Class-lesson system is the earliest for modern times and widespread in world practice. Its creator as an expanded system was J.A. Komensky in the 17th century. Class and lesson as didactic concepts are already about 400 years old. The classroom-lesson system is characterized by the following features. Students of approximately the same age and grade level form a class that remains largely constant throughout the school period. The class operates according to a single annual curriculum and programs, according to a permanent schedule. The basic unit of classes is the lesson. A lesson is usually devoted to one academic subject, topic. The teacher supervises the work of students in the lesson. He evaluates the results of studies in his subject and at the end of the school year makes a decision about the students' promotion to the next grade. The academic year, day, lesson schedule, holidays are also signs of a class-lesson system.
Its advantages: a clear organizational structure, simple management, the ability for children to interact with each other, educate them in the educational process, and cost-effectiveness.
Its disadvantages: difficulty in taking into account the individual characteristics of students and in organizing individual work with them both in content and in the pace and methods of teaching; strict organizational structure makes it difficult to link learning with real life, closes it to the school. All this pushes teachers to look for other teaching systems, here are some of them.
An attempt to reform the class-lesson system was made simultaneously by the English priest Bell and the Indian teacher Lancaster at the beginning of the 19th century. The new system was named Bell Lancastrian peer teaching system: older students who received knowledge from the teacher taught those who knew less. This allowed one teacher to teach many children at once, but gave low quality. The system has not found widespread use.

At the end of the 19th century, forms of selective education appeared - Batavian system in the USA and Mannheim system V Western Europe(Mannheim) - founder J. Sickinger.

The essence of the Batavian system is that the teacher’s time was divided into two parts: the first was allocated to collective work with the class, and the second to individual lessons with those students who needed them.

The Mannheim system was characterized by the fact that while maintaining the class-lesson system, students, depending on their abilities, level intellectual development and degrees of training were distributed into different classes. Selection into classes was based on psychometric measurements, teacher characteristics and examination results. Depending on success, it was possible to change classes, but this almost never happened, since the system did not allow weak students to reach a high level. Its elements are preserved in some Western schools.
In Europe and the United States at the beginning of the 20th century, many educational systems were tested in 1905 aimed at ensuring individual active independent learning. The most radical of them is a system of individualized learning, first used by teacher Elena Parkhurst in Dalton (USA) and called Dalton plan, or laboratory system, or workshop system, according to which the student took assignments for the year in each subject and reported on them within the prescribed time frame. There was no one-size-fits-all schedule. Collective work was carried out for one hour a day, the rest of the time - individual work in subject workshops, laboratories, consultations with teachers. In the USSR in the 1920s, a modification of the Dalton plan called the brigade-laboratory system was used. Assignments for studying the course and topics were taken by a group of students (team). They worked independently in laboratories, reported collectively, and teachers provided consultations. This system, while developing the independence of students, however, reduced the level of training, which stopped its existence in the USSR in 1932.

In the 20s, domestic schools began to use a project-based teaching system (project method), borrowed from the American school, where it was developed by W. Kilpatrick. He believed that the basis school programs should constitute the child’s experimental activity, connected with the reality around him and based on his interests. Neither the state nor the teacher can develop a curriculum in advance; it is created by children together with teachers during the learning process and is drawn from the surrounding reality. Students themselves choose the topic of project development. Depending on the specialization of the study group, it should reflect the socio-political, economic, production, cultural and everyday aspects of the surrounding reality. The main goal of the projects was for the child to accumulate certain tools for solving problems, searching and researching in life situations. The refusal to systematically study academic subjects led to a decrease in the level of general education training of children and the system was not widely used.
In the 50s of the 20th century, he became very famous Trump's plan named after its developer, American professor of pedagogy L. Trump, is a system that stimulates individual learning, using flexible forms of learning. It included three forms of work: lectures using technical means for large groups of 100-150 students, 40% of the time; work in groups of 10-15 people, 20% of the time; individual work in school classrooms, 40% of the time. At the same time, there are no classes; small groups change their composition. The system requires a well-coordinated team of teachers, clear organization, material support, and has certain advantages.
Currently, attempts are being made to improve classroom and other systems. In the West, in development of the Trump plan, there are “non-graded classes”: a student in one subject can study according to the 5th grade program, and in another subject he can be in the 3rd grade. There are projects and experiments to create “open schools”: training takes place in educational centers with libraries and workshops, which leads to the destruction of the “school” institution itself. In general, the search for forms of training goes in the direction of individualization, psychologization, and technologization of training.

In modern domestic schools, the lesson remains the main form of educational organization.

Lesson- this is a form of organizing training with a group of students of the same age, a permanent composition, classes on a fixed schedule and with a uniform training program for all.

The lesson presents the purpose, content, means and methods of teaching; The personality and skill of the teacher, the individual and age characteristics of students are revealed, the goals and objectives of teaching, education and development are realized.

In each lesson, you can highlight its main components (explanation new material, consolidation, repetition, testing of knowledge, abilities, skills). These components can appear in various combinations and determine the structure of the lesson, the relationship between its stages, i.e. its structure.

Lesson structure- the totality of its elements, parts, ensuring the integrity of the lesson and the achievement of didactic goals. The variety of lesson structures implies a variety of their types.

There is the most common lesson classification for didactic purposes. The following types of lessons are identified: - a lesson in mastering new knowledge, - a lesson in the formation and improvement of skills and abilities, - a lesson in generalizing and systematizing knowledge, - a lesson in repetition, consolidation of knowledge, - test lessons, - combined lessons in which several didactic tasks are solved. (Esipov, Ogorodnikov, Shchukina).
I.N. Kazantsev classifies lessons according to two criteria: content and method of delivery. According to the content, for example, biology lessons are divided into lessons of botany, zoology, anatomy, etc., and according to the method of delivery - lessons - excursions, film lessons, lessons independent work and etc.

IN AND. Zhuravlev proposes to classify lessons depending on the components predominant in them. There are mixed (combined) and special lessons. In the structure of special lessons, one component predominates: lessons in mastering new material, consolidating, repeating, monitoring, testing knowledge.

The typical structure of a combined lesson is as follows: organizational moment, check homework, surveying students on the material covered, studying new material, consolidating it and giving homework. This is a traditional, quite effective lesson structure.

When conducting a lesson, the issue of organizing children's educational activities is important. The following are distinguished: forms of work children at the lesson: frontal, individual, group. The first involves the joint actions of all students in the class under the guidance of the teacher. The second means independent work of each student. Organizing group work in the classroom is effective. Students work in a group of 4-7 people or in pairs; tasks for groups can be the same or different. The results of the groups' work are reported and evaluated. The composition of the groups can be homogeneous in preparation or heterogeneous. Working in groups stimulates student activity, interaction, mutual learning, and creates psychological comfort, especially for weak students.

Other forms of training

In addition to the lesson, the following forms of education are accepted in domestic didactics: excursion, workshop and seminars, elective classes, consultations, additional classes, home study work, extracurricular and extracurricular activities (circles, clubs, Olympiads, competitions, games, exhibitions). Let us characterize some of them.
Excursion - a form of education in which students gain knowledge through direct observation of an object, acquaintance with reality (factory, cultural institution, nature, historical and artistic monuments). Depending on the didactic purpose and content of the subject of study, excursions can be: introductory when studying new material; accompanying its study; final when consolidating what has been learned; industrial, natural science, historical and literary, local history. The method of conducting an excursion requires that the teacher professionally determine the goals and content of the excursion, plan the composition of the objects of study, forms and methods of organizing student activities, ways of recording the phenomena being studied, summing up and a number of organizational issues.
Homeschool work - This is an independent learning activity that complements the lesson and is part of the learning cycle. Its special functions are to develop the skills to learn independently, determine tasks and means of work, and plan learning. It develops the student’s thinking, will, and character. Homework serves the function of preparing students for lifelong learning. But its main purpose is to consolidate the knowledge and skills acquired in the lesson, practice skills, and master new material.
Non-standard lessons

Teachers have developed many methodological techniques, innovations, and innovative approaches to conducting various forms of classes. Based on the form of delivery, the following groups of non-standard lessons can be distinguished:

1. Lessons in the form of competitions and games: competition, tournament, relay race, duel, KVN, business game, role-playing game, crossword puzzle, quiz.

2. Lessons based on forms, genres and methods of work known in social practice: research, invention, analysis of primary sources, commentary, brainstorming, interview, report, review.

3. Lessons based on non-traditional organization of educational material: a lesson of wisdom, revelation, a lesson “The understudy begins to act.”

4. Lessons that resemble public forms of communication: press conference, auction, benefit performance, rally, regulated discussion, panorama, television show, teleconference, report, dialogue, “living newspaper”, oral journal.

5. Fantasy lessons: fairy tale lesson, surprise lesson, 21st century lesson, “Gift from Hottabych” lesson.

6. Lessons based on imitation of the activities of institutions and organizations: court, investigation, tribunal, circus, patent office, academic council, editorial council.

The peculiarities of non-standard lessons lie in the desire of teachers to diversify the life of a student: to arouse interest in cognitive communication, in the lesson, in school; satisfy the child’s need for the development of intellectual, motivational, emotional and other spheres. Conducting such lessons also testifies to teachers’ attempts to go beyond the template in building the methodological structure of the lesson. And this is their positive side. But it is impossible to build the entire learning process from such lessons: by their very essence, they are good as a release, as a holiday for students. They need to find a place in the work of every teacher, as they enrich his experience in the varied construction of the methodological structure of the lesson.

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The increase in the volume of scientific knowledge and the integration of science, on the one hand, and the strengthening of the specialization of knowledge, on the other, require that the fundamental training of students be at a high level, but at the same time that training is carried out in accordance with the needs of society, so that the multilateral development of the individual is combined with the maximum development of her individual abilities and inclinations. In this regard, there is a need to create a structure of socially effective education that will ensure training in accordance with the requirements of science and production. This structure must correspond to the current state and real prospects for the development of production. On the other hand, the development of production, its scientific support and improvement are closely dependent on the development of education. The successful implementation of modern production processes is associated with the overall qualities of a specialist, with the level of professional suitability and competence acquired through education. The social effectiveness of education depends on the conditions that are created for the development and realization of the individual in life. As for the realization of personality, it, according to teachers, can be achieved if the education system gives everyone the opportunity young man on a broad general educational and specialized basis, receive professional training of a wide profile and specialize in specific activities, i.e. master a profession, achieving a high degree of professionalism. Scientists and teachers have always proceeded from the fact that education is designed to promote diversified development. However, if earlier they based this thesis on the “unconditional” implementation of the principle of unified training, now they increasingly associate it with an orientation towards “special production”, since specialized training creates opportunities for holistic development and expression in the area where the individual’s capabilities are greatest . Therefore, one of the central tasks in training specialists is to radically improve the quality of education. Fulfilling this task requires the implementation of a whole range of measures to improve training sessions. Experience in teaching chemical and technical disciplines has shown that traditional activities with a spent structure are unproductive. In order to increase the efficiency of the educational process, it is necessary to determine the way to improve the teaching system, which will contribute to increasing the level of student learning. For this purpose, we use a system that consists of the following levels: motivational basis (interest) → active mental activity → personal perception of educational material → imagination → creativity → development of thinking and emotional perception → synthesis of knowledge → conscious assimilation → skills → creativity → productive activity. In implementing this system, we use: didactic principles aimed at ensuring effective acquisition of knowledge, development of analytical abilities and skills. The development of analytical thinking presupposes a holistic perception of the objects and phenomena being studied, identifying the constituent elements of internal and external relationships.

A necessary condition for the implementation of this system is the choice of forms of organizing students' educational activities.

The basis of educational activity is the educational need. The educational need manifests itself when educational activities are formed. A learning activity is considered to be formed when a student is able to meaningfully organize his or her own learning activity. To organize it, a high intensity of intellectual activity of the teacher and student is required at all stages of training sessions: preparation (setting tasks), studying the topic and discussing it (correction, comparison, juxtaposition, generalization, evaluation). Educational activities are organized if:

The purpose of the upcoming activity is realized (the goal is defined as the intended result);

The motives of cognitive activity related to the process of cognition itself and its result are comprehended and internally accepted (internal motives focus on ways of obtaining knowledge);

The ability to choose adequate goals and means to achieve them independently;

The opportunity to independently perform educational actions is provided (the wealth of mastered actions and flexibility in their application);

A situation has been created in which the student has the opportunity to see the individual result achieved and make a self-assessment (the student himself will be able to evaluate his personal result in comparison with “yesterday’s self”);

The possibility of self-control is provided, which consists in determining the compliance of educational actions with the conditions and requirements of the educational task (self-control provides for the completeness of the operational composition of the actions and the correctness of their implementation).

Thus, the structure of activity includes six components: goal, motive, action, means, result, evaluation. In addition, reflection should be present at all stages of organizing educational activities.

We use: frontal, group, individual (collective), individually differentiated, differentiated group, pair, individual, frontal-individual forms of work. This system of work to include students in various types of activities (cognitive, communicative, research) helps to increase the level of training, which is the main indicator for future specialists. The greatest effectiveness can be achieved provided that the content, organizational forms, types and methods of training are optimally matched. The effectiveness of training sessions in a technical university is central to the management of the educational process. The effectiveness of the educational process, in our opinion, can be achieved by intensifying the learning process.

Currently, the intensification of learning is considered as one of the tasks of development of the entire education system. The implementation of this task requires the introduction of more advanced, scientifically based methods of managing educational and cognitive activities.

We believe that intensification in practical terms is a system aimed at improving the quality of teaching, achieved through the careful selection of educational material that is appropriate current state science, technology, production and, especially, the prospects for their development, on new teaching methods that ensure students’ strong assimilation of a large amount of scientific information. In our opinion, for the correct organization of the process of intensification of the educational process, the following conditions are necessary:

Knowledge of psychological, pedagogical, physiological prerequisites;

Application of intensive teaching methods (hypnopedia, suggestopedia, relaxopedia, etc.);

Using active learning methods;

Providing didactic and methodological means;

Introduction of audiovisual educational complexes;

New pedagogical technologies (person-centered, adaptive learning systems);

System-target differentiation.

To implement the process of intensification of the educational process, adequate forms of organization of training are needed that contribute to the effectiveness of the educational process and the orientation of teaching methods towards the formation of the foundations of reflexive, dialectical thinking.

The foundations for intensifying the educational process are: increasing the information capacity of the content of education, the use of active methods and forms of learning, modern pedagogical teaching technologies, accelerating the pace of actions and operations, developing the skills of independent educational work, increasing the professional orientation of learning, strengthening the motivation of learning, a high level of reflection, dialectical thinking. In order to enhance cognitive activity, we have developed individually differentiated tasks of various types depending on:

1) cognitive activities: reproductive, partially search, research, creative;

2) didactic purpose:

To repeat basic knowledge and prepare the base for the perception of new things;

To study new material;

To systematize knowledge;

To process knowledge and skills;

To develop skills;

To apply knowledge in a new situation;

To check, control and correct knowledge;

3) forms of organizing the work of students:

Frontal;

Group;

Individual;

Individually differentiated;

4) source of knowledge and learning tools:

Working with lecture material, textbook, reference book and other printed aids,

Technical means (computer, audiovisual);

Drawing up diagrams, plans, lecture notes;

Working with handouts, models;

Performing experimental and graphic work;

Solving calculation and qualitative problems orally and in writing;

Preparation of reports, abstracts.

When drawing up a system of tasks, we take into account the continuity of the creative process, tasks include elements of scientific research, tasks provide a combination of different types of information, and access to practical implementation.

Differentiated tasks can be used at all types, types and stages of classes. The tasks are designed for individually differentiated, frontal, group, paired forms of work.

Any form of work in the classroom can be described as active if it allows you to manage the learning process, promotes the development of independent thinking, and stimulates learning activities. All forms of work are subject to the same principles.

The main one is the focus of tasks on the formation creativity and the development of creative thinking in the learning process.

Another important principle that all tasks meet is their subordination to the goals of developing both subject-specific and general academic skills.

Each task is aimed at achieving certain didactic goals. The use of such tasks allows us to conclude that such a system of work contributes to the intensification of the educational process, a more meaningful study of the material, the acquisition of self-education skills, the transformation of systematic knowledge into systemic ones, contributes to the development of cognitive activity, increases the strength and depth of knowledge, eliminates the lack of communication, introduces self-analysis and self-control and mutual control, encourages creativity.

Thus, the proposed ways to improve the forms of organization of educational activities make it possible to improve the quality of training of specialists.

Bibliographic link

Khaibrakhmanova D.F., Sechina G.P. TECHNOLOGY FOR IMPROVING FORMS OF ORGANIZATION OF LEARNING ACTIVITIES IN THE SYSTEM OF TRAINING SPECIALISTS OF A TECHNICAL UNIVERSITY // Modern problems of science and education. – 2006. – No. 1.;
URL: http://science-education.ru/ru/article/view?id=116 (access date: 09/19/2019). We bring to your attention magazines published by the publishing house "Academy of Natural Sciences"

In didactics, attempts are being made to define the organizational form of education. The approach of I.M. Cheredov seems to be the most reasonable. He defines the organizational form of training as a special design of the learning process, the nature of which is determined by its content, methods, techniques, means, and types of activities of students.

In the history of pedagogy and education, the most famous are three main organizational systems of education, differing from each other in the quantitative coverage of students, the ratio of collective and individual forms of organizing students’ activities, the degree of their independence and the specifics of the management of the educational process on the part of the teacher: individual, class-lesson and lecture-based. -seminar system.

The system of individual education developed in primitive society as a transfer of experience from one person to another, from older to younger. With the advent of writing, the elder of the clan or the priest passed on experience through speaking signs to his potential successor, working with him individually.

As scientific knowledge developed and access to education expanded for a larger circle of people, the system of individual education was uniquely transformed into an individual-group one. The teacher still taught 10-15 people individually. Having presented the material to one, he gave him a task for independent work and moved on to another, third, etc. Having finished working with the latter, the teacher returned to the first, checked the completion of the task, presented a new portion of the material, gave the task, and so on until the student, in the teacher’s assessment, had mastered the science, craft or art. The content of education was strictly individualized, so there could be students in the group of different ages, varying degrees of preparedness. The beginning and end of classes for each student, as well as the timing of training, were also individualized. It was rare for a teacher to gather all the students in a group for group discussions, instruction, or memorization of scriptures and poems.

In the Middle Ages, due to the increase in the number of students, it became possible to select children of approximately the same age into groups. This necessitated the creation of a more advanced organizational training system. It became a classroom-lesson system developed in the 17th century. Ya. A. Komensky and described by him in the book “Great Didactics”. He introduced an academic year in schools, divided students into groups (classes), divided the school day into equal segments and called them lessons. Further development The class-lesson teaching system was received from K. D. Ushinsky. He scientifically substantiated all its advantages and developed a coherent theory of the lesson, especially its organizational structure and typology. A. Disterweg made a great contribution to the development of the scientific foundations of lesson organization. He developed a system of principles and rules of teaching relating to the activities of teachers and students, and substantiated the need to take into account the age capabilities of students. The search for organizational forms of training that would replace the classroom-lesson system was associated primarily with problems of quantitative enrollment of students and management of the educational process.

So, in late XIX V. In England, a training system was formed, covering six hundred or more students at a time.

The teacher, being in the same room with students of different ages and levels of preparedness, taught the older and more successful ones, and they, in turn, taught the younger ones. During the lesson, he also observed the work of groups led by his assistant monitors. This education system received the name Bellancaster from the names of its creators - priest A. Bell and teacher D. Lancaster. Its invention was prompted by a desire to resolve the contradiction between the need for a wider dissemination of elementary knowledge among workers and maintaining a minimum cost for the education and training of teachers.

Other scientists and practitioners directed their efforts to search for such organizational forms of teaching that would remove the disadvantages of the lesson, in particular its focus on the average student, the uniformity of content and the average pace of educational progress, and the invariability of the structure. The disadvantage of the traditional lesson was that it hindered the development of cognitive activity and independence of students.

The idea of ​​K.D. Ushinsky that children in the classroom, if possible, work independently, and the teacher supervised this independent work and provided material for it, at the beginning of the 20th century. E. Parkhurst tried to implement it in the USA with the support of influential teachers at that time, John and Evelina Dewey. In accordance with her proposed color-blind laboratory plan (color-blind plan), traditional lessons in the form of lessons were canceled. Students received written assignments and, after consultation, teachers worked on them independently according to an individual plan. However, work experience showed that most students were unable to study independently without the help of a teacher. The dalton plan is not widely used.

With the advent of the first universities, the lecture and seminar system of education was born. It has undergone virtually no significant changes since its creation. Lectures, seminars, practical and laboratory classes, consultations and practice in the chosen specialty still remain the leading forms of training within the lecture-seminar system. Its constant attributes are colloquiums, tests and exams. The experience of directly transferring the lecture-seminar system to school did not justify itself.

In the modern period, the modernization of the classroom-lesson education system was carried out by a teacher from the Odessa region N.P. Guzik. He called it lecture-seminar, although it would be more accurate to call it lecture-laboratory: lecture -> lecture with elements of conversation -> practical and laboratory classes.

So, organizational forms of education represent the external expression of the coordinated activities of teachers and students, carried out in an established manner and in a certain mode. They are socially conditioned, regulate the joint activities of the teacher and students, determine the relationship between the individual and the collective in the educational process, the degree of student activity in educational activities and the ways in which the teacher manages it.

The innovative path of development of the education sector causes a corresponding change in the goals, forms and methods of management. In conditions where intellectual property is not protected by law, it is necessary to find new forms of relations between commercial structures at an educational institution and management, as well as to improve organizational forms of management of educational institutions.

To improve the organizational forms of management of educational institutions operating in market conditions, it is necessary to comply with the principles of marketing and a differentiated approach, taking into account the peculiarities of the functioning of these institutions in a particular region. Solving problems in the field of education is possible only if the policy of each educational institution changes towards development based on the principles of marketing and program-targeted management, carried out on the basis of the principles of marketing and program-targeted management, carried out on the basis of the development and implementation of marketing programs for a specific target market educational services. Targeted marketing programs, a set of works to develop the regulatory framework for the commercial implementation of the results of scientific research and innovative developments, as well as the formation on their basis of an organizational and economic mechanism for managing elements of the education system can provide conditions for solving the problems of adapting educational institutions to market relations.

As a result of the development of science and technology, methods of communication are changing so quickly that there is a need for continuous professional education, the leading component of which is professional educational institutions. The system of lifelong education can be represented by a set of educational programs, institutions and information and communication networks aimed at satisfying the cognitive needs of the individual throughout life.

Today, entrepreneurs in all industries need specialists who can perform integrated functions. Identifying the features and priority of these functions is the task of the management system of educational institutions that develop and implement programs for the development of the educational process.

To implement plans to improve the mechanism for managing the education sector, in our opinion, the following is necessary:

• - carrying out the integration of primary and secondary education units to bring secondary vocational educational institutions closer to the needs of the regions;
• - development of amendments to existing legislation to streamline integrated institutions with the right to implement educational programs for primary, secondary and initial degrees of higher education (on the basis of universities);
• - creation of regulations for state certification of scientific and research activities of the university and its relationship with the educational process.

Under the Ministry of Education of the region, it is recommended to create departments (groups) of continuous primary, secondary general and vocational education, as well as the creation of task forces under the ministry studying educational issues (on training programs, vocational education, university, academic, etc.), the activities of which are coordinated by a collegial body under the Ministry of Education. It would be advisable to create information and distribution centers to organize job fairs.

The economic and social changes taking place in the country have revealed a clear trend towards convergence of educational systems, which is manifested in the emergence of similarities in structures and functions, despite the fact that the country's leadership assigns an important role to vocational education in the process of socio-economic development, the need to increase the level of priority of vocational education needs broad public support.

Regions today need a new system for training independently acting competent professionals of various profiles, in contrast to the previously existing system for training specialists in mass professions, which creates the basis for the comprehensive development of the social and economic structure. In other words, the development of creative thinking of specialists produced by professional institutions can be considered as an integrated factor in solving social, economic and personal problems.

In accordance with the guidelines of the Ministry of Education of Russia, in a vocational lyceum that prepares skilled workers and technicians, when mastering a related profession, a distinction is made between the implementation of standards of primary and secondary vocational education. This hinders the creation of a system of lifelong education and the provision of opportunities to integrate its levels in the educational process. Although professional institutions have such opportunities, neither the Ministry nor the Academy of Vocational Education of Russia, which unites workers in primary, secondary and higher education at various levels, solve the problem of meeting the needs of society.

It is more expedient to solve the problem of integration of institutions of primary and secondary vocational education at the level of the subjects of the Federation, the regional level.

Colleges vocational training who have received priority in the integration of primary and secondary vocational education programs in science-intensive, high-tech industries, are today faced with a low level of educational preparation of mass school applicants, which does not correspond to the level of college admission requirements. In this regard, in modern theory and practice of management organization, much attention is paid to program-targeted management structures, which in an organized manner solve the problem of cross-functional coordination and unification of various types of activities, subordinating them to the achievement of certain goals. Such forms of management organization make it possible to solve the problems of an effective combination of “vertical” and “horizontal” connections in management and the optimal balance of centralization.

An important element of all new organizational forms are management information systems, the task of which is to link together operations that are spatially and organizationally separated from each other. Price management systems have become widespread in the organization of government administration (ministry), the task of which is to determine how federal programs are implemented in terms of the results achieved in comparison with the resources expended. Such a system can ensure that each program or ministry manager has clear program goals and clarity about what the end results should be. The concept of a management system by objectives can be expressed by the following basic principles:

• - regulation of goals for each program and their subordination to achieving the effectiveness of all activities to implement the program;
• - the program must have one specific manager who is responsible for the final results and has sufficient authority to manage the program;
• - indicators for assessing results must meet the given goals and the tasks arising from them;
• - deadlines for the implementation of all program elements must be developed in a planned manner for all indicators, including the resource use indicator;
• - constant and timely adjustment of actual results with planned targets.

The development of such a system begins with an analysis of the basic information needs for higher authorities and the formulation of general, final goals and a system of goals at lower levels that determine intermediate results. Matrix management structures are quite effective when used in the research activities of universities. Management of research and development financed by the government (federal, regional) should be carried out primarily by a program-targeted method.

Large programs should be managed by the Ministry of Education, carrying out their coordination, general management, organizational services and control over all research and development in the region (country) for the relevant programs.

Many experts in the field of organizing the management of scientific research and development believe that it is more advisable to have specialized bodies for the targeted management of individual programs than to create integrated management bodies. The organization of research activities in educational institutions can be carried out both within the framework of a linear-functional structure and a program-targeted one. Within an educational institution, fundamental and applied research is carried out by a limited number of departments for which it is acceptable traditional forms management. When carrying out research tasks of national importance, special programs are developed, for the management of which a management body can be created, performing primarily control and coordination functions, since direct organizational and scientific management cannot, for the most part, be concentrated at one level due to diverse content and creative nature of the work performed. This is due to the fact that mainly specialized educational and research programs involve not only educational institutions, but also research and design institutes, commercial and industrial complexes, financial institutions, and various funds. The powers of the coordinating bodies are limited to collecting information, assessing planned and actual indicators of the implementation of the program goal, agreeing on individual decisions and preparing proposals for senior management.

The organization of management of the education sector in perfect conditions is based on a set of principles, methods and forms that differ significantly from those used in other areas of activity. Therefore, to assess the mechanism and organizational form of management, it is necessary to consider the field of education as a whole separately from other socio-cultural spheres of activity. Under the influence of the requirements of scientific and technological progress and market economy a new concept for assessing the quality of education and the tasks of managing them is being formulated in the country, which is reflected in the use of appropriate organizational forms of management.

When considering various alternatives for organizing work to ensure a high-quality level of education and its maintenance, it is necessary to remember that their construction follows from the goals of education and, at the same time, is determined by the nature of market relations. At the same time, the quality of education can be understood as the degree of compliance of its program with the requirements imposed by society and the economy to perform certain functions after receiving education.

However, it is impossible to have an unambiguous approach to assessing the quality of all levels of education, since objective and market assessment of the quality of education can be very contradictory and are determined by the relationship between supply and demand, competition of educational institutions of various forms of ownership, organization and economic potential of consumers. In the absence of state control over the quality of education and the formation of requirements for it, education actually turns into an uncontrollable process. This situation cannot be viewed from a “good or bad” perspective; it is necessary that higher education clearly differentiates between the training of research personnel and qualified specialists for the service sector, as the basis of the future “information society.” This is aggravated today by the fact that the commercial aspects of industry development can displace the necessary fundamental knowledge from higher education, the level of quality of which is correspondingly reduced. In this regard, it is necessary to distinguish between organizational and methodological management of educational and commercial activities in professional institutions. At the same time, the functioning of structures that are different in the nature of scientific and practical activities within the framework of one educational complex needs to be coordinated based on the creation of a new economic mechanism that connects all these areas. Today, a traditional organizational structure of higher educational institutions, whose activities are implied in the following areas: educational, methodological, educational, R&D and administrative and economic.

Educational, methodological and educational activities are carried out by faculties, special research units, and administrative and economic work is carried out by service and auxiliary economic units.

In market conditions, the role of the marketing, commercial and information functions of a professional institution increases sharply. The degree of complexity of the structure of the organizational system of professional institutions depends on the composition and nature of the functions performed by the system. The main goal is to realize the educational (educational) and scientific-practical potential of the institution. An enlarged diagram of the organizational structure of managing the commercial activities of a higher educational institution is presented in Fig. 3

The processes of managing educational activities carried out by faculties are quite well studied and implemented. However, managing the commercial activities of professional educational institutions requires the use of marketing orientation and the implementation of additional areas of activity. Despite the fact that the marketing concept allows you to analyze and maximally satisfy consumer demand for educational and research services, it is only a guide to planning. At the same time, focusing on the consumer means studying the needs of the market and developing plans to satisfy them.

In this case, goods and services act as a means to achieve a goal, and not the goal itself. From the perspective of integrated marketing, all types of commercial activities are coordinated to satisfy the interests of consumers of educational institutions' services. Depending on the range of services provided, the nature of the participation of marketing specialists changes, which is reflected in the organizational structure of marketing departments. The marketing service (department, group) studies target markets for educational, research services and other types of commercial activities, and also carries out planning based on the development of marketing programs, the complexity of which depends on the quality of educational services, based on the mission of the university, the content of its activities and industry specifics.

First of all, the product complex of an educational institution is examined, which includes methods, methods, and activities that can make the educational institution more attractive and interesting for consumers.

One of the problems of professional secondary and higher educational institutions is the problem of employing graduates, especially at the regional level, therefore it is rational to have in the management structure of the activities of these institutions information and distribution units for organizing job fairs, which can be elements of marketing departments. A new approach to the training of workers, professionals and specialists gives grounds for a new look at the problem of educating students, the relationship between the team and the individual, the role of the individual in the team in the team.

Rice. 3.

This requires the development of a system of continuity in educational work at each stage of vocational training, as well as self-education, the role of the public, the social environment and the family. A permanent Bank of information is needed (at the regional and federal levels) about changes in the content of labor, territorial and professional needs for new professions.

At the same time, the priority nature of the development of education in terms of primary vocational education in relation to the country’s economy is necessary, since this is of decisive importance for the formation of the labor market, ensuring effective employment and the development of human resources. At the same time, regionalization and municipalization of vocational (primary, secondary) education, corresponding to the real potential of the Russian economy, is becoming relevant.

Regional educational management structures need to coordinate the efforts of regional scientific and educational institutions to introduce applied developments into the practice of continuing professional education, as well as ensure coordination of interactions with international organizations in the field of introducing best practices into the practice of educational institutions.

On the basis of vocational educational institutions, it is advisable for the governing bodies of regional education to organize training and retraining for socially vulnerable sections of the adult population.

In the 17th century, an epoch-making phenomenon occurred in the history of the development of pedagogical thought and in the history of the development of society as a whole. Czech teacher Y.A. Komensky in the book “The Great Didactics” he gave a rationale for the class-lesson system of teaching. I defined the structure of the lesson as didactic. The form and defined the characteristics of this didactic form: lessons are held in different subjects, at different levels of school, with students of different ages, all lessons are united by a common structure. He based the structure of the lesson on a model of nature-conforming knowledge of the world:

"observation"

"explanation"

"exercise",

According to him, this is exactly how “the mind moves in the knowledge of objects,” therefore the teacher must organize the same sequence of cognitive actions of the student.

In the 19th century I.F. Herbart developed an unusually living lesson structure, which is easily found even in a modern school:

Organizing time,

Checking homework,

Explanation of new material,

Consolidation of the studied material,

Summing up the lesson, homework assignment.

Lesson is the main form of work- this is an organizational form of education in which the teacher, for a precisely set time, manages the collective cognitive and other activities of a permanent group of students (class), taking into account the characteristics of each of them, using means and methods of work that create favorable conditions for all students to master the basics of the subject being studied directly during the lesson, as well as for the education and development of cognitive abilities and spiritual strength of schoolchildren (A.A. Budarny).

IN this definition It is possible to identify specific features that distinguish a lesson from other organizational forms of education: a permanent group of students, management of the activities of schoolchildren, taking into account the characteristics of each of them, mastery of the basics of what is studied directly in the lesson. These signs reflect not only the specifics, but also the essence of the lesson.

Each lesson consists of certain elements (links, stages), which are characterized by various types of activities of the teacher and students in accordance with the structure of the process of acquiring knowledge, skills and abilities. These elements can appear in various combinations, thus determining the structure of the lesson, which should be understood as the composition of the elements, their specific sequence and the relationships between them. It can be simple or quite complex, depending on the content of the educational material, the didactic goal (or goals) of the lesson, the age characteristics of the students and the characteristics of the class as a collective. The variety of lesson structures implies a variety of their types.

Additional forms of training organization. Additional classes are conducted with individual students or a group in order to fill gaps in knowledge, develop skills, and satisfy increased interest in the academic subject.

When lagging behind in studies, first of all, it is necessary to reveal its causes, which will determine specific forms, methods and techniques of working with students. This may be undeveloped skills and abilities in academic work, loss of interest in the academic subject, or general slow development. In additional classes, experienced teachers practice various types of assistance: clarification of individual questions, assigning weak students to strong ones, re-explaining the topic. Moreover, in some cases greater use of visualization is required, and in others - verbal specification.

To satisfy cognitive interest and a deeper study of certain subjects, classes are held with individual students in which problems of increased difficulty are solved and discussed. scientific problems, which go beyond the scope of mandatory programs, recommendations are given on how to independently master the problems of interest.

Closely related to additional activities:

- consultations. Unlike the former, they are usually episodic, since they are organized as needed. There are current, thematic and general (for example, in preparation for exams or tests) consultations. Consultations at school are usually group, which does not exclude, of course, individual consultations. It is often practiced to set aside a special day for consultations, although often this is not particularly necessary, since teachers and students are in constant communication and have the opportunity to agree on the time for consultations as needed.

TO conferences can be carried out in all academic subjects and at the same time go far beyond the curriculum. Students from other (primarily parallel) classes, teachers, representatives of science, art and industry, war veterans, and labor veterans can take part in them.

In high schools and especially in evening and shift schools, a lecture adapted to the conditions of the school is used.

- school lectures successfully used in the study of both humanities and natural sciences. As a rule, these are introductory and general lectures, less often they represent a modification of the lesson on communicating new knowledge.

In a school setting, a lecture is in many ways similar to a story, but much longer in time. It can take up the entire lesson time. Typically, a lecture is used when students need to provide additional material or summarize it (for example, history, geography, chemistry, physics), so it requires recording.

At the beginning of the lecture, the teacher announces the topic and writes down the outline. At the stage of listening and recording a lecture, students initially need to be told what to write down, but not turn the lecture into a dictation. In the future, they must independently identify what is being written based on intonation and tempo of presentation. Students must be taught how to record lectures, namely: show note-taking techniques, use commonly used abbreviations and notations, learn how to supplement lecture material, and apply the necessary diagrams, drawings, and tables.

A school lecture should be preceded by preparing students for perception. This could be repeating the necessary sections of the program, performing observations and exercises, etc.

- seminars I are carried out in high school when studying humanities subjects. In this case, two types of seminars are used: in the form of reports and messages; in question and answer form. The essence of the seminars is a collective discussion of proposed questions, messages, abstracts, reports prepared by students under the guidance of a teacher.

The seminar session is preceded by lengthy advance preparation. The lesson plan, basic and additional literature are reported, the work of each student and the class as a whole is outlined. Structurally, the seminars are quite simple. They begin with a brief introduction by the teacher (introduction to the topic), then the announced questions are discussed sequentially. At the end of the lesson, the teacher summarizes and makes a generalization. If messages or reports have been prepared, then the discussion is built on their basis with the active participation of opponents, who also prepare in advance and have previously familiarized themselves with the content of the messages.

A special form of the seminar is seminar-debate. Its difference from extracurricular debates is that a constant composition of the class is maintained, the debate is always led by the teacher, and the traditions of students’ collective work in the classroom are preserved. The debate seminar also has a special goal - the formation of value judgments, the affirmation of ideological positions (for more details, see below).

- workshops or practical classes, are used in the study of natural science disciplines, as well as in the process of labor and professional training. They are carried out in laboratories and workshops, in classrooms and at training and experimental sites, in student production plants and student production teams. Usually the work is done in pairs or individually according to instructions or an algorithm proposed by the teacher. This may include on-site measurements, assembling diagrams, familiarization with instruments and mechanisms, conducting experiments and observations, etc.

Workshops largely contribute to solving the problems of polytechnic education and labor training of schoolchildren.

Auxiliary forms of training organization. These include those that are aimed at meeting the multifaceted interests and needs of children in accordance with their inclinations. These are primarily electives and various forms of circle and club work. An effective form of differentiated training and education is

- electives. Their main task is to deepen and expand knowledge, develop the abilities and interests of students, and conduct systematic career guidance work. The distribution of students among electives is voluntary, but the composition remains stable throughout the year (or two years).

The elective operates according to a specific program that does not duplicate the curriculum. An effective combination in elective classes is the combination of lectures by the teacher with various types of independent work of students (practical, abstract work, conducting small studies, reviews of new books, discussions in groups, individual tasks, discussion of student reports, etc.).

Testing and assessing knowledge in elective classes is more educational than controlling. A mark is given only if it is the result of a lot of work done by the students, and is most often given in the form of a pass.

Classes in hobby groups and clubs, as well as elective classes, they require a specific program of activities. However, this program is less strict and allows for significant adjustments depending on the wishes of the children, changing circumstances of the activity and other factors. Circle and club work is based on the principles of voluntariness, development of children’s initiative and initiative, romance and play, taking into account age and individual characteristics.

Along with permanent forms of organizing extracurricular activities great importance in the structure of the whole pedagogical process There are also such episodic events, such as: olympiads, quizzes, competitions, shows, competitions, exhibitions, expeditions, etc.