VZMSH is a state institution of additional education. Year of foundation – 1964. Founders – Russian Academy of Education (RAE) and Moscow State University. M.V. Lomonosov (MSU).
Currently, VZMSH is part of the Second School Lyceum as a structural unit.
VZMS is a modern form of distance learning, widely known in Russia. There are 9 branches: mathematicians, physicists, chemistry, biology, economy, rights, philology, stories, social studies.
MATHEMATICS In-depth study of the main sections of the school course; olympiad problems; preparation for competitive university exams; development of mathematical culture. Courses - from 1-year to 5-year (based on 6th grade).
PHYSICS The program includes the main sections of an in-depth school course, non-standard tasks, and tasks of a competitive exam. The duration of training is from 1 to 3 years, based on 8 classes. There is a one-year stream based on 10 classes.
CHEMISTRY A complete systematic course covering the fundamentals of general organic, inorganic and environmental chemistry. For 9th grade students –
10th grade.
BIOLOGY Topics rarely covered in the school curriculum are studied: molecular biology, biochemistry, immunology, genetics, biophysics, etc. Duration of study is 2 and 3 years.
ECONOMY The training program at Moscow State University and economic universities is “Economics PLUS”. Fundamentals of economic theory - programs “Applied Economics”, “Economics and Geography”. Introduction to business practices in the correspondence business game.
PHILOLOGY Practical literacy, the basics of literary criticism and linguistics, a little about journalism and “English for beginners.” 20 educational programs allow you to choose a course both for the soul and for preparing for university.
RIGHT, MORAL, LAW One-year course “Conversations on human rights, morality, law, law and state.” 2nd year of study – “Fundamentals of legal knowledge.”
STORY Course "History of Russia". The program includes: archeology, paleography, historical games... Unique reference materials for preparing for universities. An interesting and modern methodological block set for distance learning has been created.
SOCIAL SCIENCE The course includes the following disciplines: philosophy, sociology, political science, theory of state, Russian government, law, economics. The course program lasts 1 year. The training aims to give school graduates in-depth knowledge of social disciplines and prepare them for successfully passing the Unified State Exam.
IntroductorytasksonAllsubjectdepartmentspostedonwebsitewww. vzmsh. ru
EVENINGSCHOOLVZMSH
In the 2012–2013 academic year, VZMSH conducts face-to-face classes prepared specifically for schoolchildren who want to expand their knowledge and learn what is often left behind the pages of school textbooks. Classes are taught by teachers who have extensive experience in additional education programs: graduate students, teachers from Moscow State University and the Second School Lyceum.
We invite students in grades 5–11 to participate in the following clubs: “Physics”, “Social Studies”, “Poetry”. Algebra and Harmony”, “Practical Literacy”, “Biology”, “Ancient Civilizations”.
For those wishing to attend the VZMS evening school, registration by email [email protected] Classes are held in the building of the Second School Lyceum at the address: st. Fotieva, 18
Ourwebsite: www. vzmsh. ru
Telephone: 8 (495 ) 939 - 39 - 30 .
TelephoneeveningschoolsVZMSH: 8 (925) 039-66-13 (Tatyana Yuryevna).
- is part of the training system of the Intellect Center and is one of the most important areas of activity.
Correspondence mathematics school– this is the brand of our center, this is the history of the development of several generations of children and teachers. After all, ZMSH was created back in 1966 through the efforts of a group of innovative teachers from Leningrad.
Correspondence mathematics school is a dynamically developing area of the Intellect Center, where a well-thought-out and effective system of working with gifted children has been developed.
Along with the various educational programs of the Center for part-time and part-time education, ZMSH implements in-depth programs not only in mathematics, but also in biology and chemistry in absentia using distance learning technologies, using new forms of telecommunications and Internet resources.
Today ZMS is the organizer of the Regional Mathematical Tournament “Step into Mathematics” for grades 6-8, conducts seminars, master classes, online meetings and other events.
The winners of mathematical events become active participants in the Southern and Northern mathematical tournaments, mathematical sessions at the Sirius Educational Center, and All-Russian level olympiads. More than 11 thousand people have already graduated from ZMSH, and as experience shows, students receive an excellent education, they do not have difficulties passing the Unified State Exam and entrance exams in mathematics, biology and chemistry to any university. ZMS teachers are higher education teachers, doctors and candidates of science, teachers of the highest category, and methodologists.
ZMSH is the organizer
Ivanov Sergey Georgievich - candidate of pedagogical sciences, associate professor and deputy. Dean of the Faculty of Computer Technologies and Informatics LETI
Structure of the Correspondence Mathematics School:
Learning Objectives:
- provide an opportunity for schoolchildren who are interested in the subject to strengthen and deepen their knowledge of sections of the school curriculum, help in preparation for Olympiads and career guidance, and create the prerequisites for further successful studies at universities;
teach schoolchildren the basics of scientific thinking;
give impetus to independent studies;
help teachers and parents work with gifted children.
Programs and benefits: ZMSh programs and teaching aids were developed by experienced methodologists and employees of universities in St. Petersburg. ZMS programs for groups “Collective student” of the 1st, 2nd, 3rd, and 4th courses are recommended as elective courses, club work in mathematics, biology, chemistry. Each ZMS manual contains theoretical material, tasks, examples of their solutions and a test task. The ZMS programs include options for the Unified State Exam and university olympiads for applicants.
Two forms of training are practiced - individual and in groups “Collective student” (“CU”). A CU group is a group of students or a circle who, under the guidance of a teacher, work together to work through a methodological manual and complete a single test task.
Since the 1970s, a correspondence school has been operating in Moscow, in which high school students from different regions of the country study mathematics, biology and some other subjects by correspondence. They are sent short manuals and interesting tasks, which they complete and send to Moscow, where they are checked by MSU students and other employees of the Correspondence School. In the first four graduations, 12 thousand students graduated from the school. In the fifth year of operation (1969/1970 academic year), there were about 10 thousand students, and in the tenth year - 19 thousand.
One of those who stood at the origins of this school was Mikhail Borisovich Berkinblit, employee of the Institute of Information Transmission Problems of the Russian Academy of Sciences. In his memoirs, he talks about how it all began.
Recently it was 50 years since the creation of the All-Union Correspondence Mathematical School. This is a good reason to remember how it was created and the people who created it.
But I will start a little from afar to talk about how my family became involved in the creation of the Correspondence School.
How my wife and I met Israel Moiseevich Gelfand
The idea of creating a correspondence mathematical school belongs to the outstanding mathematician and biologist - Israel Moiseevich Gelfand. I'll tell you how we met him.
After graduating from the pedagogical institute, I worked at school 362. He taught physics, astronomy, logic and psychology there (the school once had such subjects). But in 1960 our school suddenly became a seven-year school, and I had to leave it. I got a job at the psychology department of the institute from which I myself graduated.
The changes in work have been extreme. At school I had a heavy workload (30–36 hours a week), and at the department I had to help carry out experiments for graduate students, who did not carry out these experiments every day. Then, on my own initiative, I began to conduct classes with graduate students on the topic “Statistical methods for processing experimental results.” These classes were attended not only by graduate students from the Department of Psychology, but also by some graduate students from the Department of Physiology. Among them was Yuri Ilyich Arshavsky, who later became my friend and colleague. Yura invited his friend Mark Lvovich Shik to the next lesson. And the next time Yura and Mark invited me to a seminar led by Israel Moiseevich Gelfand and Mikhail Lvovich Tsetlin (with the participation of Viktor Semenovich Gurfinkel). This is how I met Israel Moiseevich, which changed my life.
This seminar was unusual. Although this was a physiology seminar, its participants included mathematicians, physicists, biologists and doctors. But the seminar (in which I very soon became a secretary) requires a separate story.
Here we need to make one more digression. The events described took place in the 1960s, in the middle of the Khrushchev Thaw. The late 1950s and early 1960s were a wonderful time. Hopes for a new life after liberation from the oppression and hypnosis of the cult of personality, the shock of Solzhenitsyn’s first story “One Day in the Life of Ivan Denisovich”, Okudzhava’s first songs, for the public performance of which in some research institute, however, it was still necessary to seek permission from the party committee, trade union committee and other coms, the emergence of such theaters as Sovremennik and the Taganka Theater, heated debates about the ways of development of society - the entire social climate was favorable for a variety of social endeavors. This atmosphere extended to the field of science. In the USSR, cybernetics was suddenly allowed, which until recently was the “corrupt girl of imperialism,” etc.
One of the ideas that appeared in science at this time was the idea of developing interdisciplinary research. Israel Moiseevich and Misha Tsetlin thought about the interaction of mathematics and biology. Israel Moiseevich was going to create a new scientific interdisciplinary laboratory, and he was looking for future employees among the seminar participants.
And on March 3, 1961, after the end of the seminar meeting, Israel Moiseevich left several people and said that an order had been signed to organize a Theoretical Department at the Institute of Biophysics of the USSR Academy of Sciences. The department will have two laboratories: biological and mathematical.
Someone said that it would be nice to celebrate this event, but it is not clear where. It was inconvenient at the Institute of Neurosurgery (where the seminar was held). Then I offered to go to my home. We called my wife Lena, warned her and went. Along the way we bought bread, sausage and vodka. Viktor Semenovich asked one of the doctors he knew for a bottle of alcohol, but he didn’t need it. If Lena and I later remembered correctly, we then had I. M. Gelfand, M. L. Tsetlin, V. S. Gurfinkel, Mark Shik, Yura Arshavsky, Inna Keder, Vanya Rodionov, Seryozha Kovalev, Leva Chailakhyan and Igor Sergeevich Balakhovsky.
This is how my wife, Elena Georgievna Glagoleva, met Israel Moiseevich.
Misha Tsetlin suggested not talking about science, but reading poetry and singing songs. The poems were read mainly by himself and mainly by Korzhavin. And many different songs were sung. Mainly Okudzhava. But Viktor Semyonovich sang “A pub opened on Deribasovskaya,” Seryozha, Lyova and Vanya sang “Once upon a time there were three thugs.” They also sang “Brigantine”. It turned out to be a non-standard celebration of the creation of the department.
But some scientific conversations did arise. We talked mainly about biology. Only Israel Moiseevich and Elena were talking about a completely different topic. Israel Moiseevich asked her where she worked. She said that she is currently working at the department of higher mathematics at the Moscow Aviation Technology Institute, and before that she worked for a long time in the mathematics laboratory of NIISIMO APN (NIISIMO is the Research Institute of Content and Teaching Methods of the Academy of Pedagogical Sciences). Israel Moiseevich said that this is very interesting, since he is just thinking about teaching mathematics at school and even teaches mathematics himself in a Moscow school. This was the famous “Second School”. Israel Moiseevich said that he really likes this school, that he really likes its teachers (and not only in mathematics, but also in literature) and students, as well as the director Vladimir Fedorovich Ovchinnikov. Elena and Israel Moiseevich agreed that she would go to school for his lectures, as well as seminar classes taught by Moscow State University students.
Thus began the preparation of materials for the Correspondence School, although it was officially opened only three years later.
Creation of ZMSH
This is how Israel Moiseevich himself spoke about the emergence of the Correspondence School at a meeting with teachers who participated in its work.
“I wanted to explain why I took up Correspondence School. The impetus was my conversation in 1963 with my great friend Ivan Georgievich Petrovsky, rector of Moscow State University. Ivan Georgievich persuaded me to join Andrei Nikolaevich Kolmogorov, who was then organizing a boarding school for out-of-town students at Moscow State University.
The idea of helping talented and interested children from different parts of our country in mathematics was close to me. Nevertheless, after reflection, I refused to work at the boarding school, but in return I offered to Ivan Georgievich to organize a correspondence mathematical school with his help.
I suggested that Ivan Georgievich, with his help, organize a correspondence mathematics school to give children from different parts of our country, living in places where there are no qualified people, the opportunity to rise to a high level. This idea is especially close to me, since in those years when I developed as a mathematician, I spent in a remote province where, apart from two or three books and the kind attitude of teachers, I had no other support. The only books I could get on mathematics were from my teacher, to whom I still feel indebted to this day. I understand how difficult it is to work in those conditions and how many truly talented people we are losing because of this, which our country so needs now. It seems to me that this need for capable and efficient people is so great that a boarding school cannot satisfy it. A boarding school can admit a hundred schoolchildren, and a correspondence school can admit at least an order of magnitude more.”
Ivan Georgievich liked the idea of a correspondence school, and he promised to help in its organization.
The Kolmogorov boarding school began operating in 1963, and the Correspondence School a year later. Her organization was required to solve many different, often unexpected problems.
For example, when the order to create a school had already appeared, it was necessary to open its bank account, but it was not opened until the bank showed the school’s round seal. And in the workshop where the seals were made, they did not want to make the seal until they were told the bank account of the organization through which their work was paid. This problem was solved by Elena Georgievna and Polina Iosifovna Masarskaya (she was a mathematics teacher at the Second School, then for many years the head teacher at ZMSH).
The other problem was more complex. Israel Moiseevich offered to become the director of the Correspondence School to Vladimir Fedorovich Ovchinnikov, the director of the Second School, and he agreed. But then it turned out that it was impossible to be the director of two schools at once; it was prohibited by law. Only the chairman of the government, A. N. Kosygin, was able to solve this problem. He issued an order that, as an exception, Vladimir Fedorovich could concurrently become the director of the Correspondence School. So later, when the “Second School” was destroyed for political and ideological reasons, and Vladimir Fedorovich was fired from there, he did not have to look for a new place of work.
Ivan Georgievich gave Elena Georgievna a position at the Department of Mathematical Analysis of the Faculty of Mechanics and Mathematics, and she moved in January 1964 from MATI to Moscow State University. There, her main task was to organize the ZMSH.
The real creation of the Correspondence School began in November 1963, when he himself, the Deputy Minister of Education of the RSFSR M.P. Kashin and Corresponding Member of the USSR Academy of Sciences I.M. Gelfand met in the office of the rector of Moscow State University Petrovsky. At this conversation, during which the decision was made to organize the ZMS, those who became the direct executors of this project were also present: the dean of the Faculty of Mechanics and Mathematics of Moscow State University, Professor N. V. Efimov and member of the faculty party bureau N. Kh. Rozov.
A scientific council of the school was created, headed by I.M. Gelfand. The council included Professor A. A. Kirillov (Deputy Chairman), Deputy Minister of Education of the RSFSR M. P. Kashin, Professors E. B. Dynkin, N. V. Efimov (Dean of the Faculty of Mechanics and Mathematics), B. V. Shabad , as well as B. R. Weinberg and others. The secretary of the council was E. G. Glagoleva, I. M. Gelfand’s assistant for the Correspondence School.
A task was prepared that schoolchildren wishing to enroll in the Correspondence School at Moscow State University had to complete. At first they wanted to publish it in Komsomolskaya Pravda, but M.P. Kashin opposed this. He said: “And what will we do if 10 thousand works come from all over the Union?” At his suggestion, it was decided to carry out the first recruitment not in the entire republic, but in the regions: Vladimir, Kalinin, Kaluga, Moscow, Ryazan, Tambov, Smolensk, Tula, Yaroslavl and Bryansk. The introductory task was sent to the editorial offices of regional newspapers.
In addition, at the end of February 1964, M.P. Kashin convened a meeting of deputy heads of oblon (regional departments of public education) on the issue of organizing a correspondence mathematical school. A representative of each oblon of these regions was given packages with the texts of test papers and an appeal to eighth-graders about the organization of a correspondence mathematics school.
It was decided not to admit schoolchildren from Moscow, Leningrad and other big cities to the Correspondence School, and schoolchildren from villages and small remote towns and cities had an advantage in admission.
The idea of organizing a correspondence school met with local support. Regional newspapers reported in detail about the Correspondence School and advised readers to invite their children to enroll in it. In some areas, programs about the Correspondence School were organized on radio and television.
The organizers were very afraid that, despite all efforts, there would be too few people willing to study at the new school. But these fears turned out to be in vain. The school received more than 5,500 competition entries, and about 500 more entries arrived a little later than scheduled.
To check the entrance papers, teams of the best students of the faculty were organized. The first organizer and leader of the ZMS student teams at the Faculty of Mechanics and Mathematics was B. R. Weinberg.
The school had no premises, and the work was partially occupied by the office of the dean, who walked sideways into his office and joked that the faculty was turning into a branch of the Correspondence School.
Mechanics and Mathematics students at that time did a lot of work with schoolchildren. They led mathematics clubs for schoolchildren and organized mathematical Olympiads at various levels, from school to university. Many students worked in the mathematical schools that emerged at that time. I have already said that at the Second School, after Israel Moiseevich’s lectures, a seminar on problem solving was held, led by students.
So there were enough people willing to check the entrance assignment, and then the notebooks of the admitted schoolchildren: in the best years, there were 300–400 inspectors at the Correspondence School.
Students from the Second School also took an active part in the first reception. They, like the students, did everything: from transporting bags of letters and sealing envelopes to checking the work, which was entrusted to several students.
At the end of April 1964, it became clear that the reception was a success, and the school actually already existed. In May 1964, a resolution of the Council of Ministers of the RSFSR officially formalized the creation of the RZMSH - the Russian Correspondence Mathematical School at Moscow State University and the Ministry of Education of the RSFSR.
Among the 1,429 students of the first admission, there were 813 schoolchildren (57%) from villages, workers' settlements and small towns (with a population of less than 30 thousand people), 310 schoolchildren from cities with a population of 30 thousand to 100 thousand inhabitants, the remaining 306 admitted - schoolchildren from regional centers. Then several more schoolchildren were accepted, so that in total there were 1,442 people in the first intake.
ZMSH - RZMSH - VZMSH
The Correspondence School became known not only in those areas from which it was decided to recruit. The university was literally inundated with letters asking for information on the conditions for admission to the school and the text of the entrance assignment. Works were received not only from different places in the RSFSR, but from all over the Soviet Union. The texts of the introductory task were sent to everyone who sent their letters not too late. However, we promised to accept students from other regions only if there were free places at the school. The fact is that the number of places was limited by the number of students who were ready and able to check the students' work. At first there were about 150 such students. Even if each student was given 10 students, the school could accept no more than 1,500 students.
However, already at the very beginning of the organization of the Correspondence School, a new initiative arose, which opened up new opportunities for the Correspondence School to increase the number of schoolchildren it enrolled.
The Ivanovo Pedagogical Institute has always been at the forefront in the development of new forms of work with schoolchildren in mathematics, in particular, the head of the department S.V. Smirnov organized the first youth mathematics school in our country. At his suggestion, the institute organized a branch of the Correspondence Mathematical School. This branch worked according to the same manuals and tasks as the ZMS, but the work was checked by students of the institute. In the first year, 96 schoolchildren from the Ivanovo region studied at this branch. Thus, the path was laid out to make the Correspondence School truly widespread.
The emergence of branches scattered throughout different cities of the Union led to the fact that in 1972 the RZMSH was transformed into the All-Union Correspondence Mathematical School.
It seems that already in the second year of operation of the ZMSH, another new form of work arose - the “collective student”, which, like the branches, significantly increased the enrollment of schoolchildren. A collective student of the ZMS is a school mathematics club that works according to the program and tasks of the ZMS under the direct supervision of a mathematics teacher. The head of such a circle systematically receives from the ZMS literature on its program, test assignments and methodological instructions. The assignments must be worked out in the circle's classes, then each member completes a test, which is checked by the teacher and group leader. After this, the circle draws up a common “collective” work (each member of the circle, at the direction of the leader, writes down in a common notebook the solution to one or two problems from the test). This collective work is sent to the ZMS and checked by a teacher assigned to the circle, who reviews it in detail. Such classes last for two years.
Already in the 1965/1966 academic year, about 300 collective students studied at the ZMSH. This form of work was of particular importance, since it made it possible not only to increase the number of schoolchildren enrolled in the ZMS, but also to improve the level of school mathematics teachers.
We have already talked about the permanent director of the Correspondence School, Vladimir Fedorovich Ovchinnikov. It is also impossible not to mention Vladimir Fedorovich’s long-term deputy, Evgeniy Mikhailovich Rabbot, a wonderful teacher.
Manuals and books
One of the most important tasks in the initial period of the school’s work was the preparation of manuals and assignments specifically written for the purposes of distance learning.
The first such manual was the book “Coordinate Method” (authors: I. M. Gelfand, E. G. Glagoleva, A. A. Kirillov). She opened a series created specifically for ZMSH: “Library of the Physics and Mathematics School.” They wrote it in one breath, in two months, and published it “lightning” at the Nauka publishing house, where V. I. Bityutskov was then in charge of the editorial office. It’s hard to even describe how much effort this cost the publishing house’s workers. Bityutskov promised to publish the book very quickly on one condition: not to show Gelfand the proofs!
At the same time, the second book in the series was prepared - “Functions and Graphs” (authors - I. M. Gelfand, E. G. Glagoleva, E. E. Shnol). However, it was clear that in the first year of work it would not be possible to bring all tasks to this level. I had to urgently prepare assignments-leaflets, which were printed by the Moscow State University publishing house in the shortest possible time.
The books “Coordinate Method” and “Functions and Graphs” were reprinted many times and were translated into different languages (German, twice into English, Spanish, Arabic, two years ago into Japanese and many others). Young mathematicians Kolya Vasiliev (he died young of a brain tumor), Vitya Gutenmacher (now lives in Boston) and Andrey Toom (now lives in Brazil) played a large role in the preparation of new manuals for schoolchildren.
In 1966, the International Mathematical Congress was held in Moscow; The 15th section of this congress was devoted to history and teaching issues. There Elena Georgievna gave a report about the Correspondence School on her own behalf and on behalf of Israel Moiseevich.
In 1967 there was the first graduation from the Correspondence School.
More than 600 of the schoolchildren from this graduating class received school completion certificates. Most of them entered various universities, including 87 people at the Faculty of Mechanics and Mathematics of Moscow State University (this is a quarter of all nonresident first-year students). More than 60 people entered other universities, 24 people entered the Moscow Higher Technical School. Bauman, 16 people - to the Moscow Institute of Physics and Technology, etc.
Problems
Everything seemed to be going well at the Correspondence School. Everyone worked with enthusiasm. Many interesting new benefits have appeared. In the fifth year of operation (1969/1970 academic year) of the school, about 10 thousand people studied there, of which 2,500 individual students in the ZMS itself and the same number in branches, and about 5 thousand schoolchildren studied in the “Collective Student” groups. The school had 400 student inspectors and 9 full-time employees. In particular, a special employee appeared at ZMSH who was responsible for interaction with branches. For many years, such an employee was Nina Yuryevna Vaisman.
But just at this time, the Correspondence School had a conflict with the party committee of the Faculty of Mechanics and Mathematics. If in the initial period of the school’s work the Faculty of Mechanics and Mathematics enthusiastically supported it, then after a few years the party organization of the Faculty of Mechanics and Mathematics had various complaints about the school. The main one was that the Faculty of Mechanics and Mathematics demanded that admission be carried out on a social basis. The Mekhmat Party Committee demanded that the majority of accepted students be children of workers and collective farmers, regardless of how they performed the introductory work. And the employees of the Correspondence School argued that the children of a teacher, salesman or engineer are no worse than the children of a mechanic or collective farmer. It was not possible to agree on this matter. ZMSH was accused of lacking a class approach. However, some employees of the Faculty of Mechanics and Mathematics would like to take control of other aspects of the work of the ZMS.
The dean of the Faculty of Mechanics and Mathematics was replaced (N.V. Efimov’s place was taken by P.M. Ogibalov) and the dean’s office also sought to take control of the ZMSH. For example, the decisions of the dean’s office put forward demands that the scientific council of the ZMSH include employees of the Faculty of Mechanics and Mathematics and people recommended by the Faculty of Mechanics and Mathematics, that the selection committee include representatives of the Faculty of Mechanics and Mathematics and, in particular, its party committee, etc.
The dean's office tried to turn the ZMS into a kind of course to prepare children of workers and collective farmers for admission to the Faculty of Mechanics and Mathematics. For example, he decided that only children of workers and collective farmers, etc., could be invited to summer full-time classes.
Ivan Georgievich Petrovsky could not protect the ZMSH from the party organization, which at that time had enormous power. And he had a difficult relationship with the new dean’s office.
Here we must return to the beginning of my story. As I already wrote, for some time I worked at the psychology department of the Pedagogical Institute. There I met the teacher of the department, Artur Vladimirovich Petrovsky. He invited me to take part in writing a book on the psychology of imagination. We wrote this book, it was called “Fantasy and Reality,” and during this time we became friends. My wife and I often visited Artur Vladimirovich at home. And so, when we once again came to visit him and told him about the problems of the Correspondence School, he put forward an unexpected idea. What if we make the Correspondence School an experimental school of the APN (Academy of Pedagogical Sciences)?
At that moment, Artur Vladimirovich worked as the head of the psychology department at the Pedagogical Institute and had good connections in the Academy of Pedagogical Sciences. He later became president of the RAO (Russian Academy of Education).
This idea was realized, and the Correspondence School became an experimental school at the USSR Academy of Pedagogical Sciences, its employees began to be included in the staff of this academy, and funding also began to go through the APN. Mehmat lost the opportunity to put pressure on the Correspondence School, and it worked quietly for another ten years.
Not only mathematics
Ten years after the start of the Correspondence School, I envied the mathematicians and came to Izrail Moiseevich with a proposal to organize an experimental biological department at the VZMSH. The idea of a connection between mathematics and biology was still relevant. In 1966, Israel Moiseevich organized a new laboratory at Moscow State University - the laboratory of mathematical methods in biology. By the way, Elena Georgievna also went to work there. She joked: “Israel Moiseevich and I are like Nero Wolfe and Archie Goodwin (heroes of detective novels by Rex Stout). He, of course, is the brilliant Nero Wolfe, and I am Archie Goodwin. But Israel Moisevich has one significant difference from Nero Wolfe. He was a lazy person and had to be forced to work, but Israel Moiseevich himself works all the time and inspires others.”
An experimental biology department was created, and it had unexpected and serious consequences. A number of new directions have appeared at the Correspondence School, for example, philology. If at the beginning of its work the abbreviation VZMSH stood for “All-Union Correspondence Mathematical School,” then it later began to stand for “All-Union (later All-Russian) Correspondence Multi-Subject School.”
A few more words about the Kolmogorov boarding school. The boarding school developed successfully and at some point (later than VZMSH) also became multi-disciplinary. Biological classes also arose in it. (By the way, our son Seryozha Glagolev gives lectures there.) In addition, the boarding school has its own correspondence school. So VZMSH and the boarding school remain close relatives. By the way, I was told that the current director of the boarding school, Kirill Vladimirovich Semyonov, actively checked the work of students at the Correspondence School during his student years.
When writing these memoirs, I relied not only on my own memory, but also on the materials collected by my wife, Elena Georgievna Glagoleva (she died on July 20, 2015), so she should rightfully be considered a co-author of this text.
I would like to express my deep gratitude to Nadezhda Sergeevna Glagoleva for her help in preparing the text and drawings.
In this section we offer addresses of the websites of correspondence schools, one of the activities of which is distance learning. Below is a short list of such schools.
Autonomous non-profit organization "Correspondence College MEPhI"
School website address: http://www.mifi.ru/
State educational institution for additional education of children "Federal correspondence school of physics and technology at the Moscow Institute of physics and technology (state university)" (ZFTSH at MIPT)
School website address: http://www.school.mipt.ru/
"Correspondence distributed multidisciplinary school of the Altai Territory" (based on Barnaul State Pedagogical University)
School website address: http://school.uni-altai.ru/
Correspondence school of the Specialized Educational and Scientific Center of Novosibirsk State University.
School website address: nsu .-ru
Center for Pre-University Training (Taganrog State Radio Engineering University)
Center website address: http://www.cdp.tti.sfedu.ru/distant/description/training_EGE.php
Non-profit Partnership "Teleschool"
School website address: http://internet-school.ru
Open Lyceum "All-Russian Correspondence Multi-Subject School" (hereinafter referred to as OL VZMSH), a structural unit of the State Educational Institution Lyceum "Second School", Moscow
School website address: http://www.vzmsh.ru/
Distance learning at the "Siberian Federal University"
Website address: http://admissions.sfu-kras.ru/
School of Physics and Mathematics of Tomsk State University
School website address: http://ido.tsu.ru/schools/physmat/
Correspondence school "Young Chemist" of Tomsk State University
School website address: http://ido.tsu.ru/schools/chem/
School of Young Entrepreneur at the Faculty of Economics of Moscow State University. M.V. Lomonosov
School website address: http://www.shmp.econ.msu.ru/
Correspondence School of Cosmonautics (ZShK)
School website address: www.cosmoschool.ru
All-Siberian Correspondence School of Information Technologies
School website address: http://fit.nsu.ru/?page=350&lang=rus
Khabarovsk Regional Correspondence School of Physics and Mathematics (hereinafter KKZFMSH)
School website address: http://www.fizmat.khb.ru/
Non-state educational institution "Moscow Center for Continuing Mathematical Education"
School website address: http://www.mccme.ru/
The Avangard Correspondence Physics and Mathematics Lyceum is a real CHANCE for many children who do not have the opportunity to gain in-depth knowledge in physics and mathematics in person. And without solid knowledge in these subjects it is impossible to obtain a higher technical education.
MEPhI Correspondence School offers courses for schoolchildren 6 - 11 classes in mathematics, physics, Russian language, chemistry. Depending on the level of initial training, students can choose different complexity programs for studying physics and mathematics, which gives lagging students a real opportunity to improve their performance, and excellent students to expand their knowledge.
Classes at the MCSME correspondence school are a chance to discover the beauty of the wonderful science of mathematics, which you sometimes mistakenly consider to be a set of dry formulas and boring theorems.
