Identification strategy in the standards of the domestic school history education and the problems of their realization

Currently in the domestic school education is the transition to the new standards of education. A key feature of these changes is the shift from the traditional broadcast model of subject knowledge to the model of «person-centered» education. In the new conditions of particular importance in education of students is attributed to the formation of the Russian identity. This feature is striking when comparing the school standards first and second generation in history. In the standard first generation task of formation of the Russian identity, in our opinion, was not framed as coherent strategic line, in fact dissolves in the circle of tasks related to development of the subject of the information. In the same standard of this goal is more ideological complement, rather than an important component of the education content. In the standards of the second generation of this problem and its solution is represented as based strategy that responds to urgent social challenges. The main task in the standard of the second generation on the history of the education of the person specified «capable of self-identification and definition of their value priorities». In this formulation, first, stressed the active role of a pupil in the formation of their identity. His right of choice is confirmed by the variety of possible types of identity - civil, ethnic, social, cultural. These types are different ways of joining to the Russian identity, focusing on the student can create their own identity. And secondly, the supposed «ability» is expressed in the language competence that involves the possibility of automation of its formation, fixing the results of learning and transformation into a full-fledged component of a modern educational content. In the strategy implementation process of the formation of the Russian identity in school history education is a trend towards the establishment of priorities, to highlight the tasks of development of civil (state) identity. This trend, in our opinion, can lead to a depreciation in the eyes of the teachers and children of other types of identity, such as cultural, ethnic, gender, and, thus, significantly restrict the variety of possibilities of self-identification. In this regard, is the actual development of поливариантной model of formation of the Russian identity, calculated for different age groups, different intellectual and moral world of the students. Similar model could provide broad opportunities for personal development through the development of public, civil, ethnic, cultural, gender and other identities.

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