Year of birth – 1967.
Place of Birth– the city of Pushkino (Moscow region).
Family status- married.
Place of residence- the city of Pushkino (Moscow region).
Foreign language skills– English (spoken).
Place of work– Laboratory of History Didactics of the Institute of Teaching Means and Methods (ISMO) of the Russian Academy of Education (RAE).
Job title- Leading Researcher.
Education– higher education (pedagogical).
Moscow Regional Pedagogical University (history department) – Sept. 1984 – June 1991 (specialty – teacher of history, social studies and law).
Military service– 1986 – 1988
Academic degrees– Candidate of Historical Sciences (since 1997), Doctor of Pedagogical Sciences (since 2011).
Candidate of Historical Sciences - the topic of the dissertation is “Socio-political problems of public education (on the example of Moscow)” (defended in May 1997 at the Moscow Pedagogical University, degree awarded on October 17, 1997).
Doctor of Pedagogical Sciences – the topic of the dissertation is “Theory and practice of preparing teachers to support the process of civic development of schoolchildren” (defended in December 2010, degree awarded on July 15, 2011).
Academic titles– Associate Professor (since 2001).
Awarded Certificate of honor from the Ministry of Education and Science of the Russian Federation for significant success in organizing and improving the educational process, in preparing and improving the pedagogical and scientific qualifications of scientific and pedagogical personnel (2006), diploma from the Moscow Government and the Moscow Department of Education for conducting an examination of projects and participating in jury of the VIII City Competition of Social Projects of Students “I am a Citizen of Russia”.
Professional experience
History teacher at Pushkin Secondary School No. 6 (Moscow region) 1991-1992.
History teacher at secondary school No. 16 in Mytishchi (Moscow region) 1992-1996.
Methodologist of the scientific and educational group of the department of general and social pedagogy of the Institute for Advanced Training and Retraining of Public Education Workers of the Moscow Region 1996-1997.
Associate Professor of the Department of History, Socio-Political Education and Law of the Federal Academy for Advanced Training and Professional Retraining of Education Workers (APKiPPRO) since 1997. to September 2012
Leading researcher at the Laboratory of History Didactics at ISMO RAO since September 2012.
From 1989 to 2004 – teacher, taught in educational institutions of various types, subjects – history, social studies, political science, history of religion, elective course “Elections in a Democratic Society”, modular course “My Choice”.
Teaching history at preparatory courses at the State Institution “Higher School of Economics” 2001-2002.
Teaching the course “Religious Studies” at the State University of Management (Moscow) 2003.
Since 2011 – Professor of the Department of Open Educational Technologies at the Moscow Institute of Open Education (MIOO).
Since January 2012 – Professor at the Institute of Education of the Higher School of Economics.
Social work
Vice-President of the Interregional Association “For Civic Education”, uniting teachers, scientists, journalists, representatives of public organizations interested in the development of civic education - since 1998.
Head of the “Mobile Seminars” program of the public organization “Civitas” - 2003-2011. As part of this program, seminars were held on active and interactive approaches to teaching social disciplines (by 2010, seminars were held in 63 constituent entities of the Russian Federation).
Coordinator of the international program “Mosaic of Civic Education” in Moscow and the Moscow region, dedicated to the exchange of experience between teachers in Russia and the USA with an emphasis on comparative aspects in teaching history and social disciplines - 2003-2006.
Participant of the international program “Mosaic of Civic Education-2”, uniting teachers from Russia, Bulgaria, Mongolia, USA, Armenia, Kazakhstan and Georgia - 2007-2010. As a teacher within the framework of this program, he taught classes in Bulgaria, Mongolia and Armenia.
Member of the Organizing Committee of the All-Russian Action “I am a Citizen of Russia”, member of the jury of the final stages of the Action at the All-Russian Children’s Center “Orlyonok” (action under the auspices of the Ministry of Education and Science of the Russian Federation) - since 2001.
Member of the editorial board of the journal “Teaching History at School” - since 2007.
Member of the editorial board and methodologist of the journal “Social Sciences” - 2012.
Member of the jury and chairman of the jury in the category “History-2” (social studies) of the All-Russian competition “Teacher of the Year” - from 1996 to 2004.
Organizer and jury member of the All-Russian Olympiad in civic disciplines - 1996-2007.
Member of the Expert Council of the Ministry of General and Professional Education of the Russian Federation on textbooks and teaching aids - 1996-2000.
International activity
Expert of the Council of Europe - since 1996.
Participation in conferences on civic education within the framework of the international partnership "Civitas" - Sarajevo (1998), Moscow (2002), Mexico City (2003), Budapest (2004), Warsaw (2006), Buenos Aires (2007). ), Efran, Morocco (2008), Cape Town (2009), Jakarta (2010).
Conducting classes on teaching methods and civic education for Ukrainian teachers in Kharkov and Lvov - 2003 and 2004.
Conducting classes on civic education for US teachers in Anchorage, Alaska - 2006.
Speech at 8 international conferences within the framework of the international program “Mosaic of Civic Education”: Williamsburg, USA (2004 and 2005), Washington, USA (2006), Saratoga, USA (2007), Ulaanbaatar, Mongolia (2008) , Primorsko, Bulgaria (2008 and 2009), Yerevan, Armenia (2009).
Participation in projects
Project “Elections in a Democratic Society” (Teachers' newspaper and the International Foundation for Electoral Initiatives) - 1995-1997.
Project “My Choice” - 2000-2004.
Participation in international projects of the Council of Europe “Civic education: retraining of teachers” (upgrading the qualifications of teachers in the Chechen Republic 2000-2002), “Education in the spirit of peace, human rights and democratic citizenship” (since 2004)
Expert of the group for the development of the program “Participation of children and youth in society” - 2009-2011. Participant of working meetings in Helsinki (2009), Vienna (2010), Strasbourg (2010 and 2011) and Brussels (2011), conducting an examination of youth participation in public life in Chisinau, Moldova - 2011.
Russian-Canadian project “Spirit of Democracy” - member of the expert commission and developer of materials within the framework of the Russian-Canadian project on teaching social disciplines using the Internet (3 publications prepared, participant in the conference in New Orleans, USA - 2003, conducting classes for Canadian schoolchildren ) – 2000-2004
Trainer and leader of the training group of the Summer Academy “Democracy in School” in Warsaw, Poland (a joint project of the Council of Europe, the Ministry of Education of the Polish Republic, Wengeland Center in Norway) - 2010, leader of the group of trainers of the Summer Academy “Democracy in School” in Warsaw, Poland – 2011-2013
Coordinator of the Correspondence Academy “Democracy in School” (an Internet project with the annual participation of more than 100 teachers from Russia, Ukraine, Moldova, Armenia, Georgia and Azerbaijan) - since 2011.
Developer of methodological apparatus and teacher of methodology within the framework of the project “Updating historical and social science education” - 2007-2009. As part of the project, conferences were held for history and social studies teachers in 7 Federal Districts, and about 1,000 tutors from all constituent entities of the Russian Federation were trained.
Trainer and expert in the project to introduce the course “Fundamentals of Religious Cultures and Secular Ethics” - 2010-2011.
Main publications
Monographs
1. Ioffe, A. N. Methods of civic education: theory and practice [Text]: monograph / A. N. Ioffe. – Bryansk: Kursiv, 2006. (6 pp. (108 pp.))
2. Ioffe, A. N. Preparing a teacher to support the process of civic development of a schoolchild [Text]: monograph / A. N. Ioffe. – M.: APKiPPRO, 2010. (7.5 pp. (120 pp.))
3. Ioffe, A. N. Life in Moscow in the 1920s [Text] / A. N. Ioffe // Teaching history at school. – 1997. – No. 5. – P. 15-20. (0.5 p.l.)
4. Ioffe, A. N. Unified state exam in social studies [Text] / A. N. Ioffe // Teaching history at school. – 2006. – No. 7. – P. 10-12. (0.1 p.l.)
5. Ioffe, A. N. Modern challenges and risks for the development of civic education in Russia [Text] / A. N. Ioffe // Teaching history and social studies at school. – 2006. – No. 9. – P. 19-24. (0.5 p.l.)
6. Ioffe, A. N. Lesson “Ethnicity, people, nation” [Text] / A. N. Ioffe, O. V. Kishenkova // Teaching history at school. – 2007. – No. 3. – P. 25-32. (0.7/0.5 p.l.)
7. Ioffe, A. N. Topic “Political history of Russia in the 18th century. Final lesson" [Text] / A. N. Ioffe // Teaching history at school. – 2007. – No. 4. – P. 19-28. (1 p. l.)
8. Ioffe, A. N. The concept of teaching social studies in modern Russian school and the textbook “Social studies. XI grade" (project) [Text] / A. N. Ioffe // Teaching history at school. – 2008. – No. 1. – P. 40-42. (0.3 p.l.)
9. Ioffe, A. N. The concept of teaching social studies in modern Russian school and the textbook “Social studies. XI grade" (project) (continued) [Text] / A. N. Ioffe // Teaching history at school. – 2008. – No. 2. – P. 35-43. (0.8 p.l.)
10. Ioffe, A. N. Working with test tasks in preparation for the Unified State Exam in social studies [Text] / A. N. Ioffe // Teaching history at school. – 2008. – No. 3. – P. 63-68. (0.5 p.l.)
11. Ioffe, A. N. Modern challenges and risks for the development of civic education in Russia [Text] / A. N. Ioffe // Teaching history at school. – 2008. – No. 9. – P. 3-8. (0.5 p.l.)
12. Ioffe, A. N. Motivation in teaching history and social studies [Text] / A. N. Ioffe // Teaching history at school. – 2009. – No. 6. – P. 4-8. (0.3 p.l.)
13. Ioffe, A. N. “Manifesto of peaceful coexistence” (role-playing game on tolerance) [Text] / A. N. Ioffe // Teaching history at school. – 2010. – No. 1. – P. 10-15. (0.5 p.l.)
14. Ioffe, A. N. Game methods in teaching. “Political propaganda” (an example of using a game in the educational process) [Text] / A. N. Ioffe // Teaching history at school. – 2010. – No. 2. – P. 3-7. (0.4 p.l.)
15. Ioffe, A. N. Democracy as an idea and political reality. [Text] / A. N. Ioffe // Teaching history at school. – 2011. – No. 6. – P. 5-7. (0.2 p.l.)
16. Ioffe, A. N. The role of education in the civic development of personality. [Text] / A. N. Ioffe // Teaching history at school. – 2011. – No. 8. – P. 19-25. (0.7 p.l.)
17. Ioffe, A. N. Teaching modern history of Russia: traditions and innovations. [Text] / A. N. Ioffe // Teaching history at school. – 2011. – No. 9. – P. 33-40. (0.7 p.l.)
18. Ioffe, A. N. The structure of a modern history and social studies lesson as the basis for organizing students’ activities. [Text] / A. N. Ioffe // Teaching history at school. – 2012. – No. 1. – P. 7-13. (0.6 p.l.)
19. Ioffe, A. N. Social design based on the experience of the All-Russian action “I am a citizen of Russia.” [Text] / A. N. Ioffe, V. P. Pakhomov, M. D. Pokatovich // Teaching history at school. – 2012. – No. 2. – P. 49-54. (0.5 p.l.)
20. Ioffe, A. N. Elections and electoral systems. [Text] / A. N. Ioffe // Teaching history at school. – 2012. – No. 3. – P. 5-11. (0.5 p.l.)
21. Ioffe, A. N. Patriotism and its examples in the history of Russia. [Text] / A. N. Ioffe // Teaching history at school. – 2012. – No. 5. – P. 51-55. (0.5 p.l.)
Textbooks
22. Ioffe, A. N. We, the people... Russian Constitution [Text]: textbook / N. M. Voskresenskaya, A. N. Ioffe, A. F. Nikitin. – M.: Interregional Association “For Civic Education”, 1998. (15/7 pp. (190 pp.))
23. Ioffe, A. N. Introduction to social disciplines [Text]: textbook / T. V. Bolotina, V. F. Borodich, A. N. Ioffe, V. N. Lebedeva, T. V. Karadzhe, O. V. Kishenkova. – M.: Educational Center “Vedi-M”, 2000. (17/5 pp. (252 pp.))
24. Ioffe, A. N. Fundamentals of political science knowledge [Text]: an experimental textbook for high school students / T. V. Bolotina, A. N. Ioffe. – M.: APKiPRO, 2000. (4/3 pp. (64 pp.))
25. Ioffe, A. N. Introduction to social studies [Text]: textbook for the 8th grade of primary school / A. N. Ioffe, O. V. Kishenkova, S. V. Tyrin. – M.: Publishing house “S-info”; Publishing house "Balass", 2000. (14/8 pp. (272 pp.)) Typeface Approved by the Ministry of Education of the Russian Federation.
26. Ioffe, A. N. Fundamentals of social studies [Text]: a textbook for 8 classes of general education institutions / A. N. Ioffe, O. V. Kishenkova. – M.: Publishing House “New Textbook”, 2001. (17/7 pp. (272 pp.)) Type Approved by the Ministry of Education of the Russian Federation.
Programs, teaching aids, reference materials
27. Ioffe, A. N. Book of methods [Text] / E. B. Ershova, A. N. Ioffe, T. V. Osipova. – M.: New countdown, 2001. (5.75/4 pp. (92 pp.))
28. Ioffe, A. N. Methodological aspects of studying the foundations of the constitutional structure of the Russian Federation [Text] / A. N. Ioffe // Theoretical and methodological foundations of teaching law at school: a collection of articles. Lecture course. – M.: Publishing house. House “New Textbook”, 2002. – pp. 55-60. (0.5 p.l.)
29. Ioffe, A. N. Methodological recommendations for conducting lessons using interactive and active methods of work [Text] / A. N. Ioffe // Civil education: methodology, content and teaching methods. – M.: APKiPRO, 2002. – P. 158-166. (0.3 p.l.)
30. Ioffe, A. N. Theoretical foundations of methods of teaching social disciplines [Text] / A. N. Ioffe // Theoretical and methodological foundations of teaching law at school: collection of articles. Lecture course. – M.: Publishing house. House “New Textbook”, 2002. – pp. 61-79. (1 p. l.)
31. Ioffe, A. N. Methodological materials on civil education [Text] / A. N. Ioffe. – M.: Publishing house. House “New Textbook”, 2003. (12 pp. (240 pp.))
32. Ioffe, A. N. Modern methods of civic education [Text] / A. N. Ioffe, V. P. Pakhomov. – Samara: Publishing House “NTC”, 2003. (6/5 pp. (117 pp.))
33. Ioffe, A. N. Methodological guide to the textbook “Fundamentals of Social Science”. 8th grade [Text] / A. N. Ioffe, O. V. Kishenkova. – M.: Publishing House “New Textbook”, 2004. (10/7 pp. (192 pp.))
34. Ioffe, A. N. Methodological guide to the textbook “Fundamentals of Social Science”. 9th grade [Text] / A. N. Ioffe, O. V. Kishenkova. – M.: Publishing house “New Textbook”, 2004. (18/14 pp. (288 pp.))
35. Ioffe, A. N. Diversity of understanding of tolerance [Text]: educational materials for the course “Human Rights” / A. N. Ioffe; edited by E. N. Rakhmanova. – M.: Publishing House “Cameron”, 2004. (2 pp. (32 pp.))
36. Ioffe, A. N. I am a citizen of Russia. Book for students. Grades 5-7 [Text]: a manual for students of general education institutions / A. N. Ioffe, N. F. Kritskaya, L. V. Mostyaeva. – M.: Education, 2009. (8.17/6 pp. (143 pp.))
37. Ioffe, A. N. I am a citizen of Russia. Book for teachers. Grades 5-7 [Text]: a manual for teachers of general education institutions / A. N. Ioffe, N. F. Kritskaya, L. V. Mostyaeva. – M.: Education, 2009. (7.94/6 pp. (158 pp.))
38. Ioffe, A. N. Basic techniques and technologies in the work of a trainer-teacher [Text]: educational manual / T. V. Bolotina, A. N. Ioffe, E. A. Mishina, E. I. Kazakova, T. G. Novikova, A. E. Novikov, E. N. Petrova, O. N. Rudneva, E. N. Shimutina, O. V. Chindilova, S. G. Yakovleva. – M.: APKiPPRO, 2010. (9/1 pp. (72 pp.))
39. Contemporary history of Russia: teaching at school: textbook / Yu.A. Nikiforov, E.E. Vyazemsky, A.N. Ioffe [and others]; edited by V.D. Nechaeva. – M.: Alfa-M: INFRA-M, 2013. (25/8 pp. (384 pp.))
- Andrey Naumovich, you developed the methodological apparatus and recommendations
for a teacher in the educational educational complex in social studies for the 11th grade, which is based on a textbook edited by Professor Leonid Polyakov.
What new teaching aids are currently being prepared by members of this team of authors?
- Leonid Polyakov and Leonid Ionin are now working on a social studies textbook for the 10th grade. The textbook for the 11th grade was dedicated to Russia in a global world; the theme of the textbook for the 10th grade was “Man in a global world.” They have already prepared a book for the teacher, and a textbook is being written based on it. Methodological support for this textbook is being developed by Alexander Morozov, an employee of the magazine “Teaching History at School.” He took part in the creation of an electronic application included in the teaching materials for the 11th grade.
And now I'm working in a different direction.
Firstly, together with our colleagues - Nadezhda Kritskaya (Kirov), Lyudmila Mostyaeva (Ryazan) and Nina Baulina (Moscow) - we prepared a social studies textbook for grade 5 in the “Spheres” format. The Prosveshcheniye publishing house has already published textbooks in this format in other subjects (biology, geography, history). It is planned to publish a line of new social studies textbooks for grades 5-7 with the general subtitle “I am a citizen of Russia.” It is important that among my co-authors there are practicing teachers who have the opportunity to test the textbook in their daily work.
Secondly, an educational course has been prepared: “I am a citizen of Russia”: a book for teachers and a book for students. There is no traditional division into classes, and this course is intended for students from 5th to 7th grade. Nadezhda Kritskaya and Lyudmila Mostyaeva also participate in its creation.
- What are the features of the social studies textbook in the “Spheres” format?
- The fact is that “Spheres” are not like traditional textbooks. There is no unnecessary information - for example, there are no introductory paragraphs typical for textbooks, no appeals from the authors to children, no words about why it is important and interesting to study something. Modern children perceive a textbook not as a book to read with lengthy discussions, but as the quintessence of a topic, allowing them to concentrate on the most important thing.
Therefore, the editors set us a strict condition: one paragraph should fit on one or two spreads. And all sorts of additional information is included in the electronic application. A number of methodological, training and control functions are performed by the exercise book and other elements of the educational and methodological complex. The electronic format allows you to endlessly expand and deepen the content - there are specially designated areas, by accessing which you can find statistical data, additional diagrams and illustrations, interactive games, entertaining information and much more. Thus, various manuals in paper format are combined with an unlimited number of materials in electronic form, giving the teacher and student the opportunity to choose a strategy for their work on the topic.
Work on this textbook is close to completion, and if the expert assessment is positive, it will be able to be used in schools at the beginning of the next school year.
- Now tell us more about the educational course “I am a citizen of Russia.”
What problems is it intended to solve? What are the differences from traditional teaching aids?
- The educational course includes two books - for the teacher and for the student. The course proposes a system of educational work based on three topics. “Our Motherland is Russia” (issues of patriotism), “We are Russians” (the multi-ethnic composition of Russia and relations between the peoples within Russia), “Young Citizens of Russia” (project activities of students to solve problems of their school and local community).
An important difference from traditional teaching materials is that children can study a book for a student and without the participation of a teacher. It is not necessarily “linked” to the school system - it can be read as educational literature and discussed with parents and friends.
The book for teachers is intended for class teachers, additional education teachers, and teachers who can include in their programs issues related to the education of citizenship, patriotism, and responsibility. This is material that a teacher can use both in class and as part of any individual educational activity. But a rigid format for such events is not set—there remains room for the teacher’s creativity. In addition, we did not describe what should be used in the fifth, sixth or seventh grade. Moreover: we believe that the group working on our books can be of different ages - for example, in the additional education system or when working on a social project that can be carried out by children from different classes.
- To what extent do these approaches correlate with the new state standards of general education?
- These approaches are closely related not only to the Concept of Teaching Social Studies, which we developed as part of the creation of new standards, but also to the fundamental core of social studies education, which is also among the documents accompanying the draft second generation standards.
The concept of teaching social studies provides that the social studies course in grades 5-7 is based on the social experience of students. It tells about the country in which they live, about the classmates with whom they communicate, about their family. The emphasis is shifted from an abstract consideration of scientific social science concepts to the practice of everyday life of a student - a member of society, building relationships with others. The concept assumes that such scientific systematization (the study of types of political regimes, types of families, cultures, societies, etc.) is effective at an older age. In grades 8-9, comparative components will appear in the social studies course: children will not only study the realities of everyday social life, but also generalize concepts and discuss the most important patterns .
- Is it possible, therefore, to talk about a revolution in school social studies education?
- No, I would not talk about revolution. The authors would like to maintain continuity in social science education and take into account the existing positive experience in teaching social science disciplines. In the fundamental core of social studies, the main topics are practically the same as in the mandatory minimum standards of 2004. It’s just that the material is structured differently, and a significant reduction has been made.
If previously the structure of the course was based on various spheres of social life with an emphasis on philosophical understanding, now social relations are considered through a person and his life in society. The following areas are distinguished: a person in family relations, in political relations, in culture, in social relations, in the economy, in the global world.
- In Soviet schools, children studied social studies in grades 10-11, in modern schools - from the 6th grade.
Do the new standards include social studies starting in 5th grade?
- According to the current standards, social studies are studied from the 6th grade. Perhaps, within the framework of the new standards, it will be studied from the 5th grade, but in our planning we proceed from this, but these topics can be studied from the 6th grade.
As for the Soviet school, social science was studied in the 9th grade - after all, there was a legal course “Fundamentals of State and Law,” which, in fact, was part of social science education. Today, in my opinion, legal issues should also be taken as the basis of the social studies course, which will help maintain continuity. And although the fundamental core does not contain a separate section “Man in Legal Relations,” we proceed from the fact that law should become the basis for the study of all social disciplines. There are legal aspects in family, political, and economic relations.
- Do you mean the formation of the first ideas about existing laws?
- First of all. Not only children, but also adults often do not know, for example, that in Russia a person is considered a citizen from birth. I have heard different answers - from the age of 14, from the age of 16, from the age of 18 - even from people working in the education system. Children must understand that they are citizens of Russia, and will not become them in the indefinite future. In fifth grade, they need to be explained that they not only have a number of rights, but also bear some responsibility for their actions. From the age of 6, a person can already make some transactions; until the age of 18, he has no right to buy alcohol, and from the age of 14, criminal liability begins. Some regions have their own legal regulations, for example, prohibiting children from being outside unaccompanied by an adult at night, and such regional laws would be good to discuss in class. We need to understand who makes the laws, that we choose these people ourselves, and if a person does not participate in elections, he abdicates responsibility for what is happening in the country.
In general, both the educational course and the textbook for grade 5 are based on the idea of a person’s responsibility both for himself (internal) and for what happens around him (external). We talk more often about the responsibilities of children, and at conferences I was repeatedly recommended to use the term responsibility. And I always answer that a duty is something imposed from the outside, although, of course, a person must know and fulfill his duties. And responsibility is an internal awareness of your responsibilities, when, for example, you work well not because the boss will come and check, but because you understand that you need to work well, and this gives you pleasure.
Tell me, do the educational course provide for certain definitions and norms that the student must simply learn?
- Of course, the book provides a knowledge component for the student - at the beginning of each topic there is a conceptual apparatus, including excerpts from laws. In my opinion, there is no need to learn all this at all. You just need to understand.
At one time, together with Olga Kishenkova, we wrote a textbook on social studies for grades 8-9, which is now used in Moscow schools. My son studied in 8th grade using this textbook. When the teacher did not have time to explain some topics in class, she said that she needed to learn the definitions highlighted in bold in the text and then pass them to her. As a result, my son began to memorize these definitions and was very surprised that I, the author of the same textbook, could not reproduce them word for word. But that’s exactly how they checked: you had to memorize and reproduce the definition word for word!
Taking into account such experience, in the new teaching materials for the 11th grade, including in the methodological manual for teachers, I gave several definitions of the same concept - for example, 4 definitions of democracy. They ask me: which one should I use on the Unified State Exam? I answer that the Unified State Exam, I hope, will be such that any definition will be correct. This is not poetry that needs to be memorized. Understanding is especially important in this course.
There has never been and, obviously, never will be a social studies course in elementary school. However, to what extent should education for citizenship and responsibility occur at this stage?
- As part of the new standards, a system of educational work is planned in primary schools, and the possibility of civic education is being discussed. Even in the absence of a separate course, the great potential of civic education subjects existing in primary schools can be used. Materials for extracurricular activities, including those with elements of project activities, will also be developed. Undoubtedly, it is necessary to take into account age characteristics, pay more attention to game methods in teaching, and be based on a creative approach to considering social life.
In connection with the creation of new educational standards, there is a lot of talk about the fact that they should be implemented by teachers of the new generation. Tell me, what kind of teacher is needed to teach a new social studies course in a primary school? How to prepare such a teacher?
- The lack of qualified personnel who meet modern requirements is a common problem of the country. After all, we need not only good teachers, but also good doctors, engineers, workers, etc. Everyone admits that, unfortunately, the level of teaching staff has declined in recent years. Even a significant increase in salaries will not be able to solve this problem immediately - it will take years for a new generation of teachers to appear in schools.
Therefore, the first thing, in my opinion, needs to be done is to increase the teacher’s motivation to work effectively, give clear guidelines and clear requirements for performance. More seminars will be needed on teaching social studies. In the summer of 2008, at APKiPPRO we trained tutors who are already training teachers throughout Russia. The emphasis was placed on the use of active and interactive methods in the system of advanced training and training of teaching staff, organization of project work in the educational process. The teacher must understand how to use different methods in his work, that he must maintain a balance between passive and other methods, not get carried away with games and discussions, but also not limit himself to lectures. Teachers need to be given more information and provided with modern teaching aids.
The second problem is related to our professional pedagogical culture and, probably, to the culture as a whole. Experienced teachers and methodologists want young teachers coming to school to fully master both the content and teaching methods. But the system of higher pedagogical education does not always meet the high training requirements of a modern teacher, and far from the best university graduates go to school. In such a situation, it is easiest to constantly criticize young teachers and accuse them of incompetence. It is much more difficult to help with advice, systematically discuss with them the secrets of difficult teaching work, and share accumulated experience. Unfortunately, the mentoring system is gradually disappearing from schools, when an experienced teacher feels responsible for an inexperienced colleague, worries about his failures and rejoices at his successes. If such an environment were recreated in most schools, significantly more young people would remain in the educational system.
- So there is not enough positivity in the system of working with young teachers?
- Yes. The coach of the Russian national football team, Gus Hidding, said that the cause of many of the troubles in our football is unfounded criticism, the consequence of which is the players’ lack of confidence in their abilities. It’s the same at school: if everyone constantly criticizes you, then your work will fall through the cracks. I am convinced that teacher training should be based on constructiveness and effectiveness - you need to focus on what a person is doing well, and be very careful about what needs to be changed. Criticism should be constructive: if you think that the beginning of the lesson did not work, show it how it should. It’s just that most often criticism is based on the principle: “I don’t know how it should be, but I know how it shouldn’t.”
Another problem is improving teacher education. To prepare teachers of the new generation, teacher training universities should pay more attention to practice in school, especially for senior students, and use active and interactive methods along with traditional lectures and seminars. It makes no sense to limit ourselves to studying the theory that describes such methods. A graduate of a pedagogical university should have behind him a set of lessons that he himself developed, and did not copy or download from the Internet.
From my own student experience, I clearly remember those few classes in which we presented the developments of our lessons and “tested” their fragments on our classmates. Of course, our developments were not perfect, but this work turned out to be the most useful and memorable, and the lectures and theories were largely erased from memory. The system of advanced training should also provide practical skills to a greater extent and create situations for sharing best practices, rather than concentrating on theorizing and transmitting new information (although this component should not be completely forgotten).
Give examples of how the educational course shapes patriotism, how the essence of interethnic relations is explained.
- Traditionally, teachers perceive the idea of forming patriotism as the study of state symbols: anthem, flag, coat of arms. In the section “Our Motherland – Russia” we consider this idea much more broadly. The teacher must understand that patriotism is a complex characteristic of a citizen, combining love for the country in which you were born and live, for your small homeland (your city, village, village), where you grew up, for your native nature, for the preservation of beauty which needs to be taken care of.
Patriotism must be conscious, and not “trained.” Therefore, we suggest not just memorizing the text of the anthem, but thinking about the social values that are embedded in the text of the anthem of Russia, the anthem of your own subject of the Federation, city or even school. Another aspect of this concept is patriotism of action, when a person strives on his own to change the life around him for the better and solve emerging social problems.
In the section “We are Russians” of the educational course, a new interpretation of the concept of “nation” is proposed. Until recently, it was mainly based on ethnic content - there is a nation of Bashkirs, Tatars, Armenians, etc. It seems more justified to consider this concept in a civil-political sense. The nation is the Russians, and the peoples are the ethnic groups that make up the Russian nation. This understanding is more consistent with international standards (for example, the United Nations does not explicitly imply an ethnic characteristic of the concept of nation). Of course, the concept of “ethnicity” should be introduced only in high school, but in primary school this can be explained using more understandable terms.
The modern Russian school has a multicultural environment, and children must be able to live in this environment. How does an educational course contribute to the formation of tolerance?
- In the section “We are Russians” it is explained that people living on the territory of Russia are Russians. At the same time, a Russian does not have to be Russian. To live in a multiethnic society, it is necessary to understand each other, to know the traditions and characteristics of different peoples. We offer material for studying the culture of peoples, down to costumes, traditional symbols and even the cuisine of different peoples of Russia. The basis is taken from materials on the most numerous peoples of Russia (in accordance with the 2002 census), but it is emphasized that the culture of other peoples living in a particular region can also be studied.
For example, a school can organize a festival of the peoples whose representatives study there, and studying the traditions and characteristics of the peoples can help to understand specific people. Both in the textbook and in the educational course we introduced the term “dignity”. The word is used in the singular - we are talking about the inner dignity of another person, which cannot be violated and which must be taken care of. After all, concern for each other’s dignity is especially lacking in modern society. This is where tolerance begins - with respect for your own dignity and recognition of the dignity of the people around you.
- In the 1980s, the traditions of different peoples were studied at school - I remember
our class studied Uzbekistan, we made skullcaps and so on from paper, but all this was done, in my opinion, for show.
How to avoid formalism in such situations? And is it possible to avoid them altogether?
This, by the way, also applies to the education of patriotism: how can it not be reduced to the singing of the anthem?
- My PhD dissertation was devoted to precisely this topic - the problems of socioculture in the Soviet Union: I wrote about how Soviet people were raised in the 1920s. It was at that time that very talented pedagogical models were formed, which, in combination with ideological manipulation, formed a certain type of consciousness in children. A hackneyed example is Pavlik Morozov. He was convinced that there were enemies around, and his famous act was largely a consequence of his upbringing. In those years, people sincerely believed that the more enemies were shot, the happier life would be.
In the subsequent period of Russian history, war became the determining factor for the education system, and patriotic education simply could not be a fiction. This topic was a raw nerve for the post-war generation. And in the 1970-80s, when it became less painful, young people appeared who were not affected by the troubles of wartime, all educational work turned into a routine. I myself studied in those years, and we honestly wrote Lenin’s plans, not understanding why this was necessary. And they helped the grandmothers to improve reporting, unlike the Timurovites, who did it at the call of their hearts. Yes, today, in a period of stability and the inadmissibility of returning to a single ideology, there is a risk of reducing educational work to just another report.
To avoid this, it is necessary to develop in children a sense of responsibility for what is happening around them. Every person should ask himself the question of what he is doing for the development of the country and whether he enjoys his daily work. Being able to combine the personal with the public, the collective with the individual, and finding ways for cooperation and interaction with others is the basis for the development of a citizen. This is why an educational course is being created, and we undoubtedly have reserves for developing citizenship, responsibility, and pride in our homeland. Citizens of Russia are far from being as passive as they sometimes seem - just remember the events of June 2008, when the entire country took to the streets to celebrate the victory of our football team.
The education of patriotism, responsibility and other important qualities should be facilitated by specific useful activities in which schoolchildren participate and the importance of which they understand. The section of the educational course “Young Citizens of Russia” provides for projects to solve the problems of their school and local community - from cleaning a spring to organizing elections for the president of the school republic. If after such elections life at school changes for the better, then the children, who have seen the positive results of the elections in the example of the school, will subsequently go to the presidential elections and the elections of deputies.
Since 2000, the Ministry of Education and Science of the Russian Federation has been conducting the All-Russian action “I am a citizen of Russia”, within the framework of which students develop and implement social projects aimed at solving problems of public life. The experience of this action shows that we often underestimate what can be done to change the lives around us, and schoolchildren achieve amazing results by demonstrating their active citizenship.
- What techniques can be used to interest children not only in studying social studies,
but also read the book for students on your own?
- We, of course, took into account the need to create motivation - we selected examples, parables, questions to interest the children. To give them the opportunity to choose, we offer different types of tasks that develop certain qualities in different ways.
The student must understand that a lot depends on him, and in this case he does not feel like an object of pedagogical influence, not someone who is being fought and educated (one can recall a textbook example from the famous film “Big Break,” where a lesson is compared to a battle, and the work of a teacher with participation in hostilities). The student should feel like a person who has dignity, who is an individual, a citizen, whose opinion is respected and with whom dialogue is conducted.
In the educational course, we abandoned the traditional assessment system. It is based on self-assessment: students themselves can evaluate their achievements using special reflective questions, tables, crossword puzzles, etc. We believe that assessment is not solely about grades. The teacher evaluates the student's achievements when he praises him, when he simply smiles or frowns. However, there are also tasks that test knowledge, including test ones.
- How to evaluate the effectiveness of educational work, including
taught as part of a social studies course? Did the school graduate become a patriot or not?
- Anyone who learns to check this will probably be recognized as a genius. Verifying the results of work on the formation of such qualities as patriotism is a problem not only for Russia, but also for any country in the modern global world (countries of Europe, America). You can try to evaluate this work based on changes in the social situation at the level of a municipality, region, or country as a whole over a certain period of time. Will the number of ethnic conflicts decrease? Will juvenile crime rates decrease? How will the economy of the municipality or region develop? Will the number of citizens going to court increase, which indicates the formation of a legal culture? Will the electoral activity of young people – those who vote for the first time upon reaching the age of 18 – increase?
- These are long-term indicators, but you want to know about the effectiveness of work immediately.
- Then you need to evaluate the results of “small deeds”: The results of social projects in which schoolchildren participated, their help to those in need (disabled people, needy pensioners, single people) are good indicators of patriotism and civic responsibility.
- Will there be time in schools to study the educational course?
After all, student overload is a reality today.
- We proceed from the fact that in the fundamental core of social studies and in general in the new standards there is no division into educational and educational work, and, thus, the long-standing norm of the Law “On Education”, according to which education is a single process of teaching and upbringing, receives real embodiment. Teachers can use selected materials from our books and study them both in social studies lessons and as part of extracurricular activities.
Interviewed by Boris Startsev
Official information about the teacher: Professor of the Department of Professional Development of Teachers, Doctor of Pedagogical Sciences.
Education:
Higher education - Faculty of History, Moscow Regional Pedagogical University. N.K. Krupskaya with the specialty “Teacher of History, Social Studies and Law” (diploma with honors TV No. 540668). Sep. 1984 - June 1991 (with a break for military service from 1986 to 1988). Specialty: teacher of history, social studies and law. End date: 1991.
Academic degrees: Candidate of Historical Sciences (since 1997), Doctor of Pedagogical Sciences (since 2011). Candidate of Historical Sciences - the topic of the dissertation is “Socio-political problems of public education (on the example of Moscow)” (defended on May 28, 1997 at the Moscow Pedagogical University, degree awarded on October 17, 1997). The scientific degree of Candidate of Historical Sciences was received in 1997 by the decision of the Dissertation Council of Moscow Pedagogical University on May 28, 1997. Doctor of Pedagogical Sciences - the topic of the dissertation is “Theory and practice of preparing teachers to support the process of civic formation of schoolchildren” (defended on December 9, 2010, degree awarded on July 15, 2011). The academic title of associate professor was received by the decision of the Ministry of Education of the Russian Federation of April 18, 2001.
Total work experience in the education system is 26 years.
1988 – 1989 - history teacher at school No. 196, Oktyabrsky district, Moscow.
1991 - 1992 - history teacher at Pushkin Secondary School No. 6 (Moscow region).
1992 - 1996 - history teacher of secondary school No. 16 in Mytishchi (Moscow region).
1996 - 1997 - methodologist of the scientific and educational group of the department of general and social pedagogy of the Institute for Advanced Training and Retraining of Public Education Workers of the Moscow Region.
1997 – 2012 - Associate Professor of the Department of History, Socio-Political Education and Law of the Federal Academy for Advanced Training and Professional Retraining of Education Workers (APKiPPRO).
2012 – 2013 - Leading researcher at the Laboratory of History Didactics at ISMO RAO.
2013 – 2015 - Head of the Education Center of the State Budgetary Institution "Moscow Institute for Educational Development" (MIRO).
2015 – 2016 – Professor of the State Autonomous Educational Institution of Higher Education “Moscow Institute of Open Education” (MIOO), Department of Management and Project Management.
Since September 2016 – Professor at the State Autonomous Educational Institution of Higher Education “Moscow City Pedagogical University”.
1996 – 2004, 2015-2016 - member of the jury of the All-Russian competition “Teacher of the Year” (expert developer of a new competition model, criteria and indicators for evaluating competitive tasks in 2014).
1996 - 2007 - organizer and member of the jury of the All-Russian Olympiad in civic disciplines.
1996 – 2000 - Member of the Expert Council of the Ministry of General and Professional Education of the Russian Federation on textbooks and teaching aids.
1998 – 2012 - Vice-President of the Interregional Association “For Civic Education”, which unites teachers, scientists, journalists, representatives of public organizations interested in the development of civic education.
2008 – 2011 - participant of the international program “Mosaic of Civic Education-2”, uniting teachers from Russia, Bulgaria, Mongolia, USA, Armenia, Kazakhstan and Georgia. As a teacher within the framework of this program, he taught classes in Bulgaria, Mongolia and Armenia.
2001 – 2015 - Member of the Organizing Committee of the All-Russian Action “I am a Citizen of Russia”, member of the jury of the final stages of the Action (the action is carried out within the framework of the Priority National Project “Education”).
Since 2003 – member and chairman of the jury of the Moscow City Competition “I am a Citizen of Russia”.
Since 2007 - Member of the editorial board of the journal “Teaching History at School”.
2013 – expert of public examination of textbooks of the Russian Book Union.
2015 – program developer and expert in the National Study on Assessing the Quality of Civics Education in Russia (8th grade).
2015 - 2016 – expert and scientific editor within the framework of the Competition for the best educational and methodological developments of teachers in teaching the basics of financial literacy (Teachers’ Newspaper and the Ministry of Finance of the Russian Federation)
Area of professional interests:
School courses - history, social studies, political science, history of religion.
Higher professional education courses – methods of teaching history and social studies, religious studies
Additional professional education courses - the structure of a modern lesson, implementation of the Federal State Educational Standard and the professional standard “Teacher”, project activities, social design, pedagogical culture, civic education, upbringing in the education system, assessment of the effectiveness of teaching activities.
Candidate of Psychological Sciences, Associate Professor, Director of the Institute of Problems of Integrated (Inclusive) Education, Vice-Rector for Inclusive Education of the Moscow State Psychological and Pedagogical University, Honorary Worker of General Education of the Russian Federation.
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Ilyina Svetlana Sergeevna
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Lindenbraten Alexander Leonidovich
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Machekhina Olga Nikolaevna
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Muravyova Anna Alexandrovna
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Musienko Svetlana Igorevna
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Mushinskaya Oksana Aleksandrovna
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Pavlova Oksana Anatolevna
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Panov Alexey Valentinovich
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Plotnitskaya Larisa Ivanovna
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Samoilova Natalya Viktorovna
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Approaches to organizing a lesson Lesson stages Forms and methods Results motivation goal setting???? -relevance of the topic for students -independent determination (acceptance) of student goals and rules of work working with information? -product of processing student information control reflection???? -knowledge about the degree to which the student has achieved his goals -self-assessment of the process and results of one’s own activities
Motivation is a set of psychological reasons that explain human behavior and activity. The reasons are “internal” - dispositional motivation; “external” reasons - situational motivation. Motive is an internal stable psychological reason for behavior or action.
Motivation: what will help in the lesson? Procedural-substantive motivation: the need for this knowledge and skills (direct result) Pleasure from the process of activity, interest (Be interested yourself!) Self-development motive: the desire to realize one’s capabilities; Healthy competition, motive for self-affirmation and achievement of success; Approval, recognition, encouragement (reward), a sense of personal responsibility Affiliation motive (the desire to establish relationships and communicate with other people, the intrinsic value of communication) NAME THE WAYS OF MOTIVATION IN THE CLASS
The surest ways to destroy motivation - Do not engage in communication with students - Assume that everything that happens in the lesson is of no use to anyone: neither the children nor the teacher - Make the audience passive - Criticize more often - Make a person feel stupid by asking questions -… ?...
Goal setting A) the teacher does not present goals, but does everything to ensure that they are achieved. B) goals are communicated to students (the child is the subject of goal implementation). C) the student formulates the goals himself (only the topic of the lesson is communicated). Operational goal setting means formulating a specific, measurable, qualitatively determined desired result; clarity of the way to determine the consistency of the goal and the result; determining the time to achieve the result.
Working with information Compliance of the selected content with the objectives of the lesson and the level of preparation of students (task on independent search for information for the goals of the activity) Availability of clear instructions for working with information Providing access to information LIST METHODS OF WORKING WITH INFORMATION
WORKING WITH INFORMATION Types of information sources Oral Written Graphic (schemes, diagrams) Electronic Video sources OTHER (material, visual, statistical) Analysis Generalization synthesis Comparison Systematization Creativity (activities to create a new product)
Control and reflection Goals and objectives: Knowledge + skills + experience of the Unified State Exam training program? Cognitive activity Information and communication activity Reflective activity Assessment Self-esteem Expertise Attitude Identification of difficulties Appropriation of experience
Changes in the organization of the lesson Stages of the lesson Forms and methods Results assessment motivational “Gap situation”..., opinion, action, concept, “brainstorming”, etc. External internal “Situation of inclusion” Problematic Main problem - question, contradiction, opinion, situation The range of issues that will be determined be discussed? Informational and analytical Lecture, film, demonstration, reading, etc. Work in groups Filling out general diagrams and tables, conclusions on the identified problem? Dialogical methods - conversation, expressing one's own positions, presentation of work, conference? Control - reflective Written – “square”, essay, analytical table, “evaluation sheet” Oral – statements, opinions Graphic – “Target” Reflection of the content, one’s own activity and its components, sensations, feelings (experiences)?
Thank you for your attention! Ioffe Andrey Naumovich Mostyaeva Lyudmila Vasilievna Kritskaya Nadezhda Fedorovna Questions and suggestions are accepted by e-mail
