Developing education in modern school practice: trends, contradictions, prospects

Context and relevance. In the last ten years, the Russian primary education system has undergone significant changes, characterized by a transition from a unified Soviet school to variability. The key phenomenon was the dissemination of the ideas of developmental learning (systems of D. B. Elkonin - V.V. Davydov and L.V. Zankov), based on the cultural and historical theory of L. S. Vygotsky. Despite the official status of these systems, there are conflicting opinions in the pedagogical community about their effectiveness and the legality of the very concept of "developing education," which necessitates a meaningful analysis of the process of their implementation in the modern social and educational situation. Purpose. Analyze the process of implementing developmental learning systems (in particular, the systems of D. B. Elkonin - V.V. Davydov and L.V. Zankov) in school practice, identify the main achievements, positive trends, as well as problems and contradictions of a psychological, pedagogical, methodological and socio-psychological nature. Hypothesis. The effectiveness of developmental learning depends on the degree of orientation of specific educational technologies to the patterns of mental and personal development of the child. Significant differences in learning outcomes are due to the difference between the theoretical and practical positions of teachers in understanding development processes. Methods and materials. Object of the study: the process of implementing variable development technologies in schools in the city of Kaluga and the Kaluga region. Subject of research: teaching Russian in primary school. Methods: systematic observations, analysis of lessons, questionnaires of teachers, peer review of teaching materials, conversations and consultations. Research base: schools in Kaluga and Kaluga region (including the experience of teachers of specific schools, such as No. 46, gymnasium No. 24, etc.). Results. In classes with high-quality implementation of developmental learning, there is a higher awareness and depth of linguistic preparation of children, as well as accelerated rates of mental development (memory, imagination, thinking). The most significant result is the development of the child's personality: the formation of independence, initiative, tolerance and a system of humanistic relations between the teacher and students. A decline in interest in the classical systems of D. B. Elkonin - V.V. Davydov and L.V. Zankov was revealed against the background of the massive introduction of less developed variable programs. The division of teachers into two groups has been established: those with a theoretical position (consciously design a developing process) and a practical position (use separate techniques prescriptively and imitatively, without understanding the essence of development). Serious technological violations were identified: the dominance of explanatory and illustrative methods and formalism in the implementation of didactic principles (for example, the interpretation of a "high level of difficulty" as a simple increase in the volume of tasks). Socio-pedagogical contradictions were noted, including the lack of continuity between primary and secondary schools, as well as psychological conflicts in pedagogical teams. Conclusion. The implementation of developmental education systems in Russia brings significant positive results in the development of the personality and intelligence of children, but faces a complex of deep problems. To overcome them, an integrated approach is required: the creation by the state of appropriate social and material conditions and a fundamental revision of the system of professional and linguistic training of teachers so that they can act as subjects of a fundamentally new type of pedagogical activity.