Ngemva kokucabanga kakhulu ngokuthi ngizobhala ngani iposi lami lokuqala kuHabré, ngazinza esikoleni. Isikole sithatha ingxenye ebalulekile yempilo yethu, uma nje kungenxa yokuthi iningi lobuntwana bethu kanye nobungane bezingane zethu nabazukulu budlula kuso. Ngikhuluma ngesikole esibizwa nge-high school. Nakuba okuningi engizobhala ngakho kungasetshenziswa kunoma yimuphi umkhakha wezenhlalo olawulwa maphakathi. Kuningi okuhlangenwe nakho komuntu siqu nemicabango ngale ndaba kangangokuthi ngicabanga ukuthi lokhu kuyoba uchungechunge lwezihloko “eziphathelene nesikole.” Futhi namuhla ngizokhuluma ngezilinganiso zesikole namabanga, nokuthi yini engalungile ngazo.
Yiziphi izinhlobo zezikole ezikhona, futhi kungani zidinga izilinganiso?
Noma yimuphi umzali omuhle unephupho lokunikeza izingane zakhe imfundo engcono kakhulu ngangokunokwenzeka. Kunombono wokuthi lokhu kuqinisekiswa “yikhwalithi” yesikole. Yiqiniso, lelo qembu elincane labantu abacebile elabela abashayeli abagada izingane zabo nalo libheka izinga lesikole njengendaba yokuvelela nesikhundla. Kodwa bonke abanye abantu balwela ukukhetha isikole esingcono kakhulu sezingane zabo ngokwamandla abo. Ngokwemvelo, uma kunesikole esisodwa kuphela esingafinyeleleka, akukho mbuzo wokukhetha. Kungenye indaba uma uhlala edolobheni elikhulu.
Ngisho nangezikhathi zamaSoviet, kuleso sikhungo sesifundazwe esingesikhulu kakhulu, lapho ngachitha khona ingxenye enkulu yeminyaka yami yesikole, kwase kunenketho futhi kunokuncintisana. Izikole beziqhudelana kakhulu nezinye izikole njengoba manje sebengasho abazali “abagunyaziwe”. Abazali bacishe bashayana ngezindololwane ukuze bathole isikole “esingcono kakhulu”. Ngaba nenhlanhla: isikole sami sasihlala sikleliswe ngokungekho emthethweni phakathi kwezintathu eziphezulu (cishe kwekhulu) edolobheni. Yiqiniso, zazingekho imakethe yezindlu noma amabhasi esikole ngomqondo wanamuhla. Uhambo lwami lokuya esikoleni nokubuya - umzila ohlangene: ngezinyawo nangezithuthi zomphakathi ezidluliswayo - kuthatha imizuzu engama-40 ngendlela engacabangeki ohlangothini ngalunye. Kodwa kwakufanelekile, ngoba ngifunde ekilasini elifanayo nomzukulu welungu leKomiti Elikhulu le-CPSU ...
Singathini ngesikhathi sethu, lapho hhayi kuphela ifulethi elingashintshwa ukuze kube nokuphila okungcono kwenzalo, kodwa futhi nezwe. Njengoba amathiyori kaMarxist abikezela, izinga lokungqubuzana kwezigaba emqhudelwaneni wezinsiza emphakathini wonxiwankulu liyaqhubeka landa.
Omunye umbuzo: uyini umbandela wale “khwalithi” yesikole? Lo mqondo unezici eziningi. Ezinye zazo ziyizinto ezibonakalayo kuphela.
Cishe enkabeni yedolobha, ukufinyeleleka okuhle kakhulu kwezokuthutha, isakhiwo esihle sesimanje, indawo yokwamukela izivakashi enethezekile, izindawo zokungcebeleka ezivulekile, amagumbi okufundela akhanyayo, ihholo elikhulu lokuhlangana, ihholo lezemidlalo eligcwele elinamagumbi okushintshela ahlukene, amashawa nezindlu zangasese zabafana namantombazane, konke. izinhlobo zezindawo ezivulekile zemidlalo nokudala, 25- ibanga lokudubula elingamamitha ubude egumbini elingaphansi ngisho nengadi yakho yesikole enezihlahla zezithelo nemibhede yemifino, konke okuzungezwe imibhede yezimbali kanye nohlaza. Lokhu kwakungekona ukulandisa kabusha kwezinhlelo ezinhle zezikhulu zethu zemfundo, kodwa kwakuyincazelo yesikole sami saseSoviet. Angibhali lokhu ukuze ngivuse imizwa emibi ngami. Ukuthi nje manje, kusukela ekuphakameni kwami, ngiyaqonda ukuthi amahlebezi okuthi ukulinganisa okwakungekho emthethweni ngaleso sikhathi kwezikole zedolobha kwakusekelwe khona ayenesisekelo esiqinile nesicacile.
Futhi lokhu akuwona neze umkhawulo wokuhlinzekwa ezinye izikole zaseRussia manje ezingaziqhenya ngakho. Amachibi okubhukuda, izinkundla zethenisi, amabala ama-croquet nama-mini-galofu, ukudla kwasendaweni yokudlela, izifundo zokugibela amahhashi kanye nebhodi eliphelele - ngemali yakho noma yini (uma isikole siyimfihlo), futhi ngezinye izikhathi isabelomali (uma isikole singokomnyango). Yebo, akuwona wonke umuntu, kunjalo, kukhona ukuncintisana lapha futhi. Kodwa manje akayona into ethile engabonakali yokunakwa nokuphakama, njengase-USSR, kodwa, ngokuqondile, ngesamba semali.
Kodwa ebuntwaneni bami, abambalwa kithi abazange bakunake konke lokhu. Ngaphandle kokuzikhukhumeza, sagijima sayobona abangani bethu ezikoleni zabo, singakunaki neze ukuntuleka kwendawo yokuzivocavoca eyanele nanoma yiziphi izinkundla zesikole ezihloniphekile zokubamba amakilasi. Futhi, abampofu bethu (ngokuchuma kwezikole zabo) abangani nezintombi, lapho kwenzeka bevakashela isikole sethu, bamangala ubuhle bayo obungavamile, mhlawumbe okokuqala futhi okwesikhashana: kahle, izindonga kanye izindonga, amapulatifomu namapulatifomu, Cabanga nje, esikoleni akuyona into esemqoka nhlobo. Futhi lokho kuyiqiniso.
Konke lokhu “okumba eqolo nokucebile” bekungeke kuzuze lutho ukube isikole sami besingenabo abafundisi abasezingeni eliphezulu. Yonke impumelelo nokwehluleka konke kunezizathu zako. Angikuchithi ukuthi izizathu zokuthi kungani isikole sami sibe nezinga eliphezulu lokufundisa zihambisana nezizathu zokuthi kungani sibe nokwesekwa okuchaziwe nobuchwepheshe. I-USSR yayinohlelo lokunikeza othisha, futhi lolu hlelo ngokusobala lwanikeza othisha abangcono kakhulu ezikoleni ezingcono kakhulu. Naphezu kweqiniso lokuthi othisha besikole sethu abazange bathole inzuzo encane kunabanye othisha edolobheni mayelana neholo, babesesikhundleni esihle: okungenani, umbuthano wabo wabangane babo kanye nezimo zokusebenza zazingcono kunalezo. yabanye. Mhlawumbe kwakukhona ezinye izikhuthazo “ngemidlwane empunga” (amafulethi, amavawusha, njll.), kodwa ngiyangabaza kakhulu ukuthi aye ngaphansi kwezinga lothisha abakhulu.
ERussia yanamuhla, cishe alukho uhlelo lokusabalalisa othisha phakathi kwezikole. Konke kusele emakethe. Emqhudelwaneni wezikole zabazali nabazali bezikole kwenezelwa ukuncintisana kothisha ngemisebenzi kanye nokuncintisana kwezikole ngothisha abahle. Yiqiniso, lezi zamuva zinikezwa ama-headhunters.
Imakethe yamahhala ivule i-niche yokusekelwa kolwazi lokuncintisana. Izilinganiso zesikole bekufanele zivele kuyo. Futhi babonakala. Isibonelo esisodwa sezilinganiso ezinjalo singabonakala .
Zibalwa kanjani izilinganiso futhi zisho ukuthini?
Indlela yokuhlanganisa izilinganiso eRussia ayizange ibe eyangempela, futhi, ngokuvamile, iphinda izindlela zamazwe angaphandle. Ngamafuphi, kukholakala ukuthi inhloso enkulu yokuthola imfundo yesikole ukuqhubeka nokufunda esikhungweni semfundo ephakeme. Ngakho-ke, lapho izinga lesikole liphakeme, abafundi baso bangena kakhulu emanyuvesi, nawo anezinga lawo "lokuhlonishwa", okuthinta ukulinganiswa kwesikole.
Iqiniso lokuthi umuntu angase aphuphe ngokumane athole imfundo ephakeme yasesekondari alibhekwa nakancane. Ngempela, kungani kufanele kube nendaba kuwe ukuthi lesi noma leso sikole sifundisa kanjani uma ungahlosile ukufinyelela izinga eliphezulu? Futhi, ngokuvamile, isikole sasemaphandleni singaba kahle kanjani uma kungekho noyedwa umfundi omkhaya wakhe ongakwazi ukukhokhela imfundo ephakeme yomntwana? Ngamanye amazwi, basibonisa ukuthi bazimisele ukusebenzisa umzamo kokuhle kakhulu. Uma uyingxenye yomphakathi osesigabeni "esingaphansi kunophezulu", ngeke bakusize "ukuvela." Banomncintiswano wabo lapho, kungani bedinga omusha?
Ngakho-ke, idlanzana eliphelele lezikole lifakwe ohlwini lwamazinga azimele aseRussia ashicilelwe. Izinga lombuso lezikole eRussia, njengase-USSR, uma likhona, alitholakali neze esidlangalaleni. Ukuhlolwa okuphelele komphakathi yisimo sezinga lezikole kuboniswe “ekuzinikezeni” iziqu zokuhlonishwa ze-“lyceum” noma “i-gymnasium”. Isimo lapho isikole ngasinye saseRussia sizoba nendawo yaso yomphakathi esilinganisweni sibonakala sisihle okwamanje. Ngiyasola ukuthi izikhulu zezemfundo zijuluka ubala uma zicabanga nje ukuthi zingase zishicilele into efana nalena.
Izindlela zokubala izilinganiso ezitholakalayo ngokuvamile azinaki ngisho isabelo sabafundi abaphothule enyuvesi, kodwa inombolo yabo ephelele. Ngakho-ke, isikole esincane, kungakhathaliseki ukuthi sihle kangakanani, mancane amathuba okuthi sikwazi ukuqhubekela phambili esilinganisweni sesikole esikhulu ngokuphindwe kathathu, ngisho noma esokuqala sinesilinganiso esingu-100% sokwamukelwa, kanti esesibili singama-50% kuphela. (ezinye izinto ziyalingana) .
Wonke umuntu uyazi ukuthi iningi lokwamukelwa emanyuvesi manje selisuselwe kumphumela wokugcina we-Unified State Exam. Ngaphezu kwalokho, amahlazo aphezulu ahilela ukukhwabanisa phakathi Nokuhlolwa Kwesifunda Esihlanganisiwe asasenkumbulweni, lapho ukusebenza kahle kwezemfundo kubonakala kuzo zonke izifunda ze-Russian Federation. Ngokumelene nalesi sizinda, isilinganiso esinjalo, esitholwe ngokuyisisekelo ngenhlanganisela yoHlolo Lwesifunda Esihlanganisiwe kanye nempumelelo yezimali yabahlali bendawo ethile, ngaphandle kokucabangela iqiniso lokuphothula ngempumelelo inyuvesi ngabaphothule esikoleni, kufanelekile. kancane.
Enye i-drawback yezilinganiso ezikhona ukuntula ukucabangela umphumela "wesisekelo esiphezulu". Kulapho isikole esidumile sidinga abafundi abazongena ohlwini lwaso kangangokuthi inqwaba yabafundi abamukelwe iphenduka into ethathwa kalula. Ngakho-ke, isikole sikweleta isilinganiso saso kubafundi abanekhono kunothisha abanekhono. Futhi lokhu akukhona kanye lokho esikulindele esilinganisweni “esiqotho”.
Ngendlela, mayelana nothisha: kaningi asiboni izihlahla ngemuva kwehlathi. Izilinganiso zesikole, empeleni, ziyingxenye yezilinganiso zothisha. Ngothisha ababaluleke kakhulu kithina esikoleni. Kwesinye isikhathi, ngokuhamba kukathisha oyedwa, isikole singalahlekelwa yizo zonke izikhundla ezivelele esifundweni esithile. Ngakho-ke, kunengqondo ukwenza izilinganiso zesikole zibe ngeyakho ngokuziguqula zibe izilinganiso zothisha. Yebo, izikhulu zemfundo nabaphathi besikole (njengabanye abaqashi) abanandaba nhlobo nokwandisa indima kathisha ojwayelekile emphakathini (kanye nezinye izisebenzi ezisezingeni eliphansi). Kodwa lokhu akusho ukuthi umphakathi ngokwawo awunandaba nalokhu.
Mayelana nokufundisa, i-pedagogy kanye nokuziphatha kothisha
Ngasekupheleni kwezikhathi zamaSoviet, kwakunesethi evamile yamanyuvesi okwakudingeka abe kunoma yiliphi idolobha lesifundazwe. Bekunesidingo esiqhubekayo sochwepheshe abaningi bezomnotho kazwelonke. Kwakukhona ngisho nesaga esidumile esaklama kafushane futhi ngokucacile ukuhlukaniswa kwemfundo ephakeme yaseSoviet: "Uma ungenakho ukuhlakanipha, hamba eMed, uma ungenayo imali, hamba e-Pedagogical University, (futhi uma) ungenayo enye yalezi, uya ePolytech." Abalimi ngasekupheleni kwezikhathi zamaSoviet cishe babebhekwa njengesehluliwe kakade, ngakho-ke isaga asizange sikhulume ngisho nezolimo, ezazivame ukufakwa kanye nalezo ezibalwe. Njengoba kubonakala kulo msebenzi wezinganekwane, ukufunda emanyuvesi okufundisa esifundazwe kwakuyinkambiso yentsha engacebile, kodwa ecabangayo.
Amanyuvesi anjalo ngokwawo ("pedagogical" ngegama) athweswe iziqu othisha, futhi manje, ingxenye enkulu, abafundisi. Sekuyisikhathi eside ngabona ukuthi ngokudlula kwezikhathi zamaSoviet, igama elithi "thisha" laqala ukunyamalala ku-vocabulary yesikole laze lanyamalala ngokuphelele. Lokhu cishe kungenxa yemvelaphi yayo yasendulo. Ukuba "isigqila sokuvikela nokukhulisa izingane" emphakathini waseSoviet "wezigqila ezinqobile" kwakungeyona neze ihlazo, kodwa kunalokho kuhloniphekile. Emphakathini wemibono yonxiwankulu, akekho noyedwa ofuna ukuzihlanganisa nesigqila.
Kungaba nzima ukubiza uprofesa wasenyuvesi ngothisha, ngoba kusho ukuthi umfundi wakhe ungumuntu omdala ofuna ukufunda futhi usenqume izinto eziza kuqala kuye. Othisha abanjalo ngokuvamile bakhokhelwa ngaphezu kothisha besikole, ngakho lesi sikhundla ngokuvamile siwumgomo wokukhula kochwepheshe. Bazokuqasha kanjani enyuvesi uma unguthisha?
Khonamanjalo, isikole sidinga othisha. Kukhona inzuzo encane evela kuseva (yangaphambili) lapho kungekho muntu ofuna noma ongakwazi, ngesizathu esithile, "athathe" lokho okunikezwayo. Umfundisi (ovela esiGrekini ) akuyena nje umuntu onolwazi ngesifundo noma izindlela zokufundisa zochwepheshe. Lona uchwepheshe ekusebenzeni nezingane. Umsebenzi oyinhloko kathisha ukuthakazelisa.
Uthisha wangempela akasoze aklabalasa noma acasulwe yingane, ngeke ahlanganise ubudlelwano bakhe nabazali enqubweni yemfundo, futhi ngeke asebenzise ingcindezi engokwengqondo. Uthisha weqiniso akazisoli izingane ngobuvila, ubheka izindlela zokubhekana nazo. Uthisha omuhle akesabi izingane, uyazithakasela. Kodwa singafuna kanjani, noma sibuze, ukuthi othisha babe nesithakazelo ezinganeni zethu, uma labo thisha ngokwabo bengasithakaseli neze? Singumphakathi yibo okumele basolwe ngokushabalala kothisha, kuncane esikwenzayo ukubahlenga.
Othisha bangempela banentshisekelo enkulu ezilinganisweni zothisha. Kufana neNcwadi Ebomvu yezilwane ezisengozini. Kufanele sicabangele wonke umuntu, ukuze sikwazi ukubakhulisa futhi sibanakekele, futhi samukele izimfihlo zomsebenzi. Kubalulekile futhi ukukhomba nokubonisa umhlaba "othisha" abangazihluphi nge-pedagogy, ukuze abantu bangazi kuphela amaqhawe abo, kodwa futhi nama-antipodes abo, futhi bangadideli abokuqala nabalandelayo.
Yiziphi ezinye izikole ezikhona, kanye nokuncane mayelana namabanga?
Noma ngabe yinde noma imfushane, yonke into empilweni iyashintsha. Ngakho-ke, ngenxa yezimo zomndeni, ngashintsha ngokuzumayo isikole sesifundazwe “esiphezulu” ngenza esivamile sedolobha elikhulu. Singasho futhi ukuthi mina futhi (njengalowo mlimi oyiqoqo lezinganekwane owafika ngephutha edolobheni futhi waba isifebe semali) “ngaba nenhlanhla kwaphela.”
Kwakusele isikhathi esingaphansi konyaka ngaphambi kokuthweswa iziqu. Abazali babengenaso isikhathi sokubheka isikole “esihloniphekile” edolobheni labo elisha. Ngibhaliselwe eyokuqala eyafika. Uma ngikhuluma iqiniso, ngangiyisigebenga futhi ngangijwayele amaphuzu ami amaphakathi azungeza u-B (ngokuvamile abe ngaphansi). Kodwa-ke kungazelelwe ngizithole ngiyingane ehlakaniphile.
Lokhu kwakuwukuphakama kwe-"perestroika" kaGorbachev. Mhlawumbe ukuba khona kwama-VCR namakhasethi anamafilimu aseHollywood enhloko-dolobha, “ngethonya elibi laseNtshonalanga,” kwahlakaza ngokuphelele isimiso seSoviet, noma mhlawumbe kwakuhlale kunjena ezikoleni “zezinga lesibili” zenhloko-dolobha; akasoze asazi isizathu. Kodwa izinga lolwazi lwabafundi engifunda nabo abasha lisalele ngemuva kwelami (lincane impela ngokwezinga lesikole sami sangaphambili), ngokwesilinganiso, ngeminyaka emibili.
Futhi akunakushiwo ukuthi bonke othisha nabo “babesezingeni lesibili,” kodwa amehlo abo ayequlekile ngandlela-thile. Bajwayele isimo se-amorphous sabafundi kanye nokungabi nandaba kwabaphathi besikole. Ngivele ngivele “exhaphozini” labo, ngavele ngaba nomuzwa. Ngemva kwekota yokuqala, kwaba sobala ukuthi ekupheleni konyaka ngizoba nawo wonke o-A, ngaphandle kwalowo B wolimi lwesiRashiya, owawungasafundiswa emabangeni okugcina ezikole. Lapho sihlangana nabazali bami, uthishanhloko waxolisa ngobuqotho ngeqiniso lokuthi ngangingeke ngibe nendondo yesiliva ngenxa yami, ngoba “kwakufanele ngabe ngiyi-ode eSikhungweni Semfundo Sikahulumeni emuva kukaJulayi,” futhi ngaleso sikhathi kwakungeke kube khona. ngithemba ukuthi isikole sibe nabafundi abafanelekile.
Kodwa-ke, ngeke kushiwo ukuthi i-avareji yamaphuzu esikoleni esisha ibiphansi kakhulu. Kungenzeka ukuthi noMkhandlu kaMasipala awukhalanga ngalokhu. Ngaluqonda uhlelo lokugreda olwaluqhutshwa ekilasini lami ngale ndlela: ngalalela ekilasini - “ezinhlanu”, eza ekilasini - “ezine”, azifikanga - “ezithathu”. Ngokudabukisayo, iningi labafundi be-C ekilasini lami elisha lali.
Mina, engangingakaze ngibe ngumfundi empilweni yami, kulesi sikole kuphela ngathola ngokwesaba ukuthi kwabanye abafundi kubhekwa njengento evamile ukuza esikhungweni semfundo phakathi nenkathi yesithathu futhi uhambe ngaphambi kwesihlanu. Kubantu abangu-35 ekilasini, ngokuvamile babengekho ngaphezu kuka-15. Ngaphezu kwalokho, indlela ababebhalwe ngayo ngokuvamile yayishintsha njengoba usuku luqhubeka. Ngeke ngingene emininingwaneni yokusetshenziswa okuvamile kwengxenye engaphezu kwengxenye yekilasi "yokunciphisa ukucindezeleka" okungeyona neze ingane. Ukuqedela lesi sithombe, ngizosho nje ukuthi ababili engangifunda nabo ngalowo nyaka baba omama.
Ngemva kwalokho, izikhathi eziningi ekuphileni kwami ngangihlangana nezikole ezahlukene lapho izingane zami kanye nezingane zabangane bami zifunda khona. Kodwa ngingasho ngokuphepha ukuthi “ngiyabonga” ekilasini lami elithweswe iziqu. Yebo, angizange ngithole ulwazi lwezifundo zesikole lapho. Kodwa ngathola okuhlangenwe nakho okukhulu. Lapho ngaboniswa “okuphansi” ngokuphelele; angikaze ngibone izinga eliphansi lesimo sengqondo ezifundweni kamuva.
Ngethemba ukuthi uzongixolela ngokulandisa okude kwesipiliyoni sami esiyimfihlo. Engangifuna ukukufakazela ngalokhu: amamaki awahlale eyinkomba yezinga lemfundo.
Amabanga aqhathaniswa namabanga, nokuthi yini engalungile ngawo
Ngenhla, sengivele nginanzelele ukuthi izinguquko olimini zikhombisa kanjani ukuguquka kokwazi komphakathi, futhi, ikakhulukazi, ingxenye yawo yokufundisa. Nasi esinye isibonelo esinjalo. Ake sikhumbule indlela ongenakulibaleka ubhala ngemikhuba yomfowabo: "Ngiyabona amamaki kaVolodin ngaphandle kwedayari." Kunini uzwa igama elithi “ibanga” kumongo wokusebenza kwezemfundo? Uyazi ukuthi kungani?
Kusukela kwaqalwa imfundo ye-universal school, othisha bebelokhu bephawula intuthuko yomfundi kumajenali. Futhi leli rekhodi elibi lalibizwa kanjalo ngaphambili - "mark". Yilokho futhi ugogo nomkhulu abazibiza ngalezi zinombolo. Ukuthi nje ngesikhathi besesikoleni, inkumbulo yabantu yobugqila yayintsha impela. Hhayi ngobugqila basendulo bamaGreki (yilapho "uthisha" avela khona), kodwa mayelana neyethu uqobo, isiRashiya. Abaningi abazalwa bengama-serf babesaphila. Kungalesi sizathu ukuthi “ukuhlola” umuntu, okungukuthi, ukumnika “inani” ngokoqobo njengempahla, kwakubhekwa njengokungafaneleki futhi kwabangela ukuhlangana okungenamusa. Ngakho ayengekho “amabanga” ngaleso sikhathi. Nokho, izikhathi ziye zashintsha, futhi “amabanga” athatha indawo “yamabanga” ngisho nangaphambi kokuba “uthisha” athathele “uthisha.”
Manje usungabona ngokugcwele ukuguqulwa kwengqondo yothisha engikhuluma ngakho. Uma uyihlukanisa ngesihluku ngokwedlulele ngokwengqondo, khona-ke ibukeka njenge-manifesto elula futhi eqondakalayo: "Asizona izigqila -othisha, noma uyafuna noma awufuni, thatha lokho thina siyafundisa. Asifuni nje inothi impumelelo yabanye, thina siyahlola laba abanye, thina ngokwethu sibabekela inani.” Yebo, lo mqulu we-manifesto awuzange uklanywe ngokusobala yinoma ubani. Lesi yisithelo esiyimfihlo "sokungazi okuhlangene", okubonisa kuphela ukubonakaliswa kwenkimbinkimbi yeminyaka eminingi yokubukelwa phansi kochwepheshe kothisha wesikole emnothweni waseSoviet-Russian.
Noma kunjalo. Masiyiyeke i-psychoanalysis. Futhi ake sibuye ekubhekeni ukuguquka kwengqondo siye ekweqiseni okungokoqobo emhlabeni. Akunandaba ukuthi amamaki abizwa ngani manje, ake sizame ukubona kahle ukuthi yini engalungile ngawo.
Amabanga angahambisana ukuze agqamise umfundi ohlangothini olulodwa noma kwelinye phambi kwabafundi afunda nabo ngezinhloso zokufundisa. Bangaba nokuzenzisa, futhi ngabo isimo sengqondo somuntu siqu ngomfundi noma umndeni wakhe singavezwa. Ngosizo lwazo, izikole zingakwazi ukuxazulula inkinga yokuhlala ngaphakathi kohlaka olujwayelekile lwezibalo olubekwe “kusuka phezulu” ngezinhloso zezepolitiki. Ukuhlola, ngendlela esikuphethe ngayo komagazini besikole manje, kuhlale kuvumelana. Ukubonakaliswa okucasula kakhulu kokuchema kuyenzeka futhi, lapho uthisha ehlisa ibanga ngamabomu ukuze atshele abazali ukuthi badinga inkokhelo eyengeziwe ngezinkonzo zabo.
Ngangazi nothisha oyedwa owayesebenzisa amamaki ukuze adwebe amaphethini kujenali (njengephazili yamagama yesiJapane). Futhi lokhu mhlawumbe kwakuwukusebenzisa kwabo “okusha nokudala” kakhulu engake ngakubona.
Uma ubheka umsuka wezinkinga ngokuhlolwa, ungabona umthombo wazo oyisisekelo: ukungqubuzana kwentshisekelo. Phela, imiphumela yomsebenzi wothisha (okungukuthi, abafundi nabazali badla umsebenzi wothisha ezikoleni) ihlolwe nguthisha ngokwakhe. Kunjengokungathi izinsizakalo zabapheki, ngaphezu kokuzilungiselela izitsha ngokwabo, zibandakanya nokuhlola abadlayo ukuthi bakunambithe kangakanani ukudla okunikezwayo, futhi ukuhlola okuhle kungaba yinkomba yokwamukelwa kuphudingi. Kukhona okuxakayo ngalokhu, uzovuma.
Kunjalo, uhlelo lokuhlolwa kwe-Unified State Examination kanye nokuhlolwa kwe-Unified State Examination ngokuyinhloko kuqeda ukonakala engikubalile. Singasho ukuthi lesi isinyathelo esinzima sokudala imiphumela yokufunda elinganayo. Kodwa-ke, izivivinyo zombuso azithathi indawo yokuhlola okuqhubekayo: ngesikhathi ufunda ngomphumela, ngokuvamile kusuke sekwephuze kakhulu ukwenza noma yini mayelana nenqubo eholela kukho.
Singayihlela kanjani kabusha i-Rabkrin, sithuthukise isistimu yokuhlola futhi sakhe uhlelo lokulinganisa kwezemfundo?
Kungenzeka yini ukuba nesixazululo esinganqamula “ifindo le-Gordian” elihlonziwe lezinkinga zokuhlola nezilinganiso? Impela! Futhi ubuchwepheshe bolwazi kufanele busize kulokhu kunangaphambili.
Okokuqala, ake ngifingqe izinkinga kafushane:
- Amabanga awayilinganisi ngokuyikho inqubekelaphambili yomfundi.
- Amabanga awawuhloli nhlobo umsebenzi kathisha.
- Izilinganiso zothisha azikho noma azikho esidlangalaleni.
- Amazinga ezikole zikahulumeni awafaki zonke izikole.
- Izilinganiso zesikole aziphelele ngokwendlela yokwenza.
Okufanele ngikwenze? Okokuqala sidinga ukwakha uhlelo lokushintshisana ngolwazi lwezemfundo. Ngiqinisekile ukuthi ukufana kwayo sekuvele kukhona endaweni ethile ekujuleni koMnyango Wezemfundo, iRosObrNadzor noma kwenye indawo. Ekugcineni, akuyona inkimbinkimbi kunezinhlelo eziningi zentela, zezezimali, zezibalo, zokubhalisa nezinye ezisetshenziswe ngempumelelo ezweni - zingadalwa kabusha. Umbuso wethu uhlale uzama ukuthola yonke into ngawo wonke umuntu, ngakho-ke ake okungenani uthole ukuze kuzuze umphakathi.
Njengenjwayelo lapho usebenza ngolwazi, into esemqoka ukubalwa kwezimali nokulawula. Yini okufanele icatshangwe lolu hlelo? Ngizophinde ngiyibhale:
- Bonke othisha abakhona.
- Bonke abafundi abakhona.
- Wonke amaqiniso ezivivinyo zokuphumelela ezifundweni nemiphumela yawo, ahlukaniswe ngezinsuku, izihloko, izifundo, abafundi, othisha, abahloli, izikole, njll.
Indlela yokulawula? Isimiso sokulawula lapha silula kakhulu. Kuyadingeka ukwehlukanisa uthisha nalabo abahlola imiphumela yokufunda futhi kungavumeli ukuthi izilinganiso zihlanekezelwe. Ukuze ukuhlolwa kungafaki ukuhlanekezela, ukuzithoba kanye nezingozi, kuyadingeka:
- Hlela isikhathi nokuqukethwe kwamasheke ngokungahleliwe.
- Yenza kube ngokwakho izabelo zabafundi.
- Yenza ngasese wonke umuntu phambi kwawo wonke umuntu.
- Buyekeza izabelo ezinamabanga amaningi ukuze uthole ibanga lokuvumelana.
Obani okufanele babe ngabahloli? Yebo, bona othisha abafanayo, kuphela akufanele bahlole labo ababafundisayo, kodwa imisebenzi engabonakali yabafundi babanye abantu, “okungeyena ongababiza,” njengothisha babo. Yiqiniso, kuzokwazi ukuhlola umhloli. Uma amamaki akhe ehluke ngokuphawulekayo kunamamaki ayisilinganiso ontanga yakhe, uhlelo kufanele likuqaphele lokhu, likukhombise, futhi linciphise umvuzo wakhe wenqubo yokuhlola (noma ngabe lokho kusho ukuthini).
Kufanele ibe yini imisebenzi? Umsebenzi unquma imikhawulo yokulinganisa, njenge-thermometer. Ngeke ukwazi ukuthola inani eliqondile levelu uma izilinganiso "zingekho esikalini". Ngakho-ke, imisebenzi kufanele iqale “ingenzeki nhlobo ukuyiqeda.” Akufanele kuthuse muntu uma umfundi eqede u-50% noma u-70% kuphela womsebenzi. Kuyethusa uma umfundi eqeda umsebenzi ngo-100%. Lokhu kusho ukuthi umsebenzi mubi futhi awukuvumeli ukuthi ulinganise ngokunembile imikhawulo yolwazi namakhono omfundi. Ngakho-ke, umthamo kanye nobunzima bemisebenzi kufanele bulungiswe ngokugodla okwanele.
Ake sicabange ukuthi kunamaqoqo amabili abafundi abafundiswa othisha abehlukene esifundweni esithile. Ngesikhathi esifanayo, womabili amasethi aqeqeshelwa isilinganiso esinemibandela esingu-90%. Unganquma kanjani ukuthi ubani owafunda kanzima? Ukuze wenze lokhu, udinga ukwazi izinga lokuqala labafundi. Omunye uthisha wayenezingane ezihlakaniphile nezilungiselelwe, ezinolwazi lokuqala lwe-80% enemibandela, kanti owesibili wayeneshwa, abafundi bakhe babengazi lutho - 5% ngesikhathi sokulinganisa kokulawula. Manje kuyacaca ukuthi yimuphi kothisha osewenze umsebenzi omningi.
Ngakho-ke, amasheke akufanele ahlanganise izindawo ezingagcini nje ngezihloko eziqediwe noma zamanje, kodwa nezingafundiwe ngokuphelele. Lena ukuphela kwendlela yokubona umphumela womsebenzi kathisha, hhayi ukukhethwa kwabazokwamukelwa esikhungweni semfundo. Ngisho noma uthisha engase angawutholi ukhiye womfundi othile, kuyenzeka, akusiyo inkinga. Kodwa uma isilinganiso sokuthuthuka kwamashumi namakhulu abafundi bakhe "sihluleka" ngokumelene nesizinda sesilinganiso, khona-ke lokhu kakade kuyisignali. Mhlawumbe sekuyisikhathi sokuba uchwepheshe onjalo ahambe "ukufundisa" eyunivesithi, noma kwenye indawo?
Imisebenzi esemqoka yesistimu iyavela:
- Ukunikeza izivivinyo zolwazi namakhono abafundi.
- Incazelo yabahloli bokuhlola okungahleliwe.
- Ukwakhiwa kwemisebenzi yokuhlola yomuntu siqu.
- Ukudlulisela imisebenzi kubafundi kanye nemiphumela yokuphothula kubahloli.
- Ukulethwa kwemiphumela yokuhlola kubabambiqhaza.
- Ukuhlanganiswa kwezilinganiso zomphakathi zamanje zothisha, izikole, izifunda, njll.
Ukuqaliswa kwalolu hlelo kufanele kuqinisekise ubumsulwa obukhulu kanye nokungenzeleli kokuncintisana futhi kunikeze imihlahlandlela yemakethe yezemfundo. Futhi noma yimuphi umncintiswano usebenzela umthengi, okungukuthi, ekugcineni, kithi sonke. Kunjalo, lokhu kuwumqondo nje okwamanje, futhi konke lokhu kulula ukuqhamuka nakho kunokukusebenzisa. Kodwa ungathini ngomqondo ngokwawo?
Source: www.habr.com