The theoretical model of developing education
Fundamentalʹnye i prikladnye issledovaniâ v praktikah veduŝih naučnyh škol
The article outlines representations of nodal components of theoretical model of developing education (further – DE) which were put in the basics of its variant developed by Kharkov research group and implemented in the form of programs and DE textbooks of language 1-9 grades and mathematics in primary school. Source component of this modal is the representation of DE specific function which is to transmit historical experience of constructive creative rather than reproductive and performing,
... ject-transformative activity and student preparation to participate in it. The implementation of this function is possible only providing that goals and methods of creative activity are not transmitted but are re-created and designed in the process of studying by students themselves with the help of a teacher. Within the framework of such constructive-recreating learning activity a student is in a position of its subject that has to set the goals and find the means of achieving them. Due to this a student acquires and develops an ability to reasonable self-organization of his actions which is a necessary condition of involving an individual into creative activity. The main goal of DE is to develop students first as subjects of simplest object-transformative actions, regulated by cultural norms, and then as subjects of self-transformation. Specificity of tasks conduces the characteristics of education content. The main contents in the first stage are general methods of action allowing a student to solve independently the whole class of homogeneous practical problems; in the second stage – various holistic functional natural and social systems and theoretical notions explaining their essence, developing the understanding the meaning of different aspects of activity, which is the background of creativity. Activity in the learning process according to its content and structure unfolds as independent production and solution of increasingly complex learning tasks which have personal meaning for the students. Teacher's attitude to the student not as an object of learning but as a subject of learning in the form of educational dialogue helps to deploy those forms of learning activity which provide achieving the DE goals. These components of DE participants determine it as holistic educational system subordinated to the goal of student developing as a subject of unproductive transformative activity and then as a creative personality.