This study highlights the key features of tutoring students in rural areas. Private tuition classes are
increasingly popular for modern school children. Over half the schools in the Russian Federation
are in rural areas and differ from those in urban settings in a number of respects. It is based on a
survey of 210 teachers of rural schools in six regions of the Russian Federation, complemented by
conversations with teachers in rural schools to elicit their views on private tutoring, observation,
literature and Internet resources analysis, interviewing, content analysis and case-studies. The
research investigated the reasons why such lessons are less practiced in the rural areas than in the
cities. It showed teachers believe that the practice of private tutoring in school subjects stimulates
the students’ self-development and they have a positive attitude towards private tutoring – including
that of their own children. Accommodation and studying were not perceived as major problems. A
comparison of private tutors in cities and rural areas confirmed that the practice of private tutoring
on school subjects is common not only in urban schools, but is also a characteristic of rural areas and
consequently is not a special case.
Keyword(s) : rural school
The Specificity of Learning Technologies in Rural Small Schools
The article reveals the specifics of learning technologies in rural small schools, special features of their application that meet the values of humanistic orientation, taking into account the specific features of the lesson in small schools and in accordance with the provisions of the strategy of individualization of learning. We considered the subject matter of the concept “technological approach” proposed by different supervisors and teachers, noted that this concept was revealed deep enough through the development of a scheme of algorithm for constructing a separate training cycle that includes a set of all necessary components (learning objective, method steps and achieved the learning outcome). We analyzed the efficiency of technologies of collective ways of learning (CSR) in several schools of the Republic of Tatarstan. This technology is characterized by the following principles: completeness, continuous transfer of acquired knowledge to each other, the cooperation of students, the diversity and division of labor, multiple-aged participants of pedagogical process, considering learning abilities, pedagogical activity of each participant. The obtained results prove the value of this technology in modern conditions of implementation of second generation standards and achievement by students the requirements of major educational results: subject, metasubject and personal.
It is necessary to maintain and develop small schools. This is due to a number of demographic, natural and geographical, socio-economic and socio-cultural factors. Modern education in primary and secondary school can not have effect without new student-oriented teaching technologies. In rural schools one of the most effective technologies is a technology of collective methods of education: this technology forms cognitive interests and skills of independent work of students; group work contributes to knowledge on the different levels of complexity, motivates students to compete, adds so necessary for the process of learning element of competition; the technology has good effect in small classes.