On the Problems of Modern Education. II. Learning Technologies

UDC 37:1

https://doi.org/10.20339/AM.10-22.020         

Nikolay A. Kuznetsov, Tech. Sc.D., Prof., Full Acad. Memb., Kotelnikov Institute of Radio Engineering and Electronics (IRE) of Russian Academy of Science, e-mail: kuznetsov@cplire.ru

Sergei Yu. Zholkov (Jolkov), Philos. D.Sc., Math.D., National University of Oil and Gas “Gubkin University”, Professor, e-mail: sergei_jolkov@mail.ru

The article examines the fundamental provisions of the main regulators of the educational process: the Federal Law on Education in the Russian Federation No. 273-ФЗ of December 29, 2012 and the Federal State Educational Standard of Secondary General Education — Order No. 413 of May 17, 2012 (with subsequent changes). The necessity of their significant adjustment is substantiated.

The ideas put into the educational process by the Ministry of Education and Science of the Russian Federation during the reforms of 2004–2012 and the explanations of A. Fursenko (at that time the Minister) are discussed.

The positive and negative aspects of the USE are considered.

The demands to abandon grades, exams and homework are analyzed, and a dangerous movement towards general dilettantism is pointed out.

Problems in the process of moving away from the Bologna system of higher education and the position of the Ministry of Science and Education of the Russian Federation and Minister V. Falkov are discussed. Problems with textbooks and teaching methods are noted.

The “subject-targeted” education model is considered, as well as the “cognitive-roleplay” form of education, implemented in the USSR.

It is noted that we have a unique opportunity to make a modern shift to critical and analytical thinking instead of dogmatic, as the giants of the Renaissance did in their time.

Key words: modern scientific education, FSES, USE, the Bologna system, forms of learning.

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