Introduction.

The creation of a holistic pedagogical system taking into account current trends in the modernization of schooling in China is still a little-studied issue, which has made it possible to highlight the problem of our research - the achievement of high quality school education is possible due to the innovative development of the didactic system and the readiness of the teacher to work in the new conditions.

Man always has the dominance over nature through scientific and technical discoveries and inventions, through cognition and improvement of the surrounding reality. Thinkers and philosophers of the past centuries in their works stressed the importance of subjective creativity in creative activity. The study of the category of subjectivity is the basis of philosophical teachings: Aristotle, N. A. Berdyaev, G. Hegel, F. Nietzsche, I. Kant, etc. They represented man as an active, free subject, continuously cognizing the world around him.

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© Deng Jie, 2020

An important role in achieving educational results is the independence of learners, willingness and ability to build their cognitive trajectory and actualize the need for self-education.

The theory of individualization of learning was based on scientific and practice-oriented contributions made by such scientists as: J.A. Komensky, Yu.-Yu. Rousseau, I.G. Pestalozzi, C.D. Ushinsky [1, p. 52]. In their theory of personality, K. Rogers, A. Maslow, E. Erickson, and others, in their theory of personality, determined that the actualization of self-development of the individual takes place through the constant development of human abilities [2, p. 57-89].

The American scientist of the 20th century, John Dewey, known for introducing design technology into the education system, stressed that it is children, not educators, who should be central to the educational process. Two thousand years ago, Confucius, the great Chinese scholar and philosopher, uttered the words relevant today: "We need to show the way to students, but do not act on a whim; you have to be strict and demanding, but don't put too much pressure on students; you need to leave the students the opportunity to think for themselves..." [3].

Studies in recent years show the ever-increasing interest of scientists, methodists and educators in the quality of education. The humanistic education system has accumulated a certain amount of theoretical and methodological material and conceptual ideological paradigms of different levels of generalization. The creation of a holistic pedagogical system taking into account current trends in the modernization of schooling in China is still a little-studied issue, which has made it possible to highlight the problem of our research - the achievement of high quality school education is possible due to the innovative development of the didactic system and the readiness of the teacher to work in the new conditions. The stated problem defined the purpose of the study - the development of a strategy, methodological techniques for the development of autonomy of subjects of the educational process within the framework of the "Shengben " training system.

The aim of the study is to identify the innovative characteristics of a modern school: to define the methodical guidelines of the process of the development of subject-subject relations in the humanistic paradigm; to assess the effectiveness of the Humanist Shengben learning system, which is based on the development of self-reliance, self-organization of the student personality.

The problem caused the choice of research methods - theoretical analysis of scientific and educational and methodical literature, a comparative approach - a comparative analysis of the traditional method of teaching and the innovative method "Shengben " presented.

The theoretical basis of the study is presented by the works of scientists: S.A. Amonashvili, V.P. Bespalko, V.A. Vasilyev, J.A. Komensky, S.L. Rubinstein, V.A. Slastenin, L.M. Spencer, G. Syle, D.B. Elconin, etc. [4; 5; 6; 7; 8].

Results of the research.

Every child has an inner potential and innate activity to study - all this has been provided to children by nature. Understanding this has largely solved problems in the system of education, where all the success of children depends on the results of the state exam (similar to the EGE in Russia). The implementation of the humanistic " Shengben " learning system, which is based on the theory of the subjectiveization of the holistic educational process through the development of the autonomy and autonomy of the individual of students, involves a way out of the crisis state of the entire education system.

In Chinese society, achieving the quality of education in the country's innovative economic development is justified by overcoming the crisis of traditional Shiben pedagogy, both theoretically and methodologically.

In this context, we will try to resolve the contradictions:

- between the current requirements of the government and society for the quality of education of schoolchildren and the opportunities of participants in the educational process to be not so much consumers of innovative methods and technologies, but their creators;

between the need to develop the conceptual foundations of the educational process in the subject-subject paradigm and the lack of training of competitive, active, responsible, self-educated students who are ready to learn throughout their lives.

The contradictions we have mentioned have made it possible to determine the problem of our research - the achievement of high quality of school education is possible due to the innovative development of the didactic system and the readiness of the teacher to work in the new conditions. It is possible to solve this problem through the systematic development of the autonomy of students and their teachers, as carriers of humanistic foundations and innovative culture, focused on the cognitive needs and needs of modern schoolchildren with different levels of training.

The shortcomings of the traditional education system lead to an understanding of the guiding role of the teacher in the educational process and point to the need to change the training of future teachers in universities and in the process of upgrading or retraining existing teachers. Due to the fact that the Chinese People's Government constantly emphasizes the need to provide a quality full education and gradually change the situation in the field of public opinion about the need to introduce innovative methods in the educational process, we have developed an author's methodology, which is aimed at improving the overall intellectual and emotional development of children.

According to I.I. Burlakova, "... reforms should not affect the key principles of traditional education, such as the main three modules of the learning process (public curriculum, local curriculum and single school curriculum). Nevertheless, there are many areas in which reforms need to be implemented. For example, to change profiling disciplines, to agree on a curriculum, to pay attention to the transformation of pedagogical technologies, to carry out reforms in the field of moral education, to transform the process of practical and non-auditing classes. It is necessary to reform the very essence of the traditional learning process in strictly personal-oriented humanistic pedagogy" [9, p.148].

So, the main problem of modern education is why school reform is not progressing, what should be paid attention in the field of teaching management? Two points of view have been formed in the area of modernization of education: the federal education authorities are in favour of the preservation of the EGE and allow changes in the content and procedure of the state exam. Another view is held by the subjects of the educational process and propose to abolish the EGE and return to the traditional model in education. We believe that it is necessary to reform the system of the state exam and prepare the transition of the Chinese traditional national system to the innovative system " Shengben" schoolchildren.

For this purpose it is necessary to carry out the following activities at school:

- To study scientific sources on the problem of improving the quality of education of schoolchildren based on a personal approach in Russia and abroad;

- to compare the methods of teaching students of the Chinese traditional system "Shiban" and the innovation system "Shengben";

- to create active and viable educational programs, educational technologies that will not contradict the internal nature of students;

- develop the students' potential and identify and activate their innate abilities to self-study.

In 1999, Guo Sylle presented to the scientific community the theoretical substantiation of the author's method "Shengben". The training system is a national pedagogical system (method), which emerged after the government called for modernization of the education system and the policy of openness.

The contribution made by the developers of the author's methodology "Shenben" to the Chinese educational system is in the provisions we have defined:

- The method allows us to improve the quality of education and makes the teacher-student relationship in the system subject-to-subject;

- the method is primarily focused on students, who become the center of pedagogical activity;

- The method has been recognized by many Chinese teachers, students, and their parents.

Modernization of educational reform and implementation of the "Shenben" training system was carried out against the background of the traditional Chinese "Sheben" training system. "We will not lose the traditional Confucian basis of our education, we will simply make sure that children show independence, exercise with pleasure, and strive for knowledge" [10, p. 29].

The most important thing in the process of innovative learning is to give students more freedom in choosing the means, ways of acquiring knowledge and identifying the necessary life competencies. Professor Guo Syle, who proposed the theory of educational autonomy and tested it for over 20 years in the practice of schools in China, confirmed that this method allows students to be active, ask uncomfortable questions, solve continuous problems [10, p. 33]. This is the main difference of the method from traditional education, where the leading role in the educational process is left to the teacher and students are subject to pedagogical influence.

In our opinion, the subject-subject Shengben method should represent only the tutor, organizational and consulting role for the teacher. And the actions of students are aimed at self-development, self-learning and career guidance skills, which are primarily necessary in later life. This approach develops in children responsibility for the results of their educational activities, forms a completely new way of thinking and independence in learning. Thus, there is a comprehensive development of students' personality.

Then we will carry out a comparative analysis of the educational content of traditional and innovative teaching methods. Curricula and work programs in the educational process of the traditional system of education for a trainee and a student differ significantly in content. The traditional system focuses on external (material) resources, such as teaching materials, which completely deny the leading role of the student in the learning process and are focused on reproductive forms of learning. Followers of the traditional Shiben system always closely follow children in the learning process, because one of the main functions of a teacher is to control learning. Teachers who follow this approach, offer children a large number of homework. During the lessons, a large number of intermediate tests for each section of the discipline and control work are done to control the degree of learning by students, which leads to increased stress and demotivation of students to study. Students fall within the scope of an approved curriculum, where there is no room for individual consideration and students become dependent on teachers' opinions and grades. In addition, textbooks written for learning using the traditional Shiben method often slow down the learning process. Sometimes we see children starting to reflect on their own issues, showing their ability to learn and create, and teachers give superfluous explanations, which can be compared to a colleague sitting next to them all the time trying to interrupt and retell the story in advance.

In the considered modern method of training "Shengben" the educational program is individually oriented, where the pupil is a key element of the educational process. The implementation of this program requires the use of much less external resources. Teaching becomes more effective, it uses the potential of each student and the whole class, which allows identifying all the hidden reserves. The following didactic principles are applied in the methodology of this educational system:

- the principle of practical mastery of new material with subsequent theoretical confirmation;

- the principle of comprehension with further learning;

- the principle of independent learning with subsequent transfer of the acquired experience;

- the principle of choice of educational content.

Of course, the process of learning is led by the teacher, but due to the fact that he gives students relative freedom of action and the opportunity to share their observations, opinions and assessments of typical situations, the learning process reaches a higher quality level.

Experienced results of training with the use of this method compared to the traditional one note its effectiveness. The method has grown into a national pedagogical direction and today continues to be improved in practice. Many experimental schools in China have been involved in the application of the Shengben method for 20 years. For example, in Guangdong province, under the Million Best Teachers Project, teachers pass on their successful experience to other teachers who use the Shengben Method as a basis for their teaching activities. Today, the development of textbooks and teaching aids and the introduction of the method also continue for high school and teacher training students.

The educational process in Chinese pedagogy is based on the deductive principle (from top to bottom), although today's children are more likely to use inductive learning (from bottom to top). It is the Shengben method that allows students to learn from concrete to abstract, which is an ideal way to develop the thinking of a modern child. Here, the teacher encourages pupils, solving complex tasks, to search for and find answers on their own, and the pupils themselves have to formulate their own tasks and solve them themselves.

"In Confucianism, the process of cognition of adults is based on the mind, and the process of cognition of children is based on feelings and emotions. The knowledge that children receive together with their feelings is necessarily imprinted in their memory. The knowledge that belongs to children is the result of an independent learning process" [11].

The Shengben learning system is a synergy of rational and sensual cognition, characterized by the fusion of intellectual and emotional components of cognitive activity in learning. Here, the teacher has the role of an activator, which greatly increases the educational potential of students, the student is the addressee, the main subject of the learning process.

Today knowledge is in continuous change and perfection and the technique of training should consider this fact, constantly improving educational technologies. The main thing here is that both pupils understand it and receive new knowledge constantly and with pleasure.

Of course, there is no denying the negative role of gadgets and social networks in the digitalization of the educational environment. Of course, in China, as in other countries, children are also addicted to gadgets. And teachers consider it the main problem of reducing children's attention to learning and full of their demotivation. In this regard, the teacher is in a difficult position, when he needs not to teach, and to interest, not to force, but to captivate. Therefore, educators should not underestimate the potential of activity and curiosity inherent in children by nature, and their ability to self-improvement and self-development, it is impossible not to take into account the creativity of students. Children are inherently inquisitive and like to learn, the school must constantly develop these properties of character. After all, the creative process of schoolchildren is internal, and in adults the creative process is correlated as a rule by external circumstances.

One of the main forms of improving the skills of students within the framework of the "Shengben" method is essays as an interdisciplinary genre, which teachers use in the learning process. According to N.L. Mishatina and I.P. Tsybulko " ... Essay is also a personality-oriented genre aimed at revealing the inner self, at self-knowledge of the individual. The work on the essay uses a specific life and reader experience of the student, reveals the individual view of the author on the proposed topics, the search for individual style, selection of a certain arsenal of artistic means" [12, p. 111].

So, we can draw an intermediate conclusion that if we accept a child as a creator, we will be able to free ourselves from the irrelevant principles of traditional education, as creativity and innovative ideas, realized through modern educational technologies, are the key moments in the organization of educational activities of children.

The traditional Chinese education system is focused on preparing for a single exam. Participation in various competitions, competitions, competitions, festivals is a "decorative" background in education. The emphasis is primarily on the fact that students get good results during the exam, as this, first of all, will affect the reputation of the school and the teacher. In the process of traditional learning, which resembles a race for results, the child becomes a vessel that must be filled with knowledge.

In Shengben training, preparation for the EEG will not be limited to methods, learning aids, forms of training sessions and discreetly orient the entire learning process to high quality. "Shengbe's" children not only own a certain set of content, they know more, they do not experience the sturgeon before exams, tests, with pleasure participate in interviews.

Let's give an example, in a competition held at the Lachan School in the Tianhe district of Guangzhou, the champion of the experimental group "Shengben" solved 54 tasks in one minute. The winner of the traditional group is 38 tasks. This is good proof that the technique really works.

Transferring the student from the comfort zone to the "near development zone" when the child independently performs didactic tasks is not yet confident, allows to form individual abilities. It is at this time he needs the help of a teacher, before the student opens new opportunities for further development.

At the Futian school, a mathematical competition was held between the first-graders of two experimental groups in which the teachers work according to the Shengben method and the two conventional groups. Ten students were selected from the Shengben experimental groups and 10 from the regular groups. During the competition, students had to solve 100 arithmetic problems in 5 minutes. As a result, students from experimental groups took the first four places. There are 7 people on the list of awarded second degree, 4 of whom are members of experimental groups. There are 4 people on the list of awarded third-degree, 2 of whom are also from experimental groups.

Using the Shengben technique in different schools, it was noticed that the intellectual development and emotional background of students had changed dramatically, allowing for the introduction and comprehensive consideration of the concept of "education ecology". It is a system of pedagogical conditions in which students learn and develop in specially created conditions.

The Shengben learning system helps to create a comfortable educational environment, in which it makes it easier for students to overcome one-directional external pressures using the internal driving force as opposed to it. Of course, learning is the unity of freedom and limitations. However, we also distinguish that there are two types of restrictions - one is directed against the inner positive driving force of schoolchildren. The other, on the contrary, is focused on the support and assistance of this driving force. The first is characterized by a closed, traditional system of learning in China. The second is the open learning system we are considering.

Of course, a student can express himself when he is the subject of an open educational environment, where his talent is likely to be manifested and fully disclosed. With such an open system of educational process and in a specially created educational environment, we get the unity of consciousness, actions and emotions of the student.

The open system of training " Shengben " gives students the right to choose, creates for them comfortable and psychological protection, in it life problems are solved much easier and faster. This is possible if the pedagogical leadership and students are united in a single system to solve pedagogical problems. In such an environment, students create projects, play different roles in plays, participate in competitions, experiment, all possible manifest themselves in interaction and communication in groups, learn with great pleasure and with benefit for themselves and others.

In this system of education, educational models are radically changed as opposed to traditional ones, and they are distinguished by the fact that the interests of students coincide with the social requirements of society. This coincidence leads to active learning, there are elements of insider and resonant pedagogy, which are characterized by effective results of pedagogical activity, creates a comfortable, conflict-free, psychological safe environment in which all subjects work freely, constructively, listen and easily accept each other.

Today, students are guided by the democratic foundations of public life, which is reflected in the desire to participate independently and freely in educational and educational activities. The time for the "knowledge economy" has come. During this period, creative activity is very much needed, which is most productive in childhood.

Inertial behavior and linear thinking of students in the educational process of a traditional school hinders creative thinking and directly affects the success of tasks. When children are forced to learn what they need to know in the logic of a curriculum or a separate discipline program, they are demotivated to the learning process and the quality of knowledge in general is reduced. The inertia of thinking that appears when learning new knowledge is the most harmful factor in traditional education.

Obviously, it is necessary to change linear thinking in the process of teaching children, as the developed habit of thinking linearly blocks and does not develop non-linear thinking Point of view that even our consciousness is governed by a complex system of nonlineary dynamics, has already become one of the most interesting and discussed topics and projects in modern science.

By applying non-linear thinking and non-linear communication, Shengben teaches children to gain a lot of knowledge without training and at the same time to get good educational results.

The practical significance of the study. The tested educational technology " Shengben " is universal and is focused on improving the quality of education, building a relationship between the teacher and the student subjective and subject-subject and can be used as an innovative educational technology in various educational institutions.

Since the introduction of this theory in 1999 and to this day after a long research and long-term practice, under its influence in more than twenty provinces and cities of China are studying the method "Shengben" already more than a million schoolchildren. The experiment in schools gave an opportunity to see the real results of the technique in practice. This is not about the curriculum, which seems to be perfectly structured and meet all the requirements of modern education, and not in the methodology itself, which is a cutting-edge discovery in the field of education, because the correctness of the methodology can always be argued. I would like to emphasize the fact that, given the innate cognitive activity and inner potential of children, we create special conditions for them, give children more freedom of choice and independence.

Thus, in order to further develop and improve the Shengben training system, we offer the following:

The freedom to carry out reforms should be given, the independent authority of school principals should be expanded, and the capacity of the local school administration and student self-government should be strengthened;

To establish a school management system as part of the harmonization of education aimed at achieving meta-subject educational results;

- The educational process should be autonomous, which imposes high teaching requirements, schools should implement self-government, allowing students to actively develop non-linear, critical thinking, independently acquire knowledge;

To allow the teacher to strengthen interaction with students in practice by introducing and actively using interactive learning technologies.

The Open Shengben method attracts a large number of followers in China as the most sought-after modern innovative teaching system in schools. The main attention here is paid to how students perceive the educational material, what competences are formed, how self-development is ensured, how educational results are achieved.

Conclusion.

The results of the study revealed the characteristics of the Shengben methodology in the reform and modernization of schooling, which are:

- In " Shengben " the leading role in the learning process is given to the students;

- The educational aspect of "Shengben" method is carried out against the background of one of the main oriental culture directions, namely Confucianism (Zhu Jia School);

- The Shengben method of teaching is based on the developed methodical base, offering its own teaching aids and materials for conducting classes;

- The Shengben teaching method can be implemented in the school's teaching process without extensive training.

Thus, after conducting a comparative study of two systems of education in China on the development of autonomy of subjects of the educational process, it is possible to draw the following conclusion:

- System "Shengben" radically differs from traditional school system and gives subjects of education new functions, at the same time it is spent in habitual Confucian cultural background and takes into account all advantages of traditional training;

- the educational process based on "Shengben" technologies, reveals personal potential of pupils and is constructed on granting to pupils of possibility independently to receive new knowledge, in it they are not only the subject and the addressee of educational process, but also the major resource and driving force;

- today, the developers of the Shengben system have an important task to further design and improve the model for training specialists in the conditions of the coronavirus pandemic and the transfer of schools to remote educational formats;

- the innovative system of education, focused on quality and subject-to-subject relations, proves its effectiveness in experimental schools working by the "Shengben" method;

- the "Shengben" education system has proved its effectiveness in the reform of basic education and has ample opportunities for its further implementation not only in China but also in other countries.