Keyword: «rural school»

In this article we are talking about the problems of professional training in a rural school, its relevance, specificity, forms and methods of its implementation. The practical experience of the profile class MKOU "Manchazhskaya School", which social partners are USAU (Ural State Agrarian University) and "Agrofirm Manchazhskaya”, presents.

The article observes the issue of career guidance in modern Russian rural school. The author reveals positive and negative sides of realizing it in the reality of rural school. Some forms of career guidance are suggested. The importance of guidance is also mentioned in the article.

The article considers the problem of the influence of the school environment on the education process of urban and rural schoolchildren. The results of a survey of students are presented, showing that urban and rural schoolchildren have both similar positions and differences of opinion regarding the impact of the school environment on the educational process.

The article is devoted to the problem of realization of social work in rural schools. The author describes the functions of social service workers, according to the relevant professional standard, points out the peculiarities and possible difficulties in the carrying out the social work, and defines its main pathways.

. The study examined the features of professional self-determination of high school students in urban and rural schools. The study involved 64 high school students of city school No. 5 RB, Kumertau and 34 high school students of rural schools of the Orenburg region p. the Steppe. The average age of high school students is 17 years. Summarizing the results obtained, we can say that the professional self-determination of high school students in urban schools is mainly associated with the choice of social and entrepreneurial professions, and the choice is due to the material capabilities of the profession and the simplicity of its implementation. The practical significance of the research is that the use of these methods allows us to conclude that the regional factor affects professional self-determination and motivation of teaching.