If we teach today,
as taught yesterday, we will steal from ours
children tomorrow
John Dewey
state standard

the disclosure of the abilities of each student, the education of a decent,
patriotic person, person ready for life in
high tech world. To accomplish these tasks, we are guided by
  which presents
Federal
certain requirements for the results, structure and conditions of development
primary educational program for elementary school students
their age and individual characteristics. Learning Activities -
the process of human self-change, the result of which are
acquired knowledge, skills and abilities. In the concept of GEF new
generation emphasizes the idea that students “must learn
set goals yourself and determine ways to achieve them, use
real-life experience acquired at school, beyond
process. "
To form the basics of learning and organization
activities - the ability to accept, maintain goals and follow them in the training
activities, plan their activities, monitor and evaluate them,
interact with the teacher and peers in the educational process help us
universal educational approaches - universal educational actions (UUD).
  UUD - the totality of the student’s methods of action, providing him
ability to independently master new knowledge, including organization
of this process. The main pedagogical task at this stage is the creation and
organization of conditions initiating the actions of students.
In accordance with the Federal State Educational Standard, the training program presents 4 types of ECM:
personal, regulatory, cognitive, communicative, which,
in fact, they must provide the key competence of students - the ability
learn, see diagram:

Personal universal learning activities provide value-
semantic orientation of students, orientation in social roles and
interpersonal relationships. The program for the formation of personal UUD includes
self determination
  self-identification
self-esteem, and self-esteem).
(internal position of the student,
Regulatory universal learning activities
students organizing their educational activities:
activities
independence.
provide
  management of his
  its control and correction, manifestation of initiative and
competence,
Cognitive universal learning activities provide educational
cognitive
educational
activities and are aimed at the pursuit of knowledge. This is work with information,
work with training models, use of general decision schemes, implementation
logical operations:
  analysis
  classification
establishment of analogies, summing up the concept.
the organization
Communicative universal learning activities provide
social competence and taking into account the position of other people, communication partners
or activities; develop the ability to listen and hear, enter into dialogue;
participate in a collective discussion of problems, the ability to integrate into
peer group and build productive interaction and collaboration.

Comparisons
  generalizations
How we do this can be seen in the table:

UUD - design activity.
The project method is a way of effectively building some kind of
activities. Tell me - and I will forget, show me - and I will remember, involved
me - and I will learn - this Chinese proverb accurately characterizes this kind of
educational activities as educational research and design activities.
The main feature of educational research and design activities is
the opportunity to intensify the educational activities of children,
  giving her
research, creative and related activities to a greater
degrees with the development of planning and modeling skills and solutions
practical tasks.
When working on a research project, students gain social experience,
get the opportunity of self-development, broaden their horizons, do it yourself
let small, but discoveries, their cognitive sphere expands, rises
interest in knowledge, and thus successfully develop, and of this we and you
we achieve.
  A positive result of research, design work is
development of the ability to listen and hear the interlocutor, the ability in the correct form
to formulate and evaluate cognitive questions, that for the guys immersed
into a computer, into virtual communication is very, very important. Here they show
independence in learning, initiative in using one’s mental
abilities; try to work creatively in collaboration with other people;
boldly and firmly defend their beliefs; critically evaluate and understand
own strengths and weaknesses; be responsible for their actions and their
effects.

The design and research process goes through several stages. In training
activities used project task, which is a group in nature.
The work is carried out in several stages.
Stage 1. Setting goals and objectives (motivational). Stage progress:
1. Creating motivation for students to work. Transfer a problem to a task.
2. The definition of the design task. We help to formulate the goal and
project problem.
distribution of duties.
set goals objectives.
3. Planning activities to achieve the goal with
Organization of students' search for the best way to achieve
  4. Supervision and control.
5. Student consultation.
While working on the project, students get used to the situation, carry out
clarification of goals and objectives are combined into groups. They form an internal
position, adequate motivation for educational activities, including educational and
cognitive motives (personal UUD). Students master all types
training activities aimed at organizing their work, including
the ability to accept and maintain the educational goal and task in the course of work,
plan its implementation, monitor and evaluate their actions
(regulatory UUD). Students learn to seek information, master the action
modeling
  Students learn skills
organize and carry out proactive cooperation in the search and collection
information, evaluate and accurately express your thoughts (communicative UUD).
(cognitive UUD).
2 stage. Accomplishment of tasks (activity). His goals and objectives:
1. The implementation of the design objectives of the project (themes, goals, final product).
Preservation of educational motivation of students for activities.
2. Analysis of the result. The teacher provides advice
in creating a "product." Fixing all the ideas.
  3. Supervision and control.
4. Guys get tasks, assign roles in groups, work on
the solution of the task. Developing personal UUD - formation
learning motivation
  development
cognitive interests, feelings of mutual assistance;
–
the formation of all types of educational activities aimed at organizing
their work, the ability to plan activities and act according to plan, on
ability to interact with peers in educational activities;
cognitive UUD - the ability to compare data, find differences and
communicative UUD - students learn to agree, find a common solution,
argue their proposal, persuade, understand the position of other people,
give in to them.
  personal responsibility
  regulatory ECM
4. Filling out the evaluation sheet.
3 stage. Presentation of results (reflective-evaluative). At this stage
provides practical assistance to the teacher or parents (if necessary).
  Students present an activity product (to viewers or experts),
reflection is carried out. Developing personal UUD - self-determination,
actions of a moral and ethical nature; regulatory ECM - students learn
determining the sequence of statements, taking into account the final result;

independently sets the goals of its activities. It follows that on each
stage of research you need to give the student a certain freedom of work, sometimes
even to the detriment of the methodology - otherwise the study may gradually turn into
the sequence of standard
training stages.
Children willingly express a lot of hypotheses, offer different options
explanations of what he saw. You need to prepare for this kind of search for guys. And help in
this organization of work on a research project, and rightly
the completed project will be the result of research activities.
In the process of working on a project, a student forms a large number of
universal learning action:
 design: conceptualization of the task, planning the stages of the upcoming
activities, forecasting the consequences of activities.
 cooperative:
  interaction with project participants,
  rendering
mutual assistance in the group in solving common problems, the search for a compromise solution.
 communicative: the ability to listen and understand others, to engage in dialogue,
ask questions, participate in discussions, express yourself.
 experimental: organization of the workplace, selection of the necessary
equipment, selection and preparation of materials, conducting the actual
experiment, monitoring the progress of the experiment, measuring parameters,
comprehension of the results.
 reflexive: comprehension of one’s own activity (its course and
intermediate results), the implementation of self-esteem.
 presentation: building an oral report on the work done, choice
various visual aids in speaking, monologic speech skills,
answers to unplanned questions.
How to work on a research project? The topic is chosen long before
clearance and protection. It should be interesting to the student and relevant to
the area in which he lives. “The child needs to be taught to be aware of the goal,
which he must achieve from the first days of school. ” (N.F. Talyzina).
It is the question that the student is interested in that can be the starting point in
research or in developing a project. Progress:
 Finding a solution to the problem
 Selection of materials, tools (materials are selected by each
student independently, and control over compliance with safety measures (if
necessary) leads one person appointed by the guys).
 Preparation of the project (at this stage, the formation becomes the main
cohesion between the guys, their ability to listen to each other, development
mutual assistance and mutual assistance).
 Protection, justification of the project (considered already in the process of implementation
work and is done at the request of students). During the presentation of the result
project guys can use the scheme.
 Protection, justification of the project is thought out even in the process of implementation
work and is done at the request of students.
In the lower grades often use information research
projects that involve an independent search for the necessary information
(in encyclopedias, in library catalogs, on the Internet), in this case
students learn to structure information, highlight the main thing. Often search

the guys find the missing information together with their parents, which is also important in
educational purposes.
  Research, design activities have their “pros” and “cons”,
the main thing here is not to overdo it, abandoning other types of cognitive
activities, for example, observing teacher demonstrations, self
work with the textbook, watching educational films, conversation, etc. The teacher should
strive to ensure that on the basis of the conditions set by it, benchmarks,
actual material, observation results, students could
independently describe objects or phenomena, including formulate
definitions and build stories (actions of the 1st level of complexity); explain
objects and phenomena, including formulating laws, properties (actions of the 2nd
difficulty level); formulate principles, rules and put them into practice
(actions of the 3rd difficulty level). Level 1 difficulty skills
developed by students quite quickly with regular repetition
required action. But in the formation of such skills is not easy enough
to get students to remember the sequence of actions in the description
object or phenomenon or mechanism for collecting information - must be taught
students make full use of this information in various
situations.
The second level of complexity requires students not only extensive knowledge
on the subject, but also the ability to compare facts, derive on the basis of these facts
patterns, highlight causal relationships. It develops
observation, logical thinking, the ability to independently set
questions and find answers to them. And most importantly - a system of actions aimed at
the development of such skills develops the student’s interest in the subject, in science,
allows you to feel like a researcher, able to independently answer
to the questions "Where?" and why?"
The third level of skills is not available to all children. To
to get such a way of thinking from students is not enough alone,
even the most professional, teacher’s activities are also necessary
significant abilities, serious personal interest of the student and
enthusiasm for the subject, beyond the scope of ordinary curiosity. But
it is necessary to strive for this and it is possible to achieve this - it must be aware
every teacher. The main result of the education and development of children should be
strengthening in each child of faith in himself, in his ability to know and
transform the world.

Children unite taking into account their interests both at school and outside it. Educational work aimed at solving the problems of child socialization in a children's association, while maintaining interconnection with other factors of personality formation, differs in many respects from its goals, content, structure and makes up a special education. Social relationships are dynamic. This is especially evident in the period of intensive communication of children in temporary associations. The process of socialization is carried out more effectively in those of them, whose members are united by common activities to change and improve the environment and life, both of adolescents themselves and other people. This activity should be based on the principles of self-government and self-organization, respect and protection of children's rights.

The purpose of the activities of any association can be considered in two aspects: on the one hand, as the goal that children set for themselves, on the other hand, as a purely educational goal that adults who participate in the work of children's associations set themselves.

Speaking about the first aspect, it should be noted that voluntary association of children is possible only when they see in it the prospect of an interesting life, the opportunity to satisfy their needs. It is important that the association increases the social significance of their activities, makes them more “adults”. This aspect, which does not contradict the “children's” goal, presupposes the creation in the organization of such conditions under which the child’s personality is more successfully socialized, resulting in the desire and willingness of children to perform social functions in society.

Children's association is an important factor in influencing the child, influencing in two ways: on the one hand, it creates the conditions for satisfying the needs, interests, goals of the child, contributing to their mutual enrichment, the formation of new aspirations; on the other hand, there is a selection of the internal capabilities of the individual through self-restraint and collective choice, adjustment with social norms, values, social programs.

The children's association also performs protective functions, defending, protecting the interests, rights, dignity, and uniqueness of the child.

The process of socialization in a children's association is effective with a common interest, joint activities of children and adults. At the same time, the children should have the right to choose the forms of life of the association, the free transition from one group, one micro-collective to others, the possibility of creating associations for implementing their own programs.

The main purpose of the activities of the school children's organization, we believe, is to promote the younger generation of young Russians in the knowledge and improvement of the surrounding reality, in the formation of their civic position.

In this formulation, the three most important components of civic education are combined: the knowledge of the surrounding World, its transformation (improvement) and the formation of the civic position of young residents of Russia.

Their coordination in the mission of the children's organization is justified and has a purely dialectical meaning.

It is impossible to improve the World without knowing it, during which a real citizen and patriot (and the organization sets the task to contribute to the formation of just such personalities “who love the Motherland, respect all the peoples living on the planet”) cannot pass by the problems and troubles of people, their country , all of humanity, nature. The very constructive social practice itself stimulates its desire for the further discovery of the World and for self-improvement. And this in turn forms true patriotism, real citizenship is not verbal, but active, i.e. based on activity, restlessness, interest in people, that life becomes better.

Thus, we see that “pedagogical triangle” with peaks - upbringing, socialization, self-development of the personality, which B.Z. Vulfov associates with the content of the process of “the formation of human sociality”.

The goals and objectives of our school public organization are determined on the basis of the main purpose (mission) of SDE and the purpose of the educational activity of the school.

The main goal of the educational activity of the secondary school № 7 of the city of Surgut is the formation of a socially competent personality of a young man, characterized by a common culture and moral orientation in behavior, conscious professional self-determination on the basis of sustainable cognitive motivation and developed cognitive abilities; and also capable of active positive self-realization in the interests of his personality, the interests of society and the state.

It must be emphasized that this goal is realized in a holistic educational process, part of which is the educational process as a sphere of value-moral development of the individual and the sphere of implementation of such activities as social, labor, artistic and aesthetic, communication. Therefore, we define the target landmark of the educational process as a sub-goal of the educational activity of the school.

The purpose of the educational process of the secondary school № 7 is to educate the personality of a young man who has a common culture and moral orientation of behavior, capable of active positive self-realization in the interests of his personality, the interests of society and the state.

Therefore, the main principles for constructing the educational process are: the principle of humanistic orientation, the principle of nature-conformity, the principle of cultural conformity, the principle of social efficiency, the principle of concentration of upbringing.

Based on the foregoing, the purpose of the school children's organizationdefined - the formation of social qualities of the personality of students on the basis of their study of the history of the school, city, region, country; participation of children and adolescents in the work of school self-government bodies and collective socially significant activities.

To date, long-term games are the most justified in pedagogical practice, the plot of which is as close as possible to life or age-related features of perception of reality. In our school, we chose the game, which was called the “City of Happiness”, as the basis of the life of our school children's organization. In this regard, it seemed to us advisable to form and develop the activity of the same age and same age profile associations, both children and adults, whose content corresponds to the main areas of the educational process and the life of the school as a whole:

• City Hall as the main self-governing body of SDO;
• QUARTERS and STREETS of the city (school classrooms);
• Department of Education (educational process of public education);
• Department of Culture and Sports;
• Social associations (temporary children's groups);
• Institute of curators (a permanent team of teachers);
• Health Committee
• University of Continuing Education (pre-school system for teachers, students and their parents);
• City History Museum (school museum);
• Institute of Public Relations (permanent and temporary groups of children and adults, collaborating with other public institutions and public organizations of the city, etc.);
• Food service association;
• Municipal service (business associations of the school).

Conditions for admission to the organization: desire, dedication.

Number of members: 708 (56 adults).

The presence of fundamental documents:

• Regulation on the SDO “City of Happiness”;
• Articles of association;
• SDO program.

The main directions of social activities of SDO:

1. Wellness and preventive
2. Artistic and aesthetic
3. Sports
4. Military-patriotic (Zhukovsky movement, Salang club)
5. Environmental
6. Chef

Forms of work: competitions, contests, shows, rallies, festivals, games, collective and creative affairs.

The motto of SDO: “Get out of anxiety and bad weather! Our school is the city of Happiness.”

SDO has its own attributes: anthem, coat of arms, flag of a children's organization, three rolling flags, rolling pennants, ties (blue, yellow, green).

SDO has its own laws and customs, in the discussion of which all “residents of the city of Happiness” took part; its own newspaper is the City of Happiness newspaper.

QUARTERS of the city are large children's groups uniting students of the same level of study. STREETS of any city allow you to move around it, get acquainted and visit different city associations, participate in city events you like. Classy collectives of schoolchildren in their streets restore order and beauty, attract the attention of residents and guests of the city with their own affairs, take part in citywide affairs. The children's team chooses a name for itself. And in the course of its development, it is trying to prove the correspondence of this name to the affairs of the inhabitants of this street. For example, now in the “City of Happiness” there are three blocks and more than thirty streets:

• Green Quarter – elementary school students live here, the color of the ties of the junior group of the school of secondary education also corresponds to the color of this quarter. In this quarter we can meet such streets: Fiction, Veselchakov, Sportivnaya, Solnechnaya, Enthusiasts, Dreamers, etc .;
• Yellow quarter –   high school students are studying here, the color of the ties of the middle group of the school of secondary education corresponds to the color of this quarter. In this quarter we can meet such streets: Mathematical, Historical, Biological, Youths, Detectives of fives, Sorvantsov, Zvezdnaya, Sibirskaya, Znatokov, Parkovaya, etc .;
• Blue quarter –   this is a quarter of high school students, the color of this quarter corresponds to the color of ties of the senior group of DRL. In this quarter we can meet such streets: Lucky, Museum, Curious, Islet of Happiness, Peace, Graduation, Tourist, University, Youth, Flower, Enthusiasts, etc.

Department of Education - so in the “City of Happiness” you can define the entire educational process. And since the department is the management of the educational process, here we will single out several departments: the department of primary general education, the department of basic general education, and the department of secondary general education. The specifics of the work of these departments is determined by the curriculum of the school.

The Department of Culture and Sports organizes and conducts all school cultural, mass and sports events. There are two departments: the department of culture and the department of physical education and sports.

Social associations are temporary children's groups, which unite schoolchildren of different classes and different ages. These associations can be defined as interest clubs; their activity is of a pronounced social character and is associated with the general objectives of SDO. The names of these associations also reflect the content of their activities: “Drummer”, “Symbolism”, “Horn”, “Song”, “Tourism”, “Uncor”, “Game”. For the children of each group of the children's organization (junior, middle and senior), their level (level) of participation in these associations, a kind of mastering the program of this specialty, is assumed. The program of children's temporary collectives of SDE consists of three stages: stage 1 - “Likbez” (1-4 grade), stage 2 - “Expert” (5-8 grade), stage 3 - “Master” (9-11 grade).

The Health Committee is represented by the cooperation of the committee with the medical-psychological-pedagogical service of the school. Of great importance in this activity are the medical worker, social educator and school psychologists. With their help, members of the SDO carry out a health-improving and preventive direction in the organization’s work.

The University of Continuing Education, first of all, is represented by the scientific society of students with its subject areas - scientific “faculties”. At the University today there are several “faculties” - areas of research activities of students under the guidance of teachers - subject and teachers of Surgut universities:

• “Medic” (medicine) for 9th grade;
• “Young biologist” (natural sciences) for 3 classes;
• “Ethnos” (geography) for 9th grade;
• “Slovennik” (Russian language) for 9th grade;
• “Sounding in the era of voices ..” (literature) for grades 10-11;
• “Literature bright pages” (literature) for 7 classes;
• “Journey to the origins” (history) for 6th and 11th grades;
• “Spinoza” (mathematics) for 6 classes, etc.

The military-patriotic club “SALANG” also belongs to the social associations of the “City of Happiness”. Any young man of the senior JLO group (grade 9-11) can become a member of the club. The club’s activities are related to the military-patriotic training of future servicemen under the guidance of adults. In addition, Salang members actively collaborate with the television of Surgut, annually participate in district competitions (School of Survival), and participate in the military-sports television game Polygon. The school developed the Zhukovsky movement. 12 Zhukovsky detachments were created, which included about 300 children. They are engaged in patriotic education of schoolchildren. They also collected enormous material about G.K.Zhukov, about generals, heroes of the Great Patriotic War and was duly decorated in the school museum.

During the life of the organization, other club associations can be created in other substantive specialties.

The Museum of the History of the City is a museum of our educational institution, where the history of our children's public organization is also formed by a separate plan. Every year, on the birthday of ShDO (Day of “City of Happiness”), gifts are presented to the museum from residents of the city streets as exhibits of the museum exposition.

We present the Institute of Public Relations as permanent and temporary groups of children and adults, collaborating with other public institutions and public organizations of the city, etc. Cooperation of children’s and teaching staff of the school, including through SDO:

• Universities of the city and the region: Tyumen State University (branch in Surgut), Surgut State University — they help not only in the training of high school students, but also in the activities of the scientific community of students in the organization of their research work.
• Institutions of additional education: Station of young naturalists, Station of young technicians, School "Ugoria", School # 1, pool "Aquarius", Center for Culture and Leisure "Builder" - with the help of teachers, classes and sections are conducted, many collective affairs of ShDO are organized and conducted .
• The Council of City Veterans takes part in the organization of the Zhukovsky movement.
• The courtyard club helps in carrying out common activities in the community.

Food Service Association (school canteen). Members of the school children's organization "City of Happiness" monitor the cleanliness and order in the dining room.

Municipal service (business associations of the school). Members of SDE are actively involved in the observance and maintenance of the cleanliness of classrooms and general school premises, and in the landscaping of the school and its territory.

Undoubtedly, school student self-government is one of the most pressing problems of modern domestic education. Our state shows obvious interest in the development of school student self-government, which is reflected in the current regulatory documents. In particular, among the principles of state policy in the field of education, the Law of the Russian Federation “On Education” contains the principle of the social-state nature of the management of public education. At the same time, public administration can be understood as such administration in which, along with state structures, public administration structures will act - bodies of school student management.

The creation of student self-government bodies in our school was preceded by a survey among students about whether such bodies are needed in the school and what issues they can solve.

Most students answered yes to the question (two-thirds of those surveyed).

Schoolchildren of Municipal Educational Institution School No. 7 also believe that the children themselves can solve such issues as:

• organization of leisure and extracurricular activities, issues of study and discipline, rendering assistance to lagging students;
• protection of the rights of students, the expression of the views of students, participation in resolving conflicts, assistance in the management of educational institutions;
• solutions to domestic and financial problems, for replacing teachers on understudy days, etc.

School self-government in school No. 7 is a complex system in which the Municipality of the “City of Happiness” takes its own specific place.

The activity of student’s self-government bodies is built in accordance with the Regulation on self-government bodies of the municipal educational institution of secondary education No. 7.

The management of the school children's organization and the Mayor's Office “Happiness Cities” have their own structure.

To become one of the administrators of the City Hall, each member of the SDO - a “resident of the city of Happiness” can go through a school of participation in the organization’s activities, growth stages:

• Resident of the “City of Happiness”;
• Honorary Resident of the “City of Happiness”;
• Administrator of the “City of Happiness”;
• Curator of the City of Happiness.

The title “Honorary Resident” is assigned to the pupil who has fulfilled all the requirements shown to him in the memo of residents of the “City of Happiness”, an active participant in all school affairs and who has gratitude, the awards of his team.

The title "Administrator" is assigned to the "Honorary Resident of the" City of Happiness "among students in grades 8-11.

MAYOR “Cities of Happiness” selects one of the administrators who won the election campaign.

Adults who want to participate in the activities of SDE and share its goals and objectives are elected or appointed by CURATORS. They help in the work of departments. Their activities are determined by the relevant Regulation.

The goals of school education can be divided into social and pedagogical. The social goals of school education are the expected changes in society, due to the implementation of the pedagogical goals of school education on the necessary scale. Any pedagogical goals model the desired changes in the personality - its orientation, abilities, knowledge, abilities and personal qualities. The implementation of pedagogical goals on a sufficiently large scale can contribute to the solution of social problems.

In the most general form, the social goals of education are formulated in the Law "On Education" (Articles 2 and 14), which states that education should contribute to the development of society, strengthen and improve the rule of law, affirm the priority of universal values, reproduction and development of the human resources of society, mutual understanding and cooperation between people, peoples, regardless of racial, national, ethnic, religious and social affiliation, the exercise of students' right to free choice of opinion and beliefs, self-identity, the creation of conditions for its realization, free development.

The law indicates the personality traits, the formation of which should be guided by the education system - citizenship, hard work, respect for human rights and freedoms, love for the surrounding nature, homeland, family. Education should ensure the integration of the individual into national and world culture, the formation of students' worldview adequate to the current level of knowledge. It is emphasized that education must be accessible to all and that basic general education is compulsory.

In its most general form, we can say that the social goals of modern school education are to develop a free personality, capable of creating a democratic society and living in such a society. Social goals of education can be specified at the regional and educational level. At this level, they will reflect the expectations of not only society as a whole, but also of its individual social institutions.

In the program for the development of the educational system of St. Petersburg "Petersburg School - 2000" it is noted that St. Petersburg wants to see a graduate of the school:

a man who respects the rights and fundamental freedoms of man;

a person consciously and responsibly related to his life and health;

a person sufficiently educated to achieve personal and family well-being and success;

a person with a high civic consciousness;

a person capable of cooperation with other people, respecting the rights of citizens, tolerant and attentive to the opinions of others;

a man striving to become a master of his craft;

a person with a wide range of cultural needs;

a person who perceives nature as a life value.

The formation of the stated system of values \u200b\u200bis possible provided that students develop such personal qualities that would ensure the adequacy of their social behavior in the new social situation. These qualities include the ability to choose, a willingness to take responsibility, a willingness to cooperate, a focus on moral assessment and self-esteem. The ability to choose also applies to the formation of the worldview of students, their political views, as well as aesthetic tastes. The purpose of school education is to provide students with the opportunity for conscious and free choice of their ideological position, limiting this freedom to one criterion - orientation to generally accepted moral values.

The pedagogical goals of education reflect its capabilities in the development of those personality qualities that are most important for its self-development, for the formation of the personality as a subject of various types of activity, in other words, for the development of its ability to set goals and to realize in various areas of activity.

As a common goal of school education, the formation of students' education is considered. The pedagogical goals of school education are interconnected with the goals of other areas of pedagogical activity - the goals of continuing education (including self-education) and the goals of organizing the social activities of students.

The main pedagogical condition for the realization of the social goals of education is the achievement by students of a level of education that ensures a high level of their social activity, the ability to self-development and the real possibility of continuing education. In other words, the main pedagogical goal of school education is to educate an educated Petersburger. This goal assumes that all high school graduates must achieve the level of elementary literacy, functional literacy, and general cultural competence. The school should also provide the opportunity to achieve the level of pre-professional and methodological competence in the educational areas of interest to students.

Problems of the implementation of socio - cultural activities of school educational institutions.

The Russian education system, harmonious and effective, is rightfully considered one of the best in the world. But at the same time, there are a number of disadvantages in the Russian school:

The abundance of methods and technologies, the inconsistency in the use of curricula and teaching aids (within the walls of one institution, the primary school is taught according to the textbook and the program of one author, and in the upper grades, other manuals and curricula are used, as a result of which there are disagreements between primary school teachers and middle management, the need to adjust the work, which requires time and intellectual costs);

Low level of development environment support:

Lack of aesthetics in interior design (“state-owned” environment, lack of decent repair and comfort of school premises),

The inflexible functional use of space, the lack of special rooms or zones for games and recreation, which does not allow creating conditions for the harmonious development of the child and his emotional well-being and does not allow him to feel free, enter into communication with peers and with children of other age groups,

Lack of conditions in group rooms for the necessary balance of joint and individual activities of children (for example, “privacy corners”),

Irrational or inadequate use of the school site, which allows diversifying the forms of social and cultural work with children.

Incompetence of the teaching staff and other staff:

The teacher’s inattention to children during the break (as a result - fragmented children, traumatic games, etc.),

Lack of mutual understanding between adults and children (distrust of children, unwillingness to see in them independence and responsibility),

Inattention to creating a positive psychological climate, a friendly atmosphere in the children's team, to emerging conflicts,

Lack of (often) focus on trusting, friendly relations with children,

The lack of the moment of formation of educational motivation, interest in learning and creative activity,

Lack of career guidance.

Lack of interaction between school, family and leisure facilities.

The Russian school has gone through a number of stages of its development, and as a result of this long evolutionary process, the Russian educational system has become one of the best.

The school, as one of the main socio-cultural and educational institutions, implements the order of society - to form a person who is adequate to the requirements of this society, era, raise, train and educate young generations with the maximum allowance for the social conditions in which they will live and work .

The school, as a socio-psychological group, as a social space of contacts for children, creates opportunities for implementation or activation in the areas of communication and play. The game prepares the psyche for functioning in the complex world of human communication and activity and shapes the strategic behavior of people. Its special appeal lies in the fact that it allows you to act in situations of risk, uncertainty, freedom of choice.

The goals of modern school education can be conditionally divided into social and pedagogical. The social goals of school education are the development of a free personality, capable of creating a democratic society and living in such a society. The main pedagogical goal of school education is to educate an educated person, which suggests that all secondary school graduates must reach the level of elementary literacy, functional literacy, and general cultural competence. The school should also provide the opportunity to achieve the level of pre-professional and methodological competence in the educational areas of interest to students.

But, despite the generally recognized high quality of Russian education, there are a number of disadvantages in the Russian school:

the abundance of methods and technologies, but at the same time - inconsistency in the use of curricula and teaching aids;

low level of development environment support;

incompetence of the teaching staff and other staff;

lack of interaction between schools, families and leisure facilities.

The purpose of the school for the 2018/2019 academic year:

The main goal of the establishment of general secondary education is to ensure the quality of education.

Tasks for the 2018-2019 academic year:

1. Improving the professional competence of teachers through continuing education and self-education, both in the framework of advanced training and through the network of interaction between teachers and students.

2. Improving the quality of education by improving the control and evaluation activities (as a factor in the effective implementation of educational standards at all levels of education). Creation of effective interaction of all participants in the educational process for the implementation of special education.

3. Formation among students of high social and civic responsibility, a value attitude to the history and culture of their native land through the development of children's and youth socially significant initiatives.

4. Preservation and strengthening of health through the formation of a culture of life safety and healthy lifestyle skills.

5. Strengthening the material and technical base of the educational institution, updating the educational environment in classrooms by attracting extrabudgetary and sponsorship funds.

Mission

The school is focused on the education, upbringing and development of all children with different inclinations, characteristics and abilities. The school provides the choice of the best, best for a particular class or student learning path.

The priority functions of the school will be cognitive, educational, developmental, health-improving functions in their organic unity.

The school focuses on the physical, mental and social-moral health of students, suggesting the organization of the educational process in such a way as to minimize student overload, to provide systematic psychological and pedagogical assistance in the school.

Philosophy

Strive to develop the creative potential of each student, protecting in him the individual, original, based on his nature.

Pay maximum attention to the development and self-improvement of each student by creating an adaptive educational environment that meets the needs and learning opportunities of all children in the community.

The basis of the philosophical orientation, the main thing in the work of the school is the upbringing of a free, vibrant, creatively active person, enriched by scientific knowledge about the nature and universal values \u200b\u200bof world culture and folk traditions, ready for creative activity and moral behavior.

Graduate model

A school graduate is a socially competent person who is able to effectively realize himself in various social spheres of modern society.

He is a person focused on knowing himself, people, the world. It is characterized by comprehensive development, the ability to self-regulation, to consciously control their behavior.

A graduate of the school has a persistent humanistic worldview, sees the personality in himself and others, has aesthetic attitudes towards culture and nature.

He is a healthy person, creating his involvement in his family, leading a healthy lifestyle, consciously preparing himself for family life, the education of subsequent generations.

He is a citizen, patriot, acutely aware of responsibility for the past, present and future of the Fatherland, an intellectual, committed

universal spiritual ideals.

Creation of conditions for the realization by each child of the right to education, taking into account his inclinations and opportunities on the principles of democracy, openness, the priority of universal values, the protection of life and health;

The formation of a general culture of the personality of students on the basis of assimilation of the mandatory minimum content of educational programs

Creating the basis for informed choice and subsequent development of professional educational programs;

Preparation of a graduate competitive in the labor market;

Education of citizenship, industriousness, respect for human rights and freedoms, love for the environment, Motherland, family;

The formation of students' skills and habits of a healthy lifestyle;

Creating favorable conditions for the diverse development of the personality, including by satisfying the needs of students in self-education and in obtaining additional education;

Interaction with the family to ensure the full development of the child.

Characteristics of the organization in terms of production scale, level of specialization.

1a - 27 school 5a - 27 school 10a - 24th

1b - 26th 5b - 27 lessons 10b - 16 school

1c - 24 lessons 5c - 29 lessons 11a - 18 school

1g - 19 school 6a - 26 academic hours 11b - 21 lessons

2a - 24 hours 6b - 29 lessons 10-11 - 79 lessons

2b - 24 lessons 6c - 13 academic hours class

2c - 27 lessons 7a - 29 school

3a - 28 school 7b - 26 lessons

3b - 27 lessons 7c - 10 academic hours

4a - 29 school 8a - 31 school hours

4b - 27 lessons 8b - 31 school

4c - 22 academic hours 9a - 26 academic hours

1-4 - 304 lessons   9b - 28 school

class   9c - 15 academic hours

5-9 - 347 lessons

TOTAL learns at school 730 students, of which at home - 2 students, according to a special correctional program of the VII form - 47 students, VIII species - 5 students.

Intra-school management structure

School management is carried out in accordance with the Law of the Russian Federation “On Education” and the model regulation “On the educational institution of the Russian Federation” and on the principles of democracy, openness, priority of human values, free development of the individual, on the basis of the principles of self-government of the collective and unity of command.

The director of the school carries out general management of all areas of the school’s activities in accordance with its Charter and the legislation of the Russian Federation, together with the Governing Council of the school (hereinafter the CSS of the school) determines the strategy, goals and objectives of the school’s development, decides on the program planning of its work.

The pedagogical council is a permanent governing body of the school to consider the main issues of the educational process, convened at least once a quarter. His decisions are advisory for the teaching staff. Decisions approved by school order are binding.

The Administrative Council consists of three deputy directors for educational work, a deputy director for educational work and a deputy director for AChR. Responsibilities between administration members are determined by school order.

Types, forms and frequency of intra-school control.

To monitor the learning process and education of students, the school administration combines various forms of control, preferring those that give the highest results, such as collective forms of control. (Example: class-generalizing control at the end of the first month of classes). Due to the fact that fifth-graders, moving on to subject-based instruction, experience difficulties in communicating with a much larger number of teachers than in elementary school, in order to bring students and teachers closer and adapt in this parallel, we carry out the mentioned form of control, involving all teachers in it, working in parallel, a school psychologist, a librarian, GPA educators and, finally, all members of the school administration. Assessing the knowledge and skills of students at this stage, we compare them with the previous ones, with the requirements of the programs, or with the results that we expected. If the results of class-generalizing control are alarming by their eccentricity, then we resort to planned administrative control: these are control sections at the end of a quarter, half a year and a year in certain subjects, and translation exams.

We carry out collective forms of control and planned administrative control while studying new teaching technologies.

In order to avoid a formal and objective assessment of the activities of individual teachers and the teaching staff as a whole, we use another form of control - mutual control and methodological mentoring. We constantly resort to this form of control in the period of preparation for certification.

If at school there is some kind of “contingency” situation when individual teachers or a class team at this stage need tight administrative control, we are forced to resort (extremely rarely) to the so-called spontaneous administrative control, the purpose of which is to identify and eliminate the causes and the consequences that entailed the emergence of this situation,

We carry out control planned, purposefully. The scope, frequency, quality, types, methods, forms depend on the control objectives.

If we check educational work in the classroom, parallel, school link, then we select for ourselves those parameters by which we will record the ongoing changes in the behavior of children, their academic performance, and attitude to the assigned work. The final result is determined by the increase in the level of education, upbringing and development of students. The methods we use here; questioning by teacher, students, parents; interview with them; Attendance and analysis of extracurricular activities.

If we set ourselves the goal - to check whether the teacher owns pedagogical art, then we try to visit as many of his lessons as possible, to see the teacher in his direct interaction with the children.

The main elements of the control of the educational process are:

* Performing universal training;

* Implementation of continuity between the levels of training;

* The state of teaching subjects;

* The system of individual work of teachers with students of multilevel training;

* Identification of the level of student learning;

* The quality of school documentation;

* Implementation of training programs and the prescribed minimum of written work;

* Preparation for final certification for the course of primary and secondary schools;

* Organization of extracurricular activities with students;

* The health status of students;

* Implementation of decisions of pedagogical councils and meetings.