18EFFECTIVENESS OF FINNISH EDUCATIONAL SYSTEM
Barno Djumanova Sarvinoz Abdumalikova
Students of Chirchik State Pedagogical Institute Supervisor: Kudratbek Makhmudov
Abstract: In the PISA-2000 and PISA-2003 studies, Finland showed a very high average result, especially in the field of children's reading. At the same time, only in a few countries, the educational achievements of schoolchildren are so little related to extracurricular factors: the economic, social and educational level of the family. Finland's achievements are considered exemplary, the Finnish experience is analyzed by the world educational community. In this paper effectiveness of Finnish curriculum will be analyzed.
Keywords: Finland, Finnish, education, schools, children, classroom.
In Finland, children attend school from the age of 7. After the reform of preschool education in 2000, local education authorities are obliged to provide a place in a pre-school institution for everyone who wants to. 93% of children attend preparatory groups at school or kindergarten. The academic year begins in mid-August and ends in June. The choice of school is free, no one is obliged to send children to school at their place of residence. What types of schools exist in Finland ?
The first school is the junior stage, lasting 6 years. There are about 3,000 junior schools in the country. All subjects, except for foreign languages, are taught by one class teacher. The second type of schools is a three - year "high school" (79-th year of study), there are about 600 of them in the country. These schools employ subject teachers. Combining two schools under one roof is found only in regions with a high population density, and even there it is very rare. Together, these two schools are called peruskoulu, which literally means "primary school". However, the semantic translation of peruskoulu as "general education "or" basic school " is not accurate. Finnish peruskoulu is radically different from our and German general secondary schools, which have more than 1000 students and 100 teachers. From the point of view of Finnish pedagogy, this is pure barbarism - the approaches to teaching here are very different from ours.
The third type of school is lukio (gymnasium), there are about 400 of them. They do not have the usual classes for us, but there is a system of courses that can
last from 2 to 4 years. The final exam in Finland is a centralized exam. The average certification score is a decisive factor for those who want to continue their studies at the university. If the graduate has a good average score, then he can apply for admission to the university. Whether he will enter or not is decided by the university's admissions committee. The number of applicants to a particular faculty depends on the teaching staff of the faculty. The idea of increasing the load on teachers is not discussed by anyone: this will reduce the quality of teaching. Finnish pedagogy, both in theory and in practice, is designed to provide a political idea of equality. In psychological and pedagogical theories in the 70s, there was a decisive rejection of attention to innate abilities or talents and a transition to the study of abilities that affect the learning process. "The influence of various cognitive abilities on the results of the educational process should not be overestimated. If the taught material is correctly distributed and adapted to the needs of an individual student, gradually becoming more complex, and at the same time it is accepted that the speed of assimilation of the material can be different, then the results of training in groups with different abilities at the output will not differ much from each other. In accordance with this, primary school education should be differentiated so that the different time required for different students to master the material should become a recognized part of the system?
As a didactic model that provides this process, the concept of the American teacher Bloom (Bloom ) " mastery learning " was chosen, according to which the central element of the educational process is a thorough formulation (definition) of educational goals and subsequent detailing of these goals in separate steps, where the educational goal is again precisely formulated for each. The achievement of these goals should be monitored in a timely manner. An essential role here is played by the principle of overcoming difficulties, according to which the most important task of the educational process is that we timely identify the difficulties faced by the student and help him overcome them. The system of evaluating academic achievements is also important: marks that allow comparing one student with another have been eliminated. Efforts were now directed at the student's perception of his educational achievements - progress in learning, which should strengthen the student's confidence in himself, his abilities and increase a positive attitude to the learning process as such. Self-assessment is practiced already at the early stages of training. In recent years, there has been a transition from Bloom's concept, which was based on behaviorist learning models, to constructivist learning models based on Piaget's ideas. They emphasize the student's own activity in learning.In the Finnish education system, teachers are given a high degree of
freedom guaranteed by law. However, the reform of teacher education was carried out hand in hand with freedom. Teachers really need to know the whole palette of pedagogical methods and approaches. Only in this case, pedagogical freedom can bring the expected results. Teachers can devote themselves entirely to teaching, since there are additional specialists - psychologists, curators and others-to solve other emerging problems. If the school has large classes (18-20 children), then hourly assistants are invited. They work on the instructions of the teacher and, as a rule, take care of students who cannot or do not want to follow the class, participate in the general work. If a student interferes with the class work, the assistant sits next to him and studies individually. In no case should the teacher be distracted from his main task - to present the material to the whole class. There is a support system for lagging students, covering 16-17% of all students! The idea here is this: if a weak student is identified in time and targeted assistance is provided to him, then he will not need to spend another year at school in addition. Leaving for the second year is traumatic not only for the student, but also uneconomical for the whole society.
TO conclude, the main factor for the success of the Finnish education system is a well-thought-out school policy, which is part of the concept of a welfare society. Humanism, as a mentality and a real social practice, permeates the entire Finnish society. In recent years, it has set itself new goals, confirmed by the Constitution - - the transition to a knowledge society and a communicative society. These goals are associated with the use of new educational technologies that use the capabilities of computers and the Internet, as well as teaching methods that develop independence and social abilities. The majority of students should get a higher education, and Finnish society is confidently moving towards this goal: the proportion of the population with a higher education in Finland is the highest in the world.It is hoped that the factors of Finnish educational system will spread all over the world to serve higher quality of qualified personals.
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