CONTENT AND STRUCTURE OF PRACTICAL TUTORIAL FOR TRAINING TEACHERS FOR FORECASTING THE CONTENT OF COMPLETE GENERAL SECONDARY EDUCATION

Abstract

The article discusses the characteristics of a practical tutorial for training teachers to forecast the content of complete general secondary education, which is an important component of the educational and methodological support of the process of this training. It is substantiated that the publication, which will be used to prepare teachers for forecasting the content of complete general secondary education, is advisable to design as a printed and production-practical, namely, as a practical tutorial. The thematic content of the practical tutorial will consist of thematic sections (the expediency of identifying at least five such blocks has been substantiated, namely: the theory and methods of educational forecasting in the general secondary education system, the content of complete general secondary education as an object of educational forecasting at different levels of education management, the specifics of forecasting the content of complete general secondary education by a teacher, the use of a teacher of a general secondary education institution of tools for forecasting the content of complete general secondary education for solving problems of pedagogical activity, preparation and self-preparation of a teacher to forecast the content of general secondary education in the system of intraschool methodological work). The structure of the practical tutorial will include text and non-text components. The text component of the practice tutorial will include the main text (introduction, texts of five chapters, divided into paragraphs, conclusions to sections and general conclusions), additional text (extracts from legal documents, reports on forecast studies, extracts and links to electronic publications) and explanatory text (page-by-page dictionary, captions to illustrations, information on directive and forecast documents, scientific forecast publications and their authors). The non-text component will cover illustrations (pictorial and conditionally graphic), the apparatus for organizing assimilation (questions and tasks, study cases, tests for self-control, reference diagrams and memos) and the orientation apparatus (headings, nominal and annotated terminological indexes, bibliography). Prospects for further research are associated with the design and implementation of such a practical manual in the practice of in-school scientific and methodological work.