Educational eventfulness: reconstruction of cooperation experience of pedagogical institution and municipal schools
The article presents a reconstruction of cooperation experience of the Humanitarian School of the Shukshin Altai State Academy of Education and municipal schools of Biysk. While studying the problem the author used the method of reconstruction of innovative experience, highlighting namely the empirical signs of educational content and the potential of the situation of person's participating in his own education including the formulation of the topic and context of research; setting the task of experience study; self-description of a biographical situation and the plot of a personal action; analytical commentary; analytical generalization (the author of the method is G.N. Prozumentova). Using this method the author of the article formulates the image of School as an educational event and reveals special educational effects of this event. The article describes such educational events as the discovery of the significance and personal sense of relationship by the participants of the School (children and adults); the discovery of the possibility of mutual activity; the discovery of students' selves in relation to the pedagogical activity. Empirical analysis of the innovative experience of organizing the Humanitarian School allows the author to formulate the notion educational event. In the course of empirical research it has been stated that projecting is the main means of educational event organization. The article singles out the main directions of the pedagogical institution cooperation within the Humanitarian School with municipal schools. Educational projecting is analysed not only as the main means of educational events organization but also as a productive direction of cooperation. Cooperation experience reconstruction helps to define the potential of the interaction of the pedagogical institution and school, which consists in certain growth of its participants. Students' involvement in the pedagogical practice at the stage of preparation allows forming the innovative (eventful) experience, when the image of the profession and students' awareness in the profession is shaped, the sense of the pedagogical activity is disclosed. Such experience is the basic unit of the pedagogical activity formation. Schoolchildren acquire a considerable addition in their development when they enter the projective activity: they discover their selves, their abilities and capabilities; advantages of their mutual activity; the value of intercourse with peers and adults. During cooperation pedagogues find pedagogical projecting a productive means of organizing the educational process.