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Данный опрос показывает, насколько актуальна, по мнению молодежи, проблема проституции. Мнение студентов по данной теме противоречиво, но, несмотря на это его необходимо учитывать.
SEX EDUCATION OF TEENAGERS IN GREAT BRITAIN
Миндубаева А.И., аспирант
Татарский государственный гуманитарно-педагогический университет
г. Казань, Россия
На протяжении нескольких десятилетий взгляды на половое воспитание стали еще более противоречивыми. Все согласны с необходимостью вырабатывать у детей правильное отношение к половым вопросам, однако у каждого свое мнение о том, чему следует обучать, где и кто должен этим заниматься. Так же ведется интенсивное обсуждение необходимости введения в школах программы сексуального воспитания подростков. При этом сторонники этого ссылаются на аналогичные программы, внедренные в 80-90-х годах в образовательных учреждениях Европы и Америки.
Throughout several decades sights at sexual education became even more inconsistent. Everybody agrees with necessity to develop at children the correct relation to sexual questions, however at everyone the opinion on what should train, where also who should these be engaged. As intensive discussion of necessity of introduction at schools of the programme of sexual education of teenagers is conducted. Thus supporters of it refer to the similar programmes introduced in 80-90th years in educational institutions of Europe and America.
Sex education may also be described as "sexuality education," which means that it encompasses education about all aspects of sexuality, including information about family planning, reproduction (fertilization, conception and development of the embryo and fetus, through to childbirth), plus information about all aspects of one's sexuality including: body image, sexual orientation, sexual pleasure, values, decision making, communication, dating, relationships, sexually transmitted infections (STIs) and how to avoid them, and birth control methods.
Sex and Relationships Education (SRE) in schools is a graduated, age appropriate programme which teaches children and young adults about sex, sexuality, emotions, relationships and sexual health. It is based around the three main elements of attitudes and values, personal and social skills, and knowledge and understanding. It aims to be age appropriate, and topics covered may include: the importance of marriage and stable relationships; how to avoid teenage pregnancy; how to recognize and avoid abuse and exploitation; skills to avoid being pressured into unwanted or unprotected sex; the benefits of delaying sexual activity and avoiding risky behavior; the importance of safer sex.
While SRE includes the teaching of sex, sexuality and sexual health, it does not promote sexual activity, or any particular sexual orientation.
Parents have the right to withdraw their child from their school's SRE programme, except where the lessons form a part of the National Curriculum.
The subjects taught as a part of a school's sex education programme differ across England, Wales, Scotland and Northern Ireland.
England. Under the Learning and Skills Act 2000 in England, a school's SRE policy must be available for parents to inspect. Primary schools are not required to teach SRE other than those elements that fall under the Science curriculum. However, they are required to either have a policy on SRE outlining details of their programme or explaining their reasons for not giving one. Primary school children can expect to be taught the names and functions of external body parts, and be informed about puberty before it begins.
In England, the sex education elements of the Science area of the National Curriculum are compulsory for all pupils of primary and secondary school age (7-16). They include biological aspects of human reproduction, anatomy, puberty, uses of hormones to control fertility and how viruses can affect human health.
At a minimum, information about sexually transmitted infection (STIs) and HIV/AIDS will be taught.
Other elements of sex and relationships education are taught as part of a Personal, Social and Health and Economic Education (PHSEE) programme, which may also include subjects such as citizenship and drug and alcohol awareness. However, SRE is not a compulsory part of the national curriculum.
In secondary education, the school governers will be able to provide an up-to-date policy describing the content that your child is taught.
Wales. As in England, primary schools must have either a policy on SRE outlining details of their programme, or a written document explaining their reasons for not providing one. For secondary schools in Wales, SRE is a compulsory part of the basic curriculum.
A wider programme of Personal and Social Education (PSE) has been a compulsory element in Wales in both primary and secondary schools since 2003. From Autumn 2008 a new curriculum of PSE for 7-19 year olds includes health and emotional wellbeing, and encompasses SRE.
Key points for SRE under National Assembly for Wales guidance include: preparing both boys and girls for puberty; preparing girls for menstruation before their periods start; access to and information about contraceptive information, advice and confidential services; the moral and emotional aspects of abortion and how to access a relevant agency if necessary; the risks of STIs, including HIV/AIDS, and information about prevention, diagnosis and treatment; what safe sex is, and why it is important.
Learning outcomes are set for each key stage. From September 2008 schools in Wales should be using a new PSE framework for Key Stage 2 to post 16 year olds.
Scotland. Currently there is no legal requirement for Scottish schools to teach sex education, although new guidance is being drafted by the Scottish parliament. All schools are encouraged to provide SRE within a programme of personal, social and health education or religious and moral education.
Schools in Scotland providing sex education are expected to: take into account each child's age, understanding and stage of development; work in partnership with parents; ensure procedures are in place for parents to raise concerns; consult with pupils; respect cultural, ethnic and religious differences; respect the different circumstances and needs of all young people.
Parents in Scotland may withdraw their children from their school's sex education programme, but are expected to discuss with the head teacher how they intend to provide it in the home.
Northern Ireland. Relationships and Sexuality Education (RSE) is a legal requirement in Northern Ireland and is taught as part of the Science curriculum and a learning area covering personal development. In secondary schools the RSE programme includes: exploring the qualities of relationships, including friendship; developing coping strategies to deal with challenging relationship issues; the implications of sexual maturity, including the emotional, social and moral implications of early sexual activity; developing an understanding of healthy relationships; assessing and managing risk in real-life relationships; learning about the roles and responsibilities of parenting.
As with SRE in England, Scotland and Wales, all schools in Northern Ireland should have a written policy outlining what is included in their RSE programme for parents to inspect.
Where reproduction is taught as part of the Science curriculum in England, children will be expected to understand the following areas:
5-7 years old
S how animals and humans reproduce, and how their offspring grow into adults;
S how to recognize external parts of both the male and female human body;
S how to recognise similarities and differences, and to treat others with sensitivity.
7-11 years old
S learning about the growth and reproduction processes common to humans and other animals;
S stages of the human life cycle.
11-14 years old
S learning how the fusion of a male and a female cell causes fertilization;
S the physical and emotional changes that take place during puberty;
S the menstrual cycle and how it relates to human reproduction;
S how a fetus develops in the uterus.
14-16 years old
S how hormonal control occurs, and how sex hormones affect the body;
S how hormones are used medically, including both how they control and aid fertility;
S how sex is determined in humans.
The problem of sex education is one of the most actual in the general context of the basic directions of educational work. Specificity of process of socialization of the child allows to consider lawful work on
sex education already at preschool age, continuation and at other stages of development of the child demands. The organization of sex education should be carried out in aspect of the complete pedagogical system which are not supposing underestimation any of its components. Work on sexual education demands highly skilled preparation of teachers and pedagogical education of parents.
Литература
1. Cowan FM, Mindel A. Sexually transmitted diseases in children: adolescents. - Academic Department of Genitourinary Medicine, University College and Middlesex School of Medicine, London, UK - Genitourin Med. 1993 April; 69(2): 141-147.
ПРОФЕССИОНАЛЬНЫЙ РОСТ ПЕДАГОГА КАК УСЛОВИЕ УСПЕШНОСТИ ОБРАЗОВАТЕЛЬНОЙ ТРАЕКТОРИИ УЧАЩЕГОСЯ
Михайлова Е.К., соискатель
МОУ «Гимназия № 1» г. Братск, Россия
Статья затрагивает проблему усиления позиции педагога и совершенствования предметно-информационной среды с целью обеспечения успешной образовательной траектории учащихся.
При проведении реформы образования наиболее слабым звеном в социальном, педагогическом, мобильном аспектах оказывается учитель и его профессиональные, психологические, социальные возможности быстро перестраиваться и организовывать образовательный процесс адекватно запросам общества и отдельного человека. От учителя в настоящее время требуется организовать учебную деятельность учащегося с учетом его особенностей, склонностей и интересов, оказать психолого-педагогическую поддержку, научить самостоятельно учиться и т.д. [1, с. 17-19]. Любые образовательные достижения и результаты должны рассматриваться сквозь призму личностных образовательных достижений, поскольку совокупный образовательный потенциал общества определяется конкретными образовательными приобретениями личности [2, с. 59]. Оказание поддержки и сопровождения учащегося в его личной образовательной траектории осуществляется в тесном взаимодействии педагога и ученика, которое базируется на трех элементах: цели обучения, содержание учебной информации, методы обучения [3].
В настоящее время, по мнению Кукушина В.С., нужна новая парадигма образования: ученик - предметно-информационная среда - учитель [4, с. 6]. На наш взгляд, в предложенной триаде «ученик - предметно-информационная среда - учитель» последовательность составляющих элементов должна быть изменена, так как у педагога более сильная позиция, которая предполагает наличие профессиональных знаний, умений и навыков: Учитель (Педагог) - Предметно-Информационная Среда - Ученик (П - ПрИнС - У).
Получение высшего педагогического образования свидетельствует о том, что учитель овладел программой подготовки специалиста в области преподавания того или иного предмета. В этом случае мы говорим о внешней стороне дела, поскольку зачастую невозможно по формальным признакам отличить педагога, реально обеспечивающего образовательный процесс и создающего максимально подходящие условия для развития ученика, от педагога, имеющего такие же профессиональные знания, умения и навыки, но работающего с низким коэффициентом полезного действия. Количество отличных и хороших оценок не всегда является истинным показателем качества знаний по тому или иному предмету, так как критерии оценивания могут отличаться по уровню требований (объем, количество, качество, скорость и пр.).
Ученик как субъект в образовательном пространстве может быть как сильным, так и слабым элементом триады, что зависит от большого количества факторов. Из двух составляющих (педагог - ученик) ведущая и определяющая роль принадлежит учителю как организатору и проводнику образовательного процесса. И если ученик как субъект волен определять свое знаковое учебное поведение (плюс - минус), то у педагога как субъекта-профессионала такая возможность исключена. Тогда для обеспечения успешности образовательного процесса необходимо усилить педагогический элемент, обеспечив в триаде его положительную направленность за счет профессионального самосовершенствования. В противном случае наряду с ситуацией гарантированного
