Non-standard methods of teaching English and their effectiveness. Anna Korshunova

writing as methods of transmitting information. It was the emergence and development of writing that was the most important factor in the genesis of the school. Since writing became a technically more complex way of transmitting information, it required special training.

      The second factor that determined the emergence of schools was the division of human activity into mental and physical labor, as well as the complication of the nature of the latter. The division of labor led to the formation of various specializations and specialties, including the profession of teacher and educator. A certain result of social development was expressed in the relative independence of the school from the institutions of the church and state. First of all, it established itself as a school of writing. Its goal was to teach the ability to read and write, or literacy, to individual members of society (the aristocracy, clergy, artisans and merchants). The family, church and state were the focus of education in the era of ancient civilizations. Therefore, different types of schools appear: home, church, private and public. The first educational institutions that taught literacy received different names.

      For example, literacy schools in ancient Mesopotamia were called «houses of tablets», and during the heyday of the Babylonian state, they grew into «houses of knowledge». In Ancient Egypt, schools arose as a family institution, and later they began to appear at temples, palaces of kings and nobles. In Ancient India, family schools and forest schools first appeared (his faithful disciples gathered around the hermit guru; training took place in the fresh air). In the Buddhist era, schools of the Vedas arose, the education in which was secular and caste-based in nature. During the period of the revival of Hinduism in India (II—VI centuries), two types of schools were organized at temples – primary (toly) and a higher level educational institution (agrahar). In China, the first schools appeared in the 3rd millennium BC. and were called «Xiang» and «Xu». In the Roman Empire, trivial schools took shape, the content of education of which was represented by the trivium – grammar, rhetoric, dialectics, and grammar schools – educational institutions of a higher level, where four subjects were taught – arithmetic, geometry, astronomy, music, or the quadrivium. The trivium and quadrivium constituted the program of the seven liberal arts. In the 4th century, rhetorical schools appeared, which mainly trained orators and lawyers for the Roman Empire. During the era of the formation of a three-level education system in Byzantium, grammar schools appeared (church and secular, private and public). Grammar schools meaningfully enriched the program of the seven liberal arts.

      In the Islamic world, two levels of education have developed. The initial level of education was provided by religious schools at mosques, opened for the children of artisans, merchants, and wealthy peasants (kitab). The second level of education was received in educational circles at mosques (fiqh and kalam). Here they studied Sharia (Islamic law) and theology, as well as Arabic philosophy, rhetoric, logic, mathematics, astronomy, and medicine. In addition, there were four types of schools for primary and advanced primary education: Koranic schools, Persian schools, Persian and Koranic schools, Arabic schools for adults.

      During the Middle Ages (XIII—XIV centuries), from the apprenticeship system in Europe, guild and guild schools arose, as well as counting schools for the children of merchants and artisans, in which education was conducted in their native language. At the same time, city schools for boys and girls appeared, where teaching was conducted in both the native and Latin languages, and the training was of an applied nature (in addition to Latin, they studied arithmetic, elements of office work, geography, technology, and natural sciences). In the process of differentiation of urban schools, Latin schools emerged, which provided advanced education and served as a link between primary and higher education. For example, in France such schools are called colleges. From the middle of the 15th century, colleges were organized at universities. Over time, they grew into modern colleges or general educational institutions.

      The development of the Western European school in the period from the 15th to the first third of the 17th century is closely related to the transition of feudal society to industrial society. This transition had a certain impact on the formation of schools of three main types, respectively focused on elementary, general advanced and higher education.

      In Catholic and Protestant countries, the number of urban primary schools established by authorities and religious communities grew. For example, small schools in France, corner schools in Germany. However, the Roman Catholic Church lagged behind the Protestant Church in the process of organizing elementary education. Therefore, in all Catholic parishes, Sunday schools were opened for the lower strata of the population and primary educational institutions for the nobility. And also pious schools were created for the poor.

      Over the course of the 15th-17th centuries, the place of the teacher-priest in primary schools was gradually taken by a professional teacher who had received special education and training. In this regard, the social position of the teacher changes. Previously, he lived on offerings from the community and parishioners. Since the end of the 16th century, the teacher’s work was paid by the community. At the same time, improvements have been made in the organization of the educational process: textbooks and blackboards appear in classrooms.

      To educational institutions of advanced general education of the XV—XVII centuries. relative to strength: city (Latin) schools, gymnasiums (in Germany in Strasbourg, Goldelberg and other cities); grammar and public schools (in England in Winchester, Eton, London); colleges (in France at the Sorbonne and the University of Navarre, in Bordeaux, Vendome, Metz, Chatillon, Paris, Toulouse); Hieronymite schools (religious community of brothers of common life); noble (palace) schools (in Germany and Italy), Jesuit schools (in Vienna, Rome, Paris).

      In the period from the 17th to the 18th centuries, due to the increased influence of secular education, the classical school became the main form of education. First of all, the classical school focused on the study of ancient languages and literature: in Germany – city (Latin) school (hereinafter – real school) and gymnasium; in England – grammar and public (boarding houses for children of the elite of society) school; in France – college and lyceum; in the USA – grammar school and academy.

      In the process of development of school education, each type was enriched and improved pedagogically, and also acquired national features and characteristics.

      In the 19th century, the legal foundations of the school were laid in Western Europe and the USA. Thus, the class of industrial bourgeoisie, dominant in society, sought to strengthen its position in the future. In the leading industrial countries, the formation of a national school education system and the expansion of state participation in the pedagogical process (its management, in the relationship between private and public schools, in resolving the issue of separating the school from the church) were carried out. As a result, state bureaus, councils, departments, committees, and ministries of education were created. All educational institutions were subject to state control. During the 19th century, a differentiation was made into classical and modern schools. Thus, the following were organized neoclassical gymnasium, real school and mixed school in Germany; municipal colleges and lyceums in France; and additional educational institutions (high schools) in the USA.

      As a result of historical school reforms in the 20th century, the foundations of compulsory free primary education and paid education were strengthened (with the exception of the USA and France: in the USA there is a state system of free education up to 16—18 years of age, in France education in secondary school has become partially free since the beginning of the 1940s). x years) state secondary education; the privilege of wealthy sections of society to a full and high-quality education has been preserved; the primary education program was expanded; intermediate types of schools have appeared, connecting primary and secondary education; The secondary science education program was expanded.

      As the result a plenty of various approaches to learning across the world had appeared. In the USA, two principles of school organization are currently being implemented: 8 years of education (primary education) +4 years