On the compulsory study of astronomy fgos. Astronomical Research Methods

If teachers were not required to make so many reports, the school would really "breathe" and would teach both astronomy and drawing.
glori7, Well, how is astronomy "not important"? A quarter of Russians are sure that the Sun revolves around the Earth. I think that 4 hours a month can already be allocated to this subject, instead of stupid Federal State Educational Standards - subjects ( entertaining mathematics, entertaining Russian, etc.), thank God, some teachers taught program Russian and mathematics at that time.
Someone wrote above that biology can be completed in the 10th, so for those who are going to medicine, not everyone has the opportunity to get into a specialized school (I don’t know how in N-sk, but here in Barnaul you can count on the fingers chemical-bio specialized schools (classes) Competition in them, therefore, at the very least, albeit in the traditional high school give according to the plan 1 time per week.
And with physical education - yes, bust. Indeed, as they wrote above, who goes in for sports (dancing), he attends classes. After the 8th grade, about a third of the class is present in the lessons (for girls, all menstruation every lesson). And for the teacher, the fewer children, the easier it is to teach the lesson. Few people go to the first and last (in the schedule) physical training. And if you don’t go, you can get grades by making an essay on the topic of sports.
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Another thing is that you really cannot find teachers for the so-called "empty", "worthless" subjects during the day with fire, minimum hours and pay, according to the hours worked. Who will go? Children in grade 1 studied the planets in the world around them. Personnel is really everything.
And here it is important to know that our PED University is trying to unravel the bureaucratic system.
A retraining program for physics teachers was established to teach astronomy, with an emphasis on the latest developments.
The program is under approval.
As for the Planetarium... it's hard to speak without tears.
Mr. Maslikov, so favored by the author of the article, turned the institution of additional education into
cinema combined with a circus.
Once an hour, a film is shown, and often the content is openly pro-Western. Take the same Gagarin after landing shown against the background of cows (film Dawn space age- already withdrawn from the show) like a trifle, but what is the image?
In addition to films - theatrical performances. The planetarium employees themselves, without acting education, dressed up in costumes (a la handing out flyers on the street)
perform in front of preschool children.
IS AN ASTRONOMIC ADDITIONAL EDUCATION???
Or paid stargazing programs? Will a person learn something from astronomy as a science in a couple of hours near a telescope? By the way, Sidewalk Astronomy shows the stars for free ...
Yes, of course, there are circles and electives on the basis of the planetarium, but firstly, this is not 150 thousand children a year, but 600-800 students at most, and secondly, 80% of the classes take place not in the planetarium, but on the territory educational institutions with whom the contract has been concluded. That is, in fact, the functionality of additional education exists only on paper. But in fact, people in order to earn money must jump in stuffed suits.
And a few words about the status - the organization started working in 2012 since that time, the dome of the star hall has never been cleaned, and according to those conditions, this should happen once every six months. I will modestly keep silent about updating the content of 10 films in 5 years - laughter.
And the people who work there are golden. Yes, that's just the fish, as you know, from the head ...
Maybe at least the National State Pedagogical University will be able to provide a normal basis for the return of this amazing item.
After all, where else will you know that being on a pale blue dot you see the past looking into the diamond-studded velvet darkness of space-time invariably moving away from us ... in fact, astronomy is not the most important thing, I think. some children like it, then parents should show this science, so to speak. but not everyone likes it, and I don’t really understand then why in school curriculum enter?

Also Latin and Greek (they train memory well) There is astronomy in our school, only a physicist teaches, it’s useless, a teacher because he’s like that, so drawing would be introduced into obligatory calligraphy, there would be more sense, otherwise children write worse than by the end of school in first grade We had astronomy at school. I graduated from school 13 years ago. Apparently, how the elective was designed.
In my opinion, there is too much physical education in schools now. Especially in high school.
Well, as far as I can judge by the children of acquaintances - quite a lot. As for it’s very active right now - I don’t presume to say, but the activity is in any way higher than school lessons physical education. And those who do not want to go in for sports are also exempted from physical education at school.

I would prefer (and the child too) that instead of these useless 2-3 hours, my child had an extra free 2-3 hours that she could spend on roller skating / skating / cycling on fresh air, and not on a useless game of pioneer ball in a stuffy and dusty hall

There are a lot of reforms, starting with the Unified State Examination, which for ten years has given rise to preparation for it, starting from the 1st grade. Tests now rule in education. But not just tests, but tests compiled by former school C students. For example, children who wrote in tests on the env. to the world that a goose is a migratory bird, points are reduced, since it is written in the training manual for the test that the goose is not a migratory bird (!). The consequences of this alone accumulate and grow like a snowball. And the consequences of studying the "Sources" from grades 1 to 11 will also be. Even if not quite the same as the authors intended .. And single textbook history, and much, much more that is and is now going to school, and, further, to the university, will not pass without a trace.

For more details, see: http://www.nkj.ru/archive/articles/457/ (Science and life, The fifth rule of arithmetic)
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The reformers also studied .. the history of the CPSU. And it seems that they liked it a lot .. Therefore, all school education reforms move it either "sideways" or "backward". In the meantime, life simply does not stand still. And I would like great prospects for our children than the study of "Sources" and others like them. And also NOT the study of beautiful and necessary subjects in programs that, at times, are "meaningless and merciless."

What education reform are you talking about? Visibility is one. From a change in the places of the terms ..
It just became a little freer, and the school began to breathe a little.

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At school, and then at the institute, I studied the history of the CPSU, and then it was impossible to get away from it. And now (for now at least) you can refuse this subject, and indeed from school in general. Although, of course, I am glad that almost all of my children managed to unlearn school in a short period between ....

With the massive advance of the ROC to the school, to give the kids for alternative development in a circle at the datsan / synagogue?

Or demand instead of the foundations of Orthodoxy to lead "origins"

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5 school hours to study the plow + 5 to study the ax + 5 for one icon + 5 to Solovki .. And here we are arguing about hours for biology-astronomy

And what, only at school such miracles?

School from ordinary life an adult is "slightly different", isn't it?
Well school problems it is up to us to decide - to score on something, to find something outside the school ...

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bayana wrote:

When the question is raised about the need to teach astronomy at school, opponents, most often from the "leadership", in an intimate tone ask a deadly counter question: "Why is a simple hard worker in his practical life will you need astronomy?... Well, there, navigation, orientation, orientation by the stars... so a very small number of people who are specially trained for this are engaged in this! So let them study astronomy!”

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the need for teaching astronomy at school

When the question is raised about the need to teach astronomy at school, opponents, most often from the "leadership", in an intimate tone ask a deadly counter question: "Why would a simple hard worker need astronomy in his practical life? ... Well, there, navigation, orientation , orienteering by the stars ... but a very small number of people who are specially trained for this are engaged in this! So let them study astronomy!”

At first glance, there is logic in this reasoning. But let's extend this approach to other disciplines of high school.

MATHEMATICS. Why study it? There are calculators that calculate more accurately than a person. Now, if a hard worker needs to calculate something, he will use a calculator, and let the specialists deal with all sorts of Newton's binomial and integrals. Is not it?

LETTER. What are typewriters for? And soon there will be those that will print directly from the voice, grammatically absolutely correct, just put the sheet in the machine. I learned to sign - and that's enough!

STORY. Well, in practical life, absolutely useless! What was, is gone and cannot be changed. And what will happen, no one knows anyway. And history itself is rewritten every few years by historians in a new way. So there is nothing to waste on it and time.

GEOGRAPHY. Also not needed! round earth, or flat, so the hard worker "doesn't matter", and if you need to go somewhere, then buy a ticket, and go!

NATURAL SCIENCE. Everything that you, a hard worker, need to know, they will tell you and show on TV.

PHYSICS CHEMISTRY. Again, wherever you work, it is not your knowledge that is required of you, but the exact implementation of work and safety instructions. And in general, to become big man, education is useless. Alexander Danilovich Menshikov could neither read nor write, but became the most illustrious prince and the richest person, without any books! This is a worthy example!

PHYSICAL DEVELOPMENT. This is what you need in the first place! And in order to make the work go easier, and in order to, on occasion, “give” to someone properly! And entertainment for him is simple: a TV set, if you are already very tired, at least sleep in front of it, no one will condemn, or a disco “for live communication”, well, of course, mental games, such as “goat”, cards.

And there is no need to teach such a hard worker for ten or more years, and even at the expense of the whole people; he learned to read, he knows how to sign, he pumped up his muscles - and go to work, at least from the age of ten. You don't have to teach you how to smoke and drink vodka - you'll learn it yourself!

All of the above is not an exaggeration. This kind of training, when the stadium is in the first place, can be seen in the United States, from which we are now trying to take an example in everything, from pop music, detective films and ending with school education. At the same time, they completely forget that the United States is a country of people who have abandoned their historical homelands, customs, customs, often even despising them, striving to snatch as much as possible from life in a new place and quickly, at least at the expense of health, life, even someone else's. , at least his own. While admiring the achievements of US engineers and scientists, one should not forget that a significant part of them are “written out” from European countries, including Russia, where the education of the younger generation is not so pragmatic. In our country, a law on universal compulsory secondary education was adopted, but at the same time it is full of half-educated people, not much different from the “hard workers” shown above. There are several reasons for this situation, and it is useful to recall at least some of them.

Dependent approach to education: “if there is a law, then let them teach me, but I can mess around, all the same,“ they ”must let me out, otherwise they will get it!” So the teachers suffer, pulling the “troika” to an obvious loafer (sometimes for a “bribe”!).

A purely pragmatic approach, which is found mainly among rural population, where secondary education is the reason that distracts a teenager from peasant labor, in which every pair of hands is dear to the family. A similar view of education is found, and often among the uncultured and low-income sections of the workers, whose children strive as quickly as possible to join the life and work of adults.

The desire of the top party leadership to train mass cadres of "liberators of the world proletariat from the yoke of capitalism." These frames, of course, were supposed to be "ours"

Naturally, seeing their destiny in the world revolution, these teenagers did not at all feel the need to study the sciences, and at the same time they did not feel the need for ordinary human morality, replacing it with "class revolutionary consciousness."

It seems that leaders high rank do not always understand, do not even realize that a simplified approach to teaching the younger generation on the scale of such a large country as ours will lead to a relatively a short time to a sharp stratification of society into a huge mass of somehow trained "hard workers" who know nothing but the work for which they were instructed; people with a sharply narrowed intellect, who are not interested in anything, because they were brought up like that, with base customs and habits , in fact, the same as the slaves of Rome and the Egyptian pharaohs, but with a higher technical level of production, and - for technocrats, engineers and scientists who were trained and educated for high pay, knowing in advance that they were preparing masters over slaves. And these gentlemen, like the caste of Egyptian priests, will develop science and technology in their offices and laboratories, which makes the labor of slaves more productive. This caste will rule over the "hard workers" - slaves, and some will be crushed to powder by the forces of a small number of master engineers without the need for the involvement of the army or police.

Thus, there can be two ways of organizing the education of the younger generation:

universal, equal for all in its content, similar to what we had, and

separate, according to different programs, simplified for workers, and for future technocrats with in-depth study Sciences.

The first path provides a general cadre of people who can not only consciously relate to the work entrusted to them, but also accept Active participation in its improvement due to its preparedness. Of these people, the most talented are identified for further higher education. At the same time, the possibility of communication of all people is preserved, since the foundation of their knowledge is the same.

The second way gives two types of personnel: those who manage, and those who perform the work, guided by strictly followed instructions. In practice, those who can take a place in the management and creation of new technology will never leave the second group. Due to the sharp difference in the training and education of these groups, mutual communication between them will be completely excluded. And the longer this system of education and training is maintained, the further these two groups will separate from one another.

One gets the impression that we are beginning to incline towards the second way of educating and educating the younger generation due to its simplicity, short duration for hard workers, and lower costs on the part of the state. But this does not take into account that sooner or later society will become the way it was shown in the "Time Machine" by G. Wells and R. Bradbury in "451 ° Fahrenheit".

If differentiated education is adopted, if the vast class of "workers" in the city and in the countryside receive simplified education only for what is necessary for practical activities, then the level of development of society will decrease to the Neolithic. Moreover, this alone will lay the foundation for a future social explosion.

It should be remembered that the complex of sciences adopted for the education of adolescents was created over many years and had as its goal ultimately to give the teenager a harmonious development not for momentary work, but for work in his future. Simplified learning, looking back at the needs of the past, cannot provide this. Education in school provides preparation for many decades to come. This is often forgotten by some of the “leaders”, to whom their very position should suggest the need for far-sightedness.

Let's go back to schooling teenagers. There is one science that stands apart. It combines the accuracy and logic of mathematics, the formulation of problems characteristic of physics, chemistry, natural sciences, and sometimes itself sets tasks for these sciences or generalizes the results of their achievements in the study of the external world, which does not depend on human activity. The results of its generalizations often form the basis of philosophical generalizations and norms of morality. Because of this, in ancient times this science was considered the mother of all sciences and was called Cosmography, and now it is called Astronomy. Great Lomonosov, founding the first Russian University, put mathematics as the first science, and Astronomy as the second, which develops a person's worldview and his worldview.

Astronomy plays a very important role in the formation of a correct view of the world in a growing person, and isn’t it strange that 300 years after Lomonosov, we are “overwriting” this science by teachers of mathematics and physics who always want to allocate more to their disciplines hours, with the tacit consent of the school leadership, and sometimes not only the school. And if the school has two or three school telescopes, then they peacefully stand in the closet, because for astronomical observations it is necessary to spend night time, which a teacher of physics or mathematics does not want to do at all.

On the other hand, if you come across a teacher of physics and astronomy who knows his subject not only in the volume of a textbook, tries to give his students what the program should give, then the results are quite impressive.

I will cite only one example of a teacher of physics and astronomy familiar to me in one of the schools in Ussuriysk, Mikhailov Anatoly Vladimirovich. I immediately make a reservation that he managed to arrange the matter in such a way that he could secretly make changes to the arrangement of the clock of the program, which, of course, would not have been allowed officially. In modern terms, he worked "for the final result." Here is what he did and what were the results. During the period of a monthly workshop in physics (in physics and mathematics classes), he included the entire course of astronomy in the monthly clock grid. By this time, the course of optics had already been completed (and mathematics, respectively). The lessons were reinforced by the topic of physics that came to the rescue - the theory of relativity. For observations, five school telescopes were used, of which three were meniscus, nine were teacher's, and five theodolites were borrowed from mathematicians. For a class of 32 people, when performing individual tasks, this turned out to be quite enough. Observations were carried out on the outskirts of the city. The children received photographs of the Moon, Saturn, Jupiter with satellites, meteorite falls, photographed parts of the starry sky. Then mathematical processing was carried out and tests were submitted based on the observation materials. The guys made small discoveries for themselves: determining the speed of meteorites, etc. During the period summer holidays ninth-graders camped near the Sun Service Station, where the children were entrusted with the real work of photographing the Sun, mathematical processing of the data obtained. At that time, a unique flash occurred on the Sun, which was reported to Komsomolskaya Pravda by a TASS correspondent. A couple of days later, requests began to pour in to the easternmost Ussuri station from Greenwich, Pic-du-Midi, South Africa, etc. Five station employees were in time trouble and three dozen voluntary and very conscientious assistants came to their aid. Mathematical processing The evolution of sunspots was entrusted to three guys at the same time, working independently of each other, and if the results converged, then they were considered scientifically reliable. In three days everything was processed and sent. Translating data into English, French, Spanish guys helped too. The audit showed that the guys performed the work at the level of junior researchers and often more accurately than regular employees. Upon completion of the work, the director of the Station summed up: “If it were not for your guys, I and my staff would not have done it in a month!”

Many years have passed since then. These guys have grown up a long time ago. There were nine candidates of sciences from that issue (these data are about six to seven years old), all at the forefront of science: biophysics, cryogenics, physics solid body, biochemistry, Genetic Engineering, astrophysics...

Astronomers have a mighty latent reserve, these are amateurs. There are quite a lot of them and they spontaneously arise when a person looks at the sky and thinks about what he sees. Unlike mathematics, geography, for example, where amateurs deepen their fundamental knowledge, an astronomy lover can be the one who first looked at the sky with an interested look, and the one who studied some section of astronomy in depth, and the one who independently makes astronomical instruments. They are all equal and everyone will understand each other. And often an astronomy amateur differs from a professional only in the level of mathematical training, and even the ability to distribute his time regardless of the rigid plan of regular work.

It is known that the detection of comets and new stars is often done by amateurs, and only after them is the baton picked up by professionals with their precise instruments and methods of observation. Astronomy enthusiasts are also known, who built instruments, the size and quality of which are often surprised by professionals. And there were many cases when an amateur became a professional, whom not a single specialist could reproach for superficiality, for amateurishness.

If amateurs unite in clubs, then with good leadership they often create very interesting, sometimes unique designs, as can be seen, for example, from the work of the D.D. Maksutov club in Novosibirsk, under the leadership of L.L. Sikoruk. By the way, D. D. Maksutov himself, an outstanding optician, not only a practitioner, but also a theorist, began as an amateur. And it is much easier to attract people, moreover, of all ages, to astronomy than, for example, to mathematics (remember your school circles)!

When in November 1973 L.L. Sikoruk spoke on Novosibirsk television with a story about the upcoming passage of the Kohoutek comet, showed a 100 mm refractor and promised to help those who wished to build a telescope, 400 people responded to his proposal. Is this not an indicator of people's underlying craving for astronomy! (see "Earth and the Universe" No. 1/81).

The Science of Astronomy will not suffer from our neglect of it, the future of Mankind will suffer, and possibly its further existence.

The following follows from what has been said.

Everyone should have the opportunity to receive a secondary school education. The document on education should reflect the completeness of the assimilation of a single program, even if by different methods.

Astronomy should be taught in two cycles, in elementary and middle grades, according to programs of varying complexity. Teaching should be given attention as one of the leading disciplines. At the same time, the program should be revised, with emphasis on explaining the physical nature of astronomical phenomena and, above all, those that occur daily and regularly, clearly distinguish between their causes and effects, and link astronomy with other sciences.

Include mandatory student self-study laboratory work, astronomical observations. At the same time, create conditions that encourage teachers to conduct night observations with students.

Joining the opinion of a colleague, I want to give a few examples from my practice as a teacher of physics and, once, astronomy. When I taught astronomy at school 25 years ago, it was everyone's favorite subject. Astronomy was studied in the 11th grade, it was included in the list of elective exams. AT graduation classes went to study to enter the university. Everyone who had “stadium” goals in life has already gone to vocational schools and safely cut the “loot” or drank too much. And the remaining successful children enthusiastically studied the foundations of the Universe, regardless of the profile of the class - humanitarian or physics and mathematics. They successfully passed the exam, as they already knew a lot from the course of mathematics, physics, biology, geography. Astronomy generalized and united disparate knowledge into a single picture of the World. My very busy guys went to night observations at the Planetarium, the Pulkovo Observatory. They competed at the Olympics. We went to night observations on the ground, learned to navigate by the stars. It was helpful and very romantic, which is important for teenagers. And how much new they learned about the calendar and time counting system! None of this was even mentioned. Several people even went to the Aerospace Academy! When the subject of astronomy was excluded from the Federal component, at the end of grade 11, several lessons on astronomy were introduced. Science just torn to pieces! Phys-Math. classes at this time are loaded with the Unified State Examination, and galloping across Europe is a complete profanation. But you can introduce students to astronomy at least as part of a physics program.

Class	The theme of the lesson of the course of physics	Relevant questions in astronomy
	mechanical movement	Types of trajectories of movement of bodies with the first, second, third space velocity.
	Calculation of the path and time of movement	The speed of light. Light year.
	Mass and density of matter	Calculation of the mass of a star, planet.
	The phenomenon of attraction.	Force gravity. Gravity on other planets. The reason why planets have no atmospheres.
	Body weight. Weightlessness.	Features of the state of weightlessness. Effect of weightlessness on living organisms.
	Atmosphere pressure	Features of the atmospheres of the planets of the solar system.
	Types of heat transfer. Radiation	Radiation from the Sun. Properties of radiation and their effect on living organisms.
	Magnetic phenomena	Earth's magnetosphere and its significance for life. The magnetic field of the Sun. Sun spots. Sun activity. Magnetic fields celestial bodies.
	electrical phenomena. The structure of atoms. Elementary particles	Interstellar environment. Properties elementary particles. Fluxes of radiation. Cosmic rays.
	Optics. Laws of radiation, propagation, reflection and absorption of light.	Solar and lunar eclipses. Self-luminous and reflective celestial bodies. Albedo. Terminator line. atmospheric refraction. The true dimensions of the luminaries. The color and luminosity of the luminaries. Conditions for the visibility of the luminaries.
	Optics	Lens telescope device. Apparent and absolute magnitude
	mechanical phenomena	Free fall is movement under the influence of gravity. Calculation of the path and time of the fall of bodies on other celestial bodies.
	Circular motion	Movement of artificial earth satellites.
	Law of gravity	Center of gravity of the solar system. heliocentric system. Composition and scale of the solar system. The force of gravity on other luminaries is a computational problem. Kepler's laws. Phaeton is a victim of gravity. Probable death of dinosaurs.
	Weightlessness. Overloads.	Problems of interplanetary flights. Conditions of stay in space for living organisms. Preparation of astronauts for flights. History of Soviet and Russian cosmonautics.
	Pulse. Jet propulsion.	The significance of Tsiolkovsky's work for the development of astronautics. Rocket movement.
	A magnetic field.	Comparative evaluation of magnetic fields of celestial objects. Connection of the magnetosphere with the structure and composition of the star's core.
	Electromagnetic vibrations	Light- electromagnetic wave. Properties of e / m waves. Qualitative study of the composition of celestial bodies by spectra. refraction of the atmosphere. Spectrograph. Spectroscope.
	The structure of the atom and the atomic nucleus. Energy of the atomic nucleus	Energy sources of the sun and stars. The age of the stars. Lifetime and evolution of stars. Classification of stars according to the intensity of radiation in connection with the reserves of nuclear fuel. Proton-proton cycle.
	mechanical phenomena. The force of gravity. Gravity.	Calculation of the orbits of celestial bodies. Solving quantitative problems. Kepler's laws. Orbital eccentricity. Synodic and sidereal periods of the planets. Conditions for the visibility of the planets. Time counting system. Solar and lunar calendar.
	Molecular physics	Particle velocity calculations. Atmospheric temperature. Stern experience. Grade parabolic speeds. Relic izl.
	A magnetic field. Action magnetic field to a moving charge	Detectors ionizing radiation solar wind. Magnetospheres of celestial bodies. Sun spots. Solar Activity. The connection of the magnetic field of the star with state of aggregation, composition and structure of the nucleus.
	Mechanical vibrations.	Periodically variable stars.
	Electromagnetic waves. Light. Radiation Flux Density. Properties of e / m waves. The speed of light.	The speed of light. Calculation of distances in the solar system and the galaxy. Reflection of light-albedo. Laws of refraction and atmospheric refraction. Lens telescopes: device, principle of operation, application.
	dispersion of light. Light interference. Diffraction of light. polarization of light.	Telescopes-interferometers. Spectral analysis. Spectrum-luminosity diagram. Classification of stars. Doppler effect and redshift in the spectra of stars.
	Types of radiation. Infrared, ultraviolet, x-ray and gamma radiation.	Types of stars by types of radiation. Connection of temperature, mass, size of stars with the type of radiation. Detection of binary and multiple stars. The spectrum of cosmic radiation. Interstellar environment.
	The quantum physics.	Photons. Light pressure and the glow of comet tails.
	Atomic physics	Models of atoms and the state of matter in the Universe.
	Nuclear physics	Energy yield calculation nuclear reactions in the depths of the stars. Estimation of the lifetime of the luminary by the intensity of nuclear reactions. Classification of luminaries (white, red, black dwarf, giant)
	Particle detectors	Spectrum of cosmic rays. Action I.I. on living organisms.
	Synthesis reactions	Proton-proton cycle in stars
	Thermonuclear fusion	Estimation of the age of celestial bodies. Star evolution
	Physics of elementary particles	Matter and antimatter in the Universe. hidden mass.
	Elements of the theory of relativity	Physics of matter of stars. Black holes. Calculation critical mass. The evolution of stars. Evolution of the Universe.
	Workshop on preparation for the exam. Elements of astronomy in the course of physics	1. Calculation of distances to the bodies of the solar system. 2. Dimensions and scale of the Galaxy. 3. Yearly parallax. 4. Parsec.5. Star parallaxes
		Pogson formula. Relationship between apparent and absolute stellar magnitude.
		Wine's Law.
		The main hypotheses of the origin of life on Earth. "On the infinity of the Universe and Worlds". Hypotheses of the origin of the solar system.

All the basic questions of astronomy can and should be considered at least within the framework of physics. Questions of cosmogony and cosmology remain outside the scope of physics, but they can easily find a place within those few hours that are given for astronomy in the 11th grade.

I order:

Approve the attached, which are included in the federal component of state educational standards primary general, basic general and secondary (complete) general education, approved by order of the Ministry of Education Russian Federation dated March 5, 2004 N 1089, as amended by orders of the Ministry of Education and Science of the Russian Federation dated June 3, 2008 N 164, dated August 31, 2009 N 320, dated October 19, 2009 N 427, dated November 10 2011 N 2643, dated January 24, 2012 N 39 and dated January 31, 2012 N 69 and dated June 23, 2015 N 609.

Appendix

APPROVED
Ministry of Education
and sciences of the Russian Federation
dated June 7, 2017 N 506

changes,
which are included in the federal component of state educational standards for primary general, basic general and secondary (complete) general education, approved by order of the Ministry of Education of the Russian Federation of March 5, 2004 N 1089

1. In part II "Secondary (complete) general education":

1.1. In the "General Provisions" section:

a) in paragraph twelve, after the word "Physics," add the word "Astronomy,";

b) the thirteenth paragraph shall be stated in the following wording:

"School subjects Astronomy and Natural Science are presented only at the basic level. Optional educational institution academic subject Natural science can be studied instead of academic subjects basic level Physics, Chemistry and Biology.";

c) in the fourteenth paragraph after the words " Physical Culture"Supplement with the word" Astronomy.

1.2. After the section "Standard of secondary (complete) general education in physics" add the section with the following content:

"Standard of secondary (complete) general education in astronomy

A basic level of

The study of astronomy at the basic level of secondary (complete) general education is aimed at achieving the following goals:

awareness of the fundamental role of astronomy in the knowledge of the fundamental laws of nature and the formation of a modern natural-scientific picture of the world;

acquiring knowledge about physical nature celestial bodies and systems, the structure and evolution of the Universe, the spatial and temporal scales of the Universe, the most important astronomical discoveries that determined the development of science and technology;

mastering the ability to explain the apparent position and movement of celestial bodies by the principles of determining location and time according to astronomical objects, skills practical use computer applications for determining the type of starry sky at a particular point for a given time;

development of cognitive interests, intellectual and creative abilities in the process of acquiring knowledge in astronomy using various sources of information and modern information technologies;

use of acquired knowledge and skills to solve practical problems Everyday life;

formation of scientific outlook;

the formation of skills in the use of natural science and especially physical and mathematical knowledge for an objective analysis of the structure of the surrounding world on the example of the achievements of modern astrophysics, astronomy and astronautics.

Mandatory minimum content of basic educational programs

Astronomy subject

The role of astronomy in the development of civilization. The evolution of man's views on the universe. Geocentric and heliocentric systems. Features of methods of knowledge in astronomy. Practical use astronomical research. History of development of domestic cosmonautics. First artificial satellite Earth, flight Yu.A. Gagarin. Achievements of modern astronautics.

Fundamentals of practical astronomy

Celestial sphere. Singular points celestial sphere. Celestial coordinates. Star map, constellations, the use of computer applications to display the starry sky. Visible magnitude. diurnal movement luminaries. The relationship between the apparent location of objects in the sky and geographical coordinates observer. Movement of the Earth around the Sun. Apparent movement and phases of the moon. Solar and lunar eclipses. Time and calendar.

Laws of motion of celestial bodies

Structure and scale of the solar system. Configuration and conditions of visibility of the planets. Methods for determining the distances to the bodies of the solar system and their sizes. Celestial Mechanics. Kepler's laws. Determination of the masses of celestial bodies. Movement of artificial celestial bodies.

solar system

Origin of the solar system. Earth-Moon system. planets terrestrial group. Giant planets. Satellites and rings of planets. Small bodies of the solar system. asteroid hazard.

Astronomical Research Methods

Electromagnetic radiation, cosmic rays and gravitational waves as a source of information about the nature and properties of celestial bodies. Ground and space telescopes, the principle of their operation. Space vehicles. Spectral analysis. Doppler effect. Wien's displacement law. Stefan-Boltzmann law.

Stars

Stars: main physical and chemical characteristics and their mutual relationship. A variety of stellar characteristics and their patterns. Determining the distance to the stars, parallax. Double and multiple stars. extrasolar planets. The problem of the existence of life in the universe. Internal structure and energy sources of stars. Origin chemical elements. Variable and flare stars. Brown dwarfs. The evolution of stars, its stages and final stages.

structure of the sun solar atmosphere. Manifestations solar activity: spots, flashes, prominences. Periodicity of solar activity. The role of magnetic fields on the Sun. Solar-terrestrial connections.

Our Galaxy - Milky Way

Composition and structure of the Galaxy. star clusters. Interstellar gas and dust. Rotation of the Galaxy. Dark matter.

Galaxies. The structure and evolution of the universe

Discovery of other galaxies. Variety of galaxies and their main characteristics. Supermassive black holes and galaxy activity. The concept of cosmology. Redshift. Hubble law. Evolution of the Universe. Big Bang. Relic radiation. Dark energy.

Requirements for the level of training of graduates

As a result of studying astronomy at a basic level, the student should:

know/understand:

meaning of concepts: geocentric and heliocentric system, apparent magnitude, constellation, opposition and conjunction of planets, comet, asteroid, meteor, meteorite, meteoroid, planet, satellite, star, solar system, galaxy, universe, universal and standard time, extrasolar planet ( exoplanet), spectral classification of stars, parallax, background radiation, Big Bang, black hole;

meaning physical quantities: parsec, light year, astronomical unit, magnitude;

meaning physical law Hubble;

main stages of space exploration;

hypotheses of the origin of the solar system;

main characteristics and structure of the Sun, solar atmosphere;

dimensions of the Galaxy, position and period of revolution of the Sun relative to the center of the Galaxy;

give examples: the role of astronomy in the development of civilization, the use of research methods in astronomy, various ranges electromagnetic radiation to obtain information about the objects of the Universe, obtain astronomical information using spacecraft and spectral analysis, the influence of solar activity on the Earth;

describe and explain: differences in calendars, conditions for the onset of solar and lunar eclipses, the phases of the moon, the daily movements of the luminaries, the causes of the tides; principle of operation of an optical telescope, the relationship physical and chemical characteristics stars using the "color-luminosity" diagram, physical causes that determine the balance of stars, the source of energy of stars and the origin of chemical elements, redshift using the Doppler effect;

characterize the features of the methods of cognition of astronomy, the main elements and properties of the planets of the solar system, methods for determining the distances and linear dimensions of celestial bodies, possible ways the evolution of stars of different masses;

find the main constellations of the Northern Hemisphere in the sky, including: Ursa Major, Ursa Minor, Bootes, Cygnus, Cassiopeia, Orion; the most bright stars, including: polar Star, Arcturus, Vega, Chapel, Sirius, Betelgeuse;

use computer applications to determine the position of the Sun, Moon and stars for any date and time of day for a given locality;

use the acquired knowledge and skills in practical activities and everyday life for:

understanding the relationship of astronomy with other sciences, which are based on knowledge of astronomy, separating it from pseudoscience;

evaluation of information contained in media reports, the Internet, popular science articles.".

1.3. In the section "Standard of secondary (complete) general education in natural sciences" (basic level):

a) in the third paragraph of the position "Modern natural scientific knowledge about the world" of the subsection "Mandatory minimum content of basic educational programs" the words "Evolution of the Universe (big bang, recession of galaxies, evolution of stars and planets, the solar system)" shall be deleted;

b) in the subsection "Requirements for the level of training of graduates" (basic level):

in the position "know/understand" the words "evolution of the universe, big bang, solar system, galaxy," exclude;

in the position "to be able" to exclude the words "recession of galaxies".

2. In subsection "2. Federal component state standard general education in the context of modernization Russian education" section "Explanatory note":

a) in the twentieth paragraph, after the word "Physics," add the word "Astronomy,";

b) add a new paragraph twenty-second of the following content:

"Astronomy - introduced as a separate academic subject, aimed at studying the achievements modern science and techniques, the formation of knowledge bases about methods and results scientific research, the fundamental laws of nature of celestial bodies and the universe as a whole";

c) paragraphs twenty-two - twenty-six should be considered paragraphs twenty-three - twenty-seven, respectively.

Document overview

The standard of secondary (complete) general education in astronomy has been approved. This is due to the introduction of astronomy as a separate academic subject.

The obligatory minimum of the content of the main educational programs and the requirements for the level of training of graduates are determined.

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To date, the main legal documents, sent out the main guidelines regulating issues related to changing the main general education program. This gives reason to say that changes should be made to the main educational program on the basis of the Order of the Ministry of Education and Science.

The order was signed and officially entered into force on June 7, 2017 - Order No. 506 "On Amendments to the Federal Component of State Educational Standards for Primary General and Secondary Complete General Education, approved by Order of the Ministry of Education and Science of Russia dated March 5, 2004 No. 1089".

The order actually says that "Astronomy" is introduced into the Federal State Educational Standard as a mandatory subject of the federal component.

In this regard, the following changes are made to the main content:

The standard is supplemented independent section in general astronomy, basic level;
the introduction of astronomy on profile level;
a mandatory minimum of the content of the BEP is presented, which must be included in the work program for the subject;
the content components of the basic level in "Social Science" are excluded from the Federal State Educational Standard;
within the framework of "Physics" there are elements of content related to astronomy;
in the course "Astronomy" these subjects, on the one hand, are duplicated, on the other hand, they are interpreted in detail.

The order of the Ministry of Education and Science of the Russian Federation is the basic document and the basis for making changes to the set of documents that the school is guided by when implementing the BEP.

Work program for the course "Astronomy"

Firstly, the teacher needs to develop a work program for the course "Astronomy". The requirements are no different from the standard set of requirements.

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Three main elements should be in the program:

content,
thematic planning
elements related to learning outcomes should be outlined.

Integration of the work program in the OOP

The second stage of work is the integration of this work program and making appropriate changes based on the developed work program in the PLO in the OO.

This is the main document that describes the educational activities of the school according to the Federal State Educational Standard, its constituent parts are:

work programs in subjects,
academic plan.

Practical steps for the implementation of the EP

The third stage comes after the documentary changes have been made and the corresponding changes have been made to the PLO.

At the third stage, we should talk about specific practical steps related to the preparation of conditions for the implementation of the educational program. There are two levels of these conditions.

Information and methodological conditions

These conditions are connected, first of all, with the awareness of the fact, according to which educational and methodological sets the OO will work, implementing a specific work program. The choice of the educational and methodical set remains with the school. The teacher leading the subject has the final say on which teaching and methodological package to rely on.

The current Federal list of textbooks includes two main textbooks that can be used by the OO to implement this course:

textbook of the publishing house "Drofa";
textbook of the publishing house "Prosveshchenie".

In addition to textbooks, it is important to understand and reflect in the work program what other resources will be used to implement the Astronomy course. It's about not only about paper textbooks, but also about numerous online, electronic and digital resources, which in this case will help diversify the course and most adequately reflect the content of the work program in the process of its implementation.

Due to what should the course be introduced into the main educational program?

The school has two current Standard: 2004 and 2010. The structure of the 2004 Standard says that this Standard has compulsory subjects of the federal component and another part of this 2004 Standard is the component educational organization. If it increases inside curriculum federal components and the number of compulsory subjects, then, of course, it increases by reducing the part that is called part of the educational organization. Therefore, it is a matter of redistribution from one part of the curriculum to another. This question is left to the Ministry of Education and Science of the Russian Federation at the discretion of the NGO itself. Changes to the 2010 Standard have not yet entered into force, they are not yet, but here the required number of hours can be taken at the expense of that part of the educational program that is optional, which is formed by choosing other participants educational process, i.e. the part that actually provided profiling.

Structural subdivision of the NGO: inclusion of "Astronomy" in the work program

In many cities, regional centers, subjects of the Federation, in many universities there are and quite successfully operate both in the status of structural divisions of OOs, and as independent institutions culture or education, such as a planetarium. In this case, no one prevents the teacher from including in the structure and composition of the working program on the terms of network interaction the use of the planetarium to explain certain topics related to one or another issue of the course on "Astronomy". Such use imposes certain additional obligations on the organization, which will have to conclude an appropriate contract or network agreement with these organizations.

Personnel conditions for the implementation of the course

Second important point related to personnel conditions. The decision of the head responsible for the implementation of the BEP lies in the responsibility of the director of the educational organization, which distributes the load and approves the billing, etc.

The important point is that there is no separate specialty related to astronomy. Therefore, in most cases, the choice is between one or another subject teacher who has his own basic basic course. In this case, there is a need to improve the qualifications of the relevant specialist in those structures that have a license and developed an additional professional educational program related to advanced training in astronomy.

Substantive changes in the course "Astronomy"

On the one hand, the topic was included in the course of physics and did not remain outside, on the other hand, there is a significant difference here.

Let's consider the content that was recorded in the basic and profile level of teaching the subject "Physics" in terms of astronomical topics.

In the "Mechanics" section there was a formulation related to the use of the laws of mechanics to explain the movements of celestial bodies and for the development space research. The section "Quantum physics, elements of astrophysics" contained such components as familiarization with solar system, stars, sources of their energies, modern ideas about the origin, evolution of the sun and stars, the spatial scale of the observable universe and the applicability of the laws of physics to explain nature space phenomena. completed base part astronomical issues a topic related to the observation and description of the movement of natural bodies. That was all a physics teacher had to say about astronomy at a basic level.

The main sections of the new course

The developers of this federal component of the astronomy standard completed another task, which was formulated by the Ministry. Namely - to clarify the content and detail the content on this subject.

Astronomy has been introduced and teaching will remain at a basic level.

The first section is devoted to cultural and historical issues. It addresses the questions:

about the role of astronomy in the development of civilization, the evolution of human views on the universe, incl. associated with the geocentric heliocentric system, features of methods of cognition in astronomy,
practical applications of astronomical research, etc.

New components that open up a lot of space for intersubject communications and to form personal results in part, patriotic education:

development of domestic cosmonautics,
it's about creating domestic science, domestic applied technology of Earth satellites,
modern achievements of world cosmonautics as a whole.
integration of the efforts that Russia and all countries are making in space exploration using artificial aircraft.

Monitoring the achievement of educational results in astronomy

The course is 35 hours long, but it is worth paying attention to the fact that the school decides in which part of the curriculum this course should be integrated. Course delivery intensity:

one hour a week for half a year, two quarters,
one hour every two weeks during 10th or 11th grade.

All decisions about the introduction of the course, about the intensity with which it will be given, are made by the educational organization.

The volume of studying Astronomy is less than 64 hours in 2 years, however, Astronomy is one of the compulsory subjects, so it is necessary to put a final mark on it in the certificate.

Final control

All-Russian verification work will be no earlier than 2020. From the federal component, the minimum content of a physics course, astronomical topics are not removed by Order 506. They are only removed from Natural History. If the child chooses to surrender within USE physics, there, inside physics, in control and measuring materials, there are types of tasks related to the content of astronomy. As far as we know today, there are no normative grounds for believing that astronomical topics have disappeared from physics. As for the next two years, the final control in the form of the Unified State Examination for those who choose physics as an elective subject, he will face it.

Staff development

The specifics of the objectives and content of the course are closest to subject competencies physics teachers. In addition, in his competencies, the formation of skills in the use of natural science and physical and mathematical knowledge for an objective analysis of the structure of the surrounding world was recorded in his competencies, using the achievements of modern astrophysics, astronomy, and astronautics as an example. This does not mean that this opportunity for teaching astronomy is blocked for other specialties.

If there is no strong physicist inside the OO, but there is a strong geographer, no one interferes with the decision that it is the geography teacher who, after appropriate advanced training, will be able to take on the teaching of the astronomy course.

In order to consider full-fledged and consistent offers of advanced training, for a physics teacher there must be at least 36 hours, for teachers of the natural science cycle (teachers of geography, mathematics, for example) at least 72 hours).

Should a physics teacher take retraining courses to become an astronomy teacher?

The authority of the principal of the school is to determine qualification level teacher who is entrusted with the subject. To say that advanced training courses or retraining are formal grounds that may or may not be taken into account by the school principal. The principal of the school takes responsibility for evaluating the professionalism of the teacher. Most directors say they don't want to take on all this responsibility and send teachers to courses. In this case, the director will attach to all cases a document stating that he has a formal basis.

Legally, the director may well manage in his decision without additional expenses associated with advanced training. The law gives him that right. In this case, he finds himself in a situation of explaining to the regulatory authorities about how competent the people who teach this course are, and how much this ensures the quality of the course implementation.

A wonderful spring holiday that bears the name International Women's Day, or, simply and briefly " March 8', noted in many countries of the world.

In Russia, March 8 is an official holiday, an additional day off .

In general, in our country this date has been declared a holiday since the universal establishment Soviet power, and after half a century it also became a day off. In the USSR, the celebration largely had a political context, since historically the event in honor of which the holiday was established was an important day in the struggle of workers for their rights. And also it was on March 8, 1917 (according to the old style, according to the new - February 23, 1917) from the strike of workers of St. Petersburg manufactories, into which the celebration of International Women's Day grew, the February Revolution began.

International Women's Day on March 8 is a memorable date for the UN, and the organization includes 193 states. Memorable dates announced by the General Assembly are designed to encourage UN members to show increased interest in specified events. However, at the moment, not all member states of the United Nations have approved the celebration of Women's Day in their territories on this date.

Below is a list of countries that celebrate International Women's Day. Countries are grouped into groups: in a number of states, the holiday is an official non-working day (day off) for all citizens, somewhere on March 8, only women have a rest, and there are states where they work on March 8.

In which countries is March 8 a public holiday (for everyone):

* In Russia- March 8 is one of the most beloved holidays, when men congratulate all women without exception.

* In Ukraine- International Women's Day continues to be an additional public holiday, despite regular proposals to remove the event from the list non-working days and replace it, for example, with Shevchenko's Day, which will be celebrated on March 9.
* In Abkhazia.
* in Azerbaijan.
* In Algeria.
* In Angola.
* In Armenia.
* In Afghanistan.
* In Belarus.
* To Burkina Faso.
* in Vietnam.
* In Guinea-Bissau.
* In Georgia.
* In Zambia.
* In Kazakhstan.
* In Cambodia.
* In Kenya.
* In Kyrgyzstan.
* In North Korea.
* In Cuba.
* In Laos.
* In Latvia.
* In Madagascar.
* In Moldova.
* In Mongolia.
* In Nepal.
* In Tajikistan Since 2009, the holiday has been renamed Mother's Day.
* In Turkmenistan.
* In Uganda.
* In Uzbekistan.
* In Eritrea.
* In South Ossetia.

Countries where March 8 is a day off for women only:

There are countries in which only women are released from work on International Women's Day. This rule has been approved:

* In China.
* In Madagascar.

Which countries celebrate March 8, but it's a working day:

In some countries, International Women's Day is widely celebrated, but is a working day. This is:

* Austria.
* Bulgaria.
* Bosnia and Herzegovina.
* Germany- in Berlin since 2019, March 8 is a day off, in the whole country it is a working day.
* Denmark.
* Italy.
* Cameroon.
* Romania.
* Croatia.
* Chile.
* Switzerland.

Which countries do NOT celebrate March 8:

* In Brazil - most of the inhabitants of which have not even heard of the "international" holiday on March 8. The main event of late February - early March for Brazilians and Brazilians is not Women's Day at all, but the world's largest Brazilian festival, also called the carnival in Rio de Janeiro, according to the Guinness Book of Records. In honor of the festival, Brazilians rest for several days in a row, from Friday to noon on the Catholic Ash Wednesday, which marks the beginning of Lent (which for Catholics has a movable date and begins 40 days before Catholic Easter).

* In the USA, the holiday is not an official holiday. In 1994, an attempt by activists to get the celebration approved in Congress was unsuccessful.

* In the Czech Republic (Czech Republic) - most of the country's population considers the holiday as a relic of the communist past and the main symbol of the old regime.