irina gavrilova
Building an individual developmental trajectory of a child in the light of the Federal State Educational Standard preschool education

In the federal state educational standards of preschool education formulated the main principles preschool education. One of them is the principle individualization, formulated as building an educational activities based individual features of each child, where child becomes active in choosing the content of his education, becomes the subject education

Individualization is the implementation of the principle individual approach is an organization educational process taking into account individual characteristics of children, which allows you to create optimal conditions for the realization of the potential of each child.

AT preschool age for a comprehensive development, it is important not only to develop the child's existing abilities but no less important development hidden opportunities, abilities. To kid you can transfer a certain amount of knowledge, skills, skills, but not all children are the same, each the child develops in his own special way, inherent only to him, by, therefore, the role of the teacher, who is obliged to help him in this, is especially important here. But don't expect all children high results, because each child's abilities.

Everyone knows about the wide spread individual characteristics of preschoolers.

Children are different:

different levels of flexibility mental activity- some quickly find answers, others need to think carefully in order to come to the right conclusion;

different rates of learning - some quickly grasp and remember, others need long work and repetition to learn new material;

Skills develop at different rates: one child performs actions automatically after a dozen repetitions, in others this number of repetitions doubles and triples, and only then the action becomes automated.

Arises difficult problem before the educator - take all this into account and make learning optimal for everyone child. How build work to take into account as much as possible individual characteristics of pupils? One of the solutions to this problem is multi-level training.

Multi-level education is a personality-oriented technology in which the student has the opportunity to master the program material depending on his abilities and capabilities, but not lower than the basic one.

The concept “ individual educational trajectory

has a wide meaning and involves several directions of implementation:

activity - special pedagogical technologies.

procedural - organizational aspect

preschool childhood is a unique period in a person's life, during which health is formed and personal development. At the same time, this is the period during which child is completely dependent on the adults around him. It is important that children grow up in an atmosphere of respect and do not suffer negative consequences. In the weak hands of the kids - our future with you, our tomorrow.

The route can be considered as a personal way to compensate for learning difficulties, and then the realization of the child's personal potential. nka: intellectual, emotional-volitional, active, moral and spiritual.

routes are being developed:

for children who do not master the basic;

For children with disabilities, children with disabilities.

Individual educational route

can be seen as a personal way to compensate for learning difficulties

Based on the analysis of the literature studied by us, several stages of designing

1. Stage of observation.

2. Diagnostic stage.

3. Construction stage.

4. Implementation phase

5. Stage of final diagnostics.

Let's take a closer look at each step.

1. Stage of observation.

Purpose of the stage: reveal group preschoolers,experiencing difficulties: personal, regulatory, cognitive, communicative, psychomotor or complex. Based on the results of the observation, the table is filled "Difficulties Identified preschoolers»

2. Diagnostic stage.

At this stage, a number of diagnostics are carried out together with a pedagogue psychologist

The purpose of this stage is to identify the causes of difficulties child. Based on the results of the observation, the table “Identified difficulties preschoolers and their causes(at the beginning and end of accompaniment)».

3. Construction stage.

Purpose of the stage:

4. Implementation phase individual educational routes in the process of life preschoolers.

individual educational the route can be implemented in all types of activities, at any time, it all depends on the desire of the child, on his choice, self-determination. Given that the leading activity of the child preschooler- a game for the teacher in the implementation individual routes helps pedagogical reception "mailbox", in which the children find a letter addressed to a specific child with the task symbols.

Stage 5 final diagnostics

At this stage, the final diagnosis is carried out.

Purpose of the stage: reveal the results of the route action (difficulty persisted or not preserved). Based on the results of the observation, the same table is filled in.

Taking into account these stages, we have compiled and implemented individual educational routes, taking into account the methods pedagogical support, the content of the work, to eliminate the identified difficulties in child development and causes contributing to their occurrence.

Principles building an educational route:

The principle of psychological comfort

The principle of democratization

Principle individualization

The principle of humanism

Principle of differentiation and integration

Principle developmental learning

The principle of creativity

The principle of natural motor activity

Components educational route:

target ( goal setting, task definition educational work);

technological (determination of the pedagogical technologies used, methods, techniques, systems of education and upbringing, taking into account individual characteristics of the child);

diagnostic (definition of the diagnostic support system);

productive (the expected results are formulated, the timing of their achievement and criteria for evaluating the effectiveness of the measures being implemented).

Stages of creation educational route:

Target:

1. Identification preschoolers,experiencing difficulties: personal, regulatory, cognitive, communicative, psychomotor or complex.

2. Determination of the causes of difficulties child.

Construction phase educational route.

Target: building individual educational routes for preschoolers, based on the identified difficulties and the identified causes of these difficulties. Determination of methods of pedagogical support, the content of the work.

Implementation stage.

through specially organized activities (subgroup, frontal, individual sessions,

organization of joint activities of the teacher with children,

creation of conditions for independent activity,

Stage of final diagnostics.

Final diagnosis is underway.

Target: Reveal the results of the route action.

Types individual educational route

I am centered educational route. At its core is child. Everything is focused on him, everything is oriented towards him. The route has a pronounced personal orientation.

knowledge-oriented IOM. The leading orientation of the route is associated with the acquisition of knowledge.

IOM, focused on the formation of oneself as educated person.

IEM focused on shaping yourself as a future specialist

Complex of choice factors individual educationalroute is determined: features, interests and needs of the preschooler and his parents in achieving the necessary educational outcome;

professionalism of the teaching staff;

Opportunities kindergarten to satisfy educational the needs of pupils;

Possibilities of the material and technical base of the kindergarten.

Individual educationalroutes are being developed:

For children who do not master the basic general education program preschool education; -for children with disabilities, children with disabilities.

Development procedure individual educational routes

Educators together with narrow specialists (medical worker, educational psychologist, speech therapist) being developed individual educational route(content component, then the developed method of its implementation is fixed in the calendar plan (organization technology educational process) .

Therefore, in a broader sense, IEM is an integrated model of the psychological, medical and pedagogical space created preschool professionals to implement individual characteristics of the development and learning of the child over a certain period of time.

Decor individual educational route

INDIVIDUAL EDUCATIONAL TRAJECTORY AS A NECESSARY CONDITION FOR THE PERSONAL PROFESSIONAL DEVELOPMENT OF STUDENTS

COLLEGE

Uvarova N.M., Maksimchenko T.V.

The article analyzes the possibilities of implementing individual trajectories of students in the educational process of the college. The principles of building individual educational trajectories are generalized.

The article analyzes the possibilities of realization of individual trajectories of college students in the educational process and summarizes the principles of the individual educational trajectories.

“The whole life of a person is a campaign for professional excellence” - these are the words of Academician V.P. Bespalko highlight the path of becoming a person in the profession. This requires a whole life and a constant movement towards mastery.

But everyone has their own path. It would seem that no one argues against this axiom. Moreover, the frequency of repetition of the combinations "educational trajectory", "educational route", "educational program" has increased, moreover, with the obligatory definition of "individual". And from that moment the difficulties begin. Individualization in education is proclaimed and declared tirelessly, especially in connection with the introduction of new Federal State Educational Standards and the assertion of the priority of students' independence in activities.

The paradox lies in the fact that for a long time the pedagogical community spoke about the need to individualize the educational process, and today, when the necessary conditions have developed (employers formulate requirements for the training of specialists and workers, based on the characteristics of their enterprises, students clearly indicate their educational needs, educational institutions received relative freedom in the development of the OBEP and the opportunity to conduct training according to individual educational programs), pedagogical practice was not ready for this step. And although many educational institutions introduce a new position - a tutor, which is considered as a panacea in solving the problem of individualization of the educational process, it is obvious to everyone that without a clear answer to the questions: what is the individual trajectory of a college student, on what principles is it built, what conditions are needed to create in the college for its implementation (at the level of student mastering certain disciplines, professional modules, the entire basic professional educational program), the introduction of this position will remain an ineffective (but fashionable) innovation.

In practical terms, it is possible to record an increase in questions about this, because the transition to the pedagogy of individualization is not sufficiently supported by the elaboration of the theory of the problem. The questions sound like this:

How to recognize the innate predetermination of the physical, physiological and intellectual characteristics of students to a certain professional activity?

How can you take into account the pace of mastering the educational material by each student?

Is targeted preparation for professional activity possible in the context of group heterogeneous learning?

How to train everyone in different ways at the same time?

Is it possible to talk about the technology of supporting individual educational trajectories if each of them is unique and cannot be algorithmized?

Need is known to advance science faster than a dozen universities. And these questions that practice asks testify to the actualization of the need to understand what an individual is.

dual educational trajectory and how to build it for college students. In this article, we will try to answer the following questions:

What is the purpose of individualization in the context of the personal and professional development of college students;

What conditions of a modern college support the processes of individualization of students;

What's new needs to show up in colleges soon to make individual student learning paths a reality and not a myth.

An immutable law of the development of each person is the awareness of oneself as a subject of activity, the author of one's own biography. This awareness does not always coincide with a certain age, sometimes it comes too early (“matured early” - they say about such people), and sometimes it drags on indefinitely. And then we are dealing with infantilism and irresponsibility. According to the periodization proposed in the psychological and pedagogical studies (E.A. Klimov, E.F. Zeer, T.V. Kudryavtseva, A.K. Markova, N.S. Pryanikov, etc.), the years of college education coincide with the period professional development of a person. If in general this process takes 15-20 years - from the birth of professionally oriented interests to professional excellence, then at the stage of vocational training (in college), the main task is to acquire a new social role and master the basics of the profession. It is important to understand this so that our claims for the training of professionals within the walls of colleges are corrected by the truth of life.

And it is such that when entering the professional world, a college graduate faces a number of systemic difficulties. Firstly, young people have no work experience, no working reputation, and the employer has no idea about the quality of the workforce. Secondly, there is the problem of clearly insufficient qualifications of graduates, which makes them uncompetitive with the older generation: the time when education will replace experience has not yet come. Thirdly, modernized education has just begun through the development and implementation of new GEFs to bridge the gap between dynamic technological changes in production and the level of training of students in colleges. Fourthly, young people for the most part are not included in professional social networks, which blocks their ability to access jobs. This context requires strengthening the psychological and pedagogical support for the personal and professional development of students in college. And here the ideas of a modular-competency-based approach, student-centered learning and, most importantly, personalized education, are connected. natural, nature-like, "cut to individual standards". The purpose of individualization in college is to prepare each student for independent professional activity in accordance with his natural inclinations and inclinations. This idea can be implemented through the development of individual educational trajectories for each student.

It should be noted that the mass appeal of college teachers to student-centered learning (in the 90s - 2000) could not make the process of vocational training individualized. General goals and principles of organizing the secondary vocational education continue to make teachers hostages of the situation of mandatory bringing students to a certain level of knowledge, skills, the only possible way, and students - hostages of the mandatory passage of all stages of education laid down in educational programs. Individualization "violently sprouted" only in teaching methods, where teachers successfully began to implement the principles of an individual (differentiated) approach and find effective ways of teaching even for "unsuitable" children. Questions about identifying the individual characteristics and abilities of students, organizing special support for these abilities and organizing support for students in those types of activities in which they can realize themselves as much as possible or in which they show interest, the teachers did not raise.

Today the situation has changed: teaching staff of colleges, formulating the strategic goals of their development, are guided by the formation of multifunctional, multidisciplinary, multilevel educational institutions and complexes that create an educational

diversity, to create an open educational environment that provides conditions for the maximum professional and personal development of students, the implementation of their individual educational trajectories.

The very concept of "individual educational trajectory" in Russian pedagogy is being actively discussed with the advent of the pedagogy of cooperation and student-centered education. We rely on a clear and capacious formulation of this phenomenon, which was given by A.V. Khutorskoy: "Individual educational trajectory is a personal way to realize the personal potential of each student in education." It follows from the definition that the path of a person in education is determined not only by the logic of subjects and areas of knowledge, but to a greater extent by the personal potential of the student, i.e. his gifts and abilities.

When “determining” the trajectory, the choice today may be:

The level of mastering the professional educational program;

The subject field, which includes both the variety of programs of disciplines and professional modules of the variable part, and the choice of programs additional education;

Methods and forms of education, forms independent work students;

Forms of control of learning outcomes;

The pace of learning;

The number and content of professional tests offered as part of the training (participation in competitions, olympiads, etc.);

Information resources reflecting the content of the BRI being mastered;

Place of internship;

Topics of research and design work;

Topics of the final qualifying work, etc.

It is possible that students of secondary vocational education will soon have the opportunity to choose a teacher who implements both their author's program and the usual one. work program discipline, professional module, interdisciplinary course; the ability to build your educational route using the resources of several educational institutions. To date, all these issues are actively discussed in scientific research carried out within the framework of specialized training students secondary school, distance education, organization of individual training in universities. Along with thinking about individual educational trajectories, there is a need to design individual educational programs.

We consider an individual educational program (IEP) as a document that formalizes an individual educational trajectory and reflects the result of a student's choice in the variety of available educational opportunities. Based on this understanding, the IEP must meet the following requirements:

Should be targeted and flexible;

Provide an opportunity for students to achieve the level of education they demand and necessary for the implementation of the social order;

Comply with GEF;

To promote the integration of educational and extracurricular activities of students (project, research, independent learning, creative);

To promote the integration of the content of vocational education;

Reflect technologies that meet the individual educational needs and characteristics of students;

Comply with the personnel, material and financial capabilities of the college and sanitary and hygienic requirements;

Ensure the maximum possible attraction of resources for the development of the student.

To give the student comprehensive information about the organization of the educational process.

An individual educational program performs normative, informational, motivational, organizational functions and the function of self-determination (Fig. 1).

Its correct development allows teachers to form study groups in accordance with the individual characteristics of students.

The design of an individual educational program is carried out on the basis of the interaction of the student and teachers and involves close cooperation and co-creation. However, the IOP cannot be formed once and for all. The needs of the trainees change, and external conditions organization of the educational process, new educational resources appear. The normative and methodological support of the IEP should provide for mechanisms for its correction and mechanisms for its maintenance. Today, one of the effective mechanisms for supporting the IEP is the development of tutor support programs. Such a program reflects three layers of tutor support: assistance aimed at developing the autonomy and independence of the subject of education; facilitation (facilitating the interaction of the student with all participants in the educational process); support in solving problems in professional development. The study of the etymology of the term "accompaniment" allows us to consider it in the context of tutoring as social interaction, whose functions are the development of the student in various educational, social, personal situations through special means (tutor technologies). Purposeful development of the personality accompanied by creating conditions for successful learning, professional and self-development is the leading idea of ​​tutor support for a college student.

Fig 1. Functions of an individual educational program

The analysis of the possibilities of organizing training in colleges according to individual educational programs made it possible to identify many problem points. As separate blocks, it is possible to formulate the difficulties of the heads of educational institutions, teachers, students, the difficulties of various types of educational institutions. The main problem of the heads of educational institutions, which blocks the introduction of individual educational programs, is the financial support of educational institutions. As a rule, in educational institutions there are not enough funds even to organize the division of groups into subgroups and micro groups. In this connection

it is necessary to clarify and supplement the financial mechanisms for organizing training based on the IEP. Possible risks of the implementation of the IEP are also associated with insufficient legal support for the process of individualization of education, network interaction of educational institutions in the use of available resources for the implementation of the IEP of students.

Among teachers, a large number of difficulties are fixed in mastering the tutor position. Teaching staff must be specially trained to ensure that assistance to students in the design and implementation of the IEP is effective. A tutor should appear in colleges - as a specialist in supporting individual educational trajectories.

Among students, there is a small percentage of students who are ready to take responsibility in building individual educational routes. Today, our guys do not know how to take responsibility for themselves. This is most clearly manifested when they comment on their educational failures. Among the most typical reasons they single out are lack of luck, teacher bias (“bad luck on the exam”, “the teacher was too strict or in a bad mood”). The percentage of children who fix the insufficiency of their own efforts in preparing for credit procedures in colleges is traditionally small.

A common problematic point in the context of developing the openness of the educational space of SVE institutions is the desire of colleges to maximize the range of educational services provided educational institution, promptly responding to the special educational needs of each student. The worst embodiment of this idea can be a large list of implemented variable and additional programs of dubious quality. At the same time, the college may become similar, according to the apt expression of M.P. Cheremnykh, "to the supermarket", in which students will randomly move between shelves with an abundance of goods. In order for a student to be able to make a choice, he must be able to navigate well in an open educational space or have an accompanying person who helps him build an optimal educational trajectory - a professional tutor.

These problems should already be recognized by the teaching staff of colleges today in order to build a systematic work on the transition to teaching based on the IEP, creating conditions for its effective use.

Analysis scientific research shows that the leading conditions for the implementation of IEP in colleges should be:

Development and implementation in the educational process of the college of educational programs of various levels and directions, the creation of an excess environment of resources (educational programs);

Ensuring the continuity of the content of primary, secondary and higher vocational education, which allows the release of programs to be successfully implemented;

Development of mechanisms for interaction between the college and institutions of secondary vocational education, resource centers, universities, employers, social partners;

Implementation of models of psychological, pedagogical and tutor support for individual educational trajectories of students;

Information and technological development of the educational environment, development of multi-level information resources;

Development of a system for monitoring the student's personal progress.

Bibliographic list:

1. Bespalko V.P. Natural pedagogy: lectures on non-traditional pedagogy prof. - M.: People's education, 2008. - 512 p.

2. Erykova V.G. Formation of an individual educational trajectory for the preparation of bachelors of informatics: Dis. ... cand. ped. Sciences. - Moscow, 2008. - 204 C.

3. A revolution in tutoring: an applied study of excellence, policy issues and student achievement / Edward Gordon E, Ronald Morgan, Charles O'Malley, Judith Ponticell - Izhevsk: ERGO, 2010. - 332 p.

4. Chernyaeva E.P. Implementation of individual educational trajectories of university students in the process of using an electronic textbook: Dis. ... cand. ped. Sciences. - Vladikavkaz, 2005 - 178 C.

5. Elkina A.G. On the organization of an individually-oriented educational process// Vocational education.-2011.-№9.-p.21-22.

6. Khutorskoy A.V. Methodology of personality-oriented learning. How to teach everyone differently?: A teacher's guide. - M.: Publishing house VLADOS-PRESS, 2005. 383 S.

Key words: individualization, individual educational trajectory, individual educational program, tutor support of individual educational programs.

Keywords: individualization, individual educational trajectory, individual educational program, support of the tutor of individual educational programs.

The humanistic paradigm initiates the emergence of personality-oriented education, one of the aspects of which is variability, which in turn leads to the possibility of choosing an individual educational trajectory for students. What is individual educational trajectory?

This term has several similar meanings: individual development trajectory, personalized learning, targeted learning model, individual educational route. Let us briefly describe each of these concepts.

V.P. Bespalko defines personalized learning as "a pedagogical system with a correctly set didactic task and pedagogical technology capable of solving it", and the corrections of the pedagogical task are determined by the characteristics of the students' personality.

ABOUT. Mochalova believes that one of the areas of student-centered learning is personalized training programs that take into account the capabilities and individual characteristics of students. She proposes to determine individually-oriented matrices of student development. Their construction takes place in several stages, by imposing matrices that determine the ideal capabilities of students, and a matrix built on the basis of the results of a psychological and pedagogical examination.

The model of targeted learning is characterized by T.G. Ivoshina as "a learning strategy that solves the problem of individualization of learning". The author notes that “individualization requires the development of a system of tasks that would correspond to the rate of entry into the subject content, the level of its development by each student, as well as forms of presentation of educational material adequate to the cognitive capabilities of the child. The combination of these indicators constitutes an individual cognitive strategy.

The term "individual development trajectory" was introduced by I.S. Yakimanskaya, who believes that the individual development trajectory is built in two different directions: the child's adaptability (adaptability) to the requirements of adults and creativity, which allows him to seek and find a way out of the current situation, overcome it, build a new one for himself, relying on the existing ones in the individual experience knowledge, methods, actions. The ability to determine the trajectory yourself individual development I.S. Yakimanskaya connects with the formation of the mechanism of self-organization and self-realization of the individual within the framework of personality-oriented learning.

E.I. Kazakova, A.P. Tryapitsyna, E.I. Sundukova in their research connect the concept of "individual educational route" with the concept of "educational program", which allows students to master a certain level of education. I.V. Galskova notes the ability of students to consciously choose an individual learning path with the implementation of various options for developing education: student-centered learning, project-creative, modular, humanistic school.

All of the above concepts are united by the orientation of the content, forms, methods of learning to personal characteristics students, which, depending on the specifics of concepts, can be different. The individual educational trajectory offered by them also depends on the characteristics of the students.

B.S. Gershunsky connects the individual educational trajectory with the interests, opportunities, and abilities of the individual, but at the same time notes that "so far no attention has been paid to personality-oriented standards that make it possible to differentiate education in accordance with the interests, abilities and educational needs of the individual."

A well-known developer of the theory and practice of technologization of the pedagogical process V.V. Guzeev, considering the concept of " educational technology» at the present stage, recognizes the probabilistic nature of the educational process. “Each student deserves their own trajectory of movement through the educational material that meets their goals, needs and interests.”

O.A. Abdullina and A.A. Pligin, the development of individual educational trajectories is associated with the type of thinking and the way of perception educational information. According to A.A. Pligin, the teacher must know who his student is: visual, auditory or kinesthetic. This information is necessary to create individual educational trajectories for students.

Unlike previous authors, N.N. Surtaeva gives a clear definition of what an individual educational trajectory is: “This is a certain sequence of elements of the educational activity of each student, corresponding to his abilities, capabilities, motivation, interests, carried out with the coordinating, organizing, consulting activities of the teacher in conjunction with the parents.”

By an individual educational trajectory, we mean the creation of special socio-pedagogical conditions for the possibility of choosing ways, forms and methods of personal development that allow supporting various educational interests of adolescents. This determines the personal way of realizing personal potential in educational environment as a channel of socialization.

I.S. Shcherbakova believes that the choice of an individual educational trajectory is determined by the individual typological characteristics of a teenager's personality:

• a) cognitive interests;
• b) "success" of educational activities;
• c) "professional dreams";
• d) life plans;
• e) readiness for their implementation.

G.V. Kupriyanova believes that an individual educational trajectory is determined by a complex of factors:

• the characteristics, interests and needs of the student himself and his parents in achieving the necessary educational result;
• professionalism of the teaching staff;
• the opportunities of the educational institution to meet the educational needs of the student;
• the possibilities of the material and technical base of the educational institution.

The logical structure of the design of an individual educational trajectory, according to G.V. Kupriyanova, includes the following steps:

• setting the educational goal of individual development, reflecting his interests, opportunities, needs;
• introspection, reflection (recognition and correlation of individual needs with external requirements);
• choosing a way to achieve the goal;
• specification of the goal (selection of activities);
• itinerary layout.

The effectiveness of developing an individual educational trajectory is determined by a number of factors:

• awareness by all participants of the pedagogical process of the need and importance of an individual educational trajectory as one of the ways of self-determination, self-realization;
• implementation of psychological and pedagogical support and information support for the process of developing an individual educational trajectory of a teenager;
• active inclusion of adolescents in the creation of an individual educational trajectory;
• organization of reflection as the basis for the correction of an individual educational trajectory.

The need to design an individual educational trajectory is dictated by the following considerations:

• 1) appeared whole pedagogical systems who consider individual educational trajectories as the main pedagogical tool;
• 2) the material and technical possibilities of providing individual education have expanded;
• 3) an individual trajectory is the main condition for the socio-pedagogical support of each student.

When considering the scientific design of an individual trajectory, we mean the inherent features of the method of science, and not just a “set of rules”, which is proposed to be introduced into the practice of social and pedagogical support for each teenager in the educational process.

V.V. Ilyin will distinguish seven groups of such rules:

• objectivity - mediation by reliable knowledge;
• general significance - the intersubjectivity of actions, in contrast to the personalized unique acts that remain the lot of non-science;
• reproducibility - the invariance of actions for any subject of an identically similar situation;
• expediency - meaningfulness, rational accountability for the implementation of both individual steps and systems of operations as a whole;
• determinism - predetermination, foresight, genetic connection of principles, sequences, chains of intellectual movement in objectivity;
• necessity - the guarantee of results while observing the norms, as opposed to the unscientific features of their accidental, unintentional achievement;
• efficiency - planned social assimilation, implementation, consumption of both the process itself and its result, which is unusual for an unscientific way of cognition based on situational, hermetic recipes.

Within the framework of this terminology, two primary tasks of the scientific design of individual trajectories can be formulated as conditions for the socio-pedagogical support of each adolescent, which correspond to this concept of the method:

• 1) the task of mediating socio-pedagogical programs and projects with reliable knowledge;
• 2) the task of ensuring the reproducibility of the results of socio-pedagogical programs and projects based on the development of models of "action invariance for any subject in an identically similar situation."

The main provisions of the concept of the next stage of the reform of the education system involve a transition to a variety of educational content, educational programs that create the prerequisites for a real choice of individual educational trajectories in accordance with the needs and capabilities of the individual. Requests of the individual "Dictionary of the Russian language" S.I. Ozhegova connects with the needs, interests of the individual, which, along with motives, goals, etc., are components of the motivational sphere and can be denoted in one word - motivation. Learning opportunities are defined as the ability to learn, and requests are defined as motivation, including needs, motives, goals. Considering all this, S.A. Vdovina gives the following definition of individual educational trajectories: "the manifestation of the style of learning activity of each student, depending on his motivation, learning ability and carried out in cooperation with the teacher."

“Cooperation, dialogue, partnership in the relationship between the student and the teacher,” notes N.Yu. Postalyuk, - allows you to turn a student from a passive subject of pedagogical influence into a creative person who is able to set the direction of his own development. The teacher should help the student to understand his strength and weakness: intellectual, moral - this is what O.S. Gazman, who defines individualization in education as “a system of means that helps a growing person realize his difference from others ... for choosing own meaning life and life path". This requires pedagogical support, "the subject of which is the process of jointly with the child determining his own interests, goals, opportunities ...".

So, the humanistic educational paradigm forms relations according to the type of “subject-subject” relations, when the teacher of additional education and the student are in a state of cooperation and co-creation, mutual assistance. The possibility of realizing such relations is achieved due to the formation of individual educational trajectories. The very term "individual educational trajectory", despite the lack of interpretation of its content, has firmly established itself in modern pedagogical literature.

We understand individual educational trajectories as a manifestation of the style of learning activity of each teenager, depending on his motivation, learning ability and carried out in cooperation with the teacher.

According to the studied methodological and pedagogical literature, the value of the individual educational trajectory of adolescents lies in the fact that it allows, on the basis of operationally regulated self-assessment, an active desire to improve their own knowledge and skills, to replenish knowledge when designing their educational activities in order to develop methods and techniques for independent work in various forms of educational and cognitive activity. At the same time, it is very important for each teenager to formulate a personality-oriented task of designing an individual educational trajectory, which helps to increase his personal growth and the success of the functioning of the socialization channel.

Thus, an individual educational trajectory is a purposefully designed differentiated educational program that provides each individual with the position of the subject of choice, development and implementation of the educational program when the teacher provides socio-pedagogical support for his self-determination and self-realization in one direction or another of the functioning of the socialization channel.

An individual educational route is defined by scientists as a purposefully designed differentiated educational program that provides the student with the position of the subject of choice, development and implementation of the educational program while teachers provide pedagogical support for his self-determination and self-realization.

An individual educational route is determined by educational needs, individual abilities and the student's abilities (the level of readiness to master the program), as well as the existing standards of the content of education.

Along with the concept of “individual educational route”, there is the concept of “individual educational trajectory”, which has a broader meaning and involves several areas of implementation:

Variable curricula and educational programs that determine an individual educational route.

· Activity

Special pedagogical technologies

· Procedural

organizational aspect.

The value of a student's individual educational trajectory lies in the fact that it allows, on the basis of operationally regulated self-assessment, an active desire to improve one's own knowledge and skills, to replenish knowledge when designing one's educational activities in order to develop methods and techniques for independent work in various forms of educational and cognitive activity. At the same time, it is very important that each student has a personality-oriented task for designing an individual educational trajectory, which helps to increase the student's personal educational growth.

An individual educational trajectory is: a targeted educational program that provides the student with the position of the subject of choice, development, implementation educational standard when the teacher provides pedagogical support, self-determination and self-realization.

The need to consider the process of building a student's individual educational trajectory, based on these ideas, is due to the fact that they create conditions for self-expression of the individual with the obligatory achievement of the set learning goals.

Individual educational trajectory, according to S.V. Vorobieva, is adequate to the student-oriented educational process, but at the same time, it is not identical to it, since it has specific features:

It is specially developed for a particular student as his individual educational program;

At the stage of developing an individual educational trajectory, the student acts:

1) As a subject of choice of differentiated education offered by an educational institution;

2) As an "informal customer", "presenting" (during the initial diagnosis), designing an educational program for him - an individual trajectory, his educational needs, cognitive and other individual characteristics;

· At the implementation stage, the student acts as a subject of education;

In this case, a student-centered educational process is implemented as an individual educational trajectory, subject to the use of the functionality of pedagogical support. It is the support of the student in the educational process that transforms the student-oriented educational process into an individual educational trajectory. The content of an individual educational trajectory is determined by the educational needs, individual abilities and capabilities of the student (the level of readiness to master the program), the content of the program.

Innovation processes in modern school actualize the problem of not only improving teaching methods, but also developing educational institutions in which the child's personal development can proceed most effectively.

As a result, objective prerequisites have arisen for students to choose individual educational trajectories that would most fully meet their personal needs and aspirations. However, students experience significant difficulties in choosing an educational trajectory and do not always feel responsible for the choice made, for their personal growth.

The possibility of an individual trajectory of the student's education implies that when studying a topic, he can, for example, choose one of the following approaches: basic or logical knowledge, in-depth or encyclopedic study, selective or extended assimilation of the topic. Preserving the logic of the subject, its structure and substantive foundations will be achieved with the help of a fixed volume of fundamental educational objects and related problems, which, along with an individual learning trajectory, will ensure that students achieve the standard educational level.

To do this, students are provided with a variety of study tasks(according to the degree of complexity and method of implementation), so that they have the opportunity to choose, and therefore self-determination. They determine the most interesting and easy task for them, select the most difficult and difficult task, determine with the help of which of the people around him it will be easier for him to complete the task, and also choose necessary materials, TCO, reference books, books, tables. They choose from groups of tasks: reproductive, problematic, creative. The teacher makes sure that the students do not constantly choose the same type of tasks. Thus, each student processed the same information, but solved the problems in his own way, depending on what style of teaching he had.

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Individual educational trajectory of a student

The trend of individual learning is reflected in the regulatory document - the basic curriculum of the school, which provides for the allocation of separate hours for the student component.

The “learning component” is not limited to individual work with a student.
But this term makes it possible to deduce the understanding of not only scientists, but also administrators and teachers to the recognition of the role of the student in his own education. It's about not only about the selection of the individual content of education, but also about the student's ability to choose his own style of learning, its philosophical foundations, the optimal pace and rhythm, diagnosis and evaluation of results.

Accounting for individual characteristics and the nature of education is necessary already in elementary school. Each student is given the opportunity to create their own educational trajectory for mastering all academic disciplines. The simultaneity of the implementation of personal models of education is one of the goals of education in a senior specialized school. The task of training is to provide an individual zone creative development student, allowing him at every stage to create educational products, based on their individual qualities and abilities.

Individual trajectory of education- this is the result of the realization of the student's personal potential in education through the implementation of relevant activities. The organization of student-centered education of students aims to realize the following rights and opportunities:

- the right to choose or identify individual meaning and goals in each training course;

– the right to personal interpretations and understanding of fundamental concepts and categories;

– the right to draw up individual educational programs;

– the right to choose an individual pace of learning, forms and methods of solving educational goals, methods of control, reflection and self-assessment of their activities;

- individual selection of subjects studied, creative laboratories and other types of classes from those that are in accordance with the basic curriculum;

- excess (advance or deepening) of the mastered content of training courses; individual choice of additional topics and creative works on subjects;

– the right to an individual picture of the world and individual justified positions in each educational field.

The main elements of an individual educational activities student - this is the meaning of the activity (why am I doing this); setting a personal goal (anticipating result); activity plan; implementation of the plan; reflection (comprehension own activities); grade; adjustment or redefinition of goals.

The condition for achieving the goals and objectives of student-centered learning is the preservation of the individual characteristics of students, their uniqueness, diversity and diversity. For this, the following methods are used:

a) individual tasks for students in the classroom;

b) organization of pair and group work;

c) the formulation of open tasks for children, which involve their implementation individually by each student (“My image of winter”, “My mathematics”, etc.);

d) offering students to draw up a lesson plan for themselves, choose the content of their homework, the topic of creative work, an individual educational program in the subject for the foreseeable period of time.

The main task of student-centered learning is the construction by each student of such an individual trajectory of his education, which would correlate with the generally accepted achievements of mankind. A student's education is not limited to achieving his personal goals. After the student's educational products are demonstrated, they are compared with their cultural and historical counterparts. This stage can give rise to a new learning cycle with appropriate goal setting. During the reflexive-evaluative stage of learning, the student's educational products are identified, related both to the individual results of his activity, and to the studied general cultural achievements, including educational standards.

The organization of training on an individual trajectory requires a special methodology and technology. To solve this problem in modern didactics, it is usually proposed in two opposite ways, each of which is called an individual approach.

The first way is the differentiation of training, according to which it is proposed to approach each student individually, differentiating the material studied by him according to the degree of complexity, focus. To do this, students are usually divided into groups according to the type: “physicists”, “humanities”, “technicians”; or: capable, average, lagging behind; levels A, B, C.

The second method assumes that each student builds his own educational path in relation to each educational area he studies. In other words, each student is given the opportunity to create their own educational trajectory for mastering all academic disciplines.

The first approach is most common in schools, the second is rare, because it requires not just individual student movement against the background of common goals set from outside, but the simultaneous development and implementation of different models of student learning, each of which is unique in its own way and is related to the personal potential of any individual student. student.

The task of training is to provide an individual zone of creative development for each student. Based on individual qualities and abilities, the student builds his educational path. The simultaneity of the implementation of personal models of education is one of the goals of student-centered education.

An individual educational trajectory is a personal way of realizing the personal potential of each student in education.

Student's personal potential- the totality of his abilities: organizational, cognitive, creative, communicative and others. The process of identifying, implementing and developing these abilities of students occurs in the course of the educational movement of students along individual trajectories.

From this it follows that if we highlight the specific personal abilities of students as guidelines for their educational activities for each subject, then the path of mastering these subjects will be determined not so much by the logic of these subjects, but by the totality of the personal abilities of each student. The main role among these abilities will belong to those thanks to which the student creates new educational products, that is, creative abilities.

In student-centered learning, the following provision is fundamental: any student is able to find, create or offer his own solution to any problem related to his own learning. The student will be able to move along an individual trajectory in all educational areas if he is given the following opportunities: to determine the individual meaning of studying academic disciplines; set your own goals in the study of a particular topic or section; choose the optimal forms and pace of learning; apply those methods of teaching that best suit his individual characteristics; reflexively realize the results obtained, evaluate and adjust their activities.

The possibility of an individual trajectory of the student's education suggests that the student, when studying a topic, can, for example, choose one of the following approaches: figurative or logical cognition, in-depth or encyclopedic study, introductory, selective or extended assimilation of the topic. Preserving the logic of the subject, its structure and substantive foundations will be achieved with the help of a fixed volume of fundamental educational objects and related problems, which, along with an individual learning path, will ensure that students reach the standard educational level.

To organize the learning process “everyone is different”, it is necessary to have common methodological and organizational foundations. The individual way of mastering educational topics and sections by students presupposes the presence of reference points.

fiducial points- points, relative to which the learning trajectory of each will be built. These points will make it possible to compare and compare the personal content of education of different students, to evaluate individual character their activities.

Structural and logical schemes, algorithmic prescriptions, and generalized activity plans can be used as universal foundations for individual education. Algorithmic plans can be reviewed and drawn up by students.

Let us consider the stages of the student's educational activity organized by the teacher, which make it possible to ensure his individual trajectory in a particular educational area, section or topic.

1ststage. Diagnosis by the teacher of the level of development and severity personal qualities students necessary for the implementation of those activities that are characteristic of this educational area or part of it. The initial volume and content of the subject education of students is fixed, that is, the quantity and quality of the ideas, knowledge, information, skills and abilities that each of them has on the upcoming subject topic. The teacher establishes and classifies the motives of the students' activities in relation to the educational field, preferred types of activities, forms and methods of classes.

2nd stage. Fixation by each student, and then by the teacher, of fundamental educational objects in the educational field or its topic in order to designate the subject of further knowledge. Each student makes up the initial concept of the topic that he will have to master.

3rd stage. Building a system of personal relationship of the student with the educational area or topic to be mastered. The educational area appears to the student in the form of a system of fundamental educational objects, problems, questions.

Each student develops a personal attitude to the educational field, self-determines in relation to the formulated problems and fundamental educational objects, establishes what they mean to him, what role they can play in his life, how his activity affects or will affect this area reality. The student (and the teacher) fix the priority areas of their attention in the upcoming activity, clarify the forms and methods of this activity.

4th stage. Programming by each student of individual educational activities in relation to "their own" and common fundamental educational objects. At this stage, students create individual training programs for a designated period. These programs are an educational product of an organizational activity type, since they stimulate and direct the realization of the student's personal educational potential. When evaluating the students' organizational activities, the same methods of diagnostics, control and evaluation are used as for the products of the subject type.

5th stage. Activities for the simultaneous implementation of individual educational programs for students and the general collective educational program. The implementation of the planned programs by students takes place within certain period time: for a first grader it can be a lesson, for older children - a week or more. The student carries out the main elements of individual educational activity: goals - plan - activity - reflection - comparison of the products obtained with the goals - self-assessment.

6th stage. Demonstration of personal educational products of students and their collective discussion. The introduction by the teacher of cultural analogues of student educational products, that is, ideal constructs belonging to the experience and knowledge of mankind: concepts, laws, theories and other products of knowledge. Students are organized to enter the surrounding society in order to identify in it the same issues, problems and products, the elements of which were obtained by students in their own activities.

7th stage. Reflective-evaluative. Individual and general educational products of activity are revealed (in the form of schemes, concepts, material objects), types and methods of activity used (reproductively assimilated or creatively created) are fixed and classified. The results obtained are compared with the goals of individual and general collective training programs.

The achievements of each student are correlated with the identified common set of means of cognition and activities as a collective product of learning, which gives him the opportunity not only to understand the collective results, but also to assess the degree of his own progress in the development of these methods of activity and the realization of personal qualities.

Based on the reflexive comprehension of individual and collective activities, as well as with the help of control tools, there is an assessment and self-assessment of the activities of each student and all together, including the teacher. The completeness of the achievement of goals, the quality of products are assessed, conclusions and conclusions are drawn.

Thus, the range of opportunities provided to the student in his movement along an individual educational trajectory is quite wide: from individualized knowledge of fundamental educational objects and personal interpretation of the concepts studied to the construction of an individual picture of the world and personal lifestyle.