аЯрЁБс > ўџ 5 7 ўџџџ 4 џџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџьЅС q` №П ј bjbjqPqP . : : џџ џџ џџ Є Ј ю Р Р Р Р Р п с с с с с с $ r h к 9 C C C Р Р л > Ч Ч Ч C 6 Р Р п Ч C п Ч Ч Ч Р Д АmФ@2Ь y . Ч п T 0 Ч z Ї z Ч z Ч ; r Ч \ : Н C C C C џџџџ M U L T I - P A R A D I G M A P P R O A C H T O P O L Y C U L T U R A L E D U C A T I O N E d u a r d K h a k i m o v , A s s o c i a t e P r o f . , U d m u r t S t a t e U n i v e r s i t y , I z h e v s k ( R u s s i a ) , 0B5@80; ?>43>B>2;5= 2 @0<:0E =0CG=>- 8AA;54>20B5;LA:>3> ?@>5:B0 $ Ћ AA;54>20=85 @57C;LB0B82=>AB8 8 CA;>289 ?>;8:C;LBC@=>3> >1@07>20=8O ABC45=B>2 2C7>2 #4<C@BA:>9 5A?C1;8:8Л , ?@>5:B ! 1 1 - 1 6 - 1 8 0 0 3 0/ # T h e i m p l e m e n t a t i o n o f P o l y c u l t u r a l E d u c a t i o n b e c o m e s t h e i m p o r t a n t a i m i n t o d a y ' s g l o b a l w o r l d . I n m y o p i n i o n , t h e P o l y c u l t u r a l E d u c a t i o n i s t h e s p e c i a l c o m b i n a t i o n o f s e v e r a l c u l t u ral traditions in curriculum and learning methods for helping students come to cultural diversity as social norms and personal values. Necessity of improving the practice of polycultural education is due on the one hand, the development of the theoretical models for gradual involvement the students, parents, other citizens in a educational process, on the other hand, low readiness the teachers to implementation the polycultural education. Research questions: 1) What is the best model of polycultural education which considers various personal characteristics of the teachers, students, parents, other citizens? 2) How more effectively help teachers to become the concerned and qualified guides of polycultural education? Methods: modeling, monitoring, testing, experiment Results: Multi-paradigm approach for pedagogy (Kolesnikova, 2001; Bondarevskaya, 2006) and the approach for multicultural education (Banks, 2001) brought us to create a structural-functional model of the Polyicultural education. The model has been implemented in 5 schools in Udmurt Republic in 2002-2009. Students from these schools became to have better results on two parameters: personal competitiveness and creativity. The training of teachers and students have shown that a necessary condition of their preparation for implementation the Polycultural education is the development the ethno-psychological and ethno-methodical competencies both. Reference d а б Ђ ќ 8 : L N j l v x z | Ј Њ Ќ Р Ф Ь Ю № ђ і ј щдСЌЌЌЌЌЌЌЌЌЌЌЌЌЌЌЌЌЌ hzsј h_с hGо CJ OJ QJ ^J aJ U"hGо CJ OJ QJ ^J aJ mH sH (h_с hGо CJ OJ QJ ^J aJ mH sH $hёx hGо @ќџCJ OJ QJ ^J aJ (h+5з hGо CJ OJ QJ ^J aJ mH sH +h_с hGо 5CJ OJ QJ ^J aJ mH sH ' d М б k к Ж Ђ и R і ј ї э ї у з з з з з з з Щ з з з Ч $Єx `a$gdGо $`a$gdGо $Єx a$gdGо $Єx a$gdGо $a$gdGо ј § 1 . B o n d a r e v s k a y a , E . V . ( 2 0 0 7 ) . P a r a d i g m a s a m e t h o d o l o g i c a l r e g u l a t i v e f o r p e d a g o g y a n d f o r i n n o v a t i v e e d u c a t i o n a l p r a c t i c e s [ 0@0483<0 :0: <5B>4>;>38G5A:89 @53C;OB82 ?5403>38G5A:>9 =0C:8 8 8==>20F8>==>9 ?@0:B8:8] . P e d a g o g i c !8 , 3 - 1 0 . 2 . K o l e s n i k o v a , I . A . ( 2 0 0 1 ) . E d u c a t i o n a l R e a l i t y : E x p e r i e n c e o f I n t e r - p a r a d i g m r e f l e c t i o n [ 5403>38G5A:0O @50;L=>ABL: >?KB <56?0@0483<0;L=>9 @5D;5:A88] . S a i n t - P e t e r s b u r g : C h i l d h o o d - P r e s s . 3 . B a n k s , J . A ( 2 0 0 1 ) . M u l t i c u l t u r a l E d u c a t i o n : I s s u e s a n d P e r s p e c t i v e s . N e w Y o r k , 1hА. 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