Extracurricular Activities As a Sphere of Social and Pedagogical Partnership in the Interaction of the General and Supplementary Education in the Terms of Introduction of the FSES

I. Ivanova

doi:doi:10.12737/25139

UDC 37

Extracurricular Activities As a Sphere of Social and Pedagogical Partnership in the Interaction of the General and Supplementary Education in the Terms of Introduction of the FSES

Published в Standards and Monitoring in Education · Volume 5, Issue 2, 2017 · Pages 28–34 · Rubrics: Methods and methodology of education

DOI 10.12737/25139

Received: 05.05.1905 Accepted: 05.05.1905 Published: 05.05.1905 Language of publication: RUS

Authors

I. Ivanova ¹

1 Kaluga State University named after K.E. Tsiolkovkiy (Social Adaptation and Organization of Work with Young People, Associate Professor)
Kaluga, Russian Federation

ABSTRACT

The article is based on the description of the author’s vision of designing a network of educational interaction in the context of socio-pedagogical partnership between the general and further education in line with the realization of extracurricular activities in the conditions of the introduction of the FSES. The paper describes the stages of a network between educational institutions and supplementary education in the fi eld of extracurricular activities teaching, the content of which need a good idea of planning to become a party to the educational network. Performance criteria of socio-pedagogical partnership in the interaction of the general and supplementary education in the conditions of the introduction of the FSES is the availability of functioning network interaction of educational institutions for the implementation of extracurricular activities in the framework of the FSES, involving teaching, psychological and pedagogical, professional, material and technical resources of educational institutions of diff erent levels; development and implementation of educational programs extracurricular activities FSES-based schools; positive dynamics of development of students involved in extracurricular activities; enhance the professional competence of teachers involved in networking through the organization of extracurricular activities in the Context of the FSES. Socio-pedagogical collaboration between the general and further education, the diff erent models of networking between educational institutions in the conditions of the introduction of the FSES helps to provide opportunities for the development of each child on a variety of activities taking into account the orientation of the individual; eff ective organization of extracurricular activities of students in the development of the FSES; empowerment to improve the professional competence of school teachers; meet the requests of professional participants in the educational process. Perspective and practical importance of this activity, which can be called innovative in the light of the modernization of education is the ability to design and realization of diff erent models of network of educational interaction in the framework of the extracurricular activities of students in the conditions of the introduction of the GEF in the educational space of city, region.

KEYWORDS

GEF socio-pedagogical partnership educational organization educational network general education further education extracurricular activities extracurricular activities authoring program.

Information Text References

Authors:

1. Kaluga State University named after K.E. Tsiolkovkiy (Social Adaptation and Organization of Work with Young People, Associate Professor)

Kaluga, Russian Federation

Type:

Article

Pages:

from 28 to 34

Status:

Published

Subject area:

UDC 37

Language:

Russian, English

Keywords:

GEF, socio-pedagogical partnership, educational organization, educational network, general education, further education, extracurricular activities, extracurricular activities authoring program.

Text

Последние годы в системе образования России проводятся серьезные преобразования: реализуются глобальные проекты, поддерживаемые государством, инициируемые Президентом Российской Федерации. Модернизация
образования осуществляется посредством мероприятий приоритетного национального проекта «Образование», Комплексного проекта модернизации образования, реализации Национальной образовательной инициативы «Наша новая школа».

References

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2. Ivanova I.V., Skandarova N.B. Osvaivaem FGOS: metodicheskie rekomendacii po realizacii programm vneurochnoi deyatelnosti dlya nachalnogo obschego obrazovaniya (1 god obucheniya) [Going GEF guidelines for the implementation of programs extracurricular activities for primary education (1 year)]. Kaluga, KGU. K.E. Tsiolkovsky Publ., 2014. 224 p.

3. Ivanova I.V., Skandarova N.B. Osvaivaem FGOS: programmi vneurochnoi deyatelnosti dlya nachalnogo obschego obrazovaniya [Going GEF: extracurricular activities program for primary education]. Kaluga, KGU. K.E. Tsiolkovsky Publ., 2014. 140 p.

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6. Loginova L.G. Kachestvo dopolnitelnogo obrazovaniya detei. Menedjment [The quality of supplementary education for children. Management]. Moscow, The agency “Megapolis” Publ., 2008. 392 p.

7. Loginova L.G. Programmnii resurs dopolnitelnogo obrazovaniya detei_ opit sistemnogo znaniya [Program resources additional education of children: the experience of system knowledge]. Methodist [Methodist]. 2011, I. 2, pp. 29-34.

8. Slovar - spravochnik terminologii v dopolnitelnom obrazovanii detei [Dictionary of terminology in the further education of children]. Moscow, Inti-dana Publ., 2007. 48 p.

9. Federal’nyy gosudarstvennyy obrazovatel’nyy standart nachal’nogo obshchego obrazovaniya (utverzhden prikazom Minobrazovaniya i nauki RF ot 06.10.2009 [Federal State Educational Standard primary education (approved by Order of the Ministry of Education and Science of the Russian Federation no 373 from 06.10.2009)]. Moscow, 2009 (in Russian).

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