Paper 21-11
DOI: http://doi.org/10.26883/2010.211.3035
ЕСТЕСТВЕННО-МАТЕМАТИЧЕСКОЕ ОБРАЗОВАНИЕ – ГЕНЕЗИС И ПРЕЕМСТВЕННОСТЬ
Александр Геннадьевич Луканкин¹, Ирина Николаевна Слободская²
¹Московский региональный социально-экономический институт, Россия
²Вологодский институт права и экономики ФСИН России , Россия
NATURAL AND MATHEMATICAL EDUCATION, ITS GENESIS AND CONTINUITY
Alexander G. Lukankin¹, Irina N. Slobodskaya²
¹Moscow Regional Social and Economic Institute, Russia
²Vologda Institute of law and Economics, Russia
Abstract: The modern school again should be tasked not only to provide a certain amount of knowledge, but also to prepare students for their future practical activities. Previously, the Soviet and Bulgarian schools solved this problem by implementing the idea of polytechnic education. The transformation of the system of general and vocational education that followed the change of political regimes in the USSR and Bulgaria led to the loss of many positive achievements that had already been achieved earlier. A high level natural and mathematical education always was a distinctive feature of the Russian mass school. Most of the seemingly diverse intellectual challenges that students face in the learning process can be solved by developing conceptual thinking. It is possible to form the conceptual thinking through systematical studying of the natural sciences basics only. Consistency in the study of the surrounding world in a comprehensive school can be achieved through the synchronization of programs and inter-subject connections, and not through metasubject, which is a return to the programs of the GUS of the 20s. Students should learn not individual information, but the basics of the sciences in a certain system. This requires stable (approved for a number of years) programs and textbooks developed as a single system., There will be no right personality without a high-quality natural-mathematical education.
Keywords: natural and mathematical education, digital era, conceptual thinking.
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