The issue of modernization in the content of education in kazakhstan school

The article is devoted the question of what to teach in the school. Today the most urgent development of students ' of activity-related characteristics of the content of education: the ability to set a goal, analyze the situation, to plan and to project, operate productively, analyze the results and evaluate themselves. Therefore, education of Kazakhstan is the modernization. Significant place is given to update its content in the modernization of general secondary education, bringing it into line with the requirements of time and prospects of development of society. School in the conditions of renovation is different in that educational achievement which have a productive nature, and the learning process is characterized by vigorous activity by the students themselves "gaining" of knowledge on each lesson. Under these conditions, the student the subject of knowledge and the teacher is the organizer of the cognitive activity of students. 

One of the most urgent problems of modern Kazakhstan society becomes the formation of competitive personality, ready not only to live in changing social and economic conditions, but also to influence the existing reality actively. Under these conditions there are, creativity, activity, social responsibility, possession of a developed intellect, high professional level of literacy, sustainable motivation of cognitive activity which are the main requirements. In this regard, in Kazakhstan there is a problem what to teach in a secondary school?

For centuries, around the problem of content of education (What to teach?) has been conducted acute theoretical, ideological political struggle. This is understandable: after all from the content of secondary school education affects the future of not only students, but also the future of the whole country.

The question of what to teach will stand as long as the society will need in qualified people. This is due to the fact that the notion of education encompasses all kinds of experience (innate, lifetime, social), due to the assimilation of which a person is able to participate in the life of human society.

The content of education has a historical character, since it is determined by the goals and objectives of education in a given stage of development of society. This means that the content of education was influenced by the requirements of production and associated with them, the state of science, as well as the needs and interests of the ruling class.

Education as a social phenomenon arose from the pragmatic needs of the people of knowledge that were necessary to ensure their livelihoods. The accumulation and deepening of knowledge, education of society led to the growth of culturological function of knowledge associated with the notions of the universe, man, art and others. These two tendencies (pragmatical and cultural studies) have identified areas in the selection of the content education in different cultures and civilizations.

In the Soviet school was implemented educational-disciplinary model of education. The content of education is defined as "a set of systematized knowledge, skills, attitudes and beliefs, as well as a certain level of cognitive powers and training, achieved as a result of educational and upbringing work" (Pedagogical Dictionary, 1960).

This is knowledge-based approach to defining the essence of the content of education, in which the focus is on knowledge as a reflection of the spiritual wealth of mankind, accumulated in the process of searching and historical experience. Knowledge, of course, important social values, and therefore knowledge-oriented content of education has absolute value. It contributes to the socialization of the individual, the person entering into the society.

However, knowledge-oriented approach to content of education is an absolute value and overshadows the man himself. This leads to the ideologization and scientific regulation of core knowledge, their academicism, orientation of the content of education to the average student, and other negative consequences.

From the 90-ies of XX century in education approved the concept of personality-oriented education and training in human XXI, organically linking all constructive and perspective gained from education and socio-cultural activities.

According to UNESCO, XXI century must be the century in which the culture and the people will be developed in humanitarian, etnopsycholo-pedagogical concept of the individual, based on the ideas of environmental and cultural conformity, individual-personal development.

This student-oriented approach defines the content of education not as the absolute value of the individual alienated knowledge, but the man himself.

The modern student-oriented methodology of education is part of a global process of social change of receptive-reflective approach to thinking and a human activity of other approach is constructiveactivity. This is the concept of general secondary education, received a scientific justification in the works V.V. Krajewski [1], I.J. Lerner [2], M.N. Skatkin [3]. It matches the settings of humanistic thinking, because the content of education provided by these authors as a pedagogically adapted social experience, in all its structural completeness.

In accordance with this concept the content of education consists of four main structural elements: Experience of cognitive activity, fixed in the form of its results knowledge;

The experience of the known ways of life in the form of the ability to act on the model;

The creative activity experience in the form of the ability to make unconventional decisions in problem situations;

The experience of the emotionally-valuable relations in the form of personal orientations [4].

These elements form the structure of the content.

They are linked in such a way that each of the mentioned types of social experience is a specific kind of the content of education:

• Knowledge about nature, society, technology, thinking and methods of The acquisition of this knowledge ensures the formation of the student in the minds of true picture of the world; it equips the best methodological approach to cognitive and practical activities;

• Experience of the known ways of life, incarnating together with the knowledge and skills in person, to assimilate the The system of common intellectual and practical skills, the content of this experience is the basis of the set of specific activities, and provides the ability of younger generations to preserve the social culture of the people. External (practical) and internal (intellectual) skills may be common to all subjects (make a plan to allocate substantial, compare, draw conclusions, and etc.) and specific, formed and manifested only within the school subjects (physical solution or mathematical problems, staging experiments in chemistry, and etc.). By general intellectual skills and experience closely adjacent general scientific: notes, annotation, work with textbooks, dictionaries, reference books, and etc.;
• Creative experience, search operations to address new challenges faced by It requires selfimplement previously learned knowledge and skills in new situations, new ways of formation on the basis of the known activity. This kind of social experience ensures the development of the younger generation capacities for the further development of culture. Autonomy and initiative, as the formation of indices of human skills to work creatively folded each child individually, but they must be programmed in the content of education;
• Experience of the valuable relation to objects or tools of human activity, its manifestation in relation to the world, to other people in the aggregate demand, causing emotional perception of personal specific objects, included in its system of The rules relating to the world, to himself, and the like, currently involve not only a knowledge of philosophical ideas, but also the belief in their truth, positive attitude towards them. This attitude is manifested in human behavior, in the activities of the practical and intellectual nature, a fusion of knowledge, beliefs and practices.

Mastering these elements in high school social experiment is aimed at the transformation of his personal experience, "transfer" social in the individual on the basis of specially organized activities of students [5].

All of these elements of the content of education are interconnected and interdependent.

Today, general education can be provided, on the one hand, as a transversal line of the entire system of continuous education, and on the other as a general education a person prior to professional.

In the latter case, the content of general education consists of three main cycles of subjects: natural sciences, humanities, work and physical training.

The contents of the general secondary education in Kazakhstan includes six educational areas: "Language and Literature", "Mathematics and Informatics", "Man and Society", " Natural science ", "Technology", "Physical education".

The content of basic secondary education in Kazakhstan includes seven educational areas: "Language and Literature", "Mathematics and Informatics", "Natural history", "Man and Society", "Art", "Technology", "Physical education".

Each training subject of the educational areas should contribute to the mastering of all the above elements. Mastering these elements of social experience will allow people not only successfully function in society, to be a good performer, but also act on its own, not just to “fit" into the system, but also be able to change it. Review of the concept of the teacher focuses on a special work on in the minds of the formation of the student system of universal values, the humane treatment of people.

Thus, the content of general education, on the one hand, is an essential condition for learning and cognitive activity of students, as it reflects the current and future needs of society, on the other it acts as tooling design and implementation of the students of this activity and thus is a means of satisfying personal needs of individual learning, a means of personal development and the formation of its core culture. From the point of view of didactics, it acts as a substantial side teaching in communion with the procedural side.

International experts believe that the content of education in the existing secondary models in Kazakhstan does not meet the requirements of the 21st century. One reason is that, this model provides students to obtain the knowledge, skills and abilities (KSA) on areas of individual subjects. And this leads to an increase in the amount of information, that is information overload students and contribute to their overall development, leading to a decrease in motivation training, and even a deterioration of the physical health of students.

In today's fast-paced, dynamic, rapidly developing world having only KSA is not enough for competent participation in life. The experience of advanced countries proves the necessity of leading the pace of development of secondary education, which is able to provide training for high school graduates to successfully participate in the economic and social life.

All this requires the further development of scientific and pedagogical foundations of the content of education in the Republic of Kazakhstan.

The law "On education" of the Republic of Kazakhstan introduces new conceptual approaches to the development of education, in particular, the transition to 12-year secondary education. According to the developers of the Concept, the main purpose of the 12-year general secondary education is the formation and development of an educated, creative, competent and competitive personality, capable of living in a dynamic environment, ready for self-actualization in their own interest and in the public interest.

The expected results of education are defined according to a predetermined pattern in the form of key competencies of graduates, as the value-oriented competence, the ability to find their roles in the creative life of society on the basis of the highest ethical values, citizenship and patriotism, cultural, educational and cognitive, communicative, information -technological, social and labour competence and the competence of personal self-development.

The main directions of updating the content of education are:

• Bringing the content of education into line with modern demands of socio-economic development of society;
• Ensuring humanization of the content of education, its variability;
• Provision of the content of education that promotes the formation of key competencies, aimed at education needs and ability to independently produce and apply knowledge in practice;
• Selection the content of education aimed at the formation of informative motivation;
• Orientation of the content of education on the deliberate and systematic familiarizing the students to scientific methods of cognition and independent research;
• The orientation of the content of education to foster respect for national culture and clarity to other cultural

The structure of the content of education of the Republic of Kazakhstan includes eight educational areas: "Language and Literature", "Mathematics", "Natural history", "Social Studies", "Technology", "Art", "Physical Education", "and Humanities".

According to the authors of the reform, a model of the educational process in the 12-year-old school should be formed based on the tiered, variable the content of education, reproductive orchestration and creatively transform learning technologies on the basis of cooperation of a teacher and a student.

As part of updating the content of education one of the priority aims of education is determined by the development of students’ functional literacy. Functional literacy as a learning outcome is generated by each academic school subject. Tools of the development of students’ functional literacy, as well as the formation of its audit assignments are creative nature (research task, entertaining character, the task of the economic, historical content, practice-tasks, and etc.).

The measures to update the content of national secondary education are a central focus on the skills that have a wide range of applications in modern life a creative application of knowledge; critical thinking; implementation of research; the use of ICT; the use of communicative methods of communication, including language skills; ability to work in a group and individually. Based on universal and ethno-cultural values, these skills allow the student to solve problems as a school, and the nature of life.

School in the conditions of renovation is different in that educational achievement which have a productive nature, and the learning process is characterized by vigorous activity by the students themselves "gaining" of knowledge on each lesson. Under these conditions, the student the subject of knowledge and the teacher is the organizer of the cognitive activity of students. Thus, the education of the Republic of Kazakhstan is in modernization. Significant place is given to update its content in the modernization of general secondary education, bringing it into line with the requirements of time and prospects of development of society.