Promising primary school preparation school. "Promising Primary School": reviews from parents about the program

Education - higher. Karachay-Cherkess State Pedagogical University, primary school teacher with a degree in Pedagogy and Methods of Primary Education. 1995.

Total work experience - 26 years old, teaching experience - 26 years.

The next competition “Best Teacher of Russia 2013” ​​was held. It was my voluntary desire to take part in it. I wanted to try myself again, because in 2002 I was one step away from VICTORY, but apparently it’s not fate

This is not a lie, not a fable:
Others saw, I saw,
How to tame a stupid tit
They tried to transform a crane.

So that he doesn’t see the blue distance
And don't leave the ground
The crane was roughly ringed
And they put a note in the journal.

Hid in the closet, tied the wings
The white bird of my happiness.
So that she breathes warm dust
And I didn’t notice anything.

But it’s not for nothing that the bird grew stronger in the sky -
Fools remained fools.
A broken cage, a pile of ashes,
And the crane is in the clouds again.

Work experience in the teaching and learning complex “Prospective Primary School”

My teaching experience is 26 years. For 18 of these years I worked according to the traditional system, using in my training simultaneously the principles and methods of existing alternative systems. I realized that textbooks for the new generation of children are clearly not enough. I chose for myself the alternative developmental model “Prospective Primary School” (“PPS”). I studied all the programs and textbooks on PNS. I got acquainted with the principles and concept of PNS. I attended a course of lectures on teaching methods. I decided for myself that the PNSh system is what I and my children need.

In September 2010, I recruited a new team of first-graders and began working with them using the “PNSh” system. The school administration and parents of first-graders fully supported me.

What is so special about the difference between the PNSh teaching and learning center and other alternative systems?

I think that a lot of people do. Namely:

1. The “PNSh” project is interesting for both teachers and students because it contains interdisciplinary connections. All textbooks are connected by a single intrigue. In the center of “PNSh” there is the subject “the world around us”. It grows roots into all other objects. The child “needs to be thrown into the world around him so that he becomes a literate and developed person,” the authors of the project believe.

The heroes Misha and Masha grow, change, and perform various types of tasks. Our students follow suit and develop social skills. This is very interesting for children.

2. “PNSh” is a personality-oriented course for urban and rural schoolchildren. The countryside is represented in the system through the place of residence of Masha and Misha - the village of Mirnoye. The authors of the project believe that both rural and urban children must be developed in order to enter any prestigious university.

The PNS program was included in the Rural School project.

3. PNS textbooks teach the child to work with all sources of information: reference books, dictionaries, the library, people around him, the computer and the Internet. Already from the 2nd grade, children in Russian language lessons become familiar with five types of dictionaries and constantly use these dictionaries in other lessons.

4. All PNS textbooks contain many drawings, illustrations and diagrams of a didactic nature. Everything is thought out, nothing is superfluous. The teacher does not need additional illustrative material for the board, and does not need additional sources of information. The authors recommend making full use of the methodological capabilities contained in the textbook. Work with each student and with everyone at the same time is personally oriented. This is very convenient for both the student and the teacher.

5. There are club meetings at the educational institution “PNSh”. These are open lessons in which children make independent reports on the subject. Students can invite their parents and friends to such lessons, and the teacher can invite colleagues and school administration.

6. The textbook from the end of grade 2 to grade 4 is a self-instruction manual for a child. The entire methodology for conducting lessons is contained in the textbooks. Children look at the table of contents, answer questions, open dictionaries, study the topic, and draw conclusions. The teacher directs the children’s work, coordinates their actions, gives the children a tool (textbook) and teaches them to work with it.

7. Mathematics is structured very strictly and solves traditional problems using unconventional methods. The authors recommend not to deviate one step from the methodology of teaching the subject and believe that thanks to this system of presenting the material, students will develop truly mathematical thinking. The kit is entrusted with the task of preparing children to solve Olympiad problems. Another problem goes away on its own.

8. Textbooks of the Russian language and literary reading take into account real pronunciation standards in Russia, speech therapy problems of primary school students, and the neurological psychotype of a modern child. The textbooks have a well-thought-out system of work that encourages students to obtain information themselves and operate with it. To build a holistic picture of the world and for the development of speech, the educational complex has a system for working with paintings; there are reproductions of paintings by famous artists.

At the very first parent meeting in August, I introduced the fathers and mothers of first-graders to the basic ideas and principles of PNS. She spoke about the positive experiences of teachers working under this system. I explained to my parents the methodology for constructing textbooks. She told me how you can and should help your children learn.

The program aroused great interest among parents; they approved of my decision, as a teacher, to work in the Perspective Primary School system. Throughout the school year, I felt the support and help of my parents.

Now first grade is over. There have been a lot of different things this school year. There was only one thing missing - boredom. The children studied with interest and pleasure.

The children really liked the textbooks - colorful and illustrated. They became family and friends for the children. The guys fell in love with the cross-cutting heroes Misha and Masha. They began to consider them their friends.

Children really like the subject of the world around them. They always look forward to this lesson and prepare for it with desire. They ask a lot of questions about rural issues. By the end of the year, even very constrained and restrained children began to feel comfortable. Parents report that their children enjoy going to school. The problem of adaptation resolved itself.

As a teacher, I can say that for the most part the children have learned to write quite competently and accurately. Few mistakes are made based on the learned rules.

From personal experience, I realized how wonderful it is when the methodological apparatus of a lesson is included in the textbook. Everyone wins - the student, the parent and the teacher.

Children learned to freely navigate the table of contents of textbooks on any subject and relate the table of contents to the topic of the lesson.

Solving the examples and tasks in the final test in mathematics did not cause any particular difficulties and even seemed easy to the children. Everyone was satisfied with the reading technique test. At the end of the school year, our whole class joined the “Key and Dawn” club. Each child sent a personal letter to the Akademkniga publishing house with a request to become a member of the club. Over the summer, many received an answer.

Dear Colleagues! If you take the time and effort to study the principles and methods of the PNS system and use this system in practice, you will get excellent results. You will no longer work the old fashioned way.

Every teacher is proud of his students.

My graduates.

The first set is like your first love - you will never forget it!

My very first release. 1996

2001 1999

2006 2008

Class of 2014

ISSUE 2018

Second day of the festival "Talent - 2007"

Topic of the day: “Go from good to better, to the very top...”

Chvamania Oksana Aleksandrovna - primary school teacher at Municipal Educational Institution Secondary School No. 7 in the village of Essentukskaya, Predgorny Municipal District. “Use of modular teaching in reading lessons”

FIRST ALL-RUSSIAN COMPETITION

Diploma II degrees

Chvamania Oksana Aleksandrovna, secondary school No. 7, art. Essentukskaya, Stavropol Territory

I have been working at school for 20 years. Inquisitive boys and girls are still rushing to school. The same bell rings for class. And still the same question arises in my head: “How to make the lesson more effective?” How to bridge the gap between learning and life? How to teach children to apply their knowledge in practice? How to teach children to learn, while maintaining health and raising a useful citizen to society, to whom the chosen profession would bring joy and happiness.

Having studied various modern pedagogical technologies, I chose and used the following pedagogical technologies in my work:

1. Technologies of personality-oriented education.
2. Gaming technologies.
3. Integrated learning technologies
4. Problem-based learning.
5. Health-saving technologies.

The continuous search for the most effective ways of teaching led me to the fact that once again, having recruited first-graders in the 2008 academic year, I chose the new teaching and learning complex “Prospective Elementary School” for work.

Having become acquainted with the main ideas and concept of this program, I found answers to my questions.

The main idea of ​​the educational complex “Prospective Primary School” is the optimal development of each child based on pedagogical support of his individuality (abilities, interests) in the conditions of specially organized educational activities. The student has to research, test, prove, reasoning skills, and be in constant search in order to make a decision.

As a result, each student is busy with his own independent activities, which ultimately leads to a collective discussion of the problem. The student is not afraid of a negative assessment from the teacher, there is no need for this: “This is your opinion,” “You think so.”

Assignments in both textbooks and notebooks for independent work provide for independent individual, pair and group work by schoolchildren. This helps to develop academic skills.

Working with a magnifying glass, 1st grade 2008

Construction of the letter "I", 1st grade

The student feels more confident and sees his results. The student constantly discovers something for himself, examines it from different angles (with the help of magnifying glasses, frames), shares his opinion, comprehends and evaluates things in a specific life situation.

The system of questions in textbooks is designed to teach children not to quarrel, but to argue, to build their relationships with peers, to respect other people’s opinions, even if they do not coincide with yours.

“Creating our own project” /2009/

“Together the result will be better” /2009/

Every child feels like an explorer. He collects information from textbooks, the Internet, and makes a trip to the library. This helps the student independently prepare a report, message, and create his own project. Creating your own project leads to the development of practical experience in a primary school student and the ability to apply acquired knowledge in real situations.

Parents share their practical experience with students. By creating projects together, parents are involved in joint activities. Thanks to such activities, it has become a tradition in my class for the whole family to participate in club meetings, hold competitions, create concert programs, and explore together their ancestry and the history of the city. Thanks to the “Promising Primary School” educational kit, teachers, students, and parents have become equal partners in educational communication.

Tracking the results of students’ training and education together with their parents, I see positive dynamics, their freedom of communication, I am surprised by their desire to create and not stop there. Their self-esteem, opinion, every achievement makes me happy.

Lesson from the world around us

Technology lesson

During lessons, I teach students to work with a textbook, a notebook for independent work, a reader, and a dictionary. All these manuals are connected by a single system of symbols, the problematic, practical and creative nature of the tasks.

The textbooks of the teaching and educational complex “PNSh” invite students to take part in the work of the “Key and Dawn” club (club of humanitarian disciplines) and the club “We and the world around us” (club of natural scientific disciplines).

Through the system of tasks in the textbooks, an exchange of letters was organized between the story characters of the set (these are brother and sister - peers of our students of different ages) and schoolchildren.

During the correspondence process, the children in the class became more interested in the subjects. From a simple gaming desire to receive an answer to each of my letters, advice and new questions, membership cards, incentive bookmarks and postcards - gradually over two years the need for long-term substantive communication was born.

Membership card of the club "Key and Dawn" 2009.

The educational complex “Prospective Primary School” helps me organize learning not only in class, but also outside of class. A textbook is a source of information for a student, a necessity, a “friend” who cannot be avoided.

Thus, working for two years with the teaching and learning complex, I came to the conclusion that it is in the teaching and learning complex “Prospective Primary School” that the methods and techniques for organizing the educational activities of schoolchildren are presented as the main means of personality-oriented learning. The textbooks in this set include problem tasks, the solution of which requires: research, observation, comparison, highlighting the main thing, and the ability to generalize. Assignments provoke the student to independently acquire knowledge, based on his individual experience. Multi-level tasks and variability in solving educational problems are included.

I believe that this kit helps not only the student, but also the teacher to move into a developmental education system, gain satisfaction from their work, and improve their skills.

From the experience of working on the “Prospective Primary School” program and a comparative analysis with the teaching methods of the “School of Russia” program

I worked at the Bolsheelkhovskaya secondary school for 22 years as a primary school teacher, of which 19 years I worked under the “School of Russia” program.

To work with this program, a lot of time was spent searching for additional material, selecting fairy-tale characters, and various game moments. Therefore, I needed to stock up on additional literature. Over time, textbooks and teaching aids began to change for the better. Notebooks for independent work were published on mathematics, the Russian language, and the surrounding world. But I still wanted something new, more educational and interesting. Therefore, when 3 years ago Lidiya Petrovna Biyushkina and I were enrolling our first classes, we were offered a new educational program “Prospective Primary School”. At the beginning, it was scary to take on something new, but we were not very happy with literary reading, we wanted some changes in mathematics and the world around us. I think that this is what prompted us to work on the educational complex “Prospective Primary School”.

The main idea of ​​the educational complex "Prospective Primary School" is the optimal development of each child based on pedagogical support of his individuality (age, abilities, interests, inclinations, development) in the conditions of specially organized educational activities, where the student acts either in the role of a student or in the role of a student, then in the role of organizer of a learning situation.

A system of tasks of different levels of difficulty, a combination of a child’s individual educational activity with his work in small groups and participation in club work make it possible to provide conditions under which learning goes ahead of development, that is, in the zone of proximal development of each student based on taking into account the level of his current development and personal interests. What a student cannot do individually, he can do with the help of a deskmate or in a small group. And what is difficult for a specific small group becomes understandable in the process of collective activity.

What items are included?

Everything that is included in the basic curriculum. The main content of the educational complex “Prospective Primary School” consists of such educational areas as philology, mathematics, computer science, natural science and social studies, art, and music education. The curriculum of each subject is based on an integrated framework that reflects the unity and integrity of the scientific picture of the world.

What does the kit include for each item?

For each of the subjects, a whole set of educational publications was created, which includes a textbook, a workbook, and an anthology was created for most subjects. To ensure the overall educational process and support for the teacher, methodological manuals and collections of works were made that made it possible to organize control and assessment activities as a whole. These are not so much the previous texts of independent tests, but technologically developed systems that allow the teacher to organize both preliminary work and subsequent correctional work based on the results of its writing.

In mathematics (author Alexander Leonidovich Chekin) a lot of new and interesting things have appeared that we don’t have (). There are many non-traditional tasks, which helps to approach the topic from different angles, and the Olympics are not scary, because children get used to such tasks. And it all started with brief diagrams. While solving problems, children were introduced to different diagrams that helped them solve problems.

During the adaptation period, when a child “learns” to be a schoolchild, it is very important to create for him an educational environment appropriate to his age and capabilities. Children of the seventh year of life have difficulty maintaining attention and can work productively for no more than 5–7 minutes. This condition requires special planning of lesson time and organization of its content, and not just organizing dynamic pauses in the middle of the lesson. For example, in a lesson, one of the tasks may be such that all children, without exception, must take turns approaching the board, and the experimental task is allowed to be completed while standing. The transition from frontal forms of work to group or pair work also allows children to move. Every lesson in the class there is a dynamic minute, which is woven into the topic of the lesson. For example, in a lesson on studying various diseases and how they are transmitted from one person to another, a game is played that illustrates the transmission of a disease through a handshake. Children stand in a circle. One student's hands are smeared with glitter body gel. This student shakes hands with several children, and they shake hands with the rest. Then the children look at their hands and see a shine on them. The conclusion is drawn: like glitter, microbes that cause disease are transmitted from the hands of one person to other people. Students are asked to wash their hands with soap. This simple method will quickly teach children to take care of their health.

How much research was done in 3rd grade? We learned that there are bodies: natural, artificial and celestial. Every body consists of substances. And substances are made up of the smallest particles: molecules and atoms. We learned to distinguish between solid, liquid and gaseous substances. We learned about the properties of water, air, minerals.

New items have appeared:

Technology (author, A. A. Grineva, and friend...)

Computer Science (ed.)

This academic year we got acquainted with multi-level lists, block diagrams of the algorithm and its branching, simple and complex statements, and algorithm executors - “Reader”, “Fireman” and “Draughtsman”.

A few words about the class. There are 19 students in the class. Of these, 9 students are from intact families, 5 students are from divorced families, 4 are raised by a single mother.

In class 3 - excellent student , 4 student on "4 and 5", 2 student with one "3" - in English language .

I would like to note that not all children can master this kit, I mean socially neglected children who are not given due attention at home, and the teacher does not have the opportunity due to the lack of hours for additional classes.

Some complain that there are a lot of textbooks, and some that the set is expensive.

Still, I like this program.

It pursues the same goals and objectives as other programs, and the end result is the same. It’s just that the order of topics changes, the approach, methods and techniques are different.

Each teacher, willy-nilly, still takes from other programs the forms of work that are familiar to him, the same tests, which are so far in short supply. I think there is a way out of everything.

Another thing, I think, is that a program should be released into the world when all the materials for it are already available, especially for teachers.

Literature

1. First lessons on the new educational set "Promising Primary School"

The newspaper "Primary School" together with the publishing house "Nauka"

2. “A promising elementary school is waiting for its new students,” professor of the department of preschool primary education at the Academy for Advanced Training of Education Workers (APKRO) “Promising elementary school,” professor.

3. “Written calculations: relevance or tribute to traditions”

You often hear: “We study according to Vinogradova...”, “And we have Perspective.” Unfortunately, most parents can only name the author of the curriculum, others will say “we were praised for it,” and still others, perhaps, will talk about specific pros and cons. But in general, the average parent has difficulty understanding how all these programs differ. And no wonder. It is really difficult to get through the scientific style and terminology of pedagogical texts. Parents whose children are going to first grade this year are puzzled by the question: will their children begin their educational journey in a traditional program or in a developmental one? Indeed, it is important to choose the right school and training program, since it is studying in primary school that determines the child’s subsequent attitude towards the educational process. So what are traditional and developmental programs, what are their pros and cons, and how do they differ from each other?

So let's figure it out together and try to understand.

Firstly, there is a pedagogical system and a pedagogical program.

There are only 2 systems: developmental and traditional (see Order of the Ministry of Education and Science of the Russian Federation dated October 21, 2004 N 93). The traditional programs include: “School of Russia”, “Primary School of the 21st Century”, “School 2100”, “Harmony”, “Prospective Primary School”, “Classical Primary School”, “Planet of Knowledge”, “Perspective” and others.

Developmental systems include two programs: L.V. Zankova and D.B. Elkonina - V.V. Davydova.

There are much more programs. In addition to the officially recognized Federal State Educational Standards, there are many experimental systems, as well as proprietary, in-school ones.

There is a Federal list of textbooks, according to which a school can choose teaching materials. If textbooks are not included in the FP, the school does not have the right to teach using them. The list changes every year. If a textbook is deleted from the FP, the school switches to others from 1st grade, and teaches the rest of the children using these textbooks until 4th grade.

Education systems

All approved systems and programs meet the main requirement: they allow the student to acquire the required minimum knowledge. Authorship is manifested in the ways of presenting material, additional information, and organizing educational activities.

Each system and program has its own author. But this does not mean that all textbooks in all subjects were written by him alone. Of course, a whole team worked on compiling the educational and methodological kit! Therefore, the names on your children’s textbooks will naturally be different. But, despite the “collective creativity”, all textbooks within one program have the same:

Goal (i.e. the result that should be obtained, the qualities that graduates who have studied in a particular program should ultimately have)
Objectives (i.e. those steps by which the goal is achieved)
Principles (i.e., features of the organization of training, presentation of material, choice of methods that distinguish one program from another).
Content (essentially the same educational material that the child will learn during the learning process. For example, the content of education in philology, mathematics, social studies and natural science. In this part of the program, they differ in that some are limited to the state standard minimum, others include various additional knowledge, concepts, literature, as well as the order of presentation of educational material, which is inextricably linked with the principles.)

There are no bad or good programs. All programs discussed in the article are approved by the Ministry of Education. And the developmental system is no better or worse than the traditional one. In fact, each system is designed for a certain mindset, or, in other words, a way of perceiving and mentally processing information. And these processes are individual for each child. Like metabolism, or say, hair color. Therefore, in the description of each program, we have introduced a section “Features that will allow a child to study successfully in this program,” where we will describe those qualities that it is desirable for a child to have in order to show good results without overexerting himself.

Different classes in the same school may study according to different programs, especially where the choice of program is made by the teachers themselves. And that's even good. Different programs and systems require children to have different initial knowledge and skills, and it largely depends on the personal qualities of the teacher whether he can implement the program in full. Therefore, the teacher chooses a program that will allow him to work in the current situation with this particular team.

Primary school educational programs

The learning process in primary school is based on an educational program developed by educational methodologists and adopted for a given school or individual class. The programs permitted under the Federal State Educational Standard for the 2019-20 academic year, in accordance with the federal list of textbooks, are:

Program "Prospective Primary School" (Akademkniga publishing house);

Program "Planet of Knowledge" (ed. Astrel);

Program "Perspective" (ed. Education);

Program "School of Russia" (ed. Prosveshchenie);

Program on the system of developmental education by D.B. Elkonin-V.V. Davydov (ed. Vita-press);

Program "Elementary school 21st century" (Vinogradova system, Rudnitskaya - mathematics, Ventana-graf publishing house);

Program "Rhythm" (Ramzaeva - Russian, Muravin - mathematics, ed. Bustard)

School 2000 program in mathematics (Peterson, ed. Bean. Knowledge Laboratory)

Program "Spheres" (Ed. "Enlightenment")

Primary innovative school (Russkoe Slovo Publishing House)

Harmony (Published by "21st Century Association")

Program for children with disabilities.

The general development program of L.V. Zankova, School 2100 at the time of 2019 are not included in the FP, but since the list changes every year, they may also be included, so we’ll tell you about them too.

According to Articles 32 and 55 of the Law of the Russian Federation “On Education,” an elementary school teacher has the right to choose a system only in accordance with the educational program that is approved in the educational institution. When choosing a program as a basis, the teacher follows it for all four years.

“School of Russia” (Pleshakov)

This is the set for elementary school that we all studied with in Soviet times, with some changes.

Goal: education of schoolchildren as citizens of Russia.
Tasks. The main purpose of elementary school, according to the authors, is educational. Hence the tasks:

• development in a child of human qualities that correspond to ideas about true humanity: kindness, tolerance, responsibility, the ability to empathize, readiness to help others
• teaching the child conscious reading, writing and arithmetic, correct speech, instilling certain work and health-saving skills, teaching the basics of safe life
• formation of natural learning motivation

Principles: fundamentality, reliability, stability, openness to new things.

Problem-search approach. It involves creating problem situations, making assumptions, searching for evidence, formulating conclusions, and comparing results with a standard.

Features that will allow a child to successfully study in this program: No special qualities are required from the child. Of course, the more abilities a child has, the better. For example, the ability to self-esteem and willingness to work in problematic situations will come in handy. But even the most unprepared children for school learn well in this program.

The primary school program “School of Russia” is considered traditional; most children master it without any problems.

Expert opinion

“I have been working at school with children for many years according to the traditional “School of Russia” program,” says Tatyana Mikhailovna Bobko, primary school teacher at secondary school No. 549 in Moscow. “Our parents, I, and my children studied under this program. Everyone grew up to be fairly educated people.

I believe that this program is necessary, it was, is and will always be. The traditional program allows you to thoroughly develop the academic skills (reading, writing, counting) that are necessary for successful learning in secondary school. In recent years, interesting educational kits have been published that meet modern teaching requirements (mathematics - author M.I. Moro, Russian language - author T.K. Ramzaev), which are aimed at developing the student’s cognitive abilities.

Our opinion: good consistent and not very complicated mathematics, a logically structured program in the Russian language, but a lot of “water” on the subject of the world around us.

"Perspective"

Scientific supervisor, Doctor of Pedagogical Sciences, Director of the Center for System-Active Pedagogy “School 2000” of the AIC and PPRO, laureate of the RF Presidential Prize in the field of education L.G. Peterson. By the way, her personal textbooks are not included in this educational complex.

The goal of implementing the educational program “Perspective” is to create conditions for the development and upbringing of the personality of a junior schoolchild in accordance with the requirements of the Federal State Educational Standard for primary general education.

Objectives of the implementation of the educational program “Perspective”:

The ideological basis of the educational complex “Perspective” is the “Concept of spiritual and moral development and education of the personality of a citizen of Russia”, aimed at forming in the younger generation a system of values ​​of humanism, creativity, self-development, morality as the basis for successful self-realization of a student in life and work and as a condition for security and prosperity countries.

The methodological basis is a set of modern methods and techniques of training and education implemented in the educational complex “Perspective” (project activities, work with information, world of activity, etc.)

All textbooks of the “Perspective” system are included in the Federal lists of textbooks recommended or approved by the Ministry of Education and Science of the Russian Federation for use in the educational process in general education institutions.

Mathematics Dorofeev, Mirakova, Buk.

English language "English in Focus" ("Spotlight"). Authors: Bykova N.I., Dooley D., Pospelova M.D., Evans V.

The educational and methodological complex of textbooks “Perspective” was created by a team of scientists and teachers of the Russian Academy of Sciences, the Russian Academy of Education, the Federal Institute for Educational Development in close cooperation with the publishing house “Prosveshchenie”.

The program does not have an official website, there is a website of the publishing house old.prosv.ru/umk/perspektiva

Parents' reviews:

The program is too simple, the math is weak, and little time is devoted to writing. At the school the future first-grader was taught according to Peterson, the child learned more than in the entire first grade using “Perspective”. But it’s perfect for kids who didn’t have much to do before school. All topics are “chewed” for a long time by the teacher. Homework is easily completed without parental input except from the outside world. It is used to systematically assign reports or presentations that the child cannot complete on his own; I have to do everything.

Our opinion: the material in mathematics and Russian language textbooks is presented inconsistently. They “chew” simple topics for a long time, after which they give complex tasks on a completely different topic without first studying the algorithm for solving them. There is a lot of “water” around the world. The handicraft technologies in the textbook have not been verified by the authors; step-by-step instructions and templates often do not correspond to reality.

Promising Primary School

The Standard is based on a system-activity approach.

The main tasks of primary general education: development of the student’s personality, his creative abilities, interest in learning, the formation of the desire and ability to learn; education of moral and aesthetic feelings, emotional and valuable positive attitude towards oneself and others. The solution to these problems is possible if we proceed from a humanistic conviction based on the data of educational psychology: all children are capable of successfully studying in primary school if the necessary conditions are created for them. And one of these conditions is a person-oriented approach to the child based on his life experience.

The proposed educational and methodological set “Prospective Primary School” is based on the fact that a child’s EXPERIENCE is not only his age, but also the image of the world that is determined by his rootedness in the natural and subject environment. The EXPERIENCE of the child (the recipient of the educational instruction), which is important to take into account, is not only the experience of city life with developed infrastructure, various sources of information, but also the experience of rural life - with the natural rhythm of life, the preservation of a holistic picture of the world, and distance from large cultural objects.

A junior schoolchild living in a village should feel that the world that surrounds him is taken into account by the authors of the teaching materials, that each manual in this set is addressed to him personally.

The main idea of ​​the educational complex “Prospective Primary School” is the optimal development of each child based on pedagogical support of his individuality (age, abilities, interests, inclinations, development) in the conditions of specially organized educational activities, where the student acts either as a student or as a teacher, then in the role of organizer of a learning situation.

Basic principles of the “promising primary school” concept

1. The principle of continuous general development of each child presupposes the orientation of the content of primary education towards the emotional, spiritual, moral and intellectual development and self-development of each child. It is necessary to create such learning conditions that will provide a “chance” for each child to show independence and initiative in various types of educational or club activities.
2. The principle of the integrity of the picture of the world involves the selection of such educational content that will help the student maintain and recreate the integrity of the picture of the world, will ensure the child’s awareness of the various connections between its objects and phenomena. One of the main ways to implement this principle is to take into account interdisciplinary connections and develop integrated courses in the Russian language and literary reading, the environment and technology.
3. The principle of taking into account the individual capabilities and abilities of schoolchildren is focused on constant pedagogical support for all students (including those who, for one reason or another, cannot master all the presented content of education). Therefore, it is necessary to maintain a multi-level representation of knowledge throughout all years of primary education. Fulfillment of this requirement became possible under the conditions of the introduction of the Federal component of the state standard of general education. The standard provides every child with the opportunity to master the entire content of education at the mandatory minimum level. At the same time, “Requirements for the level of training of students graduating from primary school” have been defined, which record a satisfactory level of training.
4. Principles of strength and visibility. These principles, on which the traditional school has been based for centuries, implement the leading idea of ​​the educational and methodological set: THROUGH consideration of the PARTICULAR (specific observation) to the understanding of the GENERAL (comprehension of the pattern), from the GENERAL, i.e. from the comprehended pattern, to the PARTICULAR, i.e. to a method for solving a specific educational task. The very reproduction of this two-stage structure, its transformation into a mechanism of educational activity in the conditions of VISUAL learning is the basis for the implementation of the principle of STRENGTH. The principle of strength presupposes a strictly thought-out system of repetition, that is, repeated return to material already covered. However, the implementation of this provision on the basis of the constant development of the student leads to a fundamentally new special structure of teaching materials textbooks.
   The implementation of the principles of strength and developmental learning requires a well-thought-out mechanism that meets the leading idea: each successive return to the particular is productive only if the stage of generalization has been passed, which gave schoolchildren a tool for the next return to the particular.
   For example, algorithms for subtraction, addition, multiplication, and long division are first “discovered” by schoolchildren based on the corresponding actions with numbers in a row. They are then formulated as patterns and, finally, used as mechanisms for corresponding mathematical operations. In “The World Around us”: from a variety of animals (plants), for one reason or another, separate groups are distinguished, then each newly studied animal (plant) is correlated with known groups. In “Literary Reading”: one or another literary genre is highlighted, and then, when reading each new text, its belonging to one of the literary genres is determined, etc.
5. The principle of protecting and strengthening the mental and physical health of children. The implementation of this principle is associated with the formation of habits of cleanliness, order, neatness, adherence to the daily routine, and the creation of conditions for the active participation of children in recreational activities (morning exercises, dynamic breaks during school hours, nature excursions, etc.).

The practical implementation of the principles of DEVELOPMENTAL TEACHING and the principles of STRENGTH and VISUALITY becomes possible through a methodological system, which represents the unity of typical properties inherent in both the methodology of teaching literacy, the Russian language, literary reading, mathematics, and all other subjects. These typical properties, in turn, determine the special structure of the textbook, a single set for the whole.

The distinctive features of the teaching materials include the maximum placement of the methodological apparatus, including organizational forms of work, in the body of the textbook itself; use of a unified system of symbols throughout the educational complex; a system of cross-reciprocal references between textbooks; the use of common cross-cutting characters (brother and sister); step-by-step introduction of terminology and motivated use of it.

Main methodological features of the educational complex:

The teaching materials for each academic subject, as a rule, include a textbook, an anthology, a notebook for independent work, and a methodological manual for the teacher (methodologist).

Each methodological manual consists of two parts: theoretical, which can be used by the teacher as a theoretical basis for improving his qualifications, and lesson-thematic planning itself, which outlines the course of each lesson, formulates its goals and objectives, and also contains ideas for answers to EVERYTHING asked in the textbook questions.

Publisher's website about the program akademkniga.ru/projects/prospective-primary-school

Our opinion: a simple, quite logically structured program, but in the Russian language some rules contradict what children will learn in 5th grade.

Elkonin-Davydov education system

Educational system D. B. Elkonina-V.V. Davydov has a history of existence of more than 40 years: first in the form of developments and experiments, and in 1996, by the decision of the Board of the Ministry of Education of the Russian Federation, the Elkonin-Davydov educational system was recognized as one of the state systems.

Goal: formation of a system of scientific concepts, educational independence and initiative. Development in a child of the ability to think unusually and deeply

• to form in primary school graduates the ability to reflect, which at primary school age reveals itself through:
• knowledge of one's ignorance, the ability to distinguish the known from the unknown;
• the ability, in an underdetermined situation, to indicate what knowledge and skills are missing for successful action;
• the ability to consider and evaluate one’s own thoughts and actions “from the outside,” without considering one’s point of view to be the only possible one;
• the ability to critically, but not categorically, evaluate the thoughts and actions of other people, turning to their reasons.
• develop abilities for meaningful analysis and meaningful planning.

The maturity of these abilities is revealed if:

1. students can identify a system of problems of the same class that have a single principle of their construction, but differ in the external features of the conditions (content analysis);
2. Students can mentally construct a chain of actions, and then carry them out smoothly and without error.
3. develop the student’s creative potential and imagination.

Principles:

The main principle of this system is to teach children to obtain knowledge, to seek it on their own, and not to memorize school truths.

The subject of learning is general methods of action - ways of solving a class of problems. This is where learning the subject begins. In the future, the general method of action is specified in relation to particular cases. The program is designed in such a way that in each subsequent section the already mastered method of action is concretized and developed.

Mastering the general method begins with objective-practical action.

Student work is structured as a search and testing of means to solve a problem. Therefore, a student’s judgment, which differs from the generally accepted one, is considered not as an error, but as a test of thought.

Features that will allow a child to successfully study in this program: the same as those described for the Zankov program. Exception: it is unlikely that you will have to work at a fast pace. Rather, thoroughness, attention to detail, and the ability to generalize will come in handy.

The elementary school program according to the developmental education system of D.B. Elkonin - V.V. Davydov The system of D.B. Elkonin - V.V. Davydov is suitable for those who want to develop in a child not so much the ability to analyze, but the ability to think unusually, deeply.

In the Elkonin-Davydov system, however, the lack of marks can be daunting. But experts assure that everything is under control: teachers communicate all the necessary recommendations and wishes to parents and collect a kind of portfolio of students’ creative works. It serves as an indicator of progress instead of the usual diary. In the Elkonin-Davydov system, the emphasis is not on the result - acquired knowledge, but on the methods of comprehending it. In other words, the student may not remember something, but he must know where and how, if necessary, to fill this gap.

Another feature of the Elkonin-Davydov program: elementary school students learn not only that two and two make four, but also why four and not seven, eight, nine or twelve. In class, the principles of language construction, the origin and structure of numbers, etc. are studied. Knowledge of the rules, based on an understanding of their reasons, certainly stays stronger in the head. And yet, whether it is necessary to immerse children in these jungles from a young age is perhaps a controversial question.

The authors of the system placed great emphasis on teamwork and developing communication skills: children conduct their mini-research in groups of 5–7 people, and then, under the guidance of a teacher, discuss the results and come to a common conclusion.

But it would be unfair to say that these same skills are not developed in the other systems mentioned.

Developmental education according to the D.B. system Elkonina - V.V. Davydova

Particular attention is paid to theoretical knowledge and the logical side of learning. The level of subjects taught is extremely difficult. The Elkonin-Davydov education system presupposes the formation of a wide range of skills in primary school graduates. The child must learn to look for missing information when faced with a new task and test his own hypotheses. Moreover, the system assumes that the younger student will independently organize interaction with the teacher and other students, analyze and critically evaluate his own actions and the points of view of his partners.

Parents' opinions about the Elkonin-Davydov program:

“We started first grade in 2010 and chose the Elkonin-Davydov developmental methodology. It’s probably too early to talk about the results, but it’s a fact that the program is very serious and you have to work with the child constantly. The main emphasis, it seems to me, is on mathematics. Although my boy is very intelligent, some things need to be explained several times. In principle, we were prepared for this, so we are working on ourselves, so to speak. Anyone who wants to choose this program must be prepared to work with the child a lot."

Program "Planet of Knowledge"

The first set of textbooks and programs for primary schools, which fully implement the state standard - “Planet of Knowledge”. Among the authors are 4 honored teachers of Russia.

Expert opinion

“The program is interesting,” comments the primary school teacher of secondary school No. 353 named after.

A.S. Pushkin, Moscow Natalya Vladimirovna Chernosvitova. – A variety of texts on the Russian language and reading were excellently selected. In addition to good reading texts, interesting questions and developing tasks have been compiled. The child must come up with a fairy tale, think up the text, and make a drawing. Mathematics is interesting because each task leads the student independently to the answer. Not like in the standard program: the teacher explained - the student completed it. Here's a different approach. Let me draw your attention to the fact that there is a soft transition from the “Planet of Knowledge” to the traditional program. For fourth grade students, we introduce tasks from the fifth grade, so, in my opinion, this program has some advantages. As for reading, everyone says in unison: “Children read great.”

I would like to note that, being ahead of the standard program, “Planet of Knowledge” does not overload students. If we take everyone’s favorite mathematics according to L.G. Peterson, it requires a physical and intellectual approach. To study under the “2100 Program” or “Harmony”, the child must already be prepared. “Planet of Knowledge” can be taught to any children with kindergarten training, including toddlers. Children studying according to this program are noticeably different from those studying according to the classical one. These kids are creative. There is only one downside to this program - it is a change for a teacher who has worked in a traditional program for many years. Although special courses are held for such teachers in the Central District.

“Elementary school of the 21st century” (Vinogradova)

Goal: organizing the educational activities of junior schoolchildren in such a way as to provide comfortable conditions for the development of the child in the process of acquiring knowledge, skills and abilities.

• the formation of the main components of educational activity (if we discuss the student’s position, then this is the answer to the questions “why am I studying”, “what should I do to solve this educational task”, “in what way do I carry out the educational task and how do I do it”, “ what are my successes and what am I failing at?
• organizing the educational process in such a way as to ensure a situation of success for each student and the opportunity to learn at an individual pace.

Principles: the basic principle of education is that primary school should be nature-appropriate, that is, meet the needs of children of this age (in cognition, communication, various productive activities), take into account the typological and individual characteristics of their cognitive activity and level of socialization. The student is not just a “spectator”, “listener”, but a “researcher”.

Contents: in accordance with the main principle (conformity to nature), the authors paid special attention to the implementation of the function of “soft” adaptation of children to new activities. A system for using role-playing games in teaching has been developed, which makes it possible to develop various facets of role-playing behavior, and therefore the student’s imagination and creativity. All textbooks provide additional educational content, giving everyone the opportunity to work in accordance with their abilities (for example, introducing interesting texts from the very beginning of training in the textbook on the material of the complete alphabet for children who read well).

Features that will allow a child to successfully study in this program: based on the principles, it can be assumed that this program will be comfortable for children who require a gentle adaptation to everything new to them, be it a group or a type of activity. All courses have a long preparatory period.

The program “Primary School of the 21st Century” (edited by Prof. N.F. Vinogradova) is one of the most popular today. This is largely due to the fact that the team of authors of the project received, perhaps, the highest award in the field of education - the Prize of the President of the Russian Federation. Today, schoolchildren from most constituent entities of the Russian Federation study under the “Primary School of the 21st Century” program.

One of the main differences between the “Primary School of the 21st Century” program and other primary school projects is the construction of a pedagogical diagnostic system aimed specifically at grades 1 to 4.

This diagnosis does not replace, but complements psychological diagnostics, since it has other tasks and goals. Pedagogical diagnostics makes it possible to determine a student’s readiness to study at school at an early stage. And then - to see how firmly the knowledge and skills have been acquired; whether there really were changes in the development of a particular child, or whether they were quite superficial; What should the teacher’s efforts be directed towards - does the class need a detailed repetition of the material already covered or can it move on.

Pedagogical diagnostics checks not only and not so much knowledge as the process of solving a particular educational task, the way in which the student acts. In this context, such diagnostics have undoubted advantages compared to conventional testing work. Among other things, students feel freer during it, since they are not graded for it. If you carry out this diagnosis regularly throughout all four years of primary school, you can clearly observe the dynamics of students’ progress and come to their aid in time, if necessary.

The program “Primary School of the 21st Century” implements the basic principle of education: the primary school must be natural, that is, meet the needs of children of this age (in cognition, communication, various productive activities), take into account the typological and individual characteristics of their cognitive activity and level of socialization.

Parents' opinions on the 21st Century Primary School program

“We finished studying according to Vinogradova’s program. At first we waited a long time for the children to really start studying. By the second grade we realized that it was not so easy. It also has some disadvantages: a large number of notebooks, which they do not have time to complete. Well, for us Those who studied under Soviet programs do not like everything about their current education, so we find fault with little things."

The educational and methodological set “Primary School of the 21st Century” (edited by N. Vinogradova) is aimed at ensuring “soft” adaptation of children to the new conditions of school life.

Expert opinion

“I’ve been working on this program for three years now, I really like it,” says Irina Vladimirovna Tyabirdina, a primary school teacher at secondary school No. 549 in Moscow. – I’ll be honest, the material is designed for strong, erudite children. What knowledge a student will have when moving on to secondary school depends on the primary school teacher. Therefore, the main goal is to teach the child to learn. It is important that Vinogradova’s set realizes the child’s right to their individuality: children are placed in conditions where they can independently acquire knowledge, apply it, think, fantasize, play (special notebooks are provided “Learning to think and fantasize”, “Learning to understand the world around us”).

School 2000 (Peterson)

A program tested back in the 90s, which was excluded from the FP, and just recently included in it again. Mathematics textbooks L.G. Peterson. Old, proven, consistent. But the program is quite complex compared to others. It gives a great start to math-minded children. But it is absolutely not suitable for weak children.

In the first grade, the emphasis is on logic, from the second grade they are already studying equations with unknowns, by the fourth grade children are cracking complex equations like nuts and solving examples with any multi-digit numbers and any number of operations, as well as freely operating with fractions.

A huge plus is that the textbooks are sequential from grades 1 to 11 (and if desired, there are even books for preschoolers).

The program is aimed primarily at developing and improving the traditional content of education.
Goal: to ensure the natural and effective integration of the child into society.
Tasks:

• develop readiness for productive work
• to form a readiness for further education and, more broadly, for lifelong education in general.
• to develop a natural-scientific and general humanitarian worldview.
• ensure a certain level of general cultural development. An example would be the formation (cultivation) of a student’s skills of adequate artistic perception of at least literature
• to form certain personal properties that ensure his successful socio-psychological adaptation in society, successful social activity and successful social and personal development
• provide maximum opportunities for developing in the student an attitude towards creative activity and creative activity skills
• to form knowledge, attitudes and basic skills of pedagogical activity.

Principles.

The principle of adaptability. The school strives, on the one hand, to adapt as much as possible to students with their individual characteristics, and on the other, to respond as flexibly as possible to sociocultural changes in the environment.

Development principle. The main task of the school is the development of the student, and first of all, the holistic development of his personality and the readiness of the individual for further development.

The principle of psychological comfort. This includes, firstly, the removal of all stress-forming factors of the educational process. Secondly, this principle presupposes the creation in the educational process of an uninhibited, stimulating creative activity of the student.

The principle of the image of the world. The student’s idea of ​​the objective and social world should be unified and holistic. As a result of the teaching, he should develop a kind of scheme of the world order, the universe, in which specific, subject knowledge takes its specific place.

The principle of integrity of educational content. In other words, all “objects” are interconnected.

The principle of systematicity. Education must be systematic, correspond to the patterns of personal and intellectual development of a child and adolescent, and be part of the general system of lifelong education.

The principle of a semantic relationship to the world. The image of the world for a child is not abstract, cold knowledge about it. This is not knowledge for me, but this is my knowledge. This is not the world around me: this is the world of which I am a part and which I somehow experience and comprehend for myself.

The principle of the orienting function of knowledge. The task of general education is to help the student develop an indicative framework that he can and should use in various types of his cognitive and productive activities.

Features that will allow a child to successfully study in this program: Since the program, as conceived by the authors, has something in common with the Elkonin-Davydov system, all those qualities that were described below will be useful. But since this is still a traditional program designed for the “average student,” almost any child can study successfully using it.

The School 2000 program is designed to teach children to learn independently, organize their activities, obtain the necessary knowledge, analyze it, systematize it and apply it in practice, set goals and achieve them, and adequately evaluate their activities.

Three cardinal and fundamental positions of the School 2000 program:

Systematicity. Children from the age of 3 until graduation study in a holistic educational system, which maximally helps the child to reveal his abilities, in an accessible language gives the student answers to the most important questions: “Why study?”, “What to study?”, “How to study?”, teaches you how to effectively use your knowledge and skills. All textbooks and teaching aids are based on uniform approaches to content, retain methodological, didactic, psychological and methodological unity, they use the same basic educational technologies, which, without changing in essence, are transformed at each stage of education.

Continuity. "School 2000" is a set of subject courses from preschool education to high school. Continuity is understood as the presence of a consistent chain of educational tasks throughout education, transforming into each other and ensuring constant, objective and subjective progress of students forward at each of the successive time periods.

Continuity. Continuity is understood as continuity at the boundaries of various stages or forms of education: kindergarten - primary school - basic school - high school - university - postgraduate education, that is, ultimately, a unified organization of these stages or forms within the framework of an integral education system.

The School 2000 educational system provides students with knowledge in accordance with the federal state educational standard. But according to its developers, what is more important is not the knowledge itself, but the ability to use it.

Official website www.sch2000.ru

Peterson has strong, logical, consistent mathematics. If you are studying Perspective or Planet of Knowledge, we strongly recommend that you additionally study Peterson with your child.

Spheres

The huge advantage of this program over many others is the continuity of education from grades 1 to 11.

Textbooks:

Primer Bondarenko

Mathematics Mirakova, Pchelintsev, Razumovsky

English Alekseev, Smirnova

Literary reading Kudin, Novlyanskaya

Russian language Zelenina, Khokhlova

Primary innovative school

Also completely new textbooks, untested program. Publishing house Russian word

Mathematics Geidman B.P., Misharina I.E., Zvereva E.A.

Russian language Kibireva L.V., Kleinfeld O.A., Melikhova G.I.

The world around us Romanova N.E., Samkova V.A.

“Harmony” edited by N. B. Istomina

This system correlates with the basic ideas of developmental education and, in particular, with the Zankov system, in which Natalya Borisovna Istomina herself worked for a very long time.

Goal: multilateral development of the child, comfortable learning, prepares the child’s thinking apparatus for further learning. Overcoming the differences between traditional and developmental training schemes.

Objectives: to ensure the child’s understanding of the issues being studied, to create conditions for harmonious relationships between the teacher and the student and children with each other, to create for each student situations of success in cognitive activity.

Principles: organization of students' educational activities related to the formulation of an educational task, its solution, self-control and self-assessment; organizing productive communication, which is a necessary condition for the formation of educational activities; the formation of concepts that provide, at a level accessible to primary school age, an awareness of cause-and-effect relationships, patterns and dependencies.

Features that will allow a child to successfully study in this program: the requirements for the features of the child’s thought process arise from the connection with the Zankov system stated by the author. But like any traditional system, this program softens the requirements placed on the student by the Zankov program.

Program "Harmony" The training program in the elementary school "Harmony" correlates with the basic ideas of developmental education, and in particular, with the Zankov system.

The goal of the “Harmony” program is the multilateral development of the child, comfortable learning, and prepares the child’s thinking apparatus for further learning. In the process of implementing the “Harmony” program, the child’s understanding of the issues being studied is ensured, conditions are created for harmonious relationships between the teacher and the student and children with each other, and situations of success in cognitive activity are created for each student.

Many parents and teachers note the very good presentation of the Russian language and literature course. Features that will allow a child to successfully study in this program: the requirements for the features of the child’s thought process arise from the connection with the Zankov system stated by the author. But like any traditional system, this program softens the requirements placed on the student by the Zankov program.

Educational and methodological set “Harmony” (edited by N.B. Istomin (mathematics), M.S. Soloveichik and N.S. Kuzmenko (Russian language), O.V. Kubasov (literary reading), O.T. Poglazova (the world around us), N.M. Konysheva (labor education)) is successfully practiced in many schools. The methodological equipment of the “Harmony” kit has undergone experimental testing on different scales: at the level of diploma research, which was supervised by the authors of the subject kits, at the level of candidate and doctoral research, and at the level of mass testing in school practice.

Speech therapist's opinion

Due to social and pedagogical neglect, 80% of children with speech disorders of various types go to first grade. “The problem is also the lack of time parents devote to activities with their children.”

Educational and methodological set in mathematics for four-year primary school N.B. Istomina was awarded the Russian Government Prize in the field of education for 1999.

According to experts, the main idea of ​​the program is the comprehensive development of the child, the preservation and strengthening of physical and mental health, the development of the intellectual, creative, emotional and moral-volitional spheres of the individual. Much attention is paid to creating conditions for the child to understand the issues being studied, for harmonious relationships between teacher and student, and children with each other.

Expert opinion

“This is the second year I’ve been working with children under the Harmony program,” comments primary school teacher at school No. 549 in Moscow, Elena Borisovna Ivanova-Borodacheva. “The children and I really like this program.” I believe that all the material in the kit is well adapted for schoolchildren. Pros: firstly, advanced learning occurs. Secondly, the textbooks included in the kit contain a methodological part, with the help of which parents can study and explain to the child the missed topic. The program uses new teaching technologies that allow you to develop your child’s logical thinking abilities. For example, in a word where a student does not know which letter to write, he puts a “window” (author M.S. Soloveichik). Next, the child, together with the teacher, sorts out the questions that have arisen, remembers the rules and fills out the “window”. It is also noteworthy that the set offers tasks designed for children of different levels of preparedness. But there are also disadvantages: in mathematics (author N.B. Istomina), problem solving begins only in the second grade, and the tests are offered the same for all grades. The issue of the content of tests and their compliance with programs and training systems is now being resolved.

"School 2100"

The educational system “School 2100” is one of the programs for the development of general secondary education. The scientific director of the program from 1990 to August 2004 was Academician of the Russian Academy of Education A. A. Leontyev, since September 2004 - Academician of the Russian Academy of Education D.I. Feldstein.

The main advantage of the educational and methodological set “School 2100” is its deep continuity and continuity of education. Under this program, children can study from preschool age until the end of secondary school (mainly in the direction of Russian language and literature).

All textbooks in the program are built taking into account the psychological specifics of age. A characteristic feature of this educational program is the “minimax” principle: educational material is offered to students to the maximum, and the student must learn the material to a minimum standard. This way, each child has the opportunity to take as much as he can.

Firstly, there would be a system of developmental education that prepares a new type of student - internally free, loving and able to creatively relate to reality, to other people, capable of not only solving an old problem, but also posing a new one, capable of making informed choices and making independent decisions ;

Secondly, it would be accessible to mass schools and would not require teachers to retrain;

Thirdly, it would be developed precisely as an integral system - from theoretical foundations, textbooks, programs, methodological developments to a system for advanced training of teachers, a system for monitoring and monitoring teaching results, a system for implementation in specific schools;

Fourthly, there would be a system of holistic and continuous education.

A technology of problem-dialogical teaching has been developed, which allows replacing the lesson of “explaining” new material with a lesson of “discovering” knowledge. The technology of problem dialogue is a detailed description of teaching methods and their relationships with the content, forms and means of teaching. This technology is effective because it ensures high quality of knowledge acquisition, effective development of intelligence and creative abilities, education of an active personality while maintaining the health of students. The technology of problem dialogue is of a general pedagogical nature, i.e. implemented on any subject content and at any educational level.

There is one more important point to note. The program is often called "School 2000-2100". And they combine the mathematics of L. G. Peterson into it. and Russian language Bunneva R.N. Currently these are two different programs. UMK "School 2100" includes mathematics textbooks for grades 1-4 by T.E. Demidova, S.A. Kozlova, A.P. Tonkikh.

The main advantage of the educational and methodological set “School 2100” (edited by A.A. Leontiev) lies in the deep continuity and continuity of education. Under this program, children can study from the age of three (a training kit has been created for preschool children - a manual that develops logical thinking) and up to university. All textbooks in the program are built taking into account the psychological specifics of age. A characteristic feature of this educational program is the following principle: educational material is offered to students to the maximum, and the student must learn the material to a minimum standard. This way, each child has the opportunity to take as much as he can.

Expert opinion

“I have worked in different programs; I have been working with children in the developmental system “School 2100” for the sixth year now,” says Nadezhda Ivanovna Titova, a primary school teacher at school No. 549 in Moscow. - I like. Children learn to act independently. Ready-made rules and conclusions are not given here. This program is aimed at developing logical thinking, speech, imagination, and memory. I will note the tasks in mathematics (author L.G. Peterson). They are very interesting; by completing the task, the student can get additional information: find out a proverb or the name of the highest mountain in the world, etc. An unusual approach to studying topics is offered by a training kit on the Russian language (author R.N. Buneev), but, unfortunately, the list of literary works does not include Russian classical literature. There are difficulties when studying certain topics on the world around us (author A.A. Vakhrushev). I prepare for lessons in this subject longer than for others, and sometimes I even turn to my geography teacher for help. Children are active in lessons and are passionate about learning.

Website school2100.com

Zankov's education system

Goal: general development of students, which is understood as the development of mind, will, schoolchildren and as a reliable basis for their acquisition of knowledge, skills, and abilities.

Tasks: one of the most important tasks is to instill in a primary school student an attitude towards himself as a value. Training should be focused not so much on the entire class as a whole, but on each individual student. In this case, the goal is not to “bring up” weak students to the level of strong ones, but to reveal the individuality and optimally develop each student, regardless of whether he is considered “strong” or “weak” in the class.

Principles: student independence, creative comprehension of the material. The teacher does not give schoolchildren the truth, but forces them to “get to the bottom” themselves. The scheme is the opposite of the traditional one: first examples are given, and students themselves must draw theoretical conclusions. The learned material is also reinforced with practical assignments. The new didactic principles of this system are rapid mastery of the material, a high level of difficulty, and the leading role of theoretical knowledge. Comprehension of concepts must occur in the understanding of systemic relationships.

Systematic work is being carried out on the general development of all students, including both strong and weak. It is important for schoolchildren to become aware of their learning process.

Features that will allow a child to successfully study in this program: willingness to work at a high pace, the ability to reflect, independently search for and assimilate information, and the willingness to show a creative approach when solving a given task.

Primary education system L.V. Zankova. The concept of the program by L.V. Zankov was formulated in the 60s of the 20th century.

The following provisions remain fundamental in it:

The educational material in all textbooks is presented in such forms that involve independent activity of students;

The Zankov system is aimed at discovering and assimilating new knowledge;

Of particular importance is the organization of educational material in various forms of comparison, including for setting problem tasks. Textbooks ensure the regular inclusion of such exercises in the student’s learning process;

The educational material is aimed at developing the skills of mental activity: classifying (objects and concepts through the formation of appropriate operations), formulating conclusions, analyzing the conditions of assignments and tasks.

The disadvantage of the Zankov system, as well as the Elkonin-Davydov system, is that they do not receive a worthy continuation at higher levels of school education. And if you choose one of them, be prepared that after primary school your child will still have to adapt to traditional teaching, and this may create problems for him at first.

Parents' opinions about the Zankov program:

"We study according to Zankov. First grade is quite easy for us. Even with some parents, we are not very happy. The children spent a very long time studying what they already knew. Now they seem to have crossed this stage and are moving on with their studies. Everyone was very scared of what would happen It's hard to learn, but so far we've succeeded."

“Our class has completed the 1st year of training according to Zankov.

But... The whole class went to courses for future first-graders, and when the teacher offered the regular program or according to Zankov (I read on the Internet that it was a bit complicated), I asked if the children could cope with it. She replied that they could handle it, but parents would have to help with homework, and most agreed to this program. I helped my son for about six months, and then he began to cope on his own, I just checked. At the end of the year we took tests. Mostly there were 5, a few 4. As the teacher explained to us, in this program children look for solutions in different ways or there may be several solutions. So far the result is good in my opinion. Let's see how it goes."

Developmental system L.V. Zankova is aimed at developing the mind, will, feelings, and spiritual needs of younger schoolchildren, awakening their interest in learning about the wider picture of the world, passion for learning, and the development of curiosity. The task of teaching is to give a general picture of the world based on science, literature, and art. This program is aimed at providing conditions for self-realization, for revealing the child’s individuality and his inner world.

A distinctive feature of the Zankov system is training at a high level of difficulty, passing educational material “in a spiral.” When completing tasks, children learn to draw theoretical conclusions and creatively comprehend the material.

Expert opinion

– I really love the L.V. system. Zankova,” says Nadezhda Vladimirovna Kazakova, deputy director for educational work of secondary school No. 148 in Moscow. “The children I taught in this program are now in seventh grade. As a specialist, I see excellent results in my studies. Schoolchildren are excellent at reasoning and arguing, the development of their horizons compares favorably with their peers, and they have a higher performance capacity.

“The program is aimed at the comprehensive development of the child, it teaches children to obtain information themselves, and not receive ready-made information,” L.V. adds about the system. Zankova, head of the methodological association of teachers of primary school No. 148 in Moscow, Tatyana Vladimirovna Korsakova. “After finishing primary school under this system, children become more liberated; they have approximately three times more knowledge than their peers.

zankov.ru/article.asp?edition=5&heading=26&article=26 - the system is clearly and completely described, you couldn’t say it better

schools.keldysh.ru/UVK1690/zankov.htm

Other programs for elementary school

But in general: letters and numbers are not fully taught in any of the programs approved by the Federal State Educational Standard; they apparently believe that parents or tutors should teach this to the child before school. And in modern textbooks there are many inaccuracies and even errors. This is why the number of children with dysgraphia is growing. One gets the impression that when the program is included in the Federal State Educational Standard, the interests of certain people who have nothing to do with the education of children are lobbied.

But still, a child can cope with any program if he is helped by his parents or a tutor.

“Our teacher insisted on parent-teacher meetings that the child must do his homework in front of his parents in the 1st grade, because he must learn to work at home correctly from the very beginning. All these programs are difficult, first of all, for parents, because parents will have to delve into , but there everything is still a little different than in a Soviet school. Usually, in schools with developmental programs, weekly meetings are held for parents at which they explain the material that the children are currently studying. In our school there is Elkonin’s developmental methodology. Davydov, but we refused it. We went to the School of Russia precisely for my convenience, because I don’t have the opportunity to be at school so often, I can explain it to her without the help of a teacher. then, I was trying to figure out the math graphs. I thought she was wrong. And my daughter said to me: No, that’s how they explained it to us. You weren’t in the lesson, mom. Well, okay, I think, make a mistake, we’ll see. what they will give you. I looked the next day and the teacher didn’t cross it out. In general, I left mathematics, reading and all drawing to her. She made them while I was at work. And she left the penmanship for herself. This was her weak point. She and I sat all evenings over these copybooks. Sometimes it brought me to tears (mine too). As a result, I wrote the final test in writing without a single mistake or blot, but in my favorite mathematics I made as many as 2 mistakes.”

So, dear parents of future first-graders, no matter what program you choose, study with your children at home, and then the child will cope with any program.

I hope that you and I were able to at least roughly understand what an educational program is and which one is closer to your child. And now we can consciously approach the choice of school, class, teacher. We can roughly imagine what questions to ask in order to assess whether a given teacher in a given school will be able to fully implement the principles of the chosen program... We will be able to properly prepare the child for the start of school, taking into account, if possible, the inclinations and character of our small but personalities. Good luck and great grades for your child!"

Developmental personality-oriented learning system - this is an educational and methodological set (UMK) for primary school. The “Promising Primary School” project is the result of many years of work by a team of employees of the Russian Academy of Sciences, the AIC and PPRO, Moscow State University, and Moscow State Pedagogical University. Educational and educational complex "Promising Primary School" is published by the publishing house "Academic book/Textbook" .

Conceptual provisions The “Prospective Primary School” programs are correlated with the requirements of the Federal State Educational Standard for Primary General Education (FSES IEO), which is based on a system-activity approach.

The main content of the training system "Promising Primary School" consists of such educational fields as philology, mathematics, computer science, natural and social sciences, art, and music education. The curriculum of each subject is based on an integrated framework that reflects the unity and integrity of the scientific picture of the world.

Educational and educational complex "Prospective Primary School" includes the following completed textbook subject lines:

- Russian language.
ABC. Authors: Agarkova N.G., Agarkov Yu.A.
Russian language. Authors: Churakova N.A., Kalenchuk M.L., Malakhovskaya O.V., Baykova T.A.
- Literary reading. Author: Churakova N.A.
- Mathematics. Chekin A.L.
- Computer Science and ICT(grades 2-4). Authors: Benenson E.P., Pautova A.G.
- The world. Authors: Fedotova O.N., Trafimova G.V., Trafimov S.A., Tsareva L.A.
- Fundamentals of religious cultures and secular ethics(4th grade).
Fundamentals of the spiritual and moral culture of the peoples of Russia. Fundamentals of secular ethics. Authors: Vasilyeva T.D., Savchenko K.V., Tyulyaeva T.I.
- Art. Authors: Kashekova I.E., Kashekov A.L.
- Music. Authors: Chelysheva T.V., Kuznetsova V.V.
- Technology. Authors: Ragozina T.M., Grineva A.A., Golovanova I.L., Mylova I.B.
- Physical Culture. Authors: Shishkina A.V., Alimpieva O.P., Brekhov L.V.
- English language"Favourite" (grades 2-4). Authors: Ter-Minasova S.G., Uzunova L.M., Obukauskaite D.S., Sukhina E.I.

All UMK textbooks, except for the textbooks “The World Around us” by O.N. Fedotova. and others, in included in the federal list of textbooks recommended for use in the implementation of state-accredited educational programs of primary general, basic general, and secondary general education (Order of the Ministry of Education and Science of Russia dated March 31, 2014 N 253).

Textbooks “The world around us” for grades 1-4 Fedotova O.N. and others were excluded from the list by order of the Ministry of Education and Science of Russia dated December 28, 2015. N 1529.

The textbooks of the educational educational complex “Prospective Primary School” have successfully passed the examination for compliance with the 2009 Federal State Educational Standard. The textbooks were included in the Federal lists of textbooks recommended or approved by the Russian Ministry of Education and Science for use in the educational process in educational institutions for the 2013/2014 academic year.

The main idea of ​​the “Promising Primary School” program - optimal development of each child based on pedagogical support of his individuality (age, abilities, interests, inclinations, development) in the conditions of specially organized educational activities, where the student acts either as a learner, or as a teacher, or as an organizer of a learning situation.

Basic principles of the concept "Promising Primary School" :
- The principle of continuous overall development of each child.
- The principle of the integrity of the picture of the world.
- The principle of taking into account the individual capabilities and abilities of schoolchildren.
- Principles of strength and clarity.
- The principle of protecting and strengthening the mental and physical health of children.

Typical properties of the Prospective Primary School program:
- Completeness provides for the unity of the installation of the formation of such general educational skills as the ability to work with a textbook and with several sources of information (textbook, reference books, simple equipment), the ability of business communication (work in pairs, small and large teams). In addition, it is an exchange of information between textbooks. Demonstrate at least two points of view when explaining new material. Moving beyond the textbook into the dictionary zone. The presence of external intrigue, the heroes of which are often brother and sister (Misha and Masha).
- Instrumentality- these are subject-specific and methodological mechanisms that promote the practical application of acquired knowledge. This is not only the inclusion of dictionaries for various purposes in all textbooks, but also the creation of conditions for the need for their use in solving specific educational problems or as an additional source of information. This is a constant organization of special work to search for information inside the textbook, the set as a whole and beyond.
- Interactivity- Internet addresses in the textbooks of the set are designed for the future development of conditions for using a computer in all schools. However, since for many schools the use of Internet addresses is a prospect, the educational complex is building a system of interactive communication with schoolchildren through the systematic exchange of letters between textbook characters and schoolchildren.
- Integration- this is the desire to create synthetic, integrated courses that give schoolchildren an idea of ​​a holistic picture of the world. An integrated course “The World around us” has been developed, in which ideas and concepts from such educational fields as natural science, social science, geography, astronomy, and life safety organically coexist. The modern literary reading course, which integrates educational areas such as language, literature and art, is subject to the same requirement.

Main methodological features of teaching materials "Promising Primary School" :
- The teaching materials for each academic subject, as a rule, include a textbook, an anthology, a notebook for independent work, and a methodological manual for the teacher (methodologist).
- Each methodological manual consists of two parts. The first part is theoretical, which can be used by the teacher as a theoretical basis for improving his qualifications. The second part is lesson-thematic planning itself, where the course of each lesson is outlined, its goals and objectives are formulated, and ideas for answers to ALL questions asked in the textbook are contained.

Official site.