ХVI-я Всероссийская дистанционная ученическая конференция

Municipal Budget Educational Institution Gymnasium №9 named after S. Gorshkov

“THE MODEL OF UNIVERSAL SECONDARY SCHOOL”

Project work in English

Wodzinskaya Natalya 11 form “B” gymnasium №9 Zheleznodorozhniy Natalja.vodzinskaya@yandex.ru

Paramonova Polina 11 form “B” gymnasium №9 Zheleznodorozhniy moonliebe@yandex.ru

Head of project: Tereshonkova Olga, Teacher of English language, MBEI gymnasium №9 named after S. Gorshkov, Zheleznodorozhniy, tereshonkova.olga@mail.ru

Ссылка на размещённую работу: http://gym9.ru/tvorchestvo.html

This research work was carried out in order to compare several kinds of systems of secondary education (the British, Japanese and Russian) and to create an improved model of universal secondary school.

Aim:

To create the model of secondary school that would be effective for Educational system of all countries and mainly in the Russian Federation.

Tasks:

1. To learn the history of Russian, British and Japanese secondary schools and compare their structures.

2. To make some surveys in order to find out how modern students, parents and teachers feel about secondary education.

3. To analyse the answers, find out some strong points of secondary schools and compare them.

4. To summarize the results of the surveys, create the model of the universal secondary school.

The education in Russian secondary school is ineffective.

Plan:

1. Introduction:

   1. History of secondary school.

2. Research part. Surveys.

3. System of education in secondary school:

   1. Students.

   2. School campus.

4. The model of the universal secondary school:

   1. Problems and solutions.

   2. The model of universal secondary school.

Introduction

Secondary school is one of the most important stages of a person’s life. This is the time when the influence of parents and teachers on a child lessens. A child begins to create his personality by himself.

We suppose that modern secondary schools in the RF do not form the student’s personality properly. We looked through “The Model of the Basic Programme for secondary schools” (Prosveshenie, 2011) and pointed out about the main aims and tasks. Its aim is to carry out the Standard requirements. The tasks are to form some personal characteristics in students:

• Individual and social,

• Mental and physical,

• Civil, cultural and moral.

At the end of secondary education the students should be able to set and achieve their aims, cooperate with people and society. Successful forming of a personality in secondary school depends on:

• Teaching children to be ambitious,

• Cooperating with people, socializing children,

• Individual psycho-pedagogical approach for each student,

• Creating comfortable conditions for self-realization of every student,

• Developing children’s skills through the system of clubs and sections,

• Organization of creative competitions, scientific, project and research work for students.

We have stressed the most important points about learning in school. However, we found out that the majority of these points are not carried out in Russian secondary schools. Firstly, students do not know how to set their aims and analyse the work they have done. They are not taught how to do it at school. Students are not interested in school life and learning. Some of them attend classes because their parents make them to. Secondly, there are not enough opportunities for students to do their utmost (there are hardly any clubs or festivals). Moreover, most of the events such as extracurricular lessons are organised by teachers and the students are made to attend them. In comparison to foreign students, the Russian ones do not want to study at school.

Summarizing this information we see that Russian schools must be reorganized. That is why we have decided to create this project – the model of universal secondary school.

We conducted some surveys among people of different ages and countries in order to find out how they imagine an ideal secondary school. We decided to create the model based on the secondary schools of the UK, RF and Japan. Educational system of the United Kingdom of Great Britain and Northern Ireland is one of the oldest and best. The level of literacy in Japan is nearly 100% and secondary school plays the main part in becoming literate.

History of secondary school

The past is the key for understanding the present. We studied the history of secondary education in different countries in order to understand why they were created.

• Russia: The first secondary schools in Russia were founded in the XVIII century. These schools were separate for boys and girls. There were a few types – gymnasiums, law schools, lyceums, corps of pages and cadets, Institute for Noble Maidens. Only nobles could study there. There were also some schools for the children of the clergy such as seminary. In 1917 schools were reformed by the Soviets. Primary and secondary education became obligatory for everyone. The main aim of these schools was to reduce the level of illiterate population. After the Second World War a new system of education was introduced. It included 3 stages: primary (1-3 forms), secondary incomplete (4-7 forms), secondary complete (4-10forms). The distinguishing feature was pioneer units.

• The UK: In the VI century primary schools were set up in churches. Later Grammar ones also appeared. In the Middle ages the teaching of Latin Grammar was introduced. A reformed system of “Free Grammar schools” was established during the reign of Edward VI of England. In the XIX century the Church of England was mainly responsible for education. In 1864 nine elite schools for men were first mentioned. Only nobility could get education. The industrial revolution which started in the XIX century made the government create the system of education because skilled specialists were needed. The obligatory primary and secondary education was set up in 1944.

• Japan: From the VI to the XII centuries the education in Japan developed under the influence of China and Korea. In the XIII-XIV it failed. During the Edo period (XVII-XIX centuries) there was a rebirth of education: schools for officials of the shogunate were created. It was connected with the unstable economy and military policy of the government. The population was forced to learn how to deal with money and study martial arts. A system of French-type state education was introduced in the second half of XIX century. It lasted for seven years. The obligatory primary education was adopted after it. The aim of the government was to create a strong nation and developed country. Before the WWII the West-type system of education with a strong military influence was established. After the War a new American-type system appeared. Some state school opened. The length of the study was 7-9 years. The main purpose of education in a secondary Japanese school is to acquire the qualities necessary for a future job and to support the prestige of the country.