FACTORS OF DEVELOPMENT OF PRIMARY EDUCATION AND THEIR MEASUREMENT METHODS IN THE WEST
Journal: PRIMARY EDUCATION
Volume 4 № 3
, 2016
Rubrics: PRIMARY SCHOOL ABROAD
Authors:
1.
Institute for Strategy of Education Development of the Russian Academy of Education
(Center of Pedagogical Comparative Studies, Senior Researcher)
Type:
Article
Pages:
from 46
to 49
Status:
Published
Received:
17.06.2016
Accepted:
17.06.2016
Published:
17.06.2016
Language:
Russian
Keywords:
pre-school stage, preparation for school, Primary School, continuity, methods of assessing student achievement, especially the organization
of training.
Abstract (English):
The article reveals the peculiarities of education in pre-school and primary link in the Western countries (primarily in Germany): positive and negative influences on the development and quality of primary education, methods of its estimation are analyzed. The criteria of readiness of children for the transition from preschool to elementary school are described. The general and the particular in the primary education system of various countries of the West are given.
The article reveals the peculiarities of education in pre-school and primary link in the Western countries (primarily in Germany): positive and negative influences on the development and quality of primary education, methods of its estimation are analyzed. The criteria of readiness of children for the transition from preschool to elementary school are described. The general and the particular in the primary education system of various countries of the West are given.
Keywords:
pre-school stage, preparation for school, Primary School, continuity, methods of assessing student achievement, especially the organization of training.
pre-school stage, preparation for school, Primary School, continuity, methods of assessing student achievement, especially the organization of training.
Автор статьи – специалист в области сравнительной педагогики справедливо отмечает, что система образования каждой страны сегодня имеет свои особенности, которые отражают ее национальную специфику, взгляды государства на содержание и формы организации обучения, оценку достижений обучающихся. Вместе с тем современным образовательным системам присущи и общие черты, которые передают представления об общемировых требованиях к уровню образования в XXI в., позволяющие достигать взаимопонимания и сотрудничества между гражданами различных государств. Анализ успехов, проблем и трудностей начального образования в странах Запада может оказаться интересным и полезным педагогам нашей страны.
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