministry of Education and Science,” he said.
link: http://nam.kiev.ua/index.php? newsid=14059
The third mandatory exam from 2020 will be a foreign language
The day before they were registered by the Ministry of Justice of the Russian Federation, this information was confirmed by Deputy Head of the Ministry of Education and Science of the Russian Federation Igor Remorenko.
link: http://www.rg.ru/2012/06/08/inostransniy-anons.html
“We went into open space”, or what the Ministry of Education and Science tweeters are talking about
Minister Dmitry Livanov tweets @DmitryLivanov, and his deputies Alexander Klimov - @alexanderklimo2, Igor Remorenko - @Remorenko_ Igor, Igor Fedyukin - @IgorFedyukin. There are also links to the Twitters of several heads of departments of the Ministry. So, Natalia Zolotareva, director of the Department of State Policy in the Field of Workforce Training and Additional Professional Education (CPE), writes under the nickname @NmZolotareva.
link:
- Specialty HAC RF13.00.01
- Number of pages 198
CHAPTER I. THEORETICAL FORMATION OF AESTHETIC SCHOOLCHILDREN
BACKGROUND OF RELATIONSHIP VALUE
§one. Philosophical and psychological foundations for the formation of the value of aesthetic attitude
§2. Value characteristics of open educational space
§3. Solving the problem of forming an aesthetic attitude in pedagogical theory and practice
CHAPTER II. CONDITIONS FOR FORMING THE VALUE OF AESTHETIC ATTITUDE
SCHOOLCHILDREN IN OUTDOOR
EDUCATIONAL SPACE
§ 1. Creation of an open educational space as a condition for the formation of the value of the aesthetic attitude of schoolchildren
§2. Development and implementation of the components of the value of the aesthetic attitude of schoolchildren
§3. Organization of positional interaction of subjects of an open educational space as a condition for the formation of the value of the aesthetic attitude of schoolchildren
Recommended list of dissertations
Formation of the value attitude of schoolchildren to the artistic heritage in the educational process of the regional museum 2005, candidate of pedagogical sciences Pristavkina, Tatyana Afanasievna
Formation of the value attitude of the future specialist to professional activity: on the example of training economists 2011, candidate of pedagogical sciences Pozdnyakova, Anastasia Leonidovna
Theoretical Foundations of the Formation and Development of Pedagogical Axiology 1999, doctor of pedagogical sciences Chizhakova, Galina Ivanovna
Education of value relations of schoolchildren in the educational process 2009, Doctor of Pedagogy Baburova, Irina Vasilievna
The development of the interpretive activity of the reader-schoolboy in the process of literary education: grades 5-11 2012, Doctor of Pedagogical Sciences Yadrovskaya, Elena Robertovna
Introduction to the thesis (part of the abstract) on the topic "Formation of the value of the aesthetic attitude of schoolchildren in an open educational space"
The relevance of research. Economic and socio-cultural changes in Russian society have an impact on the value orientations of its further development, significantly change the requirements for the education system. Democratization, humanization, variability, openness modern education actualized the problem of the connection between the changing functions of the education system and the task of forming the value orientations of the individual. In this situation, the responsibility of education for the formation of a culture-like, non-utilitarian nature of the value orientations of the individual has increased. One of the basic values of this nature is the value of the aesthetic attitude. Ensuring its formation is one of the most important tasks domestic education, the solution of which is possible if the student is included in the broad context of socio-cultural relations. This allows him to form a holistic image of being, and within its framework - the image of a person. This kind of integrity, eliminating the traditional division of a child's life into school, family, social, can be represented as an open educational space.
The historical, pedagogical and psychological aspects of the formation of a value attitude were developed in the studies of A.A. Bodaleva, J1.C. Vygotsky, A.N. Leontiev, V.N. Myasishchev, C.JI. Rubinstein. This problem was reflected in the philosophy of education (N.G. Alekseev, I.V. Bestuzhev-Lada, V.V. Veselova, B.S. Gershunsky, F.T. Mikhailov, A.P. Ogurtsov, V.V. Platonov, V.M. Rozin, P.G. Shchedrovitsky). The theoretical foundations of the analysis of value relations are determined by pedagogical axiology (N.D. Nikandrov, A.A. Pinsky, V.G. Pryanikova, Z.I. Ravkin, N.S. Rozov, V.N. Sagatovsky, V.A. Slastenin, G. I. Chizhakov). M.A. Agatova, S.A. Anichkin, A.B. Eliseeva, D.B. Kabalevsky, A.S. Makarenko, B.M. Nemensky, M.G. Plokhova, K.S. Stanislavsky, E.V. Yazovitsky, E.F. Yaschenko and others | The category "relationship" is meaningfully disclosed in studies devoted to the issues of pedagogical ethics and pedagogical skills (I.F. Isaev, V.G. Pryanikova, Z.I. Ravkin, V.A. Slastenin, V.N. Kharkin, etc.) . A number of studies determine approaches to the process of forming the aesthetic attitude of schoolchildren (I.G. Zenkevich, B.T. Likhachev, A.Zh. Ovchinnikova,
T.V. Chumalova). In the last decade, characterized by a change in the value orientations of domestic education (A.I. Adamsky, A.G. Asmolov, Yu.V. Gromyko, E.D. Dneprov, V.M. Klarin, G.N. Prozumentova, Yu.V. Senko, V. I. Slobodchikov, I. D. Frumin, A. M. Tsirulnikov), the need to search for new conditions for the formation of the value of aesthetic attitude among schoolchildren is actualized. In mass practice, attempts are being made to solve this problem, but they are ineffective due to the lack of development of an integral complex of interrelated conditions that ensure the formation of the value of the aesthetic attitude of schoolchildren.
The growing interest of researchers in the problem of the formation of the value of aesthetic attitude in the modern conditions of the functioning and development of education is caused by a number of contradictions. On the one hand, social transformations associated with the expansion of the space of individual initiative lead to a natural change in the functions of educational institutions. On the other hand, the traditionally existing closed educational space of the school does not allow to effectively solve this problem. In a situation of a socio-cultural crisis, a vacuum of values, the formation of the value of an aesthetic attitude is possible only in the conditions of an open educational space, the center of which is the school.
Thus, the contradiction between the need to form the value of an aesthetic attitude among schoolchildren and the insufficient theoretical development of the problem in domestic pedagogy, as well as the lack of practical experience in solving this pedagogical problem, is actualized.
Taking into account this contradiction, the choice of the research topic was made: "Formation of the value of the aesthetic attitude of schoolchildren in an open educational space."
The purpose of the study: to develop and test the conditions for the formation of the value of the aesthetic attitude of schoolchildren in an open educational space.
Object of study: the process of forming the value of the aesthetic attitude of schoolchildren.
Subject: conditions for the formation of the value of the aesthetic attitude of schoolchildren in an open educational space.
Hypothesis: the value of the aesthetic attitude of schoolchildren can be formed if: use the possibilities of an open educational space by all its subjects;
Ensure the implementation of the components of the value of the aesthetic attitude in their integrity;
Organize positional interaction, including the positions of: the author of the content presented in the general subject of positional interaction; the interpreter perceiving this object; an organizer providing communication between the author and the interpreter; a coordinator that defines and implements a common reflexive space.
Based on the problem, object, subject, purpose, research hypothesis, the following tasks were formulated:
1. Consider the theoretical prerequisites for the formation of the value of the aesthetic attitude of schoolchildren in philosophy, psychology, pedagogy, and pedagogical axiology.
2. To reveal the stages of creating an open educational space that contributes to the formation of the value of the aesthetic attitude of schoolchildren.
3. To develop and implement in the activities of the subjects of the open educational space the content of the components of the value of the aesthetic attitude in their integrity.
4. To organize the positional interaction of the subjects of the open educational space in the process of forming the value of the aesthetic attitude of schoolchildren.
Methodological foundations of the study. They are the works of philosophers (Aristotle, G.W.F. Hegel, Plato, W. Windelband, J. Kohn, A.V. Gulyga, M.S. Kagan, A.F. Losev, JI.H. Stolovich), psychologists (L S. Vygotsky, V. P. Zinchenko, A. Maslow, A. A. Melik-Pashaev, V. N. Myasishchev, B. M. Teplov, D. N. Uznadze), domestic teachers (S. Yu. Kurganov, A. M. Lobok , B. M. Nemensky, A. Zh. Ovchinnikova, T. V. Chumalova). Conceptually, studies that analyze approaches to the problem of forming a value attitude from the standpoint of pedagogical axiology (B.S. Gershunsky, N.D. Nikandrov, A.A. Pinsky, Z.I. Ravkin, V.A. Slastenin, V.N. . Kharkin).
The study was based on an analysis of ongoing changes in the domestic education system (A.I. Adamsky, A.M. Gendin, E.D. Dneprov, G.N. Prozumentova, Yu.V. Senko, V.I. Slobodchikov, I.D. Frumin, A.M. Tsirulnikov, G.I. Chizhakova, M.I. Shilova). The design of an open educational space is based on the ideas of N.G. Alekseeva, Yu.V. Gromyko, S.E. Zueva, V.V. Kraevsky, V.M. Rosina and others.
Research methods: - analysis and systematization of domestic and foreign sources;
Generalization of pedagogical experience;
Observation;
Pedagogical experiment;
Modeling method;
Methods of statistical processing.
Source and experimental base. Information support of the study was carried out by using a wide range of literary sources, including monographs, articles, textbooks, dissertations, information from the Internet. The empirical part of the study was carried out on the basis of gymnasium No. 35 in Krasnoyarsk. More than 200 students were involved in the study (of which 50 were students of the experimental and control classes); 24 teachers of gymnasium No. 35; 32 employees of institutions of the aesthetic sphere, subjects of open educational space.
The personal participation of the applicant consists in the implementation of a meaningful analysis and generalization of the main provisions of the formation of the value of the aesthetic attitude; in the development of components of the value of aesthetic attitude; in the implementation of pedagogical activities; in the management of experimental work on the formation of the value of the aesthetic attitude of schoolchildren in an open educational space.
The study was carried out in several interrelated stages.
The first stage - search and theoretical (1994-1997). The degree of development of the problem in domestic and foreign philosophy, psychology, philosophy of education, pedagogy, pedagogical axiology has been studied, the categorical apparatus of the study has been determined.
The second stage is an experimental one (1997-1999). The systematization and generalization of theoretical and empirical material on the research problem have been carried out; approbation of the author's approach to the creation of an open educational space was carried out; components of the value of the aesthetic attitude have been developed; ascertaining and forming experiments were carried out.
The third stage is generalizing (1999-2000). The analysis and generalization of the research results were carried out; the theoretical provisions and conclusions obtained at the first and second stages of the work were clarified; completed the literary design of the dissertation.
Scientific novelty of the research and its theoretical significance:
The value characteristics of the open educational space are revealed, which provide the possibility of forming the value of the aesthetic attitude of schoolchildren.
The indicators of the formation of the value of the aesthetic attitude of students are determined.
The principles of construction, structural components of an open educational space are determined, its value characteristics are disclosed, taking into account the aesthetic needs of the individual.
The components of the value of the aesthetic attitude are developed, the characteristics of the activities of the subjects of the open educational space involved in the implementation of these components are determined.
The organization of positional interaction in the process of forming the value of the aesthetic attitude of schoolchildren is presented.
The practical significance of the study lies in the fact that the results obtained can be used in the system of training and advanced training of teaching staff, in the activities of educational institutions, in the system teacher education. The results of the experimentally tested educational project "Formation of the value of an aesthetic attitude in an open educational space" are used in the educational practice of the Krasnoyarsk Territory.
The reliability and reliability of the results obtained are provided by the methodological validity of the initial research parameters associated with the axiological, synergistic, cultural, anthropological approaches; application of methods adequate to its tasks and logic; significant source base; Comparability of the conclusions drawn with mass practice.
The following provisions are put forward for defense:
1. The development of an open educational space by schoolchildren contributes to their aesthetic awareness; perception, comprehension of aesthetic values.
2. The implementation by the subjects of the open educational space of the main components of the value of the aesthetic attitude, which includes the significance of the characteristics of the activity of the individual (finding aesthetic personal grounds for activity; building culture-like patterns of activity; their inclusion in the general life-meaning context; ecological attitude to reality), provides orientation for students on aesthetic values as a priority.
3. The organization of the positional interaction of schoolchildren makes it possible to involve students in aesthetic activities, to develop in them the inclination to act in the position of the author, interpreter, organizer.
4. Open educational space, characterized by the spread educational activities beyond the traditional forms of organization of education, the focus of education on the transfer of cultural norms while understanding culture as a personally significant space of activity, allows for a holistic process of forming the value of an aesthetic attitude in its cognitive, emotional, and behavioral components.
Testing and implementation of research results. The results presented in the work are reflected in scientific articles, reports and speeches at international, all-Russian, regional scientific and practical conferences, scientific seminars, meetings, including at the International Scientific and Practical Conference "Education Management: A View from the Third Millennium" (Krasnoyarsk, 1999), All-Russian Scientific and Practical Conference "Pedagogy of Development and Changes in Russian Education" (Krasnoyarsk, 1997, 1998, 1999), Siberian Pedagogical Readings "Pedagogical Traditions and Innovations as a Factor in the Development of Professional Education" (Krasnoyarsk, 2000), International Seminar- meeting on issues of state and public administration (Maidstone, UK, 1999), seminars of the Open Society Institute within the framework of the Megaproject "Development of Education in Russia: General Education", the Beautiful School competition (Moscow, St. Petersburg, 1996, 1999, 2000), methodology laboratory seminars and new pedagogical technologies Krasnoyarsk Regional Center for the Development of Education (Krasnoyarsk 1996, 1997, 1998, 1999, 2000), seminars of the Evrika Institute of Educational Policy (Moscow, Krasnoyarsk, Ust-Ilimsk, London from 1996 to 2000), a meeting of an expert group to consider competitive projects of cultural and educational initiatives and reports on their implementation (federal experimental site, Moscow, 1999, 2000).
Approbation of the results of the study and their implementation in practice were carried out in the process of implementing the project of the cultural and educational initiative "Federal Experimental Site" in gymnasium No. 35 in Krasnoyarsk.
The main ideas and theoretical provisions of the study were used in the development of the target program for the stabilization and development of the education system of the Krasnoyarsk Territory.
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Dissertation conclusion on the topic "General pedagogy, history of pedagogy and education", Remorenko, Igor Mikhailovich
The problem of forming the value of aesthetic attitude is one of the most important for pedagogy, pedagogical axiology, which determines the value foundations of modern education and the strategy for its further development. The formation of a value attitude as a way of participating in the existence of things, as a condition for revealing and realizing the axiological properties hidden in them in a social context means ensuring stability in society on the basis of universal human values. The value of an aesthetic attitude is defined as a set of certain characteristics of the connection between the subject and the object in an aesthetic sense, considered from the point of view of sociocultural significance and determining the supra-individual content of the subject's spiritual activity. The formation of the value of an aesthetic attitude makes it possible, on the whole, to reveal and provide a meaningful, non-utilitarian nature of social relations. In ancient philosophy, the main categories of analysis of the value of an aesthetic attitude are indicated: “harmony”, “proportion”, “beautiful”, “sublime”, “tragic”, “typical”, “fantastic”, “comic”, etc. Of particular importance is the fixation of the non-utilitarian nature of the aesthetic attitude, the study of the characteristics of the object of the aesthetic attitude. Medieval aesthetics focused on the subject of the aesthetic attitude. The value of the aesthetic attitude was epistemological in nature and was associated with cognitive features subject, with the sacred nature of aesthetic knowledge. A distinctive feature of the formation of the value of aesthetic attitudes in the Renaissance and at the beginning of the Enlightenment is the humanistic nature of the value of aesthetic attitudes: the orientation of the aesthetic attitude towards the “idea of man”; understanding of the aesthetic attitude in connection with certain characteristics of the individual. In the philosophy of the 20th century, the aesthetic attitude is not determined by some naturally developing reality, which only needs to be properly understood, but it is not an exclusively artificial area, built arbitrarily. The aesthetic attitude is based on artificial-natural realities, which, depending on the research emphasis on any idea introduced into aesthetic reality, are filled with one or another content. The method of ascent from the abstract to the concrete becomes the basis for the study of aesthetic categories. From a psychological point of view, the aesthetic attitude is understood as an aesthetic reaction that depends on a certain activity of the subject, on the subject-actor, consciously transforming reality; as necessary condition holistic development of the individual. The formation of an aesthetic attitude and its value is considered in the process of interaction between the subject and the art form. The perception of an artistic form is the initial moment of aesthetic experience. The nature of aesthetic experience reflects a complex constructive activity in which the perceiver himself builds and creates an aesthetic object. This is followed by a synthesis of disparate elements of the artistic whole. It is a complex activity and comes down to the creative processing of an aesthetic object through a series of internal emotional reactions (L.S. Vygotsky). In psychology, the aesthetic attitude is also considered in a social context. From a pedagogical point of view, this means that there is a certain significance of the aesthetic relationship cultivated in a special way in the social environment. This significance forms the basis of the pedagogical study of the value of aesthetic attitude. Modern approaches to changing domestic education, due, in particular, to the principles of openness, axiologisation and variability of education, make it possible to identify ways to form the value of aesthetic attitude in activity educational institution.Theoretical foundations for the formation of the value of an aesthetic attitude are determined by pedagogical axiology, which considers an open educational space as a space of meanings in a sociocultural context, and gives an ecological character to the very process of interaction of its subjects, aimed at non-utilitarian, spiritual unity of people. Generalization of experience pedagogical research on aesthetic education, aimed at the formation of aesthetic tastes and ideals, also shows that in modern conditions the problem of the formation of the value of aesthetic attitude among schoolchildren is actualized. This is due to the transition of domestic education from an authoritarian to a humanistic paradigm, focused on meeting the needs and interests of the child in accordance with his individual characteristics; to a wider use of cultural, economic opportunities and features of the social environment. The closed educational space of the school does not allow to effectively organize the process of forming the value of the aesthetic attitude of schoolchildren, makes it difficult to exchange aesthetic values between generations, does not create situations for comparing opinions, assessments that contribute to the formation of the value of aesthetic attitude in schoolchildren, characterized by the presence of their own aesthetic position. active involvement of the individual in different kinds activities and the development of her personality. At each stage of creating an open educational space (creating a search group that studies the possibilities of the social environment of the city in terms of aesthetic education of schoolchildren and involving them in aesthetic activities; creating an Aesthetic Council at school, including schoolchildren, subject teachers of the art cycle, museum staff; organization and implementation joint aesthetic activity of the subjects of an open educational space), students received various knowledge and experience. The main requirements for the design of an open educational space are: mutual understanding and satisfaction with communication; positive mood; authority of leaders; participation of all subjects in the expansion of open educational space; productivity of interactions in the educational process. The model of an open educational space reflects the characteristics of the value of an aesthetic attitude in the aggregate of cognitive, emotional, behavioral components that reveal the content of the activities of the subjects of an open educational space. The structural units of an open educational space are: the physical environment, human factors and an educational program that carries a certain aesthetic load. The model of an open educational space includes three basic components: spatial-objective, social and psychodynamic. the importance of building holistic culture-like patterns of activity on the basis of identified personal grounds; the significance of the transfer and use of the revealed personal foundations and the integrity built on their basis in the general life-semantic context; the significance of the ecological attitude to reality. The components of the value of the aesthetic attitude are organically linked with universal human values inherent in the entire world community and do not depend on ethnic, national and other geographically determined features. "The way to form the behavioral component of the value of an aesthetic attitude is positional interaction, which involves the co-organization of positions: the author, the creator of cultural material, which sets the subject of interaction of all other positions; the interpreter, who perceives cultural material; the organizer, who provides communication between the author and the interpreter, who holds the meaningful guidelines for the interaction of these positions, which are the components of the value of the aesthetic attitude; the coordinator, who analyzes the joint activities of the author, interpreter, organizer in the reflexive space and, on the basis of the analysis, draws conclusions about the adequacy of the educational space to the idea of reproducing the positional interaction presented by us. Thus, the performed study gives reason to conclude that the creation of an open educational space, the implementation of the main components of the value of the aesthetic attitude, the organization of positional interaction contribute to the formation of the value of the aesthetic attitude of schoolchildren. The results obtained in the work open up a new field for further research: analysis of pedagogical phenomena from the standpoint of the axiological approach; study of the formation of value relations in educational activities; development of open educational spaces based on the definition of the axiological component of pedagogical activity and
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