mpjournalМосковский педагогический журналMoscow Pedagogical Journal2949-49902949-4974Federal State University of Education10.18384/2310-7219-2015-3-8-16mpjournal-933Research ArticleРАЗДЕЛ I. ОБЩАЯ ПЕДАГОГИКА, ИСТОРИЯ ПЕДАГОГИКИ И ОБРАЗОВАНИЯSECTION I. GENERAL PEDAGOGY, HISTORY OF PEDAGOGY AND EDUCATIONОСВОЕНИЕ НОВЫХ ОБРАЗОВАТЕЛЬНЫХ СТАНДАРТОВ В ПРОЕКЦИИ ПРАКСИОЛОГИЧЕСКОГО ПОДХОДАREALIZING NEW EDUCATIONAL STANDARDS IN TERMS OF PRAXIOLOGYЛазареваИрина НиколаевнаLazarevaI. .lazar_irina@mail.ruДальневосточный федеральный университетРоссияFar Eastern Federal UniversityRussian Federation20153005202203816Copyright © Лазарева И.Н., 20222022Лазарева И.Н.Lazareva I...Данная работа распространяется под лицензией Creative Commons Attribution 4.0.This work is licensed under a Creative Commons Attribution 4.0 License.https://www.mpjournal.ru/jour/article/view/933

Введение ФГОС-3 изменило требования к уровню обученности и качеству обучения. Но процесс освоения новых перспектив может быть замедлен или остаться на уровне деклараций, если не учитывать потенциальные сложности, которые имеют место при освоении видов деятельности, требующих системности знаний и мышления. В статье предпринята попытка найти оптимальные подходы к реализации высоких образовательных целей в аспекте результативности деятельности преподавателя, направленной на достижение новых стандартов образованности. На основе анализа современной психолого-педагогической литературы предлагаются варианты конкретных решений.

The Federal State Education Standards have changed the requirements to the level of training and quality of instruction. However, the process of learning in a new light can be hindered or remain just an intention if teachers do not take into consideration the potential complexities, common for implementing activities demanding systemic knowledge and thinking. The article is an attempt to bridge the gap between the Standards and a teacher’s effectiveness aimed at new level of educating. Inspired by psychological science, certain methods of classroom practice are offered.

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The authors declare that there are no conflicts of interest present.