Концептуальні засади профільного навчання історії

Abstract

В статті розглянуто сутність і основні принципи організації профільного навчання старшокласників, запропоновано структуру й схарактеризовано основні складники його змісту. Авторка доводить, що профільне навчання – це закономірний результат розвитку і реалізації теорії диференційованого навчання в умовах нової парадигми освіти. Законодавче закріплення профільності старшої школи в Україні є прогресивним кроком у напрямку забезпечення її варіативності, широкої диференціації, децентралізації та індивідуалізації навчання.

The article theoretically substantiates profile education as a natural result of the development and implementation of the theory of differentiated learning in the context of a new education paradigm. The basic ideas and principles of profile education are declared in the National Doctrine of Development of Education of Ukraine in the 21st Century, the Law of Ukraine «On General Secondary Education», the Concept of profile education in high school and other normative legal acts in the field of education, which defines the purpose, direction, forms of organization and the content of this type of learning. Legislative consolidation of the profile of high schools in Ukraine is a progressive step towards ensuring its variability, wide differentiation and individualization of learning, relevance of content to educational needs and interests of students. Nowadays, the problem of profile education is the focus of attention of domestic scientists. The study of this aspect of the problem makes it possible to consider profile education in a broad sense – as a type of differentiation and individualization of learning, which involves the orientation to a certain type of professional activity and taking into account the individual inclinations and abilities of students, as well as a form of organization of the educational process aimed at personal realization of learning, a special way of organizing cognitive activity for students. Thus, profile education is a natural result of the development and implementation of the theory of differentiated learning in the context of a new paradigm of education, based on a personality-oriented approach to learning and education, it is caused by the serious changes occurring in our society, in the social life, in the social life, in the social life.