Russian Federation
The article is devoted to the analysis of the evolution of the content of general secondary education in Russia, starting from the Soviet period and ending with modern reforms. The author critically evaluates key approaches to the modernization of education, including the HUS programs, cultural and competence approaches, as well as the theory of the curriculum. Special attention is paid to the methodology of Vadim Semenovich Lesnev, Doctor of Pedagogical Sciences, Professor, Academician of the Russian Academy of Sciences, which is based on objective determinants of the formation of educational content related to human activity and the structure of scientific knowledge. Lednev V.S. considered the content as the result of a long evolution reflecting the laws of development of society and science. The article shows that modern changes in educational policy — the rejection of variability, the introduction of uniform federal standards and textbooks — indicate a return to the principles laid down in the Soviet system. The author emphasizes the need to preserve the unity of the educational space and criticizes the pseudo-liberal reforms that led to entropy in the education system. The consequences of the transition to a competence-based approach are analyzed, including a decrease in the quality of general education and a loss of consistency in curricula. In conclusion, it is proposed to return to the scientifically based methodology of Lesnev, which combines the social and personal goals of the school, ensuring a balance between traditions and modern requirements.
content of education, Vadim Semenovich Lednev, education reforms, cultural approach, competence approach, structure of content, federal state standards, activity paradigm, anti-entropy series, invariant structure of activity
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