Philip. Kotler, who is considered the "father" of modern marketing, belongs to the ingenious and therefore simple definition of this concept "marketing" This is a type of human activity aimed at satisfying needs through exchange of needs through exchange.
. Marketing of cultural institutions- is the formation of demand and satisfaction of needs in the field of leisure. In the field of leisure today there is a huge market potential. The leisure industry has become a priority since the end of the 20th century
attractive for investment and consistently highly profitable area of the post-industrial economy
For most museums in developed countries in the 21st century, the norm is to maintain separate marketing departments. While for the museums of Ukraine marketing activity is still an obscure curiosity
Marketing has actually become the philosophy and ideology of market activity. The last decades are characterized by the fact that marketing has taken the place of the leading management concept and in the non-profit sector of the developed current and the strengthening of marketing communications has made it possible, for example, to form a fundraising system, which today provides a stable financial basis for the implementation of cultural projects.
Marketing theory is based on the doctrine of the market. By. F. Kotler, a market is a set of all buyers (both real and potential) of a certain type of product or service. The size of the market depends on how many buyers are able to respond to a particular market offer. Commercial marketing focuses on two basic market areas:
accessible market - a set of people who are interested and have financial opportunities and convenient access to a product or service;
potential market - a set of people who are interested in a particular product or service
. Museum Marketing(from English market - market) is a system of knowledge about the theory and practice of creating, promoting to potential consumers and marketing a museum product, as well as establishing a complex communicative dialogue between museums and society and its individual institutions.
Based on these provisions, museum marketing should be implemented in two strategic directions:
presentation and promotion of the museum and all forms of its social activities (non-commercial marketing);
presentation and promotion of specific museum services or goods (commercial marketing)
. The commercial component of museum marketing- this is a system for organizing and marketing a museum product, focused on meeting the needs of consumers and making a profit based on market research and forecasting, studying the internal museum and external market, institutional-public and leisure-cultural environment, developing measures to improve the museum product, the range of museum services and goods, studying the needs and cultural needs of visitors, conducting a competitive pricing policy, generating demand, stimulating visits, PR and advertising.
The concept of the external environment of museum marketing is distinguished by seven factors:
political: political system (its values and declared course in the field of democratization and humanization of society, openness of partnership with other state institutions, support of culture and tourism) and legislative regulation of museum activities
international factors: good neighborly relations, accessibility of the national cultural heritage to international tourist flows and the degree of integration of the national museum network into the global tourism industry
socio-cultural environment: different groups of people with different cultural characteristics, mentality and value systems;
economic factors: the level of employment, inflation, the structure of expenses of the consumer basket of citizens, the price environment, etc.;
Market research involves: a) determination of the market capacity, as well as a possible share of our participation in the citywide and regional museum supply markets b) forecasting development trends for the museum and, more broadly, leisure market for the coming season / year c) identifying development trends for the cultural and leisure market in five or more. Rocky.
The study of consumers provides answers to the following questions: who can be considered potential consumers of our services and goods, the number and geography of each segment, what motives are a prerequisite or. When visiting our museum, the SPON reminds them which educational, cognitive, cultural, aesthetic and leisure-entertainment needs are not met by competing museum institutions.
The study of goods involves the search for answers to the question: is our offer competitive in comparison with the museum product (and its service characteristics) of competitors; how to reorganize our exposition and exhibition and cultural activities according to the identified needs.
The study of competitors finds out: who are our main competitors than neighboring museums are in greater demand among consumers, what pricing and luring strategies our competitors use, what advertising and PR promotion channels they choose and why; what promising innovations they are currently engaged in and in general what we can learn from them.
In the daily practice of museum business, marketing monitoring takes place - the communication of the museum with its visitors regarding their perception or non-perception museum exposition. To identify the real opinion of visitors about the cognitive, compositional and material quality, attraction, aesthetics, expressiveness and visual harmony of the museum's exposition, special express surveys or questionnaires are conducted. Such marketing surveys give museum workers the opportunity to study the main groups of visitors, their interests and wishes.
New possibilities of monitoring are provided by information technologies. Every modern museum site has a visit counter, many of them contain questionnaires for visitors, with the help of which information is collected for further marketing research. In addition, modern information technologies significantly speed up and reduce the cost of conducting specialized and selective marketing surveys.
Today, there are acute trends towards a reduction in the life cycle of goods and services, and people's desire for novelty and diversity is increasing. The interests of consumers are changing more actively - hence the tendency towards the reduction of markets. In such a situation, the success of marketing strategies is determined by the accuracy of audience segmentation, the ability to adjust the offer to rapidly changing demand and keep the interests of the company through intensive communication.
At the beginning of the 21st century, museum marketing is a differentiated (multi-segment) marketing based on an individualized approach to segments, for each of which concentrated marketing is carried out (in particular, separate strategies for schoolchildren and lyceum students of children's and adolescent age groups, for students, for tourist groups from other regions of Ukraine, who arrived in the city or are served by city travel agencies, for foreign tourists, for members of creative circles or sports sections, for mothers with children, for weekend family leisure of parents with children, for journalists and business representatives for the elderly, for a minority, for a confessional community, etc.). This is due to the peculiarities of demand, primarily the low level of social interest in the museum product, the unsystematic (alone or spontaneity) of its consumption and the high level of interchangeability of the museum and alternative leisure products. Undifferentiated marketing in museum practice is used much less frequently.
Goods and services in the sphere of culture in general, including museums and galleries, designed to meet the so-called "high order" needs - in self-affirmation, self-respect, social belonging (responsible in accordance with the widespread concept of the "hierarchy of needs" A. Maslotreb. A .. Maslow).
Marketing technologies provide goods and services with social significance. The demand for goods and services offered by the sphere of culture is directly related to the socio-psychological motives of people and those who identify themselves with a certain social circle. That is why commercial museum communications are based on models of social behavior, namely:
joining the majority;
the desire to purchase a product or use a service in order to keep up with life;
conform to the lifestyle of a particular social group
Be fashionable;
stand out from the usual crowd;
to emphasize and demonstrate to others one's own exclusivity and awareness
Demand museum goods and services are divided into potential and actual. The volume of potential demand is estimated by the number of people who show interest in the culture. Actual demand is determined quantitatively. The number of actual current museum visitors and buyers of their products. The quantitative difference between potential and actual demand is the subject of professional efforts of museum marketers. The volume of demand for a museum product depends on many factors, but, most importantly, it lends itself to purposeful influence.
Practically in all museums of Ukraine there is a significant gap between potential and actual demand, i.е. there is a very large proportion of people with relevant cultural needs who do not know about the proposed museum product, and therefore do not become its consumers. Thus, today in museum marketing it is necessary to develop, first of all, "aggressive" marketing strategies aimed at informing the potential audience and advertising the museum's offer of proposition.
For those who know but do not consume, it is advisable to apply incentive marketing strategies aimed at increasing the attractiveness of the museum offer. The main thing here is to dispel all sorts of uper regennies associated with persistent ideas about the outdated, boring and outdated offer of many museums.
The expansion of actual demand at the expense of those who consume competing goods and services is carried out with the help of corporate marketing strategies aimed at creating joint projects and programs, as well as a joint product with organizations offering competing goods and services in the field of leisure. Practice shows that competition here often turns out to be artificial and there are huge opportunities for pooling efforts and mutually beneficial cooperation.
Museum marketers give great importance to the establishment and maintenance of regular communication between the museum and its regular customers (individuals and legal entities). Each Western museum uses special data banks (dossiers) of regular customers and introduces the positions of special employees whose professional duties include maintaining an informational dialogue with these customers (usually they are respectable persons, famous politicians, scientists, businessmen, athletes, journalists, representatives show business and creative professions and other representatives of the elite beau monde, as well as companies that care about the development of their own image and internal corporate culture).
Ukrainian museum for the formation of such a data bank on the original basis can serve. A guest book in which visitors share their wishes and impressions from getting to know the museum. In the future, the museum needs to maintain information communication with these visitors, acquaint them with new museum projects and promotions through mailing lists, personal solemn invitation cards to these events, etc. E. The usual practice is computer mailing (e-mail) of museum announcements and press releases to the offices of all companies in the local area (potential business partners or corporate clients), as well as maintaining daily interactive communications with travel companies and excursion bureaus.
in general informational resources and technology in the 21st century are becoming the basic infrastructure of museum marketing. The trend of recent decades is the transfer of marketing technologies to the virtual world:. Internet, specialized information networks.
Modern information technologies and communication capabilities. The Internet makes it possible to maintain the stability of existing markets, actively expand them and form new ones, create a special offer for their various market segments, and use a wide range of marketing strategies.
Successful commercial museum marketing strategies focus on increasing sales. As practice shows, the presentation, advertising and promotion of the museum's offer in the open information store still increase sales. Virtual bookstores, computerized ticket sales and reservations, banner ads and link exchanges. Internet dramatically increase the audience and sales. The deployment of marketing strategies by museums c. The Internet causes an increase in attendance and sales not only in the virtual space, but also in real museum shops, salons during visits to exhibitions, museum expositions and other cultural events held by the museum. In fact, modern information technologies make the museum offer accessible to a global audience. So, commercial success is formed as a result of the scale of communications.
K. BASILASHVILI: Good morning. Timur Olevsky.
T. OLEVSKY: And Ksenia Basilashvili. Good morning.
K. BASILASHVILI: Today we have a very important, state program, we will talk about state affairs, so I am clarifying. Are you a citizen of Russia? Can we discuss this with you? I am a citizen of Russia.
T. OLEVSKY: In the current situation, I don't know how I can answer this question so simply. Yes, citizen. Of course, citizen. To confess or not to confess is not clear. I have a red passport.
K. BASILASHVILI: After half an hour we are talking about the New Year's program of the capital's parks and museums, Anton Goryanov, Head of the Museum and Exhibition Department of the Moscow Department of Culture, will be on the phone
T. OLEVSKY: Are they only for Russian citizens?
K. BASILASHVILI: We will find out and ask. In about 26 minutes we will go with Stas Anisimov to a new museum, the Museum of the USSR, it opened on the territory of the All-Russian Exhibition Center.
T. OLEVSKY: We live in the USSR and the museum of the USSR, it is logical.
K. BASILASHVILI: Don't forget that closer to the end of the hour there will be a drawing of prizes, there will be a corresponding question. And now the main topic is what is a successful museum and how to evaluate the effectiveness of Russian museums.
T. OLEVSKY: Let's introduce the guest. Natalia Samoylenko is the head of the Cultural Heritage Department of the Russian Ministry of Culture.
N. SAMOILENKO: Good morning. Happy New Year.
T. OLEVSKY: We will not pretend that we do not know each other.
K. BASILASHVILI: What, now we will just close museums, as I understand it?
T. OLEVSKY: Wait. What happened?
K. BASILASHVILI: We learned from reliable sources that the Ministry of Culture is preparing a rating, a scale of effectiveness…
K. BASILASHVILI: And it still rumbles. And schools, and universities, and kindergartens. In general, there is some kind of optimization all around, which this time has already affected Russian museums. What, will you close the inefficient ones?
N. SAMOILENKO: I think it's good to go to familiar friends, because you learn a lot from them. What you are saying now, I hear for the first time. The Ministry of Culture is not yet preparing any rating. The Ministry of Culture is currently preparing a document called the "Concept for the Development of Museums", which will address the question of how to evaluate museums. And for what to evaluate - it is clear. From the point of view of the state, it is important to understand whether the museum is working properly or is it in a state of hibernation. From the point of view of the state, it is important to understand who needs to be financed in the first place, and who in the second. This requires criteria for evaluating museums.
K. BASILASHVILI: And who, perhaps, should not be financed at all.
N. SAMOILENKO: Yes.
T. OLEVSKY: If the museum turns out to be ineffective, just as the Museum of Decorative and Applied Arts in Moscow was not effective until some time. For a long time the museum was half asleep, not interesting.
N. SAMOILENKO: And now everything is waking up there, all the people have begun to think about how to make the museum interesting.
T. OLEVSKY: But a question arises. The museum was not effective - is this a reason to liquidate it or do we need to change something? If you recognize a museum as poorly functioning, what measures will be taken with it?
N. SAMOILENKO: The measures will be exactly those that are now being made in the Museum of Decorative and Applied Arts. The Museum of Decorative and Applied Arts is looking for which way it should now go.
T. OLEVSKY: The change of leadership is the first question.
N. SAMOILENKO: Not necessarily.
K. BASILASHVILI: And the closure?
N. SAMOILENKO: And not necessarily.
T. OLEVSKY: Moving to another room?
N. SAMOILENKO: Moving to another building is a separate issue. The simplest question is, how do we count? If you asked me now whether the Ministry of Culture did a good job last year, I would proudly say that the Ministry of Culture did a very good job last year. Because instead of 72 million rubles, which were allocated for purchases in the 11th year, in the 12th year we bought more than 230 million rubles worth of works of art and museum items for museums. And immediately everything becomes clear.
K. BASILASHVILI: Let's understand what the situation is now. Now the Ministry, the state gives money for the development of museums and universities.
N. SAMOILENKO: For maintenance, not for development. The main thing for us is the museum fund. The state must first of all preserve our heritage, which is in museums. The main funds are now going to maintain the museum fund: to maintain buildings, depositories, to restore works of art, to maintain this economy. But at the same time, things that are absolutely relevant for today are forgotten. We absolutely do not know how to determine now how interesting it is for the viewer.
K. BASILASHVILI: Is there a lack of funds? Why is it necessary now to start a conversation about how to distribute them among museums?
N. SAMOILENKO: There are even more funds, but there are even more museums. And this is the question - which museums should be supported: only federal, only regional, only municipal? And what about private museums? This is a question that now requires clarification and discussion.
K. BASILASHVILI: Let's start talking about the criteria. Take blockbuster museums, museums that everyone knows, to which everyone will come: the Hermitage, the Pushkin Museum, the Russian Museum, the Tretyakov Gallery, the State Historical Museum, Peterhof…
N. SAMOILENKO: And immediately a problem will arise. For example, Peterhof is the most visited museum in our country today. But Peterhof consists of many objects. How can we count? One ticket, one ticket to each object. One ticket is bought for the Hermitage, several tickets for Peterhof. So the count will be different. And the question is - is it good or bad, many tickets or one?
T. OLEVSKIY: That's also not entirely fair. It is clear that managing Peterhof is not easy, but for the leadership of Peterhof, Peterhof itself is already a monopoly: here it is, people go there. Try not to let it all fall into ruins. A small museum, it does not have such opportunities. How can it be compared with Peterhof?
N. SAMOILENKO: That's the point. A simple attendance criterion, it is not unambiguous. Because some museums do not need more people to go to them, they are already working at their limit. If more people go there, the museum will simply cease to exist, it will be trampled on, it will need to be repaired twice as often as now. Therefore, for each type of museums it is necessary to establish their own criteria.
K. BASILASHVILI: Here are the blockbuster museums. The first criterion for them is attendance?
N. SAMOILENKO: Yes. Because the museum should be interesting. But just measuring the number of people is strange. If you ask the question, what is a good museum, I can quickly answer this question. This is a museum where you want to come again.
T. OLEVSKY: And how do you put it on paper?
N. SAMOILENKO: Quite right – how to measure this interest of the audience? Indeed, there are museums where people come once and no longer want to go.
T. OLEVSKY: There are museums where very few people come, but it is very important that this small number of people reach these museums. A simple example. There is the Museum of the House on the Embankment, right in the House on the Embankment, a tiny museum, which, compared to Peterhof, is visited by very few people. But, perhaps, the person who comes there will change something later in his life, then in the life of Moscow or even the life of the country. How to evaluate it? It should be an expert community, but a very respected and trusted one.
N. SAMOILENKO: We need to first agree on what is included in museum activity, does museum activity include only the number of objects that we have supported and restored, preserved, or is museum activity now wider? Because what you are talking about is a museum that can actually work on the Internet, an asset that can interact with the modern public, and we will evaluate it for this external activity. These things, which are connected with the new forms of work of museums in the last 10 years, we need to start taking into account. They haven't been caught yet. To do this, we need to create a new system of criteria for evaluating museums.
K. BASILASHVILI: I want to ask our radio listeners a question, we are launching our voting. Do museum ratings matter to you? If yes, the ratings of museums will matter to you, depending on this you will come or not come to this museum, then call 660-06-64. If such a rating does not matter to you, 660-06-65.
T. OLEVSKY: There is a danger from the heads of museums. Rating is something they can't really influence. And if the rules are blurred, then this is a tool for manipulating them - any director can be considered ineffective.
K. BASILASHVILI: Suppose the salaries of employees are high, higher than in other museums, is this efficiency or not, is this a criterion or not? Suppose, like at the Louvre, an increase in the number of visitors by 1 million per year is efficiency, is this a criterion? Name your scale. What is?
N. SAMOILENKO: If we talk about attendance, we need to understand that there are some limiting opportunities for visiting museums, and we must be honest about this right away. For example, the Hermitage in its present form will not digest more than 3 or 3.5 million people a year. But if the Hermitage opens the headquarters building, if the Hermitage has now opened a new depository, then this means that in two years the attendance there should double, and these are quite real things. Those. depending on what the museum has, how it works with it. Because if the Hermitage will continue to go only to Winter Palace and the buildings built along the Palace Embankment are one story. And if the Hermitage's new squares are actively occupied, this will testify to the effectiveness of the Hermitage.
K. BASILASHVILI: “In London and Washington, most blockbuster museums are free,” Elena reminds us. This is true. We'll talk more about free museums at the end of the hour. We are just starting to arrange free trial days, and not all museums agree to this.
N. SAMOILENKO: Because they earn money on it.
K. BASILASHVILI: What if the museum has learned to make money, against all odds? Now, in principle, the legislation does not provide an opportunity to earn money. In order to open a cafe, you need to go through a lot of structures, commissions.
N. SAMOILENKO: But we need to move in this direction. The museum should enable people to be there in a comfortable environment. And this is also one of the main requirements that can lay in the concept of an effective museum.
K. BASILASHVILI: The presence of a good restaurant, a comfortable wardrobe.
N. SAMOILENKO: A comfortable cafe, a wardrobe, a room where you can change a baby, a bookstore and a toilet, you can’t do without it.
K. BASILASHVILI: I.e. such an infrastructure. We bend our fingers: attendance, availability of infrastructure ...
N. SAMOILENKO: And the program.
T. OLEVSKY: And what will you do with the Pushkin Museum, if there is such a building as it is now? There is no room for a large wardrobe, you can’t build any buffet there, there is a small buffet that has been there since Soviet times.
N. SAMOILENKO: The Pushkin Museum is expanding and is going to open up new stories, and many of them will be just service ones, just as the new spaces of the Hermitage already new level service.
T. OLEVSKY: Good question: “What do the people of Bratsk know about the Kamyshin museums?” - writes Igor from Bratsk. Recognition of the museum in the district, should it somehow influence the criteria for its work?
N. SAMOILENKO: Of course. This is a question of how the museum works with local audiences, this is something that, again, is not caught in the statistics. A big city museum that works for tourists is one thing. A museum located in a small town, it should be some kind of warm place, such a cultural center, which, in addition to storing works, should somehow work more actively with the public. Because there is no other way. It should indeed give interesting programs for children and young people, it should become a club-museum.
K. BASILASHVILI: This is such a spurring whip from the Ministry of Culture to Russian museums. And now we are going to a new private museum. Will they also be subject to criteria? We'll talk about it. And now the floor is for Stanislav Anisimov, who was the first to visit the USSR Museum.
REPORT FROM THE MUSEUM
S. ANISIMOV: One of major events The 20th century, which in history will probably become one step with the split of the Roman Empire, is the collapse of the USSR. In order to learn about the characteristic signs of the past, to get acquainted with the history and life of that time, the USSR Museum at the All-Russian Exhibition Center was created. We are met by the administrator Igor and talks about what the USSR is in the context of the museum.
MUSEUM STAFF: Today, many have different attitudes towards the Land of the Soviets, but most of the inhabitants of Russia were born in this country. One thing is certain - it was a powerful empire that made a significant contribution to the history of mankind. The purpose of our museum is an opportunity to recall those things that many of us were surrounded by in Soviet time.
S. ANISIMOV: Looking back and looking around, you find that you are among the things that once were part of your own life. Today they are all exhibits of the USSR Museum.
MUSEUM STAFF: In our museum there are a lot of medals, food coupons, various equipment, interior items, crystal, TVs. All this was done in the USSR.
S. ANISIMOV: But the Museum of the USSR has something that is not found anywhere else. This is a slightly intimidating exhibit - its own mini-mausoleum.
MUSEUM STAFF: I would like to draw attention to one of our leaders. This is Lenin, who rests in us in our small mausoleum. At the same time, its feature is that it breathes. The only place in the world - this is our respected Lenin, covered with a black blanket, in a jacket, very smart, and he breathes. We can see his chest moving.
S. ANISIMOV: Museum of the USSR at the All-Russian Exhibition Center. If you are tormented by nostalgia, then this is a great place to remember the old days.
K. BASILASHVILI: Lenin breathes, Natalya Yurievna, in a private museum.
N. SAMOILENKO: This is the question - what is a museum in general? And it's a matter of accreditation.
K. BASILASHVILI: We'll talk about it after the news.
K. BASILASHVILI: We are continuing the Museum Chambers. Today our guest is Samoylenko, head of the Cultural Heritage Department of the Russian Ministry of Culture. We say that the Ministry of Culture is beginning to evaluate the effectiveness of Russian museums.
N. SAMOILENKO: Thinking about how to evaluate, how to get close to it.
K. BASILASHVILI: Looking for criteria. With your help, dear listeners, we are now groping for these criteria. SMS number - +7-985-970-4545. You can send some of your solutions, where is the efficiency. We have just named: this is infrastructure - a cafe, a comfortable wardrobe, places for changing, as well as attendance ...
T. OLEVSKY: Sasha sent from Taganrog: “Chekhov's house is the warmest place in Taganrog. I wouldn't want to be trampled on." Why are all attempts to calculate whether cultural institutions work well?
N. SAMOILENKO: Because usually the calculations are very simple. What we are talking about, the development of these criteria, is not a quick matter. I want everyone to calm down. I think it will take at least a year of very serious discussions in the professional community in order for us to determine these criteria by which museums can be evaluated. Whether there will be a rating is generally a special question. But there is one more thing. When we were listening now about the Museum of the USSR, I involuntarily asked myself a simple question - are the things that are in this museum, are they part of the museum fund or not? Most likely no. Therefore, from the point of view of our legislation, this is not a museum at all. For the Museum Union, a professional organization that unites our leading museums now, this is a very serious issue - how to separate ourselves, serious museums, from those organizations that use the very name of the museum just to attract attention.
K. BASILASHVILI: It's like the story of the newest universities, which turn out to be not universities at all. Those. if there is a certain private museum and the professional community thinks that it is not a museum, what then? And people go there. Shouldn't it be called a museum then?
N. SAMOILENKO: You can't ban it, you can't ban it, but, on the other hand, this organization is unlikely to receive state funding. I spoke, for example, about the purchase of museum items, which is carried out by the Ministry of Culture. We conduct this purchase not only for federal museums. The Ministry of Culture finances federal museums, but we are purchasing for different museums. So, a museum, which is not a museum in essence, does not have objects of the museum fund and does not have qualified employees, cannot claim preferences from state bodies, cannot live on taxpayers' money.
K. BASILASHVILI: And it may not get into your rating.
N. SAMOILENKO: Of course. And he will rent the premises in full, and not in the way that other cultural organizations rent.
K. BASILASHVILI: Are cultural organizations given an indulgence for the mere name of “museum”?
N. SAMOILENKO: This is a complex system: what is a monument, how it should be maintained, where the museum is located. It's a relationship system. This system of relations needs to be built, it is necessary to carry out, perhaps, attestation or accreditation, not necessarily state. For example, in the UK and Ireland, non-governmental organizations are successfully doing this. But this certificate stating that you are a museum already indicates that we are dealing with a professional organization that can enjoy benefits.
K. BASILASHVILI: I would like to summarize our vote. We asked whether it matters to our listeners that this museum is the first in the rating or is it not included in this rating at all? Only for 4% of those who voted it matters, and for the vast majority - 95.7% it does not matter.
T. OLEVSKY: I understand this very easily, because no one knows how to use it. Because these ratings do not exist, it is not clear how to use them. There is a rating of the Afisha magazine, and they are guided by it.
K. BASILASHVILI: Now, for example, the Liverpool Museum has been named.
N. SAMOILENKO: Which is considered best museum of the year.
K. BASILASHVILI: The Council of Europe named it the best museum of the year.
N. SAMOILENKO: They have their own criteria.
K. BASILASHVILI: What kind?
N. SAMOILENKO: This is the presence of a collection, the ability to work with a collection, the availability of programs ... It's all conditional. But for each of us there are ratings. When we go to Paris, we take a guide and pay attention to the main museums that are included in this guide. There are more museums in Paris, a guide is already a rating.
K. BASILASHVILI: But it seems to me that the point is that they do not trust the state body, they do not understand who will be involved in the compilation, and they see this as a desire to rein in, close, evict from the mansion.
N. SAMOILENKO: The state does not have such a task - to build a rating. The state still has a problem - just to figure it out. And what will come out of this - whether it will be a state, not a state rating - this is a matter for the still rather distant future.
N. SAMOILENKO: Are reviews in the media relevant to evaluating effectiveness?
N. SAMOILENKO: Not yet. And they should have. We must evaluate a museum not only by the fact that it contains extremely valuable things, but also by how the museum attracts the public, to what extent the public finds interesting and fascinating knowledge there.
K. BASILASHVILI: This is not the way to corruption - these reviews?
T. OLEVSKY: It's good to get together with ten of us and discuss three museums, find out which one is the best. When it is within the country, it is clear that the directors of small museums will depend on their colleagues: on officials in the department of this city and so on. It is very important here who will evaluate.
N. SAMOILENKO: This requires professional communities. We have such communities: ICOM (International Association of Museums), the Union of Museums of Russia, the Association of Museums of Russia. It is these professional organizations that are the ones who should think about what is a museum, what is not a museum.
K. BASILASHVILI: But in these organizations, in the same ICOM, there are directors of these same museums who will evaluate themselves.
N. SAMOILENKO: It's okay. In ICOM there are not only directors, but also other people, there are also experts.
T. OLEVSKY: If this was a multi-level system that takes into account the opinions of different people who are not related to each other ...
N. SAMOILENKO: I heard. As a multi-level system, we will create an assessment system, not one-dimensional. Because museums are different, problems are different, and there are still conflicts of interest.
K. BASILASHVILI: We are now making a small switch and a small U-turn in our Museum Chambers. In the second half of the hour we talk about the exhibition that opened in Moscow. A little wider this time. Before we give the floor to the guest, who is already listening to us on the phone, I will ask a question for our radio listeners.
QUESTION FOR LISTENERS
K. BASILASHVILI: And now we can introduce our guest.
T. OLEVSKY: Anton Goryanov is the head of the Museum and Exhibition Department of the Moscow Department of Culture. We are talking about the New Year's program of the capital's parks and museums.
K. BASILASHVILI: I think Anton V. is ready to tell us what criteria he would apply to good and efficient museums in Moscow. Hello.
A. GORYANOV: Good afternoon, Ksenia. Good afternoon, Timur and Natalya Yurievna. I am very pleased to congratulate you on the New Year. Your topic is serious. We are preparing for the holiday, and you are reading the criteria.
K. BASILASHVILI: And how? The Mayakovsky Museum, apparently, was assessed by the Department as inefficient, the director was fired, new director appointed, some kind of re-exposure is coming. Apparently ineffective.
A. GORYANOV: It seems to me that it's a little early to talk about criteria and ratings in public. I will explain why. The reason is in the 83rd federal law, which obliges us to finance museums based on the specific results of their activities. In fact, the law provides for the definition of efficiency. And for this, a state task is being introduced - we have been living on state tasks for several years now, and just yesterday we also completed the preparation of a summary statement on the state task for the 13th year, which shows efficiency in a very enlarged way. It is difficult to draw conclusions from documents that are internally used by the Department of Culture. And your vote, the fact that 95% of visitors do not want to be guided by some kind of ratings, suggests that this is an internal document. Our task, as managers of the cultural process, is to make all museums interesting, equally interesting.
T. OLEVSKY: They cannot equally attract the public.
A. GORYANOV: Of course. The small museum-apartment has its own scale of activity. In a small museum, large-scale events should take place. It is impossible to compare the large museum-reserve "Tsaritsyno" and the small museum of Paustovsky. At the same time, in terms of cultural significance, no one can say that Paustovsky is not worthy of a museum, and, as you say, the rating will lead to the closure of the Paustovsky museum. On the contrary, the rating will show which areas of activity for different museums should become priorities for the next period. And for the Department of Culture, this will be a signal in order to finance precisely these areas of activity.
K. BASILASHVILI: Anton Goryanov is the head of the Museum and Exhibition Department of the Moscow Department of Culture. Anton, now we would like to hear from you how the Department stimulates the work of museums. I know that on New Year's days there will be a free pass to the capital's museums. In which? In the capital, in those that are supervised by the Department.
A. GORYANOV: Yes. This, unfortunately, is always a mystery for our residents and guests of the city. Therefore, before going to the museum, we urge you to first check the information on the website of the Department of Culture, what is the responsibility of this museum. All Moscow museums that are part of our management (and there are 64 of them together with branches and 27 exhibition halls) this year will support the undertaking, from the 2nd to the 8th we will let all visitors absolutely free.
K. BASILASHVILI: Are museums preparing some kind of unusual New Year's program?
A. GORYANOV: Traditionally, our programs have been in great demand for many years, tickets have already been sold in advance. These are family New Year's balls at the Pushkin Museum, for example. The Tsaritsyno Museum 5 years ago joined this New Year's story and holds very successful holidays for children, New Year trees in the Tsaritsyno Museum. And all museums are preparing in their own way, preparing exhibitions. The museum-estate "Kuzminki" has a very interesting exhibition, it is called "New Year in Moscow", a retrospective exhibition, we made this exhibition with a private collector Sinyakina. There, retrospectively over the past hundred years, all the traditions are shown: the cancellation of the New Year, and the introduction of it again, and New Year's Christmas gifts ...
T. OLEVSKY: Only there you can figure out why we have an Old New Year.
A. GORYANOV: Only at this exhibition, yes. Similar exhibitions have opened in the last week at the Kolomenskoye estate. In the Darwin Museum you can find out why the New Year of the Snake, the exhibition is called "Welcoming the Year of the Snake".
K. BASILASHVILI: And you can visit it all for free from the 2nd to the 8th. I opened the site kultura.mos.ru, where the whole program is detailed. Something new in Moscow parks. Artists from France come with an enchanting program.
A. GORYANOV: Yes. Artists of the French street theater Quidams are coming to us with tours of Moscow parks, which will take place from January 2 to 7. And on January 7, the final performance will take place on Revolution Square.
K. BASILASHVILI: It is very interesting in the parks, now every park has got its own name. Our Tagansky, where I live, is called the Mandarin park. I know that Bauman Park has opened an interesting light installation.
T. OLEVSKY: We have moose walking around in Sokolniki.
K. BASILASHVILI: Thank you very much. We thank Anton Goryanov, Head of the Museum and Exhibition Department of the Moscow Department of Culture. Happy New Year to you and your department. And I can already name the winners. ANNOUNCEMENT OF WINNERS. We have a lot of reactions from our radio listeners.
T. OLEVSKY: I understand that everything new is frightening. People write about small museums. Full of text messages, people think that you, Natalya, need to be informed urgently, for example: “The Yegorievsk Museum of History and Art is the most interesting museum I have seen lately. I did not expect such a miracle in a provincial town.
K. BASILASHVILI: “In Peredelkino, many small museum houses, not only Okudzhava, Pasternak, are under the threat of capture. Can they be protected? Konstantin".
N. SAMOILENKO: These are state museums, even federal ones, so everything is fine. The only question is that they work, that everything is preserved there and, at the same time, that it is interesting there.
T. OLEVSKY: Maybe there are not enough small museums?
N. SAMOILENKO: In fact, there is not enough information, there is not enough capacity of such structures that have a branched structure of small museums. Work with the public correctly, present your programs to the public correctly. In this regard, interaction is very important.
K. BASILASHVILI: Successful museums are your personal rating, Natalya Samoylenko, a specialist in museum business for many years.
N. SAMOILENKO: I will not talk about Russian museums, because otherwise panic will immediately set in. Let me talk about foreign countries. If we talk about London, then, from my point of view, the most successful museum is the London National Gallery. There are always a lot of people, and it is very comfortable there. And most importantly, when I see how the eyes of the children who come to the programs burn, I immediately understand that everything is right here. In addition, there is a wonderful site from which you can learn everything about the museum. And small museums in London are also wonderful. There is a museum of John Soane, this is a museum that has been preserved in incorruptibility since the beginning of the 19th century. And this is an absolutely living museum, created by the architect, which retains its attractiveness precisely as an integral artifact to this day.
K. BASILASHVILI: When can we expect the appearance of certain ministerial criteria in relation to museums?
N. SAMOILENKO: It will take at least a year before the criteria appear.
T. OLEVSKY: Approximately in December next year.
N. SAMOILENKO: Yes, I think it will be possible to talk seriously about the criteria for small and large museums, how to take into account the opinion of the public. This is going to be a serious conversation.
K. BASILASHVILI: Thank you very much. Natalia Samoylenko is the head of the Cultural Heritage Department of the Russian Ministry of Culture. Timur Olevsky.
T. OLEVSKY: Ksenia Basilashvili.
K. BASILASHVILI: Happy New Year.
T. OLEVSKY: Happy New Year.
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2.2. Means and forms of museum activity: efficiency
impact on personality
The features of museum communication considered in the previous paragraph from the point of view of the possibility of including the museum in the pedagogical process of the society expand the possibilities of the educational activity of the society through the use of tools of museum activity. Today, the inclusion of forms and means of museum activity in the educational process can be considered as an innovation,
The development of pedagogy in the 17th–18th centuries (the Age of Enlightenment) offered the education of the individual, taking into account the personality itself, its structure. 19th–20th centuries in domestic pedagogy, there was an attitude to education on the basis of normative values and attitudes of society that do not provide for any choice, in the absence of a value attitude towards the child, his psychological-age individuality, originality, creativity. However, the development of a student-centered approach by leading educators began in the middle of the 19th century. K. D. Ushinsky spoke about the complex education of the individual. In Germany, the direction "pedagogy of personality" took shape. F. Allport at the beginning of the 20th century. puts forward the idea of a holistic approach to the study and development of personality based on the intellectual, emotional, strong-willed, effective and practical sides. In the second half of the XX century. B. Skinner offers a theory of incentives in the upbringing and development of the individual: social adaptation child, a holistic approach, assertion of responsibility, citizenship, rejection of authoritarian pedagogy, a staged approach to education and development, stimulation of cognitive activity, moral behavior through the means of pedagogical technologies. At the end of the XX century. A. Maslow proposes the concept of humanistic education of the individual, where the individual acted as an integral value of the individual: cognitive potential, creative talent, independence. The concretization of the system, in terms of expanding knowledge about the methods themselves and their application, continues today.
dogmatic process of perception of ready-made material. Actually, only the verbal method (the words of a teacher or reading a book) is called the method of dogmatic work in literature. But, in fact, both visual-objective (illustrative-material) and motor (effective) methods can be dogmatic in nature, if they are offered as an illustration, evidence for a problem-free verbal non-variant interpretation of the fact
An excursion is one of the means of communication, during which a dialogue between the subject and the object arises through visual (visual), motor and verbal perception. An excursion is an exit, departure, performance, a journey with a specific and to a specific goal, when the student "meets" the object of study in a natural setting, his habitat. The positive potential of the excursion lies in:
catholicity of the excursion form: the process of cognition includes not one object with all its multidimensionality, but the environment of the object (i.e. in the system), its retrospective analysis, the complex use of already existing knowledge in various areas
confirmation of the truth of factual information based on a meeting with genuine objects in their natural environment
heuristic - the joy of self-discovery of an object in its system
individuality of perception, based on the brightness of impressions, the birth of new skills, the disclosure of unrealized in everyday life personality traits (psychology of travel)
collective perception of information, which contributes to the natural socialization of the individual.
The main feature of the excursion is its complexity: with all the thematic heterogeneity (geographical, historical, landscape, ethnographic, natural, domestic, etc.), all excursions are cultural in nature: it is impossible to see one object and not notice, evaluate the co-object included in object life systems.
The excursion is based on "scholarship", which allows us to consider it an integral element of the educational process (training and education). This is read in the term itself:
"ex" - emergency, beyond the scope of everyday life (the usual school reality); "curcus" - a constant flow, the main line (the school system itself, the form of the lesson). This allows you to use the excursion as a mandatory form of training or as the main method of the "lesson-excursion" form. But the excursion, based on its “urgency”, cannot become the only form of training that is repeated from day to day. The tour should be an introduction, verification, consolidation, i.e. fulfill:
functions of the development of cognitive curiosity (problem-research method)
verification of information at the level of searching for evidence of the truth of information through a genuine subject range
fixing through the solution of practical tasks in the environment of the existence of the object of study
· the creative and transformative function of the tour allows you to see what needs to be transformed, promote aesthetic development or introduce new objects into the tour process.
The problem of excursions as a necessary element of completing theoretical education was proposed by Catherine II as a program for educating crown princes as future leaders of the empire (state). The proposal of the Russian Empress was associated with a competent reading of the ideas of the French Enlightenment. J. J. Rousseau recommended the widespread use of excursions as a method of educating the child's creative observation, inquisitiveness, and activity through independent exploration of the world around him (excursions into nature). Practical use I found this thesis in the educational program of Tsarevich Alexander Romanov (Emperor Alexander II - a trip around Russia), Tsarevich Nikolai Romanov (Emperor Nicholas - a trip around the world). Excursion like necessary element a good, complete education was considered by the outstanding Russian teacher P.F. Russian thinker N. F. Fedorov, in relation to traveling around the fatherland, traveling around the world as the final point of education, which can be replaced by a visit to the museum. In the XIX - XX centuries. excursions are widely used by Western schools as a teaching method, equivalent to classes in a classroom or laboratory. In the second half of the XIX century. and in Russia (gymnasiums, vocational schools) actively use this method. The excursion has become quite firmly included in school courses: introductory vocational excursions (for trade schools), thematic excursions (corresponding to school training courses), complex excursions into nature, into culture, etc. On the basis of materials collected by schoolchildren-tourists under the guidance of teachers-guides, collections of school educational museums were compiled. Excursions as a practical consolidation of the verbal material of the school curriculum were introduced as an obligatory element, completing the academic year. Schoolchildren were allowed to go on vacation only after an excursion-expedition, a local history hike. To solve economic problems (financing compulsory educational excursions), preferential travel was introduced for students in the summer. The problem of excursion as an obligatory form of the school system became the central object of pedagogical study at the beginning of the 20th century. The problems of school excursions were discussed at methodological meetings of teachers in 1906, 1907, 1908. This problem was studied by B. E. Raikov, A. Ya. Zaks, N. P. Antsiferov, D. N. Angert, N. A. Kuznetsov, M. M. Rubinstein, A. G. Yaroshevsky, K. V. Polzikova - Rubets, and. M. Grevs, N. A. Geinike. It really was about the integral study of the excursion form of education, from the point of view of school education and enlightenment of society. The excursion, in general, was understood as part of the cultural, educational work of the society, which is directly related to the school system of education as one of the forms of education outside the classroom. From this point of view, the excursion was perceived two-dimensionally:
obligatory form of educational activity included in educational programs
· an exclusive (uncommon) phenomenon, which is rarely (for all its obligation) used in the school system, so as not to introduce an element of addiction, dogmatism into the excursion process.
Unfortunately, the theoretical understanding of excursions as a method and excursions as a form of educational activity in the school system actually ended with the creation in the late 1920s. 1930s tourist-excursion societies. The excursion became associated with tourism activities and for a long time disappeared from the sphere of interests of teachers. In the middle of 1950-60s. excursions, in relation to the school system, began to be divided into: educational and program and extracurricular (contributing to broadening one's horizons, but optional). Excursions were given not independent, but auxiliary, secondary importance. The excursion began to be perceived only as a form, the excursion method of teaching is derived from general educational activities and is firmly defined in the museum space as a type of museum communication, the subject of which are values, the understanding of which comes only with the direct help of a guide. i.e., an intermediary appears between the object and the subject in the person of the guide, instead of the scheme “object (museum item) - subject (student)”, the scheme “object - subject (tour guide + teacher) - subject (student)” appears. Curiosity before the discovery, the joy of discovery, the interest of the researcher, the collectivity of the search, those components that are necessary for the competent socialization of the individual, disappear from the excursion. The excursion method by the end of the 20th century, according to the definition of museology as a basic science that studies the problems of excursion work, in museum activities includes:
direct (verbal) communication of the guide with the tour group
visual perception, live contemplation of the museum object
Motority (movement along a certain route) of perception
logical display sequence
collective inspection.
Let's try to compare the methodology of the traditional lesson in the classroom:
Verbal communication between teacher and student
visual perception (visibility through illustration)
motor skills (exit in the blackboard, movement of the teacher around the class)
the logic of the lesson
the collective nature of the lesson.
In this scenario, the position of teachers who are not striving to change the classroom to a museum is quite understandable - in fact, the main source of information (museum object) is “closed” from communication by the introduction of additional subjects. The problem of the lack of demand for the value of museum originals in the process of socialization of the child's personality began to be recognized by museologists who noticed a decline in the activity of visiting museums. The decrease in interest in the use of excursions as a method of educational activity began to be realized by teachers, who less and less began to seek the "truth" of knowledge in museum halls. eternal questions: "who is to blame" and "what to do" began to be decided primarily by museologists, who initially tried to find the cause. This process led to a division of the assessment of the essence of the museum exhibition, the museum space in terms of communication:
museum exposition should perform pedagogical (educational) functions that are directly facing the school (museum pedagogy)
· the museum exposition should fulfill the cultural order of society, the museum object becomes the center of communication, the individual (child) should not only study in the museum, the individual should become a personality through inclusion in a single cultural process. The basis of this communication is the doctrine of the museum phenomenon.
The difference in approaches also leads to a division of understanding of the content component: in the first case, an excursion in the museum is an addition or repetition (reinforcement) of a block of curricula; in the second case, an excursion in the museum becomes an amazing discovery, allowing the excursion to include various sign languages that help to competently solve the cognitive tasks of the educational process:
the semantics of the museum object itself
the aesthetics of the language of museum design
The language of the theatricalization of the museum space (musical and dramatic performances, reconstructions of various rituals, retro games and task games)
· Language of manipulations (interactivity through zones of contact with reconstructions, replicas, video-audio-computer reproducing means; craftsmen's workshops, role-playing games).
The inclusion of variable techniques in the excursion form expands the excursion method both in the museum space and allows the use of individual structural elements of the excursion method in the school system. If earlier (historically established perception of the excursion as a method) the excursion was perceived as the use of others (not traditional for the lesson-class system) outside the framework of the classes, then today certain techniques of the excursion method can be used directly in the classroom: the excursion-lesson turns into a lesson-excursion. In this case, changing the places of the terms changes the essence of the activity:
Excursion-lesson: conducting a familiar lesson in an unusual environment
excursion lesson: conducting an unusual lesson in a familiar environment.
The latter option expands the possibilities of the excursion method in terms of the frequency of its use. Without disturbing the rhythm of school life, which is quite difficult for various reasons, the teacher expands the possibilities of the lesson:
the truth of the fact is established through the authenticity of the museum object (a replica is like an exact copy, but which can be examined using tactile means)
verbal means become only guiding comments
visualization ceases to be a copy, but becomes an artistic image that enhances and reveals the creative potential of the student's personality
Forms of extracurricular activities (circular activities) are included in the outline of the lesson, which leads to the formation of a setting for the public benefit of both educational and historical knowledge.
educational purposes.
The study of the history of museum work and the generalization of the best practices of Soviet museums allow us to formulate the main, historically established social functions of the museum:
The function of documentation (evidence, confirmation). Its implementation is served by monuments of nature, history and culture, objective processes and phenomena in nature and social life;
The function of education and upbringing. It is due to the cognitive and cultural significance of museum monuments and includes cognitive, propaganda, moral and educational, aesthetic and educational aspects.
The social functions of the museum are in constant development.
The history of museum work shows that the content of the social tasks solved by museums varies depending on public needs and the specific historical situation.
The social functions of the museum are interrelated and determine its originality.
Performing the function of documentation, the museum creates a fund of museum objects - sources necessary for research in various fields of knowledge, and therefore is a research institution.
In order to satisfy the cognitive and cultural needs of society, the museum uses its collections to disseminate and popularize knowledge. On this basis, it performs educational and propaganda tasks and thus acts as a scientific and educational institution.
Thus, collections of monuments of nature, history and culture determine the specifics of museum activity.
Monuments included in the museum collection are called museum items. A museum item is a documentary evidence (original source) of facts, phenomena, events, processes in nature and social life. The value of a museum object is determined by the social significance of the information it carries, its scientific, historical, cultural, artistic and aesthetic value.
Items that have the indicated features, but do not belong to the museum, i.e., are in the environment (monuments of material and spiritual culture) or in the natural environment (objects of nature), are commonly called objects of museum significance.
Museum objects, as well as objects of museum significance, include material, pictorial, and written sources. With the development of audiovisual technical means, cinema and photo sources occupy an increasing place in museum collections.
Museum items, by virtue of their authenticity, reliability and external expressiveness, have a special persuasiveness, evidence, and have an emotional impact.
The properties inherent in museum objects determine the specifics of museum information. This is a collection of knowledge about specific processes, phenomena, events, facts occurring in nature or social life, documented through museum objects and transmitted through museum objects, organized into a certain scientific system in the museum funds and expositions.
Museum information is also transmitted through museum publications: catalogs, guides, booklets, popular science literature, scientific works based on the study of museum objects.
The objectivity, persuasiveness and emotionality of museum information create the most important prerequisite for the museum to fulfill its educational and educational function, its scientific and educational activities. An important role belongs to museums in aesthetic education, in the development of cultural heritage by the younger generation.
These opportunities of museums are widely used by the school. Let us characterize the main areas of museum activity that correspond to the social functions of the museum.
Acquisition of museum funds - identification, selection and acquisition of objects of museum significance. It is carried out according to a certain program (or plan), for the most part through expeditions - natural science, historical, everyday, ethnographic, archaeological, etc., business trips, purchases from the population. Objects of museum value are often donated to the museum by institutions and organizations, individuals.
Fund work - accounting, study, storage of ideological collections. It is aimed at the scientific preparation of museum objects for modern scientific and educational use and their preservation for future generations.
Expositional work - the construction of museum expositions and exhibitions for the transfer of specific museum information. Its task is to introduce the fund of museum items into educational circulation.
Scientific and educational work is carried out on the basis of museum expositions in the form of excursions, lectures, consultations, thematic events, etc.
So, a museum is a research and educational institution that performs the functions of documentation, education and upbringing on the basis of museum objects. The social functions of the museum are carried out in the process of acquisition, accounting, storage, study, display and promotion of museum collections.
The museum is often compared to a school, since its orientation towards pedagogical functions is well known. True, this school is unusual, since those who come here not only receive knowledge, but also learn to be a person. And it is impossible to finish it, because both a child and an adult, visiting the museum halls, discover something new, unknown from what was created by the creative genius of mankind. You can comprehend these treasures all your life.
For domestic researchers and practitioners of education museum facilities were influenced by the views of the famous philosopher N. F. Fedorov, who considered museums to be moral and educational institutions that actively influence the goals and meaning of human activity. In his work "Museum - Its Meaning and Purpose" Fedorov called museums "the highest institution of unity". The scientist saw in them an institution of social memory and a way to embody the past in the present. Keeping the memory of "the fathers", their things and deeds, bringing back to life the "remains of the obsolete", the museum forms the soul. It is no coincidence, according to Fedorov, that a museum, embodying a cathedral, a repository, a school, should be open to all citizens, regardless of the level of education and social status. In the educational meaning of the museum - "the highest instance of society" - the philosopher singled out three main functions: research, teaching and activity, the cumulative implementation of which will contribute to the formation of spirituality and creativity.
Complementing Fedorov, the curator of the Rumyantsev Museum in Moscow, N. I. Romanov, recommended that a small number of works be included in the inspection, which contributes to the solution of the following methodological problems:
Through a conversation of a “Socratic” nature, induce the experience of the perceived work.
Based on the experiences of the viewer, find out the features of the artistic form of the work and its style.
To consolidate the results of the excursion in the minds of the audience through independent work (abstracts, etc.).
The reform of museums in 1918 was directly connected with the reform of education, with the concept of a new labor school. The orientation of the new school towards the formation of a harmonious, creative personality required the development of a theory artistic education based on the appropriate methodology of excursion work in museums. The most prominent specialist in this field was the theoretician and historian of art, critic and outstanding teacher of that time A. V. Bakushinsky. Considering the educational activities of the museum as a pedagogical process, A. V. Bakushinsky proceeded from the strict observance of the age specificity of the viewer, in whom he saw not an “object of influence”, but, first of all, the entire partner. He paid great attention to the role of the teacher, setting before him three mandatory conditions:
To be able to experience the work of art.
Know the historical and art history context of the work.
Have a psychological approach to the group.
He considered it necessary to create a system in the field of domestic artistic education, the purpose of which is the formation of a free creative personality capable of transformative activity. They also determined the conditions for achieving this goal:
Reliance on the needs of the child, based on the specifics of his age development;
Cooperation with the teacher;
The main thing in comprehending a work of art is living artistic image.
When in 1998 the association of museum teachers of Russia was registered, the specialists of the registration chamber were perplexed “what are museums, we know” - we also know who these teachers are. But who are the museum teachers, it is not clear.
Life shows that little is known about museum pedagogy not only in the registration chambers, but also in schools, colleges and universities.
A visit to a museum is not enough in and of itself. It is necessary that what you see become a personal experience, the property of the soul. Only then will visiting any cultural institutions have an educational effect.
Museum pedagogy is in close contact with art history, natural science, linguistics and other disciplines. On the other hand, museum pedagogy also stands in the field of culture.
So, museum pedagogy is a branch of science, and at the same time a part of culture.
Work with schoolchildren, which has now received significant development, has shown how important it is to include children in the process of "museum" education. At a very early age, one can lay an interest in museums, in which a person finds something new and interesting for himself at every age.
At the same time, the role of museums in the assimilation by schoolchildren of the rich historical experience that they study in the lessons of history, social science, literature, etc. is great. A local, school museum helps to understand the social processes in the development of the country using its specific local history material. Work with schoolchildren is focused on deepening the knowledge gained in the process of studying a particular course of study with a projection on the features of the social, historical, cultural development of the region. This makes it possible to make the abstract meaning of the subject personally significant for each student, to emphasize his connection with the land on which he lives and studies, with the country in which he was born.
Museum tours aim to explain the individual treasures presented in the exhibition halls. Under the excursion work is meant the "disclosure" of the exhibited material in accordance with a particular topic of the excursion.
The developed methods of conducting excursions, focused on a child of a certain age, served as the basis for the wide development of excursion work with schoolchildren in all subsequent years.
Now experienced guides reveal our cultural treasures so interestingly that going to the museum becomes joyful event. They masterfully work with schoolchildren, they see in each of them a person to whom their story and conversation are addressed. Knowledge of the features of the developmental psychology of children, they skillfully use traditional techniques, creatively apply them in their practice. These guides know that the language of history must be taught on excursions, that children are not familiar with it, and if we say not to focus, for example, on the word “peasants”, then in the future the children will not understand the meaning of this word.
If you look at today's museum documentation, we see huge numbers that testify to the large-scale excursion work.
Previously, museums, as a rule, carried out excursion work with schoolchildren, starting from the 4th grade. Now a number of museums, and, above all, art, as well as historical, ethnographic, and literary ones, include classes with preschoolers and elementary school students in their plans for scientific and educational activities. Local history museums, which form the basis of the museum network, have great opportunities for working with children. Children are introduced here mainly to the present day of the region in which they live. For them, for example, excursions “Dad, Mom and Me” (Nikolaev-on-Amur City Museum of Local Lore), “What the Rostov Region Gives to the Motherland” (Rostov Regional Museum of Local Lore) are conducted.
In Ivanovo, in the Museum of the First Soviet of Workers' Deputies, a lesson with first-graders "You became a schoolboy of the homeland of the first Soviet" is conducted for one hour. The research assistant begins by greeting young sightseers who have come to the museum for the first time and asks: “Did children always go to school?” In this question, the topic of the excursion is indicated. A veteran of the party is invited to the meeting, who talks about his childhood. After the story of a living witness of the past, children's perception is especially sharpened. They are shown items from the stock collection - toys that children of Ivanovo-Voznesensk workers played with. The guys compare them with modern ones. Then the researcher shows photographs of the children of the manufacturers and the children of the weavers. Several children from the group, at the direction of the researcher, put toys to the desired photo.
In another lesson with 2nd grade students - “A Story about an Exhibit” - schoolchildren are shown a photograph of the city of Ivanovo, taken a hundred years ago, the interior of the weaving building and are asked to imagine the children who went to work with their parents under the whistle of a factory chimney.
Excursions for schoolchildren widely use natural history topics, which largely correspond to the interests and perceptions of the child, solve the problems of environmental education, and are included in the primary school curriculum. For example, the Perm Regional Museum of Local Lore conducts excursions for schoolchildren in grades 1-3 "Birds of our region", "Animal world of our region", etc. The Lipetsk Museum of Local Lore uses a traveling exhibition "The Red Book of Nature" for students, At the Regional Museum of Local Lore for junior schoolchildren, the guide S.I. Alexandrova developed a series of excursions-lessons on the exposition of the department of nature: “Winter Life of Animals and Birds”, “Seasons”, “Forms of the Earth's Surface” and “Minerals”.
Primary school teachers are actively involved in these activities. In Vologda, the museum has compiled a special methodological manual that helps the teacher to consolidate the museum material. Teachers not only conduct conversations in the classroom on the topic of the excursion, but also use the information gleaned from the museum in a variety of ways. At the Russian language lessons, children make up sentences with the words they remembered during the excursion lesson, and at the arithmetic lessons they solve problems using the terminology they heard in the museum or using “museum situations”. In the same museum, for students in grades 2-3, the School of Knowledge about Nature "Our Forest" is organized. With children, once a quarter, one-day trips to the forest, to nature are also held.
It seems that those museums that start systematic work with children from acquaintance with museum specifics are doing the most right thing. Therefore, the first tour should give them an answer to the question "What is a museum?". This will help equip the child with the knowledge that he needs to perceive the museum language, will contribute to the formation of the museum culture of the little visitor.
The “Museum and Children” problem is being systematically solved at the State United Vladimir-Suzdal Museum-Reserve. The first visit to the museum by children begins here with the excursion "Hello, the museum!". They get acquainted with the concept of "museum", learn about how objects become museum items, who stores them and how, hear fascinating stories about the exhibits, master the rules of behavior in the museum, master the new role of sightseers.
The excursions for students in grades 1 and 2 also include the topics “Kindly Feast of Love”, “How do we learn about the life of people in the distant past”, “Stories about a Russian warrior”. On these excursions, the children are told in an accessible form about the profile of the museum, about the sciences that study the past, types of historical sources. The education of museum culture also includes the essential task of helping children on these excursions to systematically learn a minimum of terms and concepts related to the perception of expositions.
For grade 3 students who already know what a museum is, an excursion is offered on the topic “What is a monument”. Schoolchildren get acquainted with the concepts of "monument", "types of monuments", "commemorative plaque", etc. The main educational goal of such an excursion is to form in children the consciousness that the monument is a public property, in the protection of which they should also participate.
In work with children, in addition to excursions, many other forms are used.
In the Perm Regional Museum of Local Lore, in addition to excursion services for children (the museum has developed an excursion subscription “Nature of the native land” for them), Bird Day is held, days of specialized service for younger schoolchildren - Day of the first grader, Day of open doors for the first grader, an exhibition "Children - our future, our hope”, on the basis of which various events were held. A camp has been operating in the region for several years. Young artist”, where employees of the Perm Art Gallery work with children throughout the summer. The employees of this museum systematically arrange various competitions on the theme "Drawing on Asphalt". They are reported on the radio, the last tour is shown on television.
It is important to combine stories for children about the exhibits with conversations about the objective world, about things that can also be of museum significance. As a result, the concept of a relic is transferred to the area of a child's everyday life, which is very important for the formation of his museum culture.
Such work can be carried out both in the museum itself and outside it. The latter is especially important when there is no museum in the city, town or village. For example, the school organizes a matinee “We have a museum as a guest”, at which a correspondence acquaintance with him takes place. The core of such an event can be a conversation about a museum item - how and why it becomes an exhibit, what determines its value, how it is stored and studied, etc. In this case, children form a correct view of the museum as a place not only for exhibiting unique, memorial items, but also their storage.
A promising form of work with preschoolers and younger students there may be cycles of events for kindergartens and elementary schools, including excursions, field events, and thematic classes in the museum.
Of particular importance is the question of the basis for working with children. As a rule, this is an exposition, which, due to its versatility, serves as the basis for working with various categories of museum visitors. This puts forward, in methodological terms, a very difficult task of selecting those exhibits, complexes, sections that can be used when working with preschoolers and elementary school students. This task is all the more difficult because at the present time neither exhibitors nor artists in the process of creating an exposition, as a rule, take into account the children's audience, they place the material in such a way that children cannot always look at the exhibits and read the texts.
Special expositions and exhibitions, the content and design of which correspond to the peculiarities of children's perception, can serve as the basis for working with children - these are a kind of "museums in a museum",
Special activities are also possible with children, lessons of playing with museum sources. They can be organized and carried out jointly by museum workers and teachers, kindergarten teachers, not only in the museum, as already noted, but also outside it - for example, in a kindergarten.
Items of museum value can be found in every city and in every village. These are not only antiques, but also objects from the times of the Civil and Great Patriotic Wars, collectivization and industrialization, About each item of museum significance, you can conduct a lesson with children by preparing a script for this.
As we can see, even today museum employees use a variety of forms of work with preschoolers and younger schoolchildren. However, it is important that acquaintance with the museum or with museum objects is only the beginning of a large, systematic work with students.
Public recognition of the educational and enlightening role of museums was expressed in the creation of museums that gained particular distribution in the early 20th century. pedagogical museums and museums of visual aids opened at educational districts, directorates of public schools by zemstvos and city governments. Along with visual aids, samples of school equipment, etc., they contained collections characterizing the local nature, archeology, ethnography, history, and economics. These collections were also used in the educational process.
Thus, along with the social needs of a scientific and economic nature, an important factor in the formation and development of museums was their educational and educational value.
In recent decades, interest in the history of the native land has been growing, regional and local local history programs are being actively developed and implemented. This is reflected in the organization of various types of local history educational activities: the work of electives, circles, search teams, groups, clubs and other associations in educational institutions. The logical result of the local history activities of students often becomes: the creation of museums, exhibitions, expositions on the history, culture and nature of their native land, their educational institution.
There are about five thousand museums in schools and institutions of additional education for children in the Russian Federation, including:
historical 2060;
military history 1390;
complex local history 1060;
The given data relate only to certified museums and do not take into account the various formations of the museum type - exhibitions, corners, expositions.
Meetings are held in school museums with local residents- veterans of war and labor, thematic excursions, lessons of courage, exhibitions, class hours, evenings, discussions, etc. are organized.
On the basis of school museums, numerous children's associations of interest operate successfully: circles, clubs, sections.
As a rule, school adult activists are formed around museums, self-government bodies, a museum council, an assistance council, sections, and working groups are created.
At the same time, cooperation between museums of educational institutions and state museums, archives, libraries, etc. is developing.
With the help of specialists, the themes and content of search-collecting and research work in museums are updated, the funds of school museums are replenished with new materials that reflect little-studied or forgotten pages of regional and local history. Museums of educational institutions are also of great importance for the implementation of the regional component in education.
At the same time, many museums of educational institutions continue to experience serious difficulties in organizational, methodological and material support. The issue of effective use of the potential of museums in the educational process in educational institutions has not yet become the subject of attention of teaching staff.
The possibilities of the museum are diverse and effective in the ideological and political, labor and moral education of students, in the development of artistic tastes, instilling the skills of aesthetic activity.
Further development of the instructive experience of interaction, complementarity of the school and the museum in the formation of a new person, his education and upbringing seems to us especially fruitful on the basis of a scientifically based "museum - school" system. The efficiency of the work of such a system will be the higher, the more interested, the more mutually exacting both of these educational institutions turn out to be.
The formation of the "museum - school" system, for which, in our opinion, considerable prerequisites have already been created, is a qualitatively new stage in the work of each of these institutions. It will require not only the strengthening of contacts between them and the governing bodies of public education and culture, serving them with scientific teams. The development of other, largely new areas of activity will be required.
Let us dwell briefly on some organizational aspects of the creation and improvement of such a system.
It needs, first of all, cadres of teachers and museum workers who are equally interested in cooperation. In special educational institutions, they must receive - appropriate professional knowledge and skills. To improve them, the faculties of social professions of higher educational institutions, which have now become widespread, can also be used. Particular attention should be paid to the training of methodologists-organizers of museum work at pedagogical institutes, who are specially trained in collecting, preserving, educational and other forms of work among schoolchildren, students of vocational schools, and the adult population.
Apparently, it is expedient to promote in every possible way the level of pedagogical knowledge of museum specialists and the training of teachers in museum studies. This could be facilitated by pedagogical councils or teachers' assets at museums, whose members participate in the discussion of expositions, excursion methods and other scientific and educational events for schoolchildren.
This is the best way to find the optimal balance between the information that a student receives in the process of studying the curriculum at school, and that which becomes available to him when he gets acquainted with museum collections.
In order to intensify contacts between museums and schools, as well as to develop the skills of independent work of students in museum collections and expositions, it is extremely important to prepare guidelines for a teacher who wants to use the museum in the educational process. They should contain, apparently, a brief description of the expositions, options for questions and tasks that students will be able to complete in the process. self-study museum. This will increase the effectiveness of the teacher's activity in preparing schoolchildren for visiting the museum, and will also serve to consolidate the educational material in the student's memory as a result of this visit. It seems that such methodological recommendations can be prepared by the staff of each museum and published by the leading museums or methodological centers public education systems.
The organization of basic schools could be of great benefit, where museum specialists, together with teams of teachers, would have the opportunity to test various forms of joint work, experimental programs, etc., and then recommend them for widespread use in joint practical activities by schools and museums of various profiles.
As already emphasized, students cannot be left out of all this work. pedagogical universities and schools. In the near future, they will have to put into practice the reform of general education and vocational schools, which means they will significantly improve the education and upbringing of children and adolescents, which is impossible without constant creativity, tireless work of thought, great generosity of spirit, love for children, boundless devotion to the cause. Significant assistance in this will provide the teacher, no doubt, serious museological training. It is expedient to introduce the teaching of the basics of museology in institutes and schools, to establish educational practice in museums, to use more widely the possibilities of joint work of the museum and the school when writing students' theses and term papers, and many other forms of educational and extracurricular activities. All this, in my deepest conviction, Right way formation of generations of teachers who cannot imagine their professional activities without a museum. Education of the museum culture of the future teacher will also help to solve many issues in the field of creation, preservation and successful operation of numerous school museums.
To improve the "museum-school" system, it is equally important to coordinate the efforts of scientific institutions, the ministries of culture and education: in the study of topical problems of interaction between educational institutions included in the system. Among these problems is ensuring the consistent implementation of the principle of a differentiated approach of extracurricular institutions, in particular museums, to work with schoolchildren.
The scope of the museum must certainly include all age groups of children, from preschoolers to primary schoolchildren. According to experts, it was in the early childhood needs, the general culture of a person, including museum culture, are most actively formed. This means that the sooner the museum is involved in the upbringing of the child, the more effective will be its impact in the future.
Until now, art galleries have been more or less constantly involved in work with younger schoolchildren and preschoolers. IN last years groups of museums of other profiles showed interest in children of this age category. Some experience of such work has been accumulated, for example, by the State Historical Museum in Moscow, the Khabarovsk Regional Museum of Local Lore, the Museum of the Heroic Defense and Liberation of Sevastopol, the Bakhrushin State Theater Museum and others.
In work with young children, as practice shows, special expositions and exhibitions, special children's museum rooms are effective. By the way, children's galleries - original museums in museums - already exist in different countries of the world. It is important that teachers and educators be involved in this work along with museum workers.
A differentiated approach involves taking into account the situation of visiting the museum: whether the student comes to the museum alone, with his parents, with friends, with a school excursion. For any such case, it is important to have specific means of optimizing the process of viewing the exposition, say, guidebooks - with the inclusion of questions, tasks, etc. in them.
Undoubtedly, the observance of the principle of continuity of forms of scientific and educational work, the main requirement of which is that all channels of influence on schoolchildren should be closely interconnected, requires special attention. This will enable students of different age groups to master museum information gradually and each time at a qualitatively new level. The principle of continuity makes the "museum - school" system effective at all stages of a child's education. This circumstance necessitates the development of a comprehensive program of work for all educational groups of schoolchildren, from elementary grades to graduates.
Museum work with schoolchildren, organized on the basis of cyclical forms, gives the greatest effect: excursion subscriptions, lecture halls, clubs or circles at museums. For example, the elective program of the memorial museum-apartment of A. S. Pushkin on the Moika involves the cooperation of the museum with one of the city's schools throughout the academic year. Its program includes excursions and lectures, classes in the museum funds, and, most importantly, independent work students in expositions, the result of which are abstracts, reports.
2.3. Development of the concept: "School museum in the 20th century"
In 1919, at the First All-Russian Conference on Museum Affairs, the People's Commissar of Education A. V. Lunacharsky emphasized that museums "should be the backbone of science" and at the same time - "strongholds in the great cause of public education." Since that time, the implementation of the educational tasks of museums has been closely connected with the educational work of the school. This problem became especially acute in the first half of the 1930s. in connection with the tasks in the field of educational, ideological, propaganda work at a new stage of socialist construction - the industrialization of the country and the collectivization of agriculture.
In party and government resolutions on the restructuring of the educational process in primary, secondary and high school(1931 -1936) pointed out the need to strengthen the principle of historicism in teaching, increase visibility, introduce local history material, and widely use the excursion method.
In the articles and speeches of these years, the role of museums in the implementation of the principle of visibility and concreteness of teaching was especially emphasized. At a meeting of museum workers (1936) they spoke about the colossal significance of "live display" in education, which a museum can give.
The problem of communication between the museum and the school remains relevant today.
The resolution of the Central Committee of the CPSU (1982) “On Improving the Ideological and Educational Work of Museums” especially emphasized the need to maximize the use of all museum resources for the ideological, patriotic, aesthetic education of workers, especially young people. At the forefront is the promotion of monuments of material and spiritual culture.
The development of museum work in the period of developed socialism has its own characteristics.
In connection with the growth of material well-being, education and awareness, the increase in the budget of people's free time, the importance of science and culture in all spheres of public life has increased. A significant role in their distribution began to play technical means - cinema, radio, television, available to an audience of millions.
Under these conditions, the effectiveness of the activities of scientific and educational institutions largely depended on the fullest use of the specific means of their educational and educational impact.
Therefore, it is especially important to study the social functions of cultural institutions, in particular museums, which have such an arsenal of means of education and upbringing as monuments and collections of great scientific, cognitive, historical and cultural significance.
In the activities of museums around the world in recent decades, there has been a very tangible trend - active work with kids school age. Considerable experience has been accumulated in this respect by the museums of the following countries: Hungary, Germany, Czechoslovakia, Romania and many museums of our country. Art museums are especially active in working with schoolchildren.
Already in early age children become interested object world. They have the most pronounced need for visibility. Acquaintance with the world, its knowledge is carried out mainly through the accumulation of sensory impressions from surrounding objects. In a child, the joy of learning and the pleasure of looking are, in essence, similar and simultaneous phenomena.
The museum enriches children with impressions of completely new, unfamiliar objects that the child has never met, and could not meet in the reality around him. This unusually expands his horizons, deepens his ideas about the world.
Quite often, children initiate visits to the museum, “bring” their parents to the museum; “They came because the son asked,” “I promised to bring him here for a long time. The son knew about the museum.”
The introduction of children to the museum occurs just at the age when the family has the strongest influence on the child. Most parents are characterized by a conscious attitude towards the museum as a specific educational institution. This is confirmed by interviews with parents who visit museums in Vladimir with their children. What do parents expect from a museum visit? What is the specificity of the museum?
According to parents, coming to the museum expands the horizons of children, their knowledge of the history of the region, their native city: “A visit to the museum is necessary to broaden their horizons, awaken interest in history”; "The museum gives a lot for knowledge of the history of the city." Knowledge of history, in turn, contributes to the formation of patriotic feelings: "We want to acquaint you with the history of the region, the Motherland from childhood." Parents are aware that the specificity of museum information provides a special role for the museum in children's understanding of the connection between times: "Children need to know what was before them."
As the above statements show, in general, parents who bring a child to the museum are characterized by a high degree of awareness of the importance of the museum for the upbringing of children. Even in the case when the parents said that they entered the museum by chance, they quite easily and accurately formulated the answer to the question about the role of the museum in the upbringing of the child.
The fact that the introduction to the museum takes place mainly in the sphere of family education, has, however, not only positive, but also some negative sides. After all, the question naturally arises whether the family members with whom the child comes to the museum always skillfully instill in him the skills of perceiving the exposition, do they themselves have sufficient knowledge and museum culture. Unprepared adults can, of course, unconsciously, instill in children an incorrect, distorted view of the museum. Confirmation of this can be found in the halls of any museum. Here you can see parents who, trying to show the child the entire exposition and - as soon as possible, irritably counteract the desire of the child to examine the exhibits carefully, it is better to see them, admire the unusual beauty, delve into the details of what attracted attention. And, of course, not every adult can answer all the questions that a child has, give the necessary explanations, correct assessments of the exhibit.
Therefore, it is important that the introduction of children to the museum takes place under the guidance of a museum worker or a specially trained educator, teacher. It should not be carried out spontaneously only in the sphere of family education. The museum should actively intervene in this process and lead it.
Working with schoolchildren is one of the urgent and most difficult tasks. A differentiated approach to the children's audience requires knowledge of the child's psychology. That is why significant results in working with children have been achieved in those museums where the commonwealth of a museum worker, teacher, and psychologist is ensured.
The study recorded significantly higher rates of both cognitive and emotional impact on schoolchildren who visited the museum under the guidance of a guide, compared with students who were not organized into excursion groups.
An important role in this belongs to the guide - the organizer of the process of perception. The effectiveness of the educational impact of the museum depends on his professional readiness, erudition, ability to make contact with sightseers and, finally, on his personal charm. Particularly high requirements are placed on guides working with children and adolescents.
A museum tour as a form of scientific and educational work has a number of features that are especially favorable for influencing teenage and youth audiences. Its visibility and objectivity satisfy the student's need for knowledge (and, most importantly, specific knowledge that is easily acquired at a given age). The inherent dynamism of excursions, movement in time and space contribute to the active assimilation of information. Finally, the excursion, as a kind of communication - intense and rich, stimulates the development of thinking, while realizing the desire of a teenager or young man for mass forms of perception among peers.
The educational excursion plays an auxiliary role in relation to the main educational process (a lesson at school), being a method of teaching a schoolchild, museum means. Its main distinguishing feature is a close connection with the school curriculum, which determines the topic of the excursion, its content, the selection of display objects, display techniques, and the methodology for conducting the excursion. A general educational excursion solves an independent educational task.
Excursions for schoolchildren - both educational and general education - are conducted on the basis of stationary expositions, as well as exhibitions, permanent or temporary. In addition, museums also conduct complex excursions with schoolchildren, when a visit to a museum exposition is combined with a visit to historical and cultural monuments of a city or region.
The study tour as a teaching method is especially widely used by museums in their work with middle and high school students.
The effectiveness of teaching students in the process of educational excursions, as well as the depth and strength of contacts between the museum and the school along this line, are largely predetermined at the stage of developing excursion topics. This is the most important stage in the joint work of the museum and the school. Since the theme of educational excursions is dictated by the school curriculum, not only museum employees, but also teachers, representatives of public education bodies, and teacher training institutes should participate in its development. For a museum employee working with a school, knowledge of the curriculum and the specific needs of the schools of the city or district, as well as general preparedness in the field of pedagogical and psychological science, is absolutely necessary.
The subject of educational excursions should be wide and varied and cover all those branches of knowledge that are provided with materials in this particular museum: history, social science, literature, natural history, geography, zoology, botany, sometimes physics, etc. - depending on the profile museum and its collections. Topics are developed for each subject, taking into account the secondary school curriculum.
Based on the principle of continuity, each museum should strive to ensure that the topics of excursions are built into a coherent system that covers the curriculum of all grades of the school and is designed for a gradual - in accordance with the age and preparedness of the student - the development of all aspects of museum information for eleven school years.
It should be noted that the topics of educational excursions should correspond to school programs, be adjusted taking into account their changes.
Each topic must be disclosed with the help of museum materials, since it is the subject display during the excursion of historical processes, events, and the activities of individuals that, as you know, contributes to a better assimilation of knowledge by schoolchildren, and through them - the formation of scientific ideas about the objective laws of historical development, including number and at the present stage. So, for example, a study tour in the Kursk Museum of Local Lore on the topic "Our land in the period of feudalism" reveals the main features of the feudal mode of production, using primitive technology as an example, the social status of people - by comparing the interior of a noble living room and the furnishings of a serf's smokehouse, etc. The theme "Development of capitalism in the region" is based on the display of documents, tools, samples of industry and handicraft peasant crafts.
Sociological studies have recorded that about a third of visitors (including middle and high school students) who prefer to visit the museum with a guide expressed a desire to see the exposition again, on their own, after the tour. Based on this wish, the student-tourist should be given time for “personal contacts” with museum materials: their careful examination, reflection, in order to make sketches, notes, get to know what is most interesting. The combination of an excursion with an independent inspection of the exposition will contribute to a deeper assimilation of museum information, and also - which is important - to stimulate the student to re-visit the museum, and not necessarily with an excursion group, to self-study in the exposition, in the library of the museum, and sometimes in its library. funds.
The functional purpose of a study tour may be different, but essentially boils down to the following options:
1) preliminary study of a new topic at school, prepare the student for its perception in the classroom;
2) to supplement, consolidate the knowledge gained at school lesson, or summarize the topic covered;
3) study a new topic. The study of a new topic is carried out mainly through such a form as a "lesson-excursion". Consequently, a study tour is an act of joint activity of a museum worker and a teacher at the stage of both preparing it and conducting it.
A general educational excursion, unlike an educational one, subordinated to the educational process at school, has independent educational tasks and through their solution is included in a single system "museum - school".
General educational excursions are used by museums for a variety of purposes, including:
1) assistance to the school in extracurricular and extracurricular activities;
2) work with participants in museum circles, lecture halls, electives both in the museum itself and in schools;
3) servicing tourist groups of schoolchildren.
To help the school, museums offer thematic excursions to individual sections of the stationary exhibition, to exhibitions dedicated to significant dates in the history of the country and the region, actual problems of the present.
The local history orientation of general education excursions deepens the knowledge acquired by students in the framework of the curriculum in history, geography, and expands their understanding of the culture of their region. The use of local history material gives the museum worker and teacher inexhaustible material for the comprehensive development of the personality of a teenager, fostering love for the native land, for the Motherland, for its nature, and contributes to the development of curiosity and observation among schoolchildren.
General educational excursions are quite widely used by museums to help schoolchildren involved in local history, archaeological, literary, natural history and other circles, in school electives, etc. In most cases, these are thematic excursions related to a specific problem section of the exposition. They are often combined into cycles and provide material wider than the curriculum, supplementing and consolidating the knowledge gained by students in special classes at a museum or at school.
The problem of excursion service for tourist groups of schoolchildren is very relevant for many museums. Such groups in the museum during the holidays have become a common occurrence, which museum workers cannot but reckon with. Among the visitors there are many rural schoolchildren, sometimes visiting the museum for the first time. As a rule, in working with tourist troupes of schoolchildren, sightseeing tours are used, designed for visitors "once" and suggesting a general acquaintance with the museum, with its most interesting exhibits.
Unfortunately, in working with schoolchildren-tourists, the principle of a differentiated approach is not always consistently implemented, which is expressed in the prevalence of standard sightseeing tours for all groups of tourists, without taking into account age characteristics.
Excursion work with teenagers and young people of school age has its own characteristics. They are determined by the psychological and age characteristics of this category of students.
During the excursion, it is necessary to give schoolchildren a sufficient amount of scientific information. At the same time, it should be borne in mind that the children are interested not only and not so much in general historical information that they receive from other, non-museum sources, but in specific information contained in a museum object. Sociological studies have fully confirmed this assumption. In this regard, it is important to saturate the excursion with specifically museum material: point out the authenticity, rarity, uniqueness or typicality of the museum object, provide information about the history (“legend”) of the exhibit, the technique of archaeological excavations and restoration work, the foundation and prospects for the development of the museum, etc. Obviously, further improvement of both educational and general educational excursions can go in the direction of strengthening their "museum quality", i.e., a wider and deeper disclosure of the historical, cultural and artistic value of museum objects. This approach will strengthen the role of the museum in the process of mastering historical and cultural values by adolescents and youth, as well as in educating the younger generation of museum culture.
Deepening and expanding the knowledge of a young person is facilitated by complex excursions that combine viewing several expositions or exhibitions, viewing the exposition and memorable places of the city or region, as well as cycles of excursions.
In many museums, cycles of excursions have taken a strong place in the work with students.
Another feature of excursion work with schoolchildren stems from the increased desire for independence and independence characteristic of this age. creative activity.
Of course, the development of an active principle, the desire not only to convey to the student the amount of knowledge, but to teach him to think, evaluate creatively and independently historical events, phenomena, facts of our reality - all this is relevant for all forms of scientific and educational work of the museum. For excursion propaganda, this provision is especially important, because the excursion is not only the most established, traditional, but also the most common form of museum work with students.
Techniques for activating excursions are being developed by museum theorists and practitioners. They concern, however, mainly the process of directly conducting the excursion, although the preparatory stage, as well as consolidating the material and impressions received during the excursion, are of no less importance in the excursion work with schoolchildren.
Museums practice organizing exhibitions of schoolchildren's creativity, reflecting their impressions directly from the excursion or visiting the museum in general. An example of such an exhibition can be an exposition in the State Museum of A. S. Pushkin in Moscow - "The life and work of the poet in children's drawings." The drawings are the result of a deep assimilation and comprehension of the material that the schoolchildren got acquainted with while visiting the museum. Exhibitions also become an incentive for closer familiarization with the museum, contribute to the education of museum culture, both for the exhibitors themselves and their comrades. Characteristically, similar phenomena occur in museum practice in other countries. For example, the Museum of Archeology in Zagreb (Yugoslavia) organized an exhibition of works created by students from one of the schools in the city after visiting the archaeological collections.
Another example of the active consolidation of the material indicated in the museum is the organization of a conference: a reader's (on a book related to the topic of the excursion), literary or historical (on the corresponding topic or section of the examined exposition). The literary conference at the Orenburg Regional Museum of Local Lore for 11th grade students, dedicated to the stay and exile in the Orenburg Territory of T. G. Shevchenko, not only consolidated the museum impressions, complementing school curriculum, but, no doubt, contributed to the development of creative activity, the potential of schoolchildren.
Innovative methods in education are a variable implementation of the tactical and strategic goals of the pedagogical process: training, education and personal development. An elementary translation of the concept of "innovation" as "internal innovation, novelty" determines the place of new methods of educational activity: they must be included in the already existing forms and methods of the pedagogical process, tested by time and practice. This, in fact, is about new technologies, new accents in the pedagogical forms of the society's activity. retrospective pedagogical activity(as a process of transferring public knowledge) there is a retrospective of precisely innovative activity: the transfer of experience on the example of practical activity (primitive society); semantic consolidation of information and the combination of a practical form of transmission with a verbal one; development of structures (forms) of information transfer (the actual form of education); structuralization of forms of education and development of complementary methods of the learning process. The search for new ways, methods of the pedagogical process takes place both at the level of theoretical generalization and development, and at the level of experimental and practical action, organizational and managerial process. Innovation today is a systematic reading of the strategic tasks of social cognition: the inclusion of differentiated knowledge in a single process, an invariant "commonwealth", the development of interdisciplinary links at the level of knowledge content and cognition methods.
The innovation movement includes several levels:
theoretical and methodological understanding of innovation processes
management of innovation flows
development of innovative areas in the interdisciplinary field of scientific knowledge
· development and implementation of innovative methods, technologies in differentiated knowledge.
Historical knowledge is special knowledge, its purpose and its content is the formation of historical thinking, which is filled with the meaning-creative content of all human existence. Therefore, the teaching of history should be devoid of a withering, mentoring tone. The teaching of history, as a basis for the formation of historical thinking, should be as close as possible to the requirements of the individual, to activate the personality-oriented process of cognition. The formation of historical thinking should begin from the earliest stages of personality formation and, of course, take into account psychological picture personality in social and age differentiations. This requires a constant search for new technologies for introducing historical knowledge into the cognitive process. Historical knowledge is useless if acquired without taking into account the disclosure of historical meaning and the formation of historical thinking. Historical knowledge becomes an achievement of the individual when it is “obtained” in an emotional and creative search, mental or practical activity. New technologies in historical education are based on a student-centered approach. Personality is connected with the external environment in terms of:
the formation of the intellectual potential of the individual, associated with the development of thinking, imagination, memory, mind
orientation to the emotional side of the personality, including the emotional-sensory sphere, emotional experiences
directions to the effective-practical side of the personality
taking into account the volitional side of the personality.
The development of pedagogy in the 17th–18th centuries (the Age of Enlightenment) offered the education of the individual, taking into account the personality itself, its structure. 19th–20th centuries in domestic pedagogy, there was an orientation towards education on the basis of normative values and attitudes of society, which do not provide for any choice, in the absence of a value attitude towards the child, his psychological and age-related individuality, originality, and creative potential. However, the development of a student-centered approach by leading educators began in the middle of the 19th century. K. D. Ushinsky spoke about the complex education of the individual. In Germany, the direction "pedagogy of personality" took shape. F. Allport at the beginning of the 20th century. puts forward the idea of a holistic approach to the study and development of personality based on the intellectual, emotional, strong-willed, effective and practical sides. In the second half of the XX century. B. Skinner proposes a theory of incentives in the upbringing and development of the personality: the social adaptation of the child, a holistic approach, the assertion of responsibility, citizenship, the rejection of authoritarian pedagogy, a staged approach to education and development, stimulation of cognitive activity, moral behavior through the means of pedagogical technologies At the end of the 20th century V. A. Maslow proposes the concept of humanistic education of the individual, where the individual acted as an integral value of the individual: cognitive potential, creative talent, independence I. Ya. The concretization of the system, in terms of expanding knowledge about the methods themselves and their application, continues today.
The method as a way of mental work to master knowledge consists of a number of diverse, mutually coordinated methods. The main methods developed by the first half of the XX century. and actively used pedagogy are:
dogmatic process of perception of ready-made material. Actually, only the verbal method (the words of a teacher or reading a book) is called the method of dogmatic work in literature. But, in fact, both visual-objective (illustrative-material) and motor (effective) methods can be dogmatic in nature, if they are offered as an illustration, evidence for a problem-free verbal non-variant interpretation of the fact
The heuristic method expands the scope of the search, but the discovery is programmed by the teacher, and, therefore, again gravitates towards dogmatics. The teacher prepares for an independent search, but in a pre-programmed direction, removing the creativity of posing the problem from the process
The research method expands the scope of creative activity, but the search again takes place within certain limits, given directions, where the personality becomes subordinate to an already established goal. Personality (consciousness) is programmed in the key necessary for society, based on the directions established by society, corresponding to the modern perception of the truth of movement.
In these methods, there is no consciousness of the individual as a value, the individual is completely subordinated to social significance, which limits the search for new directions of movement and leads to the conservatism of society itself. In the 1960s-1970s. in the pedagogical literature, the problem of the “leading idea” is formed, which is used as a method. The method of "leading ideas" is aimed at understanding the worldview depth, but on the basis of existing knowledge. Actually, the highest levels of knowledge are excluded from the process of cognition: artistic, creative, which are based not only on the already existing knowledge of being, but also form a new reality.
The definition of innovative (modern) methods, according to V. V. Shogan, should depend directly on consciousness, and since we are talking about schoolchildren, about children's consciousness. The child by nature is closest to the transcendental vision of himself and the world. This requires new grounds for the implementation of the educational space, allowing one to create a new semantic world, the level of mythology, from one's own existential perception. In the mind of the child, a fairy tale, legend, parable is “created” through a contemplative retrospective journey into history. A myth for a child is not a concept, but a being, not a dogma, but a poetic imagery of the world, a myth connects the reality and objectivity of the past with a modern understanding of the past. The new myth-making is fixed and finds expression in art, in artistic creativity. Therefore, the method of "leading ideas" V. V. Shogan proposes to replace the other term "personally significant theme" as a special module representing the internal mechanism of the conditions for the self-development of children's consciousness. This module is closest to children's thinking, semantic experience, practical dialogue with society. Myth-making of a person helps to understand, myth-read world history, where “myth” is the construction of a whole, integral (“birth, development, dying ... the birth of a new one, etc.”), comprehension of the globalization of civilizational processes, the essence of the phenomenon. The discovery of the meaning of history is the structural unit of historical education.
The search for innovative methods (in retrospect) of historical education is directly related to the development of theories of education and upbringing:
· associative-reflex concept (S. L. Rubinshtein, Yu. A. Samarin, Yu. K. Babansky), offering solutions to cognitive problems through perception, comprehension, memorization, application of knowledge;
· the concept of the phased formation of mental actions (P. Ya. Galperin, D. B. Elkonin, N. F. Talyzina) at the level of formation of attitudes towards cognitive activity;
· the concept of problem-based learning, aimed at the formation of creative thinking and cognitive interests.
The application of methods in the process of education and upbringing necessarily takes a certain form, i.e. process design, external expression of communicative activity. Forms of the educational process may differ in terms of mass audience, location and duration. Significant differences in forms made it possible to divide them into independent systems: class-lesson, lecture-practical, excursion, confederal, game, training, etc. But any system tends to expand and complicate its structural design. One should not be surprised, therefore, that the lesson-class construction proposed by Ya. A lesson at school is an open system that can be typologized into control lessons, remedial lessons, reinforcement lessons, etc. But in practice it is combined in nature, including both the structural elements of all the above forms of the lesson, and transforming into other structures: lecture, lesson-excursion, lesson-game, lesson-conference, lesson-practice, etc. The lesson as a structural unit of the class-lesson system is preserved: the traditional duration, the union of the same age audience, subject typology, the teacher-student construction, the process of transferring knowledge and its assimilation, planning the course of the process and control over the process, etc. Non-systemic forms of the educational process "enter" an independent class-lesson system as a variable structural element, I transform the design into an invariant form, introducing species diversity into the form of the class-lesson system. A new design is created, consisting of at least two elements: form-lesson - form-game, or polystructural design: form-lesson - form-game - form-excursion - form-lecture - form-holiday - form-theatre. When highlighting the basic form in these constructions, we can consider the rest as ways of ordered interaction, i.e. variable methods of cognitive activity, which not only expand the quantitative composition of traditional methods, but change their qualitative potential, i.e. enter into interaction with them, become structural elements or friendly systems, or form a new system structure:
excursion without visibility, illustrativeness cannot be an excursion
lecture without verbal-problematic presentation of material absurdity
· a game without exercise, accumulation and consolidation of experience is inactive, etc.
Invariant forms of educational activity in terms of their inclusion in school system are considered in the theory rather linearly:
the lesson-class subsystem of school life is traditional as a form and has little variation in the method of student-teacher interaction
The extra-curricular subsystem of the school may include elements of additional education and upbringing through variable forms, methods and techniques of student-teacher interaction: electives, circles, studios, olympiads, quizzes, trips, theatrical evenings, etc.
The extracurricular subsystem expands the boundaries of the educational structure, allowing you to actively use non-traditional forms work with the audience as a form and as a method. The lesson-class subsystem uses an invariant method at the level of experiment, which reduces its effectiveness in an effort to translate the mentoring tone of the usual lesson scheme to individually conscious maintenance of constantly growing curiosity at the level of interest in the cognitive process. This is all the more surprising since the consideration of the educational and cognitive potential of various ways to improve the efficiency of solving cognitive problems is one of the constantly discussed topics. Let us consider the potential of several forms, which, from our point of view, can be not only methods of the lesson-class system, but also vary the very form of the lesson.
Chapter 3 School Education Quality Management: Implementation Practice
3.1.Characteristics of the MOU "Bolsheutinsky secondary school"
Municipal educational institution"Bolsheutinskaya secondary school" is located at the address: 623346, Sverdlovsk region, Achitsky district, with. Big Ut, Nagornaya street, 1.
Educational institution builds its activities in accordance with the educational program (70, p. 72). Priority areas of activity of the educational institution:
1. shaping healthy lifestyle students' lives
2. socialization of children on the basis of pedagogical cooperation of students, teachers and parents
3. implementation of an integrated approach to education and upbringing through content updates at all levels of education.
The main goal of education at school is to provide conditions for the formation of a holistic view of the world among students, the identification and development of the abilities of each student, the formation of a full-fledged personality with a stable moral behavior capable of self-realization in society (53, p. 21).
The curriculum reflects the priorities for the development of the educational space of the Sverdlovsk region, while at the same time providing students with the opportunity to independently choose educational disciplines (elective courses). The federal and national-regional components of the curriculum are provided with educational, methodological, informational support in full.
The implementation and content of the school component is determined by the norms of the teaching load, based on the educational needs and interests of students, due to the real possibilities of this educational institution, priority areas of activity of the educational institution.
The national-regional component is implemented through the introduction of individual disciplines and the introduction of topics, sections into the subjects of the federal component: fine arts - 15%, music - 15%, politics and law - 25% in social science, the history of the Urals - 10% in history, 50% in MHK, local history - 50% in biology, 50% in geography. The priority activity of the educational institution is the improvement, health preservation, hardening and physical development of students. The NQF and the school component are formed on the basis of studying the educational needs of students, the capabilities of the teaching staff.
The school has 115 students in 11 classes. The average class size is 11 people. The contingent of students is formed from residents of the village of Maly Ut, Lyampa, Eremeevka, with. Big Ut. School Principal: Ushakova Natalya Vladimirovna, higher professional education, 1 qualification category, 6 years as a leader, has a certificate No. 2258/02 on completion of labor protection courses in 2005, according to the IRRO educational program “Final certification: content, forms, technologies”, 2004 Deputy director for educational work: Tashkinova Irina Borisovna, higher professional education, 1 qualification category as a deputy for educational work for 10 years, has a certificate for educational programs of the IRRO "Information and Communication Technologies", 2004. "Final certification: content, forms, technologies", 2004. Peganova Elena Mikhailovna, higher professional education, 1 qualification category, as a deputy director for educational work for 5 years, has a certificate No. 4966/06 on completion of labor protection courses in 2006, according to the educational programs of the IRRO "Psychological and pedagogical foundations for the prevention of diviant behavior » 2004; "Final certification: content, forms, technologies" 2004.
The OU staff is fully staffed, which makes it possible to implement the Curriculum and protect the right of students to a quality education. The average age of teachers is 39 years old, by length of service: from 1 to 5 years, - 1 person, 5%; from 5 years to 10 years - 0%; from 10 years to 15 years - 6 people, 31%; from 15 to 20 years old - 7 people, 37%; from 20 to 25 years old - 2 people, 11%; over 25 years - 3 people, 16%. The average teaching experience of employees is 17 years.
The state has a health worker (1 qualification category in pediatrics). According to the educational qualification, 10 people have a higher professional education, 11 people have a specialized secondary education, 4 teachers are students distance learning universities. Over the previous 4 years, 5 people raised their educational qualifications (graduated from the university). Currently, 16 people (76%) have qualification categories, of which 6 people (28%) - category 1, 10 people (38%) - category 2. In 2006-2007, the qualification category was increased from 2 to 1 - 2 people.
Number of shifts in OS: 1 (one). Duration of lessons: 40-45 minutes, breaks: 5 to 10 and 1 to 35 minutes. The duration of the academic year is at least 34 weeks (excluding the state final certification), in the first grade - 33 weeks, the vacation period: at least 30 calendar days, in the summer - at least 8 weeks, for students in the first grades during the year additional week holidays are established.
Opening hours: 6 days work week with one day off at the first, second and third stage of education, a five-day working week at the first stage of education (1 class) there is 1 (one) extended day group.
Training takes place in a building commissioned in 1967. The design occupancy is 300 people. In the 2007-2008 academic year, 115 people are studying. The technical condition of the school meets the hygienic requirements, there are all kinds of amenities. Information and technical conditions of the educational process ensure the stable functioning of the school. The provision of educational literature for schoolchildren is 100%. Over the past three years, the fund of art and reference literature. The school has 14 classrooms, a sports hall. Classrooms and workshops are equipped with the necessary equipment, visual and illustrative material, technical, didactic teaching aids, which are preserved, systematically updated and replenished. There is a computer class with 7 computers. An information center for teachers has been equipped. The school has satellite communications, the local network of the informatics office provides the opportunity to leave students' workplaces. The librarian's computer workstation is equipped and has a set of media library, the fund of the library of audio and video media is being formed. The library fund of books is 9500 editions.
The school actively uses new information technologies in the educational process and after school hours, for which there are 9 computers, 2 printers, a scanner, a copier, multimedia, a camera, and the Internet is connected. Financially - technical equipment in recent years, it has been regularly replenished, so 4 tape recorders, a DVD player, a video player, cameras and other TSOs have been purchased. There is a re-equipment of the conditions for conducting the educational process. In the 2007-2008 academic year, technological equipment and furniture were replaced in the school canteen. All students are provided with hot meals, students in grades 1-4 - 2 meals a day, students in grades 5-11 - one time. Monitoring compliance with safety and health of students. Thus, medical and social conditions ensure the safety of life and health of students, comply with applicable standards and safety requirements.
Management of an educational institution. The management of an educational institution is carried out in accordance with the legislation of the Russian Federation, the Sverdlovsk region and the Charter of an educational institution (OU), based on the principles of unity of command and self-government (68, p. 14). The institution was created by the Founder. The competence of which is delegated to the department of education of the Achit urban district.
The direct management of the school is carried out by the director Ushakova N.V., who has passed the appropriate certification. Its competence includes:
Representation of the Institution in all instances;
property management and material values;
Hiring, dismissal and transfer of employees from one position to another in accordance with the articles of the Labor Code of the Russian Federation; - approval of the staffing table within the allocated payroll fund; - setting wage rates on the basis of the Unified tariff scale and the decision of the attestation commission, allowances, additional payments, within the limits of available funds, in agreement with the trade union committee;
Approval of work schedules and training schedules;
Issuing orders and directives that are binding on employees of the Institution and students, imposing penalties;
Distribution together with the trade union committee of the study load;
Control, together with their deputies for educational work, over the activities of teachers and educators, including by attending lessons, all other types of training sessions and educational activities;
Appointment of chairmen of methodological commissions in subjects, class teachers, secretary of the pedagogical council;
Conclusion on behalf of the Institution of contracts, including labor contracts, issuance of powers of attorney;
Solving other issues of current activities within their competence and not falling within the competence of the School Council and the founder.
The main forms of self-government in educational institutions are:
1. General meeting of the labor collective;
2. Governing Council of the school;
3. Pedagogical Council;
4.Parents committee.
The activities of self-government bodies in the school are regulated by the Charter of the school and relevant provisions.
The general meeting of the labor collective is represented by all employees of the school. The decision of the collective meeting is considered valid if at least two thirds of the payroll of the school employees are present at it. The general meeting of the labor collective has the right to: adopt the Charter of the school (changes and additions to the Charter) and submit it for approval (new version of Article 32, clause 12 of the Law of the Russian Federation "On Education") (41, p. 38), discuss and adopt " Collective agreement”, “Internal labor regulations”, elect a commission on labor disputes, determine its number and terms of office, discuss the behavior or individual actions of members of the school team and decide on public censure in case of guilt.
The school has established the Governing Council of the Institution, which is the highest self-government body, because. represents the interests of all subjects of the educational community. Members of the School Board are selected at a conference of delegates from parents, students and educators. Delegates from each group of participants in the educational process are selected at meetings of self-governing bodies of parents, students in grades 9-11, employees of the institution. The term of office of the Council is two years. Council decisions taken within its competence are binding on all participants in the educational process. He has the right to adopt: the development concept (Development Program) of the Institution, local acts of the Institution, rules for students, the structure of the Institution on the proposal of the head, the budget of the Institution (estimate of income and expenses).
The School Council decides on the issues of expulsion of students on the grounds provided for by the Charter of the school, and also makes proposals for amending and supplementing the Charter of the school (Regulations on the School Council) (45, p. 12).
The institution has a pedagogical council. The Pedagogical Council develops and approves educational programs and curricula of the school, discusses and makes decisions on any issues related to the content of education, decides on conducting transfer exams in classes, their number and subjects for which exams are held this year, decides on the transfer students from class to class, on the transfer of students from class to class “conditionally”, on leaving students for a second year of study, discusses, if necessary, the progress and behavior of individual students in the presence of their parents (legal representatives), approves the school’s work plan for the year, approves the characteristics of teachers presented for the award. The chairman of the pedagogical council is the head of the educational institution.
To implement the principle of the public nature of management, the Parents' Committee operates at the school. The parent committee is selected at class parent meetings. He makes proposals on organizing the activities of the institution, helps in holding student, class and school-wide events (rest evenings, discos, hiking trips, etc.), can organize public control over the quality of food in the institution. The Parents' Committee approves the lists of socially unprotected children presented by class parent committees who need material assistance and free food. Submits proposals to the School Council on the allocation of extrabudgetary funds to help children from socially vulnerable families.
The activities of the school are regulated by the following types of local acts: - Regulations (on the branch, on the governing Council of the school, on the methodological association, on the pedagogical council, on the parent committee, on current and intermediate certification, on material incentives for employees, on attestation of classrooms, on intra-school control, on the procedure for approval, storage of examination materials in educational institutions, on the labor protection commission, on the conflict commission, and so on).
Rules (internal labor regulations, behavior for school students, on incentives and penalties for school students, admission to school).
Instructions (official, on labor protection and safety in traumatic areas, workplaces, classrooms);
Orders, orders;
Contracts.
After analyzing the local acts, we see that they do not contradict the current legislation, the Charter of the educational institution.
Thus, we can summarize from the above that the administrative management of the school is carried out by the director and his deputies. The main function of the school principal is to coordinate the efforts of all participants in the educational process through the School Council, the Pedagogical Council, the Parents' Council, the Methodological Council, the "Senior School Student" school association (Appendix No. 1). First of all, deputy directors implement the operational management of the educational process and carry out motivational-target, information-analytical, planning-prognostic, organizational-executive, control-adjusting and evaluation-performance functions. The activities of which are aimed at creating conditions for a high-quality educational and upbringing process.
Educational and educational process. The school carries out educational activities on the basis of the License. Carries out the educational process in accordance with the levels of general education programs of three levels of general education: 1st stage - primary general education (grades 1-4), the standard period of development is 4 years; Stage 2 - basic general education (grades 5-9), the standard period of development is 5 years; Stage 3 - secondary (complete) general education (grades 10-11), the standard development period is 2 years. General education is compulsory.
The purpose of the school is to meet the needs of citizens in the free receipt of primary general, basic general, secondary (complete) general education in accordance with federal state educational standards.
The main tasks are:
Formation of a general culture of the personality of students based on the assimilation of the content of general educational programs;
Implementation of the educational process by ensuring continuity between primary general, basic general and secondary (complete) general education, creating conditions for the development of a creative personality, including by meeting the needs of students in self-education and obtaining additional education;
Creation of favorable conditions for the realization of the rights of students;
Achievement by students of the appropriate educational level;
Creation of the basis for a conscious choice and subsequent development of professional educational programs by school graduates;
Adaptation of students to life in society;
Education of citizenship, diligence, respect for human rights and freedoms, love for the environment, Motherland, family, the formation of a healthy lifestyle (52.p.3).
The educational institution builds its activities in accordance with the educational program and the development program of the educational institution for 2007-2010. This educational program has been developed on the basis of legal documents: - The concept of modernization of Russian education until 2010; - The concept of additional education of children for the period up to 2010; -Federal component public education until 2010; -State educational standard (Federal component) of primary general, basic general and secondary (complete) general education (Order of the Ministry of Education of the Russian Federation No. 1089 dated 05.03.2004); - The minimum volume of social services for education in the educational institution of general education in 2002; - Model regulation on OS 2001; - The Constitution of the Russian Federation, Article 43 of 1993; - Education Act 1992 amended 2004; -Federal target program for the development of education for 2006-2010.
Priority areas of activity of the educational institution:
1. formation of a healthy lifestyle for students;
2.socialization of children on the basis of pedagogical cooperation of students, teachers, parents;
3. Implementation of an integrated approach to training and education through updating the content of education at all levels of education.
The main goal of education at school is to provide conditions for the formation of a holistic view of the world among students, the identification and development of the abilities of each student, the formation of a full-fledged personality with stable moral behavior, capable of self-realization in society. Thus, the content of education at school is determined by the educational program developed, approved and implemented by the institution independently on the basis of federal state educational standards, federal state requirements, exemplary educational programs, training courses, subjects, disciplines.
For the implementation of the educational process, the school, within its competence, develops and approves the annual curriculum, the annual calendar study schedule and the schedule of studies. The annual calendar academic schedule is approved by the head of the educational institution in agreement with the Department of Education. The annual curriculum is developed and approved by the educational institution independently on the basis of the state (basic) curriculum, and also taking into account the requests of students and parents (legal representatives). The study loads of students and pupils are determined on the basis of the recommendations of the health authorities, correspond to the current sanitary and hygienic requirements.
The curriculum of the school is based on the Law of the Russian Federation "On Education", the order of the Ministry of General and Vocational Education of the Sverdlovsk Region No. 13-d dated May 17, 2005, the basic curriculum of the Sverdlovsk Region, GOST (NRK), the educational program of the school and complies with these regulatory documents, both in structure and content. The federal component is being implemented in full. The structure and content of the curriculum are focused on the formation of a general culture of the individual, social attitudes and a system of educational activities that provide complete picture world, on the formation of a positive attitude of the student to himself, to educational activities and the world around him on the basis of the development of the social, historical, artistic, economic experience of the region. Mandatory weekly workload is maintained at each level of education and does not exceed the maximum.
The curriculum reflects the priorities for the development of the educational space of the Sverdlovsk region, while at the same time providing students with the opportunity to independently choose educational disciplines (elective courses). The federal and national-religious components of the curriculum are provided with educational, methodological, informational support in full. The implementation and content direction of the school component is determined by the norms of the teaching load, based on the educational needs and interests of students, due to the real possibilities of this educational institution, priority areas of activity of the educational institution. The schedule of classes corresponds to the school curriculum and regulatory requirements, balanced in terms of the degree of workload at each level of education. Reflects the structure of the curriculum in terms of compulsory and elective classes, approved by the school principal and agreed with the Office of the Federal Service for Supervision of Consumer Rights Protection and Human Welfare in the Sverdlovsk Region, Krasnoufimsk
Class journals, including journals on GPA, circle work, are designed and maintained in accordance with the requirements for maintaining this type of document. In all journals, the federal, national-regional and school components are implemented in accordance with the declared hourly load of the curriculum, which corresponds to the minimum content of education for each educational field.
The educational process is based on the formed educational system of the school, which includes bodies of pedagogical and student self-government and co-management, methodological associations, and a block of additional education. Additional education is aimed at the formation of artistic, aesthetic, cultural, local history, physical culture and sports skills.
Extracurricular educational work is based on following directions activities: "Health", "Leisure", "Family", "School co-management". Educational work is aimed at creating conditions for the formation and development of a socially adapted personality capable of using the acquired subject knowledge in further study and work.
The school draws up a plan of educational work, plans the work of the school association "Senior pupil", draws up a work plan for the month, year, management, class teachers.
The main areas of activity are determined by the work cycle of the OS. Information about the activities of the educational institution is reflected on the information stand, as well as in special editions school newspaper"Give power." In the educational process and extracurricular time, new information technologies are actively used, for which there is a sufficiently equipped information base that re-equips the conditions for conducting the educational process.
All participants in the educational process are informed about the goals and objectives of the educational institution, the types of services provided, the rights and obligations of participants in the educational process, and the predicted results of education.
Every year, the educational institution reports on the quality of educational services to the public at parent-teacher meetings and village gatherings. Hence, quality management requires special preparatory work of all subjects of the educational process. Only this will help to increase student achievement, and, consequently, the quality of education.
Analyzing the statistical data on the level of educational achievements, we can conclude that the learning outcomes, respectively, were: at the first stage - 93% (42%), the second stage - 92% (49%), the third stage - 88% (40%). The quality of education in subjects over the previous three years has increased and averages: in mathematics - 53%, music - 96%, Russian language - 55%, drawing - 56%, physics and chemistry - 59%, history - 55%, labor education - 96%, physical education - 97%, life safety - 94%, MHC - 92%. According to the results of the choice of exams, we see that the highest rating of life safety subjects is 69%, physics - 63%, social science - 60%. The average score obtained by graduates at the IA is stable - 3.6-3.8. According to the results of the final certification of 9th and 11th grade graduates for three years, the quality of education averaged 60%. Hence, there is an increase in the number of graduates entering universities and colleges.
Table 2.
| Main school | high school | ||||||||||||
| Total graduates | 10 cells | PU | SSUZ | Total | % | employment | Total | SSUZ | university | Total | % | employment | |
| 2004 | 19 | 11 | 7 | - | 18 | 95% | 1 | 9 | 8 | - | 8 | 89% | 1 |
| 2005 | 18 | 13 | 2 | 1 | 16 | 89% | 2 | 14 | 12 | 2 | 14 | 100% | - |
| 2006 | 15 | 10 | 4 | 1 | 15 | 100% | - | 11 | 7 | 3 | 10 | 91% | 1 |
The results of their learning correspond to a sufficient level of quality in preparing students at school, which is achieved through the introduction of student-centered technologies, teaching students self-analysis, self-esteem, developing their cognitive, communicative, organizational and reflective skills through various forms of educational and extracurricular activities. The number of children participating in district events (quizzes, competitions, projects, olympiads) has increased, taking prizes. School students are consistently active participants in the festival "Young Intellectuals of the Middle Urals", take prizes in subjects in regional olympiads and scientific and practical conferences, including: in the 2003-2004 academic year they took 4 prizes in mathematics, geography, literature, Russian language; 2004-2005 - two prizes: in history, literature; 2005-2006 - three prizes: in German, in MHC, 2006-2007. - four prizes in geography and life safety, in the inter-territorial Olympiad in the Russian language. Thanks to its students, the school has a lot of sports victories: 2003-2004. - 13 prizes; 2004-2005 - 15 prizes; 2005-2006 - 15 prizes; 2006-2007 - 17 prizes.
According to the results of the annual survey of children, it can be seen that the level of school anxiety of students in grades 4, 8, and 10 has decreased from 36% to 29%.
Following the principles of humanization of education, the percentage of children with a high rate of fear of self-expression decreased from 50% to 32%, and the fear of not meeting the expectations of others from 45% to 43%. According to the level of social maturity of graduates, most children are at an acceptable level.
This indicates the significant role of the subject introduced at school - "professional self-determination" and the extracurricular work of class teachers in career guidance. The value orientations of graduates are also changing, the influence of information technology, in particular, the views of children on the values and meaning of life have changed. Priority for students are the following values: "friends", "health", and "family with good relations". The social maturity of graduates of basic general education is manifested in the meaningful solution of social and personally significant problems based on the acquired knowledge and skills.
Graduates of the 11th grade show a personal understanding of relations with the outside world, adaptability in the information environment, a fairly high level of cognitive and intellectual qualities of the individual.
Improving the quality of training of graduates, achieving their social maturity is carried out in the educational institution through the joint activities of all representatives of the educational community (students, teachers, parents, the public). In particular, the annual ROC with the participation of parents (involvement in the educational process, their understanding of the goals, discussion of the problems that arose during the process of education and upbringing and reaching the solution, expressing their opinion on the relevance and practical significance).
Speaking about the achievements of children, it is impossible not to say about the staffing of educational institutions. All teachers have decided on the topic of self-education, and they are accumulating material for the inter-certification period, organizing performances to exchange experience with each other.
Methodological work is planned at the school: teachers' council, meetings of school MOs, seminars, round tables, business games between participants in the educational process, during which the problems of teachers' professional difficulties are solved.
The good level of competence of teachers can be judged by the results of open lessons at cluster and district municipalities, participation in pedagogical readings (the texts of speeches are included in the district collection “Materials of pedagogical readings 2006”), as well as meetings and seminars.
Teachers take advanced training courses, so over the past 3 years, 8 people (42%) have taken courses at IRRO.
Teachers who are passionate about their work work at the school, as evidenced by their awards: Tashkinova I.B. – Honorary diploma of the Ministry of Education and Science of the Russian Federation. Ushakova N.V. and Tashkinova I. B. - Certificate of Honor of the Ministry of Education and Vocational Education of the Sverdlovsk Region. Honorary diploma of the Department of Education - Tokarev Yu.V., Druzhinina E.V., Tokareva N.I., Malafeeva S.I., Kuimova E.N. Honorary diploma of the Administration, Department of Education - Tashkinova T.Yu. Diploma of the House of Pioneers and Schoolchildren - Filippova N.A., Paganova E.M., Malafeeva S.I.
Thus, the personnel conditions, in our opinion, correspond to the type and type of educational institution. The teaching staff has a sufficient educational level and qualifications for the implementation of the educational process.
Medical and social conditions
The school has a well-equipped medical office. Constant work is carried out to monitor the health of students, the dynamics of morbidity, analysis is carried out and measures are taken to improve the health of children and prevent diseases. During the lessons, physical culture breaks are held, before the lessons there are morning exercises. Vaccination work at the school is carried out in accordance with the plan-calendar of preventive vaccinations. Once a year, specialists from the district hospital visit the school for preventive examinations of children. The nurse for each class maintains health sheets in which the following parameters are monitored: height, weight, visual acuity and hearing. According to this class teachers seat the children in rows and desks. The schedule of lessons is approved twice a year by the specialists of the Central State Service for Education and Science. The working hours of the school provide for 10-minute breaks between lessons and one 35-minute break for lunch and rest. Primary grades have time for daily walks in the fresh air. The school provides hot meals. The nurse monitors the sanitary condition of the catering unit, the timeliness of the medical examination. The incidence rate does not exceed the average for the territory. There is a tendency to reduce the number of children with somatic diseases, this is due to the fact that the school provides fortification of 3 meals, 100% vaccination. Thus, the medical and social conditions comply with the current standards and safety requirements, ensure the safety of life and health of children.
In extracurricular activities, the most effective and beloved by children are such forms as Health Days (2 times a year), hiking trips and excursions, autumn and spring track and field athletics, attracting children to sports sections (basketball, volleyball). The coverage of students was 33% of the total number of children. For the prevention of bad habits, a number of activities: a month for the prevention of bad habits, the release of health bulletins, thematic class hours, conversations, individual work. Maintains constant contact with families where there are children of deviant behavior.
In the summer, the school conducts a health campaign, where 100% of children improve their health.
Tracking the physical fitness of students is carried out in the educational institution in accordance with the plans of the structural divisions of the school, in a systematic manner. Particular attention is paid to children in grades 1, 4, 9, 11. The school is well placed both in class and extracurricular sports and health work, which is carried out by a physical education teacher and section leaders. Particular attention is paid to attracting children from disadvantaged and low-income families to go in for sports. the living conditions of such children are not conducive to normal physical development. A positive factor is that children begin to attend sports sections and actively go in for sports already in the primary grades, showing good results in competitions. The analysis shows that in the main sports that are cultivated in our area, our children take 1st, 2nd and 3rd places. Based on the analysis over the past three years, we can conclude that there is no deterioration in the health of children.
In addition, in the classroom, teachers use elements of health-saving technologies (creating a situation of success, observing the principles of humanity and individualization of education, a student-centered approach to communication). For a number of years, the school has been studying the satisfaction of children and parents, teachers with the educational process, school anxiety, student motivation, and moral education. Also, children are provided with additional education. There are circles at the school: tourism, local history, music, dance, and sports sections.
A comparative analysis is carried out, measures are taken to improve, to solve the identified problems. Work is underway with teachers to create situations of comfort and success for especially "anxious" children. The school has a package of legal documents, which includes materials regulating the activities of all participants in the educational process. Particular attention is paid to the social and legal protection of students left without parental care. The school has a public inspector for the protection of children's rights. According to the results of a survey of students conducted by the administration of the educational institution, it was revealed that the rights of students are not violated, as a result of which no complaints were received against the administration and teachers of the school. Vseobuch in OU - 100%, there are no offenses on the part of students. Thus, it can be concluded that in the educational institution the rights of participants in the educational process to receive a quality education are sufficiently ensured. Without a doubt big role this is played by the quality management system of the educational process, which includes a set of means and methods for organizing a targeted, psycho-saving, resource-provided process of interaction between managers, teachers and students, ensuring the achievement of a result that meets the educational standard and the expectations of all participants in the educational process.
Information about the work "The role of the school museum in the formation of civil and patriotic self-realization on the example of the activities of the school museum of the MOU Bolsheutinskaya secondary school"
The Union of Museums of Russia has set itself the task of developing criteria for evaluating the effectiveness of museums. Director of the State Hermitage Museum Mikhail Piotrovsky spoke about this at the "Business Breakfast" in "RG".
How could you concretize the concept of museum efficiency, and could there be common criteria for the museums of the Louvre, the Hermitage and Kolomna?
Mikhail Piotrovsky: It's very difficult, but it has to be. And someday such criteria for evaluating the effectiveness of museums will be developed.
Now the entire museum community is discussing and conducting research on how to determine the effectiveness of a museum. I must say right away that there is an easy way - attendance, but it is wrong. There is such a science - scientometrics, which recognizes that the system for measuring the effectiveness of a scientist by the number of articles in some publications is incorrect, because the humanities are published in other publications, and Einstein, for example, wrote three articles in his life. Attendance can be boosted as you like, for example, you can sell tickets to all the buildings that are on the territory. On the other hand, during financial audits, we must prove that people really were with us. Therefore, all visitors who get in for free, and there are a third of them in the Hermitage, must take a ticket.
The state needs a very good culture to be competitive. For this, culture must fulfill certain social tasks of the state: educate people, inspire certain propaganda ideas.
The second question now is the influence of the museum on the non-museum sphere: a museum in a district, in a city, in a country, in the world. This is how the annual report of the British Museum is built now.
The Union of Museums of Russia has already set itself the task of developing criteria for evaluating effectiveness. If we don't do it, others will do it for us. We already have two established criteria: collection and reputation. Collections, in what condition they are, large or small, electronic accounting, restoration. The second is reputation, this is more difficult.
I think that for us there should not be the word efficiency, there should be the word success. Museum success. The word itself gives some possibilities. And the assessments must be expert.
It is known that you are preparing a letter to the country's leadership on the independent distribution of funds by cultural institutions, on the forthcoming amendments to the Civil Code, which change the procedure for distributing museum funds.
Mikhail Piotrovsky: We are talking about the so-called extrabudgetary funds. This is our eternal problem. At the end of existence Soviet power When there were different reform ideas, it was decided that the institutions of culture and science keep all the money they earn and send it to their development. It was an amazing decision, because thanks to this cultural institutions, museums survived. It is clear that no one spent on themselves, but this money is spent faster than the budget, it is easier to make decisions on it, this money can be spent on salaries. And the freedom to make a decision is the most important factor here. Every year, as long as I have been a director - for 20 years now - we are fighting to preserve this freedom of distribution of earned funds. And the financial departments believe that this is wrong, that all the money should be given to the state, and it will already divide them. Now in the draft Civil Code there is an article that the founder will manage this money.
