Emva kokucinga kakhulu malunga nokuba ndingabhala ntoni na iposi yam yokuqala kuHabré, ndazinza esikolweni. Isikolo sithatha indawo ebalulekileyo yobomi bethu, ukuba kuphela ngenxa yokuba uninzi lobuntwaneni bethu kunye nobuntwana bethu kunye nabazukulwana bayadlula kubo. Ndithetha ngento ebizwa ngokuba yi high school. Nangona uninzi lwento endiya kubhala ngayo ingasetyenziswa kuyo nayiphi na imimandla yentlalo elawulwa ngumbindi. Maninzi gqitha amava neengcinga zobuqu ngalo mbandela kangangokuba ndicinga ukuba olu iya kuba lungcelele lwamanqaku “athetha ngesikolo.” Kwaye namhlanje ndiza kuthetha ngemilinganiselo yesikolo kunye namabakala, kwaye yintoni engalunganga kubo.
Zeziphi iindidi zezikolo ezikhoyo, kwaye kutheni zifuna iireyithingi?
Nawuphi na umzali olungileyo unqwenela ukunika abantwana bakhe eyona mfundo ibalaseleyo. Kukho uluvo lokuba oku kuqinisekiswa “ngomgangatho” wesikolo. Kambe ke, olo didi luncinane lwabantu abazizityebi olwabela abantwana babo abaqhubi abanoonogada nabo bajonga inqanaba lesikolo njengombandela wodumo newonga labo. Kodwa abanye abantu bazama ukukhetha esona sikolo sibalaseleyo sabantwana babo ngokwamandla abo. Ngokwemvelo, ukuba kukho isikolo esinye kuphela esifikelelekayo, akukho mbuzo wokuzikhethela. Ngomnye umcimbi ukuba uhlala kwisixeko esikhulu.
Nakumaxesha eSoviet, kumbindi wephondo elingekho likhulu kakhulu, apho ndachitha khona uninzi lweminyaka yam yesikolo, kwakusele kukho ukhetho yaye kukho ukhuphiswano. Izikolo bezikhuphisana kakhulu nezinye izikolo, njengoko ngoku bezinokuthi, abazali “abanegunya”. Abazali baphantse babethana ngengqiniba besenzela esona sikolo “sesona sigqwesileyo”. Ndibe nethamsanqa: isikolo sam besihlala sibekwe ngokungekho mthethweni phakathi kwesithathu esiphuma phambili (phantse kwikhulu) esixekweni. Enyanisweni, kwakungekho marike yezindlu okanye iibhasi zesikolo ngokwengqiqo yanamhlanje. Uhambo lwam lokuya esikolweni nokubuya - indlela edityanisiweyo: ngeenyawo nangezithuthi zikawonke-wonke kunye nokudluliselwa - kuthatha imizuzu engama-40 ngendlela engenakucingeleka kwicala ngalinye. Kodwa kwakufanelekile, kuba ndafunda kwiklasi enye kunye nomzukulwana welungu leKomiti ePhakathi yeCPSU ...
Yintoni esinokuyithetha ngexesha lethu, xa kungekuphela nje igumbi elinokutshintshwa ukwenzela ubomi obungcono kwinzala, kodwa kunye nelizwe. Njengoko iinkcazo-bungcali zikaMarxist zaxela kwangaphambili, iqondo lokuchasana kodidi kukhuphiswano lwemithombo yoluntu lobukapitali liyaqhubeka lisanda.
Omnye umbuzo: yintoni ikhrayitheriya yalo “mgangatho” kanye wesikolo? Le ngcamango ineenkalo ezininzi. Ezinye zazo zizinto eziphathekayo kuphela kwindalo.
Phantse kumbindi wedolophu, ukufikeleleka kwezothutho, isakhiwo esilungileyo, indawo yokuhlala etofotofo, indawo yokuzonwabisa ephangaleleyo, amagumbi okufundela aqaqambileyo, iholo elikhulu lendibano, iholo lezemidlalo eligcweleyo elinamagumbi okutshixela ahlukeneyo, iishawa kunye nezindlu zangasese zamakhwenkwe namantombazana, zonke. iintlobo zeendawo ezivulekileyo zemidlalo kunye nokuyila, 25- ubude bokudubula kweemitha kwigumbi elingaphantsi kunye negadi yakho yesikolo enemithi yeziqhamo kunye neebhedi zemifuno, zonke zingqongwe ziibhedi zeentyatyambo kunye nohlaza. Oku yayingekokuchaza kwakhona izicwangciso ezintle zamagosa ethu ezemfundo, kodwa inkcazo yesikolo sam saseSoviet. Andibhaleli oku ukuvuselela iimvakalelo ezimbi kum. Kungoku nje, ukusuka kumphakamo wam, ndiyaqonda ukuba amahemuhemu apho ireyithingi engekho semthethweni yezikolo zedolophu yayisekelwe enesiseko esiqinileyo nesicacileyo.
Kwaye ngokuqinisekileyo ayingomda wesibonelelo ezinye izikolo zaseRussia ezinokuqhayisa ngazo. Amadama okuqubha, iinkundla zentenetya, amabala eekroti namabala egalufa amancinci, izidlo zokutyela, izifundo zokukhwela amahashe kunye nebhodi epheleleyo - ngemali yakho nayiphi na into oyithandayo (ukuba isikolo sabucala), kwaye ngamanye amaxesha kuhlahlo lwabiwo-mali (ukuba isikolo sesesebe). Ewe, ayinguye wonke umntu, kunjalo, kukho ukhuphiswano apha. Kodwa ngoku akakho kumthombo othile wokuqwalaselwa kunye nokuphakama, njengakwi-USSR, kodwa, ngokuthe ngqo, kwiimali zemali.
Kodwa ebuntwaneni bam, bambalwa kuthi abanikela ingqalelo kuko konke oku. Ngaphandle kokuzigwagwisa, sabaleka saya kubona abahlobo bethu kwizikolo zabo, singakuqapheli tu ukungabikho kwegumbi lokuzilolonga elaneleyo okanye nawaphi na amabala esikolo asemgangathweni wokuba neeklasi. Kwakhona, ithamsanqa lethu elingaphantsi (ngokwemiqathango yokuchuma kwezikolo zabo) abahlobo kunye namantombazana, xa kwenzeka ukutyelela isikolo sethu, bamangaliswa bubuhle bayo obungaqhelekanga, mhlawumbi okokuqala kwaye okomzuzwana kuphela: kakuhle, iindonga kunye iindonga, amaqonga kunye namaqonga, Khawufane ucinge, esikolweni asiyonto iphambili le. Kwaye yinyani leyo.
Konke oku "kubizi kakhulu kwaye kutyebile" bekungayi kuba naxabiso nganto ukuba isikolo sam besingenabo abafundisi abachubekileyo. Yonke impumelelo kunye nokungaphumeleli konke kunezizathu zayo. Andiyithinteli into yokuba izizathu zokuba kutheni isikolo sam sibe nenqanaba eliphezulu lokufundisa zinxibelelene nezizathu zokuba sibe nenkxaso yobugcisa echaziweyo. I-USSR yayinenkqubo yezabelo zootitshala, kwaye le nkqubo ngokucacileyo yabela abona titshala babalaseleyo kwezona zikolo zibalaseleyo. Ngaphandle kwento yokuba ootitshala besikolo sethu bengafumananga nzuzo incinci ngaphezu kwabanye ootitshala esixekweni ngokwemivuzo, nangona kunjalo babekwisikhundla esikhethekileyo: ubuncinci, isangqa sabo sobungcali kunye neemeko zokusebenza bezingcono kunezo. zabanye. Mhlawumbi bekukho inkuthazo "ngeenjana ze-greyhound" (iiflethi, iivawutsha, njl.njl.), kodwa ndithandabuza kakhulu ukuba baye bangaphantsi kwinqanaba lootitshala abaziintloko.
KwiRashiya yanamhlanje, akukho nkqubo yokusasaza ootitshala ezikolweni. Yonke into ishiywe kwimarike. Kukhuphiswano lwezikolo zabazali nabazali bezikolo kongezwa ukhuphiswano lootitshala ngemisebenzi nokhuphiswano lwezikolo lootitshala abafanelekileyo. Kuyinyani, ezi zamva zikhutshelwe ngaphandle kubazingeli.
Imarike yasimahla ivule i-niche yenkxaso yolwazi kukhuphiswano. Amanqaku esikolo kwakufuneka avele kuyo. Kwaye babonakala. Omnye umzekelo wokulinganisa okunjalo unokubonwa .
Ireyithingi ibalwa njani kwaye ithetha ukuthini?
Indlela yokuqulunqa iireyithingi eRashiya ayizange ibe yintsusa, kwaye, ngokubanzi, iphinda iindlela zamazwe angaphandle. Ngamafutshane, kukholelwa ukuba eyona njongo yokufumana imfundo yesikolo kukuqhubeka ufunda kwiziko lemfundo ephakamileyo. Ngokufanelekileyo, okukhona umgangatho wesikolo uphezulu, kokukhona abafundi baso bangena kwiidyunivesithi, nazo ezinenqanaba labo “lodumo”, elichaphazela ukureyithwa kwesikolo.
Isibakala sokuba ubani usenokuphupha nje ngokufumana imfundo yamabanga aphakamileyo esemgangathweni asiqwalaseli kwaukuqwalaselwa. Ngokwenene, kutheni le nto kufanele ikukhathalele indlela esi sikolo okanye esi sikolo sifundiswa ngayo ukuba akujongi ukufikelela kwelona nqanaba liphezulu? Yaye, ngokubanzi, sinokulunga njani isikolo sasemaphandleni ukuba akukho namnye umfundi onentsapho enokukwazi ukuhlawulela umntwana imfundo ephakamileyo? Ngamanye amazwi, basibonisa ukuba bakulungele ukuchitha kuphela okona kulungileyo. Ukuba uyinxalenye yoluntu kuluhlu "olungaphantsi kunoluphezulu", ke abayi kukunceda ukuba "uphume." Banokhuphiswano lwabo apho, kutheni befuna entsha?
Ke ngoko, ligcuntswana ngokupheleleyo lezikolo zidweliswe kuluhlu lwabucala olupapashiweyo lwaseRashiya. Umgangatho wombuso wezikolo eRashiya, njengakwi-USSR, ukuba kukho enye, ngokuqinisekileyo ayifumaneki esidlangalaleni. Uvavanyo lukawonke-wonke lulonke ngumgangatho womgangatho wezikolo lwabonakaliswa “ngokunika” izihloko zembeko ze-“lyceum” okanye “igymnasium”. Imeko apho isikolo ngasinye saseRashiya siya kuba nendawo yaso yoluntu kwindawo ibonakala imnandi ngoku. Ndirhanela ukuba amagosa ezemfundo abila esoma ecinga nje ukuba kungapapashwa into enje.
Iindlela zokubala iireyithingi ezikhoyo zihlala zingathatheli ngqalelo kwanesabelo sabafundi abaphumelele eyunivesithi, kodwa inani labo elipheleleyo. Ngaloo ndlela, isikolo esincinane, kungakhathaliseki ukuba sihle kangakanani na, akunakwenzeka ukuba sibe nako ukuqhubela phambili kuhlelo lwesikolo esiphindwe kathathu esikhulu, nokuba esokuqala sinezinga le-100% lokwamkelwa kwabafundi, size esesibini sibe ngama-50% kuphela. (ezinye izinto zilingana) .
Wonke umntu uyazi ukuba uninzi lwabamkelwa ezidyunivesiti ngoku lusekwe kumanqaku okugqibela e-Uniified State Exam. Ngaphezu koko, amahlazo aphezulu abandakanya ubuqhophololo ngexesha loViwo lweLizwe eliManyeneyo asemtsha kwinkumbulo, xa umsebenzi wemfundo ephakamileyo ngendlela engaqhelekanga wabonwa kuyo yonke imimandla yeRussian Federation. Ngokuchasene nale mvelaphi, ukulinganisa okunjalo, okufunyenwe ngokusisiseko kwindibaniselwano yoViwo lweLizwe eliManyeneyo kunye nempilo yemali yabahlali bommandla othile, ngaphandle kokuthathela ingqalelo ubunyani bokugqitywa ngempumelelo kweyunivesithi ngabaphumelele esikolweni, kufanelekile. encinci.
Enye i-drawback of the ratings ekhoyo kukungabikho kokuqwalaselwa kwempembelelo "yesiseko esiphezulu". Oku kuxa isikolo esidumileyo sifuna abaviwa ukuba bamkelwe kuluhlu lwaso kangangokuba inani elikhulu labaphumeleleyo abamkelweyo lijike libe yinto ethathwa njengento nje eqhelekileyo. Ke ngoko, isikolo sityala ireyithingi yaso kubafundi abanetalente endaweni yootitshala abanetalente. Kwaye oku ayisiyiyo kanye le nto siyilindeleyo kwireyithingi "enyanisekileyo".
Ngendlela, malunga nootitshala: kaninzi asiyiboni imithi emva kwehlathi. Iireyithingi zesikolo, enyanisweni, zibambelene neereyithingi zikatitshala. Ngootitshala ababaluleke kakhulu kuthi esikolweni. Ngamanye amaxesha, ngokuhamba kukatitshala omnye, isikolo sinokuphulukana nazo zonke izikhundla zaso eziphambili kwisifundo esithile. Ke ngoko, iyavakala ukwenza amanqaku esikolo alungele wena ngokuwajika abe ngamanqaku ootitshala. Kakade ke, amagosa emfundo nabaphathi bezikolo (njengabanye abaqeshi) abanamdla kwaphela ekwandiseni indima katitshala oqhelekileyo eluntwini (kwakunye nabanye abaqeshwa abakwinqanaba elisezantsi). Kodwa oku akuthethi ukuba uluntu ngokwalo alunamdla koku.
Malunga nokufundisa, ukufundisa kunye neenqobo ezisesikweni zobungcali zootitshala
Ngasekupheleni kwexesha leSoviet, kwakukho isethi esemgangathweni yeeyunivesithi ekwakufuneka zibe kuso nasiphi na isixeko sephondo. Bekusoloko kukho imfuneko yenani elikhulu leengcali zoqoqosho lwesizwe. Kwabakho neqhalo elidumileyo elathi ngokufutshane nangokucacileyo liqulunqe ulwahlulo lwemfundo ephakamileyo yaseSoviet: “Ukuba akunangqondo, yiya eMed, ukuba awunamali, yiya kwiDyunivesithi yePedagogical, (kwaye ukuba) akukho nanye kwezi, yiya Polytech. " Abalimi ngasekupheleni kwexesha leSoviet babecinga ukuba sele boyisiwe, ngoko ke umzekeliso awuzange ukhankanye nezolimo, ezazihlala zibandakanyiwe kunye nezo zidwelisiweyo. Njengoko kunokubonwa kulo msebenzi wentsomi, ukufunda kwiidyunivesithi zokufundisa kwiphondo yayiyeyona nto iqhelekileyo kubantu abangezozityebi, kodwa ulutsha olucingayo.
Iiyunivesithi ezinjalo ngokwazo ("pedagogical" ngegama) zithweswe izidanga ootitshala, kwaye ngoku, ubukhulu becala, abahlohli. Kudala ndiphawula ukuba ekuhambeni kwexesha lamaSoviet, igama elithi “umfundisi-ntsapho” laqalisa ukunyamalala kwisigama sesikolo de laphela ngokupheleleyo. Oku mhlawumbi kungenxa yemvelaphi yayo yamandulo. Ukuba "likhoboka lokukhusela nokukhulisa abantwana" kwiSoviet yoluntu "lwamakhoboka anqobileyo" kwakungeyona nto ihlazo, kodwa kunokuhlonipha. Kuluntu lweengcinga zoohlohlesakhe, akukho namnye ofuna ukunxulumana nekhoboka.
Kuya kuba nzima ukubiza unjingalwazi waseyunivesithi ngomfundisi-ntsapho, kuba oko kuthetha ukuba umfundi wakhe ngumntu omdala ofuna ukufunda yaye wenze isigqibo ngezinto ezibalulekileyo kuye. Ootitshala abanjalo badla ngokuhlawulwa ngaphezu kootitshala besikolo, ngoko esi sikhundla sisoloko siyinjongo yokukhula kootitshala. Ewe, baya kukuqesha njani eyunivesithi ukuba ungumfundisi-ntsapho?
Okwangoku, isikolo sifuna ootitshala. Kukho inzuzo encinci kwi-(pre) server xa kungekho mntu ufuna okanye unako, ngenxa yesizathu esithile, "ukuthatha" oko kunikwayo. Mfundisi (kwisiGrike ) asingomntu nje onolwazi ngesifundo okanye iindlela zokufundisa ezibalaseleyo. Le yingcali ekusebenzeni nabantwana. Owona msebenzi uphambili katitshala kukuba nomdla.
Umfundisi-ntsapho wokwenene akanakuze akhwaze okanye akhutyekiswe ngumntwana, akayi kulukha ulwalamano lwakhe nabazali kwinkqubo yemfundo, kwaye akayi kusebenzisa uxinzelelo lwengqondo. Umfundisi-ntsapho wokwenene akasoli abantwana ngobuvila, ukhangela iindlela zokuthetha nabo. Utitshala olungileyo akoyiki abantwana, unomdla kubo. Kodwa sinokufuna njani, okanye side sibuze, ukuba abafundisi-ntsapho babe nomdla kubantwana bethu, ukuba aba bafundisi-ntsapho ngokwabo abanamdla kwaphela kuthi? Thina, njengoluntu, sibekek’ ityala ngokubhanga kootishala, akukho nto siyenzayo ukubahlangula.
Ootitshala bokwenene banomdla kakhulu kwiireyithingi zootitshala. Ifana neNcwadi eBomvu kwiintlobo ezisengozini yokuphela. Kufuneka sithathele ingqalelo wonke umntu, ukuze sikwazi ukubakhulisa kwaye sibaxabise, kwaye samkele iimfihlo zalo msebenzi. Kwakhona kubalulekile ukuchonga nokubonisa ihlabathi "ootitshala" abangazikhathazi nge-pedagogy, ukwenzela ukuba abantu bangazi kuphela amaqhawe abo, kodwa kunye nama-antipodes abo, kwaye bangadibanisi abo bangaphambili kunye nokugqibela.
Zeziphi ezinye izikolo ezikhoyo, kwaye incinci malunga namabakala?
Nokuba inde okanye imfutshane, yonke into ebomini iyatshintsha. Ngoko ke, ngenxa yeemeko zosapho, ndasitshintsha ngequbuliso isikolo “esiphezulu” sephondo ndasithatha njengesiqhelekileyo sesixeko. Singatsho ukuba mna kwakhona (njengalaa mfama udityanisiweyo ofike ngempazamo esixekweni waza waba lihenyukazi lemali) “wayenethamsanqa.”
Kwakusele isithuba esingaphantsi konyaka ngaphambi kokuphumelela. Abazali babengenaxesha lokukhangela isikolo “esindilisekileyo” kwisixeko sabo esitsha. Ndibhaliselwe owokuqala owafikayo. Ndandi, ukunyaniseka, i-slob kwaye ndandiqhelekile kumanqaku am aphakathi ajikeleza ku-B (kaninzi engezantsi). Kodwa ngequbuliso ndazibona ukuba ndingumntwana oligeza.
Oku kwaba ukuphakama kwe "perestroika" kaGorbachev. Mhlawumbi ubukho beeVCRs kunye neekhasethi ezinefilimu zaseHollywood kwikomkhulu, ngenxa “yempembelelo embi yaseNtshona,” bayichitha ngokupheleleyo inkqubo yeSoviet, okanye mhlawumbi yayisoloko injalo kwizikolo “zenqanaba lesibini” kwikomkhulu; soze ndisazi isizathu. Kodwa inqanaba lolwazi lwabafundi bam abatsha eklasini lalisemva kwam (liphakathi kakhulu ngokwemigangatho yesikolo sam sangaphambili), ngokomndilili, ngeminyaka emibini.
Kwaye akunakutshiwo ukuba bonke ootitshala nabo “babekwinqanaba lesibini,” kodwa amehlo abo ayenothuntu ngandlel’ ithile. Baqhelene nemeko ye-amorphous yabafundi kunye nokungakhathali kobunkokeli besikolo. Ngequbuliso ndivele “kwindawo yogxobhozo” yabo, ndakhawuleza ndaziva. Emva kwekota yokuqala, kwacaca ukuba ekupheleni konyaka ndiza kuba nazo zonke ii-A, ngaphandle kwaloo B yolwimi lwesiRashiya, eyayingasafundiswa kumabanga okugqibela ezikolo. Ekudibaneni kwam nabazali bam, inqununu yacela uxolo ngokunyanisekileyo ngesibakala sokuba ndandingayi kuba nayo imbasa yesilivere ngenxa yam, kuba “Bendifanele ukuba ndiyi-odole kwiZiko Lemfundo Likarhulumente emva phaya ngoJulayi,” yaye ngelo xesha kwakungasayi kubakho. ndiyathemba ukuba isikolo siya kuba nabo nabaphi na abafundi abafanelekileyo.
Nangona kunjalo, akunakutshiwo ukuba umndilili wamanqaku kwisikolo esitsha ebesezantsi kakhulu. IBhunga leSixeko mhlawumbi alizange likhalaze malunga noku. Ndandiyiqonda inkqubo yokuhlela eyayisenziwa eklasini yam ngelo xesha ngolu hlobo: ndimamele eklasini - “entlanu”, beza eklasini - “bane”, abazange beze - “bathathu”. Okumangalisayo kukuba, uninzi lwabafundi be-C kwiklasi yam entsha.
Mna, ongazange ndibe ngumfundi ebomini bam, kuphela kwesi sikolo ndafumanisa ngoloyiko lokuba kwabanye abafundi kuthathwa njengento eqhelekileyo ukuza kwiziko lemfundo phakathi kwesigaba sesithathu kwaye uhambe phambi kwesihlanu. Kwabangama-35 eklasini, babedla ngokungabi ngaphezu kwe-15. Andiyi kungena kwiinkcukacha zokusetyenziswa ngokuqhelekileyo ngaphezu kwesiqingatha seklasi "i-stress relievers" engekho yonke into yabantwana. Ukugqiba umfanekiso, ndiza kuthetha nje ukuba ababini endandifunda nabo ngaloo nyaka baba ngoomama.
Emva koko, amaxesha amaninzi ebomini bam ndidibana nezikolo ezahlukeneyo apho abantwana bam kunye nabantwana babahlobo bam bafunda khona. Kodwa ndingatsho ngokukhuselekileyo ukuba “enkosi” kwiklasi yam yokuphumelela. Kakade ke, andizange ndilufumane ulwazi ngekharityhulam yesikolo apho. Kodwa ndazuza amava amaninzi. Apho ndaboniswa “ezantsi” ngokupheleleyo; Andizange ndilibone inqanaba elisezantsi lesimo sengqondo kwizifundo emva koko.
Ndiyathemba ukuba uyakundixolela ngokubalisa ixesha elide kangaka ngamava am abucala. Ekuphela kwento ebendifuna ukungqina ngayo: amabakala akasoloko ebonisa umgangatho wemfundo.
Amabanga xa ethelekiswa namabanga, kwaye yintoni engalunganga ngawo
Ngaphezulu, sele nditsale ingqalelo kwindlela iinguqu kulwimi ezibonisa ngayo inguqu kwingqiqo yoluntu, kwaye, ngokukodwa, inxalenye yalo yokufundisa. Nanku omnye umzekelo onjalo. Masikhumbule indlela ongenakulibaleka ngayo ubhala malunga nemikhwa yomntakwabo: "Ndiyawazi amanqaku kaVolodin ngaphandle kwedayari." Ulivile ixesha elingakanani igama elithi “ibakala” kumxholo wokuqhuba kwezemfundo? Ngaba uyasazi isizathu?
Ukususela ekuqalisweni kwemfundo yehlabathi, ootitshala bebesoloko beyiphawula inkqubela yomfundi kumaphephancwadi. Kwaye le rekhodi edume kakubi yayibizwa ngaloo ndlela ngaphambili - "uphawu". Yiloo nto kwakhona ootatomkhulu bam ababewabiza ngayo la manani. Kuphela nje ngelo xesha babesesikolweni, inkumbulo yabantu yobukhoboka yayintsha. Hayi malunga nobukhoboka bamandulo bamaGrike (kulapho "umfundisi" avela khona), kodwa malunga neyethu, isiRashiya. Abaninzi abazalelwa kwiiserfs babesaphila. Kungenxa yesi sizathu ukuba “ukuvavanya” umntu, oko kukuthi, ukumnika ngokoqobo “ixabiso” njengempahla yorhwebo, kwakugqalwa njengokungafanelekanga yaye kwabangela unxulumano olungenabubele. Ngoko kwakungekho “mabanga” ngelo xesha. Noko ke, amaxesha atshintshile, yaye “amabanga” athabathel’ indawo “amabanga” kwanangaphambi kokuba “umfundisi-ntsapho” athabathel’ indawo “umfundisi-ntsapho.”
Ngoku ninokuyiqonda ngakumbi nangakumbi inguqulelo yengqondo yootitshala endithetha ngayo. Ukuba uyayicalula ngenkohlakalo ukuya kuthi ga kwi-psychoanalytic, ijongeka ngathi yi-manifesto elula neqondakalayo: "Asingamakhoboka -ootitshala, nokuba uyafuna okanye awufuni, thatha oko thina siyafundisa. Asifuni nje Phawula impumelelo yabanye, thina siyayivavanya aba abanye, thina sibamisela ixabiso labo. Ewe, lo myalelo we-manifesto awuzange uqulunqwe ngokucacileyo nguye nabani na. Esi sisiqhamo esifihlakeleyo "sokungabikho kwengqondo", esibonisa kuphela ukubonakaliswa kobunzima beminyaka emininzi yokungaxabiseki kobuchwephesha bootitshala besikolo kuqoqosho lweSoviet-Russian.
Phofu. Masiyiyeke i-psychoanalysis. Kwaye makhe sibuye ekujongeni iinguqu zengqondo ukuya ekugqithiseni okubonakalayo emhlabeni. Nokuba abizwa ntoni na amanqaku ngoku, makhe sizame ukubona ngokucacileyo ukuba yintoni engalunganga ngawo.
Amabanga anokuthelekiswa ukuze aqaqambise umfundi kwicala elinye okanye kwelinye phambi kwabafundi afunda nabo ngeenjongo zokufundisa. Basenokuba nekratshi, kwaye ngabo isimo sengqondo sobuqu ngakumfundi okanye usapho lwakhe sinokubonakaliswa. Ngoncedo lwazo, izikolo zinokucombulula ingxaki yokuhlala ngaphakathi kwesakhelo esiqhelekileyo samanani-manani abekwe "ukusuka phezulu" ngeenjongo zezopolitiko. Uvavanyo, ngendlela esinalo ngayo kumaphephancwadi esikolo ngoku, lusoloko luxhomekeke. Ezona mpawu zokuthambekela zimbi nazo zenzeka, xa utitshala esithi ngabom ethoba ibakala ukuze abonise abazali ukuba bafuna intlawulo eyongezelelweyo ngeenkonzo zabo.
Ndandisazi notitshala omnye owayesebenzisa amanqaku ukuzoba iipatheni kwijenali (njengephazili yamagama yaseJapan). Kwaye oku mhlawumbi yayiyeyona "intsha kunye nokuyila" ukusetyenziswa kwabo ndakha ndakubona.
Ukuba ujonga ingcambu yeengxaki ngovavanyo, unokubona umthombo wabo osisiseko: ukungqubana komdla. Emva koko, iziphumo zomsebenzi wootitshala (oko kukuthi, abafundi kunye nabazali badla umsebenzi wootitshala ezikolweni) bavavanywa ngutitshala ngokwakhe. Kufana nokuba iinkonzo zompheki, ukongeza ekuzilungiseleleni izitya ngokwazo, zikwabandakanya ukuvavanya abatyayo malunga nokuba bakungcamle kangakanani ukutya okwenziwayo, kwaye uvavanyo oluqinisekileyo luya kusebenza njengomgaqo wokwamkelwa kwidessert. Kukho into engaqhelekanga ngale nto, uya kuvuma.
Kakade ke, inkqubo yoVavanyo lweLizwe eliManyeneyo kunye novavanyo lweLizwe oluManyeneyo lususa kakhulu izinto ezingeloncedo endizidwelisileyo. Sinokuthi eli linyathelo elinzima elibhekiselele ekudaleni iziphumo zokufunda ezilinganayo. Nangona kunjalo, iimviwo zikarhulumente azithathi ndawo iimvavanyo eziqhubekayo: ngelixa ufunda malunga nesiphumo, ngokuqhelekileyo kusemva kwexesha kakhulu ukwenza nantoni na malunga nenkqubo ekhokelela kuyo.
Sinokuyilungisa njani kwakhona iRabkrin, siphucule inkqubo yovavanyo kunye nokudala inkqubo yokulinganisa kwimfundo?
Ngaba kunokwenzeka ukuba ube nesisombululo esinokunqumla yonke "iqhina le-Gordian" elichongiweyo leengxaki kunye novavanyo kunye nokulinganisa? Ngokuqinisekileyo! Kwaye iteknoloji yolwazi kufuneka incede kule nto kunangaphambili.
Okokuqala, makhe ndishwankathele iingxaki ngokufutshane:
- Amabanga akajongi inkqubela yomfundi.
- Amabanga akawuvavanyi kwaphela umsebenzi katitshala.
- Iireyithingi zootitshala zilahlekile okanye azikho esidlangalaleni.
- Amanqanaba ezikolo zikarhulumente akafikeleleki kuzo zonke izikolo.
- Iireyithingi zesikolo azifezekanga ngokwenkqubo.
Kwenziwe ntoni? Okokuqala kufuneka senze inkqubo yokutshintshiselana ngolwazi lwezemfundo. Ndiqinisekile ukuba ukufana kwayo sele kukho kwindawo enzulu yoMphathiswa wezeMfundo, iRosObrNadzor okanye kwenye indawo. Ekugqibeleni, akukho nzima ngakumbi kuneerhafu ezininzi, imali, izibalo, irejista kunye nezinye iinkqubo zolwazi eziye zathunyelwa ngempumelelo kweli lizwe - zinokudalwa ngokutsha. Urhulumente wethu uhlala ezama ukufumanisa yonke into malunga nomntu wonke, ngoko ke makhe afumane oko kuxhamle uluntu.
Njengamaxesha onke xa usebenza ngolwazi, into ephambili kukubalwa kunye nokulawula. Yintoni efanele iyithathele ingqalelo le nkqubo? Ndiya kuludwelisa kwakhona:
- Bonke ootitshala abakhoyo.
- Bonke abafundi abakhoyo.
- Zonke iinyani zovavanyo lokuphumelela ezifundweni kunye neziphumo zazo, zihlelwe ngokwemihla, izihloko, izifundo, abafundi, ootitshala, abavavanyi, izikolo, njl.
Indlela yokulawula? Umgaqo wolawulo apha ulula kakhulu. Kuyimfuneko ukwahlula utitshala nabo bavavanya iziphumo zezifundo kwaye kungavumeli ukuba imilinganiselo igqwethwe. Ukuze uhlolo lungabandakanyi ukuphazamiseka, ukuzithoba kunye neengozi, kuyimfuneko:
- Randomize ixesha kunye nomxholo weetshekhi.
- Yenza izabelo zabafundi zibe nguwe.
- Ungalibali wonke umntu phambi komntu wonke.
- Phonononga izabelo ezinamabakala amaninzi ukuze ufumane ibakala lokuvumelana.
Ngoobani ekufuneka babe ngabavavanyi? Ewe, kwabona bafundisi-ntsapho banye, mabangahlolisi abo babafundisayo, kodwa bajonge imisebenzi efihlakeleyo yabafundi babanye abantu, abathi kubo “ekungekho bani ubizayo,” kanye njengabafundisi babo. Kakade ke, kuya kuba nokwenzeka ukuvavanya umxazululi. Ukuba amabakala akhe ahluke ngokuphawulekayo kumabakala omndilili oontanga bakhe, ngoko ke inkqubo kufuneka ikuqaphele oku, imbonise oko, ize inciphise umvuzo wakhe wenkqubo yovavanyo (nokuba oko kuthetha ntoni na).
Kufuneka ibe yintoni imisebenzi? Umsebenzi umisela imida yokulinganisa, njengethemomitha. Awuyi kukwazi ukufumana ixabiso elichanekileyo lexabiso ukuba imilinganiselo "ikhutshwe kwisikali". Ke ngoko, imisebenzi kufuneka iqale ibe "yinto engenakwenzeka kwaphela." Akufanele yoyike nabani na ukuba umfundi ugqibe kuphela i-50% okanye i-70% yomsebenzi. Kuyoyikeka xa umfundi egqiba umsebenzi 100%. Oku kuthetha ukuba umsebenzi umbi kwaye awukuvumeli ukuba ulinganise ngokuchanekileyo imida yolwazi kunye nobuchule bomfundi. Ke ngoko, umthamo kunye nobunzima bemisebenzi kufuneka bulungiswe ngogcino olwaneleyo.
Makhe sicinge ukuba kukho iiseti ezimbini zabafundi abafundiswa ngootitshala abohlukeneyo kwisifundo esithile. Ngexesha elifanayo, zombini iiseti zaqeqeshwa ukuya kumyinge onemiqathango oyi-90%. Indlela yokufumanisa ukuba ngubani owafunda ngakumbi? Ukwenza oku, kufuneka wazi inqanaba lokuqala labafundi. Omnye utitshala wayenabantwana abahlakaniphile nabalungiselelwe, kunye nolwazi lokuqala lwe-80% enemiqathango, kwaye okwesibini kwakungeloshwa, abafundi bakhe babengazi nto - i-5% ngexesha lokulinganisa ulawulo. Ngoku kuyacaca ukuba ngowuphi utitshala owenze umsebenzi omninzi.
Ke ngoko, iitshekhi kufuneka zigubungele iindawo kungekuphela nje zezihloko ezigqityiweyo okanye zangoku, kodwa nezo zingafundwanga ngokupheleleyo. Le kuphela kwendlela yokubona umphumo womsebenzi katitshala, hayi ukukhethwa kwabaviwa ukuze bamkelwe kwiziko lemfundo. Nokuba utitshala akanakufumana isitshixo kumfundi othile, kwenzeka, akuyongxaki. Kodwa ukuba umyinge wenkqubela phambili yamashumi kunye namakhulu abafundi bakhe "ayiphumeleli" ngokubhekiselele kwimvelaphi yomyinge, ke oku sele sele kuphawu. Mhlawumbi lixesha lokuba ingcali enjalo ihambe "ifundise" eyunivesithi, okanye kwenye indawo?
Imisebenzi ephambili yenkqubo ivela:
- Ukwabela iimvavanyo zolwazi nezakhono zabafundi.
- Inkcazo yabavavanyi abajongayo ngokungakhethiyo.
- Ukuqulunqwa kwemisebenzi yovavanyo lomntu.
- Ukudlulisela izabelo kubafundi kunye neziphumo zokugqitywa kubavavanyi.
- Ukunikezelwa kweziphumo zovavanyo kwabachaphazelekayo.
- Ukuqulunqwa kweereyithingi zikawonke-wonke zangoku zootitshala, izikolo, iingingqi, njl.
Ukuphunyezwa kwenkqubo enjalo kufuneka kuqinisekise ukusulungeka okukhulu kunye nobulungisa kukhuphiswano kwaye kubonelele ngezikhokelo kwimarike yemfundo. Kwaye naluphi na ukhuphiswano lusebenzela umthengi, oko kukuthi, ekugqibeleni, kuthi sonke. Ewe, le yingcinga nje okwangoku, kwaye konke oku kulula ukuza nako kunokuphumeza. Kodwa ungathini malunga nengcamango ngokwayo?
umthombo: www.habr.com