IMPLEMENTATION OF THE TWELVE-YEAR EDUCATION SYSTEM IN THE KYRGYZ REPUBLIC: THEORY AND PRACTICE

Abstract

This study explores the theoretical and practical aspects of the transition of the Kyrgyz Republic from an eleven-year to a twelve-year education system. First, the key indicators of legal and regulatory documents related to twelve-year school education are analyzed. The main features and characteristics of classical pedagogy are identified: a) goal orientation of the lesson; b) lesson content; c) methodological organization of the lesson; d) structure of a combined lesson; e) time regulation of the lesson; f) order and discipline in the classroom; g) lesson effectiveness. The "crisis" in the school education system that began in the 20th century is analyzed. New ideas and concepts that emerged in pedagogical science at the end of the 19th century are examined. The foundations of constructivist pedagogy developed by Swiss scholar Jean Piaget are considered. The study compares classical and constructivist pedagogical concepts and presents a comparative analysis of the classical standard lesson model and the new 5E instructional model.