Svetlana P. Babenko, Dr. Sc. (Technics), Professor, Bauman Moscow State Technical University, e-mail: bsp@bmstu.ru
Andrey V. Bad’in*, Cand. Sc. (Physics & Mathematics), Docent, Lomonosov Moscow State University, e-mail: badyin@phys.msu.ru
The article lists the main points of development of the educational system of Russia, starting with the revolutionary transformations of 1917. The immediately outlined path to achieve universal literacy in the country was passed in a record short time. The education system in Russia was built following the example of the most advanced countries at that time. A traditional model of education was adopted, which is a set of basic knowledge, skills.
The changes that arose in this process after the so -called restructuring in the country have been noted. They were not only positive and therefore gave rise to a desire to get closer to the Bologna system that arose at the very end of the 20th century and created a single European space of higher education. In 2003, Russia was part of the Bologna education system.
It was noted what role the entry of our country played into the Bologna education system and what is the reason for the withdrawal from it. It is noted what innovations, trends (digitalization, informal education and others), formed within the framework of the Bologna system, they received a response in our education system and whether they played the role that was prescribed by him by the Bologna system.
The directions that the leaders of our education system and its responsible representatives are indicated as possible causes of difficulties that remain in our education system to this day are indicated.
The authors of the article express an opinion regarding some specific difficulties and offer teaching methods that can facilitate the overcoming of these difficulties. A specific example of solving such a problem is given.
Keywords: traditional model, trends, digitalization, informal education, innovative transformations, teaching methods
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