Promising elementary school program for elementary school. Promising Primary School

Municipal budgetary educational institution

"Gymnasium No. 10"

Features of the educational complex

"Promising Primary School"

Prepared by:

primary school teacher

MBOU Gymnasium No. 10

Sanchez V.S.

Features of the educational complex "Promising Primary School"

The main idea of ​​the educational complex “Promising 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.

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).

The methodological basis is a set of modern methods and techniques of teaching and upbringing implemented in the educational complex “Prospective Primary School” (project activities, work with information, world of activity, etc.). Textbooks effectively complement workbooks and creative notebooks, dictionaries, reading books, methodological recommendations for teachers, didactic materials, multimedia applications (DVD videos; DVDs with lesson scripts that implement the activity-based teaching method; CD-ROMs; presentation materials for multimedia projectors; etc.), Internet support and other resources for all subject areas of the Federal State Educational Standard (FSES, section III, clause 19.3.).

What is it main features of the “Promising Primary School” ?

1) When developing educational material, such components as the age of the student were taken into account, since a first-grader can be six, seven, or eight years old; different levels of development of the student (a child who has not attended kindergarten often comes to school with unformed sensory standards - but the kit helps solve this problem); Peculiarities of student perception.

2) As a result of mastering the subject content contained in the kit, each student has the opportunity to acquire general educational skills and abilities, to master those methods of activity that meet the requirements of the state educational standard. This is, first of all, the initial ability to search for the necessary information in dictionaries, reference books, and the library catalog.

3) The educational complex “Prospective Primary School” develops the ability to search, transmit and store information.

4) The organization of training is calculated through a system of tasks in the textbook. The main characters with the help of whom the student gains knowledge are interesting - these are brothers and sisters of different ages (Misha and Masha), as well as numerous secondary characters who periodically appear on the pages of the textbook. The design of textbooks uses the principle of multi-colored (multi-thematic) pages; books and notebooks are equipped with bright illustrations that do not allow the student to be distracted by extraneous activities.

Properties of the UMK:

COMPLETENESS as a typical property of teaching materials provides, first of all, 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, the methodological apparatus of all textbooks meets a system of uniform requirements. This 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 a constant organization of special work to search for information inside the textbook, the set as a whole and beyond. In addition, instrumentality is also a requirement for the use of simple tools in the educational process (magnifying glass, frames, rulers, compass, thermometer, colored pencils as markers, etc.) to solve specific educational problems.

INTERACTIVITY is a new requirement of the methodological system of a modern educational kit. Interactivity is understood as direct interactive interaction between the student and the textbook outside the lesson by accessing a computer or through correspondence. Internet addresses in the textbooks of the set are designed for the future development of conditions for using computers in all schools and the ability of schoolchildren to access these modern sources of information.

INTEGRATION is the most important basis for the unity of the methodological system. This is, first of all, an understanding of the conventions of a strict division of natural science and humanities knowledge into separate educational areas, the desire to create synthetic, integrated courses that give schoolchildren an idea of ​​a holistic picture of the world. It is this typical pedagogical property that became the basis for the development of the integrated course “The World Around us,” in which ideas and concepts from such educational fields as natural science, social science, geography, astronomy, and life safety organically coexist and are mutually linked.
Basic principles of the “Prospective Primary School” concept:
-the principle of continuous overall development of each child assumes that the content of primary education is focused on the emotional, spiritual, moral and intellectual development and self-development of each child;

- 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;

- 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 educational content). 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;

- 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.

- 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.).

Textbooks for the Prospective Primary School program :

ABC. Agarkova N.G., Agarkov Yu.A.

Russian language. Churakova N.A., Kalenchuk M.L., Malakhovskaya O.V., Baykova T.A.

Literary reading. Churakova N.A.

Mathematics. Chekin A.L.

The world around us. Fedotova O.N., Trafimova G.V., Trafimov S.A., Tsareva L.A.

Music (grades 1-2). Chelysheva T.V., Kuznetsova V.V.

Technology. Ragozina T.M., Grineva A.A., Golovanova I.L., Mylova I.B.

Computer science (grades 2-4). Benenson E.P., Pautova A.G.

Distinctive features of the educational complex “School of Russia” and the educational complex “Prospective Primary School”

1. The first distinctive feature is related to the system of tasks of a developmental and creative nature, the number of tasks of an increased level of complexity, the variety of technologies for the development of critical thinking; in the educational complex “School of Russia” priority is given to the problem-search method.

2. A distinctive feature of the educational complex “Perspective Primary School” is that the basis of all academic subjects are the concepts of “culture”, “communication”, “cognition”, “creativity”. The program highlights the levels of success in completing these tasks as a diagnostic indicator of self-realization in children of primary school age in the process of creative cognitive activity.

3. The tasks of forming universal educational actions based on the educational complex “Prospective Primary School” are constructed by the teacher based on approaches to the structure of the task in terms of skills “familiarization-understanding - application - analysis-synthesis-evaluation” and multi-level, in the educational complex “School of Russia” approaches to typical tasks are detailed, there is less abstraction and variability.

4. In the educational complex “Prospective Elementary School”, in connection with the increased workload and the need for the end of elementary school, to try to determine in further education a specialized direction in mastering the content of education, the program for the formation of an environmental culture, a healthy and safe image provides for the holding of psychological and pedagogical consultations, the decisions of which aimed at choosing an educational route that optimizes the load on the child.

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Slide captions:

UMK Promising Primary School

When selecting and presenting educational material, the following provisions were taken into account: the age of the student; different levels of its development; topographical affiliation of the student; different levels of Russian language proficiency; different class sizes.

Mathematics

Literacy training

Literary reading

Russian language

The world around us

Technology

My 4 "B" class

Preview:

Hello, dear parents. (slide 1) My name is Sturchak Victoria Viktorovna. I would like to tell you about the Prospective Primary School program.

This program was introduced in order to ensure variability in education at the initial stage of education. The PNS program was developed in accordance with the Federal State Educational Standard (slide 2)

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: the main idea of ​​this educational complex 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 is an equal participant in the learning process.

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” is the subject “the world around us” (slide 4). 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 lives of their peers (the older sister and younger brother Masha and Misha Ivanov) unfold next to the students. UMK heroes have a specific place of residence with a name, history, parents, school, teachers, classmates and friends.

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

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. All PNS textbooks contain many drawings, illustrations and diagrams of a didactic nature. Everything is thought out, nothing is superfluous. 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. Let's look at the teaching and learning center of PNSh: (slide 6)

All textbooks on subjects have a continuation - workbooks on a printed basis, in which the child independently or with the help of a teacher or parents completes the corresponding tasks.

1.Mathematics (slide 7) is structured very strictly, it 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.

2.Textbooks for teaching literacy, (slide 8) the Russian language (slide 9) and literary reading (slide 10) 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.

3.Children really like the subject of the world around them. (slide 11) They always look forward to this lesson and prepare for it with desire. 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 subject of no less interest to children is technology (slide 12) where children can prepare a variety of crafts with their own hands.

Now my students are in 4th grade. During these 4 academic years there was a lot of different things. There was only one thing missing: boredom. The children studied with interest and pleasure.

The children really liked the textbooks – they were 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.

As a teacher, I can say with confidence that this program gives positive results.

If it is often difficult for parents to understand the features of school programs, then children are even more difficult to find differences between existing educational and methodological complexes. But choosing a school and an educational project is a very responsible matter, on which, without exaggeration, the effectiveness of a child’s further education depends. In order not to bite your elbows, it is important to make the right choice in favor of teaching methods for primary school students. According to reviews, “Promising Primary School” is a specific educational program that has its pros and cons.

Briefly about the authors of the educational and methodological complex

This project, like other educational and methodological complexes, is the result of the collective work of scientists and practicing teachers from leading Russian universities. Unlike the traditional education system, the “Prospective Primary School” program is a variable product of educational developmental methods, the authors of which are outstanding Russian scientists D. B. Elkonin-Davydov and V. V. Zankov.

The creator of the course for elementary school students was Roza Gelfanovna Churakova, Candidate of Pedagogical Sciences, Professor at the Academy for Advanced Training of Education Workers. As the project manager, the author responsibly approached the selection of teaching aids and textbooks in all disciplines. These manuals are included in the “Promising Primary School” kit:

• “Teaching literacy (learning to write)” and “ABC” for 1st grade, the authors of which are professors Yu. A. Agarkov, M. G. Agarkova.
• “Russian Language” for primary school students was prepared by M. L. Kalenchuk, N. A. Churakova.
• “Literary reading” - the author is Doctor of Philology N. A. Churakova.
• “Mathematics” (textbooks and workbooks) were developed by A. L. Chekin, Candidate of Physical and Mathematical Sciences.
• “Informatics” (from second grade) - authors E. P. Benenson, A. G. Pautova.
• “The world around us” - the entire training course is presented by candidates of pedagogical sciences O. N. Fedotova, G. V. Trafimova and S. A. Trafimov.
• “Technology” in the “Prospective Primary School” was published by candidate of pedagogical sciences T. M. Ragozina, I. B. Mylova.

The educational kit also includes textbooks on music, physical education, fine arts and English (S. G. Ter-Minasova “Favourite”). It is worth noting that textbooks on the subject “The World Around us” have not received appropriate reviews from the Ministry of Education and Science of the Russian Federation for implementation in the educational process. 3

Development of a project according to federal educational standards

Let's try to understand the features of this school program. The first thing to note is its compliance with the Federal State Educational Standard. “Promising primary school,” according to the authors and famous domestic teachers, is an effective mechanism for developing the individual qualities of each student. The goal of the project is to develop the child’s independent learning skills. The student should not simply be a driven participant in the educational process.

The conceptual provisions of the “Prospective Primary School” education system fully comply with the requirements of the Federal State Educational Standard. In addition, each point of the program is characterized by individual and collective orientation. That is, the implementation of the project in the educational process implies the use of a personal approach to each student and to the children's team as a whole.

Basic principles of the project

• The formation of personal qualities that meet the requirements of modern society based on tolerance to its multinational, cultural and religious composition.
• Aiming at obtaining the highest learning results as a system-forming element of the educational process, in which the formation of the student’s personality occurs through the assimilation of ordinary educational actions and knowledge of the surrounding world.
• Ensuring the achievement of set goals by mastering a fundamental educational course.
• Guaranteed continuity and consistency of preschool, primary general, basic and secondary (complete) education.
• Taking into account the personal age, psychological and physiological characteristics of students.
• Determining the role and degree of importance of certain types of activities for setting goals during the process of training and education.
• Providing a variety of organizational forms while taking into account the developmental characteristics of each student (including gifted students, children with disabilities, speech defects, etc.).
• Providing conditions for the growth of creative potential, the desire to learn the unknown, and interact with adults and peers.

Comprehensive development of the student

The objectives of primary general education also include the development of the student’s creative abilities, his interest and desire for learning. It is in children studying in the lower grades that they cultivate moral and aesthetic feelings, emotional and value criteria for a positive attitude not only towards themselves, but also towards others.

In the section of the educational and methodological set “Promising Primary School” for 1st grade, the authors proceed from humanistic considerations, relying on the conclusions of psychologists: absolutely all children are capable of studying well if the appropriate conditions are created for this. And one of these is a person-centered approach to each student.

Universal program for primary school

When compiling educational material and choosing the style of its presentation, the authors took into account several important features. According to their reviews, “Promising Primary School” can be considered a universal program because:

• Textbooks, workbooks and other aids are optimally suited for schoolchildren of different ages. It is known that a child of either six or seven or eight years old can be a first-grader.
• All students have completely different levels of preparation. Children who attended preschool educational organizations enter 1st grade with the necessary base of oral and written skills.
• There are also significant differences in the topographical affiliation of the trained audience. Thus, not only urban but also rural schoolchildren study under this educational program.
• Differences in the levels of Russian language proficiency among students, as well as the presence of a large number of speech therapy problems in the lower grades.
• Can be used for classes with different sizes, including for students in small classes.

Features of compiling educational material

It is interesting that the educational and methodological set is based on the close relationship of the course “The World around us” with other disciplines. According to the authors, the basics of this subject have firmly “sprouted” into both the Russian language and mathematics. Without knowledge of what is around us, a child will not be able to fully develop and become literate. The only thing that raises doubts is the lack of recommendations from the Ministry for the manual “The World around us” from the teaching and learning complex “Prospective Primary School”.

Textbooks and workbooks corresponding to this program are created according to a single principle: all of them, from the first to the last page, are permeated with images of bright characters named Misha and Masha. The children who appear in the books also have parents, friends, classmates, pets, etc. Throughout the year, they grow together with the students, gaining knowledge by doing their homework. Agree, the game fuels the interest of elementary school students in learning. On the other hand, it is not clear how useful the presence of such illustrations is. For example, in the workbooks for many tasks, two solutions are proposed - one by Mishino, the other by Mashino. Will it become a child's habit to choose an answer at random? In the end, choosing the right one from two options is much easier than solving the problem yourself from beginning to end.

Description of the project in general terms

It is impossible to give an unambiguous assessment to this complex and say how effective it is in the learning process. Any criticism, however, as well as recommendations from parents, is exclusively subjective, and therefore in practice there are the most contradictory reviews about the “Promising Primary School”. It is easy for a person far from the current education system to conclude that this is an educational and methodological program:

• Based on traditional approaches to teaching and raising children of primary school age.
• Designed to make the child independent and purposeful.
• It is not always easily accepted by students, and therefore requires the help and assistance of parents, especially in terms of doing homework.

What most often causes dissatisfaction, reviews

For parents of children entering 1st grade, “Promising Primary School” may seem like a “raw” and imperfect project, full of flaws and shortcomings. Often in reviews you can find dissatisfaction from parents about the lack of information on a particular topic. In fact, the key goal of the developers of the complex is to teach students to independently work with sources of information and competently apply the received data.

Starting from the second grade, in Russian language lessons the teacher uses several dictionaries, as well as reference books and encyclopedias. In this context, it would be more correct to perceive the textbook as a self-instruction manual. The manuals for all subjects are structured in the same way, each topic looks something like this: table of contents - questions and answers to them - terms (dictionary words, definitions of concepts) - conclusions. The teacher only needs to set the right direction for work in the classroom and at home, coordinate the actions of students and prepare the “ground” for finding the necessary information. However, students will have to find it on their own.

If you pay attention to the responses of parents, their dissatisfaction with the joint implementation of lessons is striking. “Promising Primary School” is an educational project that is aimed at developing the skills of independence, initiative and self-control in primary school children. At the same time, the authors themselves recommend not to deviate one step from the teaching method, which is based on the principle of “solving the traditional in an unconventional way.” In practice, most children 7-10 years old cannot cope with tasks without the help of their parents. Well, there is nothing left but to wish them patience and tirelessness. Apparently, parents will have to study again.

How teachers evaluate the “Promising Primary School”

There are plenty of examples of discussion of this educational program on the Internet. Among them there were many complaints not only about textbooks, but also workbooks. “Promising primary school,” according to teachers, is inferior in some respects even to the traditional education system:

• The tasks are not highlighted in any way against the background of the text on the page - neither in font nor in color. It is not very convenient for teachers to navigate the material.
• Many teachers have the impression that the “Mathematics” course has not been finalized, since there is no consistency in the learning process, as evidenced by the “fuzzy” structure of educational and methodological planning.
• “Prospective elementary school” involves the use of several parts of textbooks in all subjects at the same time, since each of them contains tasks that refer to other sources for information. Children are forced to carry whole stacks of books in their briefcases.

The main disadvantages of the program according to parents

Parents in their reviews of the “Promising Primary School” often call the program strange, designed for children with a low level of preparation. The reason for such responses is:

• A large number of typos in all educational materials.
• Inconsistency of mathematics assignments with the general course. Parents are not always able to help in solving problems, because they themselves do not see their main essence, the logical meaning.
• The impersonality and monotony of all textbooks in the complex. Parents especially often complain about the content of The World Around us.
• In the Russian language, children are given very few cursive tasks, which interferes with the development of writing skills. If you believe the responses, the mathematics course for 1st grade is also considered too simple: for almost a whole year, only the first ten numbers and operations with them are studied.
• Topics that are simple for children to understand and perceive suddenly give way to complex ones, which once again indicates a lack of consistency in the compiled educational materials.

Of course, the learning results that schoolchildren show on final tests largely depend on the teacher. But, in accordance with this program, a considerable burden of responsibility falls on the shoulders of parents. They also have to delve into all the intricacies of the educational process of their children in grades 1-4 in order to help them do their homework. At the same time, teachers pay special attention to the inadmissibility of using ready-made homework (HH). In the “Promising Elementary School,” if you look at it, everything is already completely clear. Banal, thoughtless copying from textbooks, of which there are plenty on the Internet, contradicts the main principle of this educational project - the independence of the student.

In 2015, grade 1A is studying under the “Prospective Primary School” program. What is this educational complex? I present to your attention general information about this program.

The conceptual provisions of the “Prospective Primary School” education system 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.

Main content Educational and educational complex "Prospective 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 basis, reflecting the unity and integrity of the scientific picture of the world.

The educational complex “Prospective Primary School” includes the following completed subject lines of textbooks:

• 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 around us. Authors: Fedotova O.N., Trafimova G.V., Trafimov S.A., Tsareva L.A.
• Fine arts. 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.

All UMK textbooks are 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).

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 2015/2016 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 “Prospective Primary School” concept:

• 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 visibility.
• The principle of protecting and strengthening the mental and physical health of children.

Typical properties of the educational complex “Prospective Primary School”:

• 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 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.

The main methodological features of the educational complex “Prospective 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 direct lesson-thematic planning, where the course of each lesson is outlined, its goals and objectives are formulated, and also contains ideas for answers to ALL questions asked in the textbook.
• The main goal of the kit is attention to practical tasks. Knowledge is a part of life, not something abstract.

The tasks in the textbooks are aimed at activating cognitive activity, developing independence and initiative in learning, and forming a conscious interest in the subject. The child feels that learning is the joy of small discoveries.

They are designed in such a way that they immediately attract the attention of not only children, but also adults. I want to leaf through them, look at them, and just hold them in my hands. The presence of a large number of illustrations attracts attention, children live life moments together with the characters, empathize and help them, the illustrations help solve certain didactic tasks.

In the textbook of mathematics by A.L. Chekin clearly shows a system of various exercises to develop the arbitrariness of mental processes (“put it in a red frame, circle it with a blue pencil,” step-by-step completion of tasks, etc.), daily work to develop fine motor skills (“color, circle, draw”). Children's acquaintance with basic geometric concepts is based on children's life experience and ideas about the shapes of objects. A variety of geometric material, diagrams and drawings in the textbook, and the entire system of tasks significantly develop children's visual and figurative thinking.

The presence of two points of view on the problem under study allows the child to try on his opinion, his life experience to one of them, children learn to prove the correctness of their own judgments. No one is surprised anymore by the presence of several correct solutions in a task.

At first glance, the Russian language textbook does not even look like a textbook. In 1st grade, children with fairy-tale characters simply travel through the Magic Forest, save its inhabitants, help them, thereby comprehending the secrets of the language and solving certain language problems. The texts of the textbook fascinate with their fabulous atmosphere. But all the tasks in the textbook are designed in accordance with the basic principles of the program. With the help of markings that are the same for the textbook and notebook, the children can now freely navigate the manuals, find a new topic, return to what they have learned, use hints, work in groups and carry out checks.

The literary reading course solves many problems for the entire set: developing the ability to find the necessary information in a book, focusing on the “Contents” page; the ability to determine the content of a text by its title. The textbook, reader and notebook for independent work are structurally connected by a circle of ideas. Masha and Misha, the heroes of the entire course, travel with the children for all four years. This creates a sense of continuity and consistency of learning. Literary reading textbooks contain a colossal amount of art history material, including amazing quality art reproductions and discs with musical works.

I would especially like to say about working in mini-groups. Children of this age are characterized by a certain possessive position. They don’t even like it when their desk neighbor looks into their notebook, and they won’t allow anyone to draw or color a picture in their textbook. Children cover the completed work with their palms and move away. The textbooks of the educational educational complex “Prospective Elementary School” already use pictograms to direct children to work in a group, offer to look at a neighbor’s house, and exchange notebooks. Such daily work contributes to the formation of the moral foundations of the individual: it teaches children to establish contacts, trust their desk neighbor, plan common work, and distribute responsibilities.

The children really like the textbook “The World Around us”: it’s colorful, bright, and they work with great pleasure in their notebooks. The texts and assignments in the textbook and notebook are addressed personally to students and are designed for work in groups. All tasks are designed for multiple-choice answers. The study of the surrounding world proceeds through comparison. By observing and comparing, children make their first independent conclusions. The tasks are aimed at search activities (for example, dividing plants into groups)

When selecting educational material, developing the language for presenting the material, and developing the methodological apparatus of the set, the following provisions were taken into account:

• the age of the student (a first grader can be either 6.5 years or 7-8
• different levels of its development (a student who has not attended kindergarten often comes to school with unformed sensory standards);
• topographical affiliation of the student. This is not only an urban, but also a rural schoolchild;
• different levels of language proficiency (not always a native speaker of the same language or has speech therapy problems);
• Peculiarities of the worldview of a schoolchild who often communicates with one carrier of knowledge - the teacher
• The different class sizes were also taken into account.

A well-thought-out system of tasks and questions, experiments encourage children to be observant and attentive to everything that happens; children are happy to involve their parents in this process, look for additional information in reference books, thereby learning to work with additional literature.

For this purpose, the educational and methodological set “Prospective Primary School” includes a huge set of teaching aids such as a textbook, anthology, workbooks for independent work, notebooks for monitoring knowledge and skills. By developing a child’s independence from the first steps at school, Prospective Primary School achieves good results in learning reading, writing and arithmetic. Children quickly master the skills of fluent reading and writing, and solving logic exercises does not cause difficulties for students. The educational complex “Prospective Primary School” is built on the principle of making educational material more complex, with many interesting and creative tasks that develop the child’s thinking and memory.

Firstly, these textbooks paint children a complete picture of the world, while relying on the life experience of the child himself. You rarely see this in educational literature. Secondly, they learn to speak (not only literature and the Russian language, but even mathematics and “The World Around You” work here to develop speech), observe and... read. Do not look through the pages diagonally, but read - greedily and with passion. A child may generally get the impression that this is not a textbook at all, but an entertaining adventure story about a smart girl Masha, her younger brother Misha, about their friends, classmates and a wonderful teacher Evdokia Vasilievna, whose explanations are simple and intelligible. This storyline captivates the reader immediately and for a long time: who wouldn’t want to share all their trials with their favorite characters? By the way, such “readiness” has another serious advantage. If, having fallen ill, a child misses classes, then from now on it is no longer a tragedy for the parents: they read it, sorted it out, completed it together and did not lag behind the program.

The task of the school is not just to give children a set of knowledge, but to teach them to acquire this knowledge on their own. I believe that the entire set of textbooks successfully copes with this task.

Teacher of class 1A Buslaveva Marina Valerievna

To guide educational institutions and teachers in the existing variety of educational and methodological complexes, we provide a brief description of them.

Currently, in the Russian Federation there are traditional and developmental education systems.
Traditional programs include:“Russian School”, “Primary School of the 21st Century”, “School 2000”, “School 2100”, “Harmony”, “Prospective Primary School”, “Classical Primary School”, “Planet of Knowledge”, “Perspective”. Developmental systems include two programs: L.V. Zankova and D.B. Elkonina - V.V. Davydova.

Below is a brief description of the above-mentioned educational and methodological complexes (UMC). More detailed information on each educational complex can be found on the indicated sites.

Educational and methodological complex “School of Russia”

(edited by A. Pleshakov)

Publishing house "Prosveshcheniye".
Website: http://school-russia.prosv.ru

The traditional School of Russia program has existed for decades. The author himself emphasizes that this kit was created in Russia and for Russia. The main goal of the program is “to develop a child’s interest in learning about his country and its spiritual greatness, its significance on a global scale.” The traditional program allows you to thoroughly develop the academic skills (reading, writing, counting) that are necessary for successful learning in secondary school.

The educational and methodological course “Teaching literacy and speech development” by the authors V.G. Goretsky, V.A. Kiryushkin, L.A. Vinogradskaya meets all modern requirements for teaching children in primary school.

During the period of literacy training, work is carried out to develop children's phonetic hearing, teach basic reading and writing, expand and clarify children's ideas about the surrounding reality, enrich the vocabulary and develop speech.

In addition to the “Russian ABC”, the set includes two types of copybooks: copybooks by V. G. Goretsky, N. A. Fedosova and “Miracle Copybook” by V. A. Ilyukhina. Their distinctive feature is that they not only develop the skills of competent, calligraphic writing, but also provide the opportunity to correct handwriting at different stages of learning and in different age groups.

To develop the cognitive abilities of each child, the topics of the tasks in the Mathematics course have been updated, a variety of geometric material has been introduced, and entertaining tasks have been given that develop children’s logical thinking and imagination. Great importance is attached to comparison, comparison, contrast of related concepts, tasks, clarification of similarities and differences in the facts under consideration.
The set includes textbooks and teaching aids of a new generation that meet all the requirements for a modern educational book.
The Prosveshchenie publishing house publishes textbooks and teaching aids for the educational educational complex “School of Russia”.

System of textbooks “School of Russia”:
1. ABC - V.G. Goretsky, V.A. Kiryushkin, L.A. Vinogradskaya and others.
2. Russian language - V.P. Kanakina, V.G. Goretsky.
3. Russian language - L.M. Zelenina and others.
4. Literary reading - L.F. Klimanova, V.G. Goretsky, M.V. Golovanova and others.
5. English - V.P. Kuzovlev, E.Sh. Peregudova, S.A. Pastukhova and others.
6. English language (extended content of foreign language teaching) - I.N. Vereshchagina, K.A. Bondarenko, T.A. Pritykina.
7. German language - I.L. Beam, L.I. Ryzhova, L.M. Fomicheva.
8. French - A.S. Kuligina, M.G. Kiryanova.
9. Spanish - A.A. Voinova, Yu.A. Bukharova, K.V.Moreno.
10. Mathematics - M.I.Moro, S.V. Stepanova, S.I. Volkova.
11. Computer Science - A.L. Semenov, T.A. Rudnichenko.
12. The world around us - A.A. Pleshakov and others.
13. Fundamentals of the spiritual and moral cultures of the peoples of Russia - A.V. Kuraev, D.I. Latyshina, M.F. Murtazin and others.
14. Music - E.D. Kritskaya, G.P. Sergeeva, T.S. Shmagina.
15. Fine arts - L.A. Nemenskaya, E.I. Koroteeva, N.A. Goryaeva.
16. Technology - N.I. Rogovtseva, N.V. Bogdanova and others.
17. Physical culture - V.I. Lyakh.

Educational and methodological complex "Perspective"

(edited by L.F. Klimanova)

Publishing house "Prosveshcheniye".
Website: http://www.prosv.ru/umk/perspektiva

The educational and methodological complex “Perspective” has been produced since 2006. The educational complex includes lines of textbooks in the following subjects: “Teaching literacy”, “Russian language”, “Literary reading”, “Mathematics”, “The world around us”, “Technology”.

The educational and methodological complex “Perspective” was created on a conceptual basis that reflects modern achievements in the field of psychology and pedagogy, while maintaining a close connection with the best traditions of classical Russian school education.

The educational complex ensures the availability of knowledge and high-quality assimilation of program material, the comprehensive development of the personality of a primary school student, taking into account his age characteristics, interests and needs. A special place in the educational complex “Perspective” is given to the formation of spiritual and moral values, acquaintance with the cultural and historical heritage of the world and Russia, with the traditions and customs of the peoples inhabiting the Russian Federation. The textbooks include tasks for independent, pair and group work, project activities, as well as materials that can be used in extracurricular and extracurricular activities.

The educational complex uses a unified navigation system for teachers, students and parents, which helps to work with information, organize and structure educational material, plan student activities in the lesson, organize homework, and develop independent work skills.

The literacy course is distinguished by its communicative-cognitive and spiritual-moral orientation. The main goal of the course is the active formation of all types of speech activity: the ability to write, read, listen and speak, the development of first-graders’ verbal thinking, the ability to communicate and understand themselves and others. The effectiveness of the new system is ensured by educational material selected in accordance with the level of development of the child’s cognitive interests, playful and entertaining exercises, structural-figurative models of words that are included in various communicative speech situations. In this regard, the word is presented differently, namely, not only as a sound-letter complex, but as a unity of meaning, meaning and its sound-letter form.

On the pages of the teaching and learning complex “Teaching Literacy” all the conditions have been created for a differentiated approach to students with different levels of preparation for school.
Teaching the Russian language is organically connected with teaching literacy and has a common focus. A special feature of the course is a holistic view of language, which provides the study of language (its phonetic, lexical and grammatical aspects), speech activity and text as a speech work.

The main objective of the course “Literary Reading” is the formation of the personality of a primary school student, familiarization with the cultural and historical heritage and the formation of reading competence. For this purpose, the textbook uses highly artistic texts and folklore works of different nations. The system of questions and tasks contributes to the formation of a culture of verbal communication, the development of students’ creative abilities, introduces them to spiritual and moral values, introduces them to ethical and aesthetic norms, develops students’ figurative and logical thinking and creates interest in younger schoolchildren in a work of art as the art of words. The headings “Independent reading”, “Family reading”, “Going to the library”, “Our theatre”, “Teaching book”, “Little and big secrets of the country of Literature”, “My favorite writers” offer various forms of working with a literary work, systematize knowledge and enrich the child’s practical experience; they present a system of working with books both in class and in extracurricular activities.

“Teaching not only mathematics, but also mathematics” is the leading idea of ​​the teaching and learning instruction in mathematics, aimed at strengthening the general cultural sound of mathematical education and increasing its significance for the formation of a child’s personality. The content of the material is focused on developing in younger schoolchildren the skills to observe, compare, generalize, and find the simplest patterns, which allows them to master heuristic methods of reasoning, their logic, develops divergent thinking as the most important component of mental activity, speech culture, and allows them to expand their ideas about the world around them by means of mathematics. Much attention is paid to the development of students' numerical literacy and the formation of computational skills based on rational methods of action.

The textbooks have the same structure and consist of 3 sections: numbers and operations with them, geometric figures and their properties, quantities and their measurement.

The leading idea of ​​the course “The World Around us” is the idea of ​​the unity of the natural world and the cultural world. The surrounding world is considered as a natural-cultural whole, man is considered as a part of nature, the creator of culture and its product.

The course reveals the structure of the concept of “the world around us” in the unity of its three components: nature, culture, people. These three components are consistently considered at different sociocultural levels of society (family, school, small homeland, native country, etc.), due to which the main pedagogical approaches to mastering the subject are determined: communicative-activity, cultural-historical, spiritually-oriented.

The main objective of the subject “Technology” is to create conditions for students to gain experience in design activities from concept to presentation of the product. Junior schoolchildren master the techniques of working with paper, plasticine and natural materials, construction sets, study the properties of various materials and the rules of working with them. This approach creates conditions for the formation of regulative universal educational actions in younger schoolchildren, allows the formation of specific personal qualities (accuracy, attentiveness, willingness to help, etc.), communication skills (work in pairs, groups), abilities to work with information and master basic computer techniques.

The material in the textbooks is structured in the form of a journey that introduces students to human activity in different spheres: Man and Earth, Man and water, Man and air, Man and information space.

The textbook “Technology” has introduced a symbolic system for assessing the quality and complexity of a product, which allows for the formation of motivation for success and self-esteem of the student.

The composition of the educational complex "Perspective" includes:
Textbooks by subject (grades 1-4)
Workbooks
Creative notebooks
Didactic materials for the student: “Reader”, “The Magic Power of Words”, “Mathematics and Computer Science”, “Fundamentals of Life Safety”.
Methodological manuals for teachers: lesson developments in subjects, additional educational and methodological materials, calendar and thematic planning, technological maps.

Calendar-thematic planning and technological maps, which provide the teacher with effective and high-quality teaching by moving from lesson planning to designing the study of the topic, are posted on the pages of the Internet site of the educational complex “Perspective”.

Textbooks included in the educational complex “Perspective”:

1. ABC - L.F. Klimanova, S.G.Makeeva.
2. Russian language - L. F. Klimanova, S. G. Makeeva.
3. Literary reading - L.F. Klimanova, L.A. Vinogradskaya, V.G. Goretsky.
4. Mathematics - G.V. Dorofeev, T.N. Mirakova.
5. The world around us - A.A. Pleshakov, M.Yu. Novitskaya.
6. Technology - N.I. Rogovtseva, N.V. Bogdanova, N.V. Dobromyslova

Educational and methodological complex “School 2000...”

Publishing house "Yuventa"
Website: http://www.sch2000.ru

The didactic system of the activity method “School 2000...” offers solutions to current educational problems in the system of lifelong education (preschool educational institution - school - university). It is based on a continuous course of mathematics for preschoolers, primary and secondary schools, focused on the development of children’s thinking, creative powers, their interest in mathematics, the formation of strong mathematical knowledge and skills, and readiness for self-development. The “Learn to Learn” program takes into account the possibility of working on this program in the conditions of various options for the educational curriculum of the educational institution (4 hours or 5 hours per week).

The main goal of the “School 2000...” program is the comprehensive development of the child, the formation of his abilities for self-change and self-development, a picture of the world and moral qualities that create conditions for successful entry into culture and the creative life of society, self-determination and self-realization of the individual.

The selection of content and the sequence of studying basic mathematical concepts was carried out in the “Learn to Learn” program based on a systematic approach. Built by N.Ya. Vilenkin and his students, a multi-level system of initial mathematical concepts (SNMP, 1980) made it possible to establish a procedure for introducing fundamental concepts in school mathematical education, ensuring successive connections between them and the continuous development of all content and methodological lines of the mathematics course 0-9.

The basis for organizing the educational process in the “Learn to Learn” program is the didactic system of the activity-based teaching method “School 2000”, which can be used at two levels: basic and technological.

The mathematics course “Learning to Learn” for elementary school can be used in conjunction with courses in other academic subjects included in the Federal Lists of Textbooks of the Ministry of Education and Science of the Russian Federation, based on the teachers’ own choice. In this case, as a didactic basis that streamlines the work of teachers in conditions of variability in education, it is possible to use the technology of the activity method at the basic level.

Teaching materials in mathematics for primary school of the program “Learning to Learn” (“School 2000...”

1. Mathematics - L.G. Peterson

Textbooks are equipped with teaching aids, didactic materials and a computer program for monitoring progress.

Further reading
2. Peterson L.G., Kubysheva M.A., Mazurina S.E. What does it mean to be able to learn. Educational and methodological manual.-M.: UMC “School 2000...”, 2006.
3. Peterson L.G. Activity-based teaching method: educational system “School 2000...” // Construction of a continuous sphere of education. - M.: APK and PPRO, UMC “School 2000...”, 2007.

Educational and methodological complex “School 2100”

(scientific supervisor - L.G. Peterson)

Publishing house "Balass"
Website: http://www.school2100.ru/

In the process of teaching the educational curriculum in accordance with the activity approach, the task of forming a functionally literate personality is realized. Using different subject content, the student learns to gain new knowledge and look for answers to questions that arise. 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. He assumes that the authors of textbooks and the teacher give the student the opportunity (if he wants) to take the material to the maximum. The textbooks contain abundant information for this purpose, allowing the student to make personal choices. At the same time, the most important facts, concepts and connections included in the minimum content (Federal State Educational Standards and program requirements) must be mastered by every student. The minimum is presented to the student during lessons for discovering new knowledge, reinforced and submitted for control. The maximum allows the student to satisfy his own personal needs and interests.

This way, each child has the opportunity to take as much as he can.

Using the technology of problem dialogue used in the educational system “School 2100”, schoolchildren learn in each lesson to set a goal, draw up a plan for achieving it, search for a solution, and reflect on the results of working with the text. To develop communicative general educational skills, technology for working with text is used. Thus, a teacher working using the textbooks of the School 2100 educational system has the opportunity to achieve new educational goals simply by conducting high-quality lessons using the technologies adopted in this system.

List of textbooks of educational educational complex “School 2100”
1. Primer - R.N. Buneev, E.V. Buneeva, O.V. Pronina.
2. Russian language - R.N. Buneev, E.V. Buneeva, O.V. Pronina.
3. Literary reading - R.N. Buneev, E.V. Buneeva.
4. English - M.Z. Biboletova and others.
5. Mathematics - I.E. Demidova, S.A. Kozlova, A.P. Thin.
6. The world around us - A.A. Vakhrushev, O.B. Bursky, A.S. Rautin.
7. Fine arts - O.A. Kurevina, E.D. Kovalevskaya.
8. Music - L.V. Shkolyar, V.O. Usacheva.
9. Technology - O.A. Kurevina, E.L. Lutseva
10. Physical culture - B.B. Egorov, Yu.E. Replanting.

Educational and methodological complex “Promising Primary School”

(scientific supervisor - N.A. Churakova)

Publishing house "Akademkniga/textbook"
Website: http://www.akademkniga.ru

The concept of educational learning is based on the humanistic belief that all children are capable of learning successfully if the necessary conditions are created for them. Taking into account the age of students makes the learning process successful. All textbooks in the set provide teachers with opportunities to implement the regional component.

When selecting educational material, developing the language for presenting the material, and developing the methodological apparatus of the set, the following components were taken into account.

The age of the student. A first-grader can be six, seven, or eight years old. And this is not a problem of lowering the age of a first-grader, but the problem of the simultaneous presence of children of different ages in the lesson, which required a combination of gaming and educational activities throughout the entire first year of study.

Different levels of student development. A schoolchild who has not attended kindergarten often comes to school with unformed sensory standards. This required solving the problem of forming sensory standards during the adaptation period of training.

Topographical affiliation of the student. The selection of material takes into account the experience of the student living in both urban and rural areas.

Different class sizes. The detailed formulation of tasks, together with instructions on the organizational forms of their implementation (in a group, in pairs), allows schoolchildren to study independently for quite a long time, which is important for a small and small school. The similar structure of textbooks within each subject area and the same external intrigue for all textbooks in the set help students of different age groups, located in the same room, to be in a single educational space.

Different levels of Russian language proficiency. When developing the educational complex “Prospective Primary School”, it was taken into account that not all students have Russian as their native language and that today’s schoolchildren have a large number of speech therapy problems. Finding a solution to this set of problems required a revision of some important theoretical positions of the Russian language, the development of special lines of orthoepic work and work with a reverse dictionary.

As a result of mastering the subject content included in the kit, each student has the opportunity to acquire general educational skills. Master those methods of activity that meet the requirements of the state educational standard. These are, first of all, the initial skills of searching for the necessary information in dictionaries, reference books, and the library catalogue. The system of mutual cross-references between textbooks, each of which has dictionaries specific to its educational field, gives the student the opportunity, in the process of four years of study, to acquire skills in working with spelling, spelling , reverse, explanatory, phraseological, etymological and encyclopedic dictionaries.

Placing the methodological apparatus for organizing children's activities during lessons in the body of each textbook allows the set to fulfill such a requirement of the Federal State Educational Standard as the formation of educational cooperation activities - the ability to negotiate, distribute work, and evaluate one's contribution to the overall result of educational activities.

A unified system of symbols in all textbooks is designed to organize individual, pair, group and collective work.

List of textbooks of educational educational complex “Prospective Primary School”

1. ABC - N.G. Agarkova, Yu.A. Agarkov
2. Russian language - Kalenchuk M.L., Churakova N.A., Baykova T.A., Malakhovskaya O.V., Erysheva E.R.
3. Literary reading - Churakova N.A., Malakhovskaya O.V.
4. Mathematics - A.L. Chekin, O.A. Zakharova, E.P. Yudina.
5. The world around us - O.N. Fedotova, G.V. Trafimova, S.A. Trafimov, L.A. Tsareva, L.G. Kudrova.
6. Computer science - E.N. Benenson, A.G. Pautova.
7. Technology - T.M. Ragozina, A.A. Grineva.

Further reading
1) Churakova R.G. Technology and aspect analysis of a modern lesson
Churakova N.A., Malakhovskaya O.V. A museum in your classroom.

Educational and methodological complex “Development. Individuality. Creation. Thinking" (RHYTHM)

(UMK “Classical Primary School”)

Publishing house "Drofa"
Website: http://www.drofa.ru

Educational and methodological complex “Development. Individuality. Creation. Thinking" (RIHTM) was created on the basis of the educational complex "Classical Primary School", the main feature of which is the combination of modern approaches to solving methodological problems and practice-tested principles of didactics, which allows schoolchildren to achieve consistently high educational results.

Educational and methodological complex “Development. Individuality. Creation. Thinking" (RHYTHM) has been revised in accordance with the Federal State Standard and supplemented with new textbooks (foreign language, environment, physical education). The educational complex includes programs, teaching aids, and workbooks. Study lines in basic subjects are provided with didactic materials, tests and sets of visual aids. All components of the educational complex are integrated into a single methodological system, have a modern layout, extensive methodological apparatus, and professionally executed illustrations.

In the subject line of the Russian language and literary reading, the native language is considered not only as an object of study, but also as a means of teaching children other disciplines, which contributes to the formation of meta-subject skills. The texts and exercises contained in the textbooks expand knowledge about the native country, its nature, contribute to the education of patriotism, the development of norms and rules of behavior, traditional moral values, tolerance, and therefore the formation of the necessary personal qualities, which is the most important result of education.

During the course of studying mathematics, textbooks are included in active independent and group activities, the most important result of which is the development of flexibility, criticality and variability in their thinking. The methodological apparatus of the subject line is aimed at developing logical skills: understanding the educational task, independently planning one’s actions to solve it, choosing the optimal methods for this.

The methodology underlying subject lines in a foreign language is designed to form elementary foreign language communicative competence in primary schoolchildren. The principle of dialogue of cultures, implemented in the English language course, allows the child to smoothly enter the foreign language communicative space. The German language course is aimed at the interconnected formation of all types of communication skills - listening, speaking, reading and writing. The content of foreign language courses helps to form in the child a sense of belonging to a specific linguistic and cultural community - Russian civil identity.

In the subject line of the surrounding world, the integration of natural science and social and humanitarian knowledge is carried out, which lays the foundations for the formation of a holistic picture of the world, solves the problems of developing environmental thinking, a culture of healthy and safe lifestyle, a system of national values, ideals of mutual respect, patriotism, based on ethnocultural diversity and general cultural unity of Russian society.

The subject line in fine arts is focused on the aesthetic development of the individual based on the mastery of the best examples of the artistic heritage of the peoples of Russia and the world. It is built on the principles of a system-activity approach to learning and reflects the communicative and moral essence of art education.

The aesthetic, spiritual and moral development of students when using the subject line of music is carried out through familiarization with musical culture as the most important component of a harmoniously developed personality. The music course is built on a broad integrative basis with subjects of the humanitarian and aesthetic cycle. It is based on the principle of the formation of universal educational actions - personal, regulatory, cognitive, communicative.

The subject line of technology and physical education contains extraordinary methodological techniques for developing the necessary subject and meta-subject skills, as well as the personality traits of a primary school graduate. The lines are practice-oriented and provide ample opportunities for organizing educational and extracurricular activities for junior schoolchildren.

UMK "Development. Individuality. Creativity, Thinking" (RITM) is aimed at achieving educational results defined by the Federal State Standard and implementing the "Concept of spiritual and moral development and education of a citizen of Russia."

Textbooks included in the educational complex “Classical Primary School”:
1. ABC - O.V. Dzhezheley.
2. Russian language - T.G. Ramzaeva.
3. Literary reading. - O.V. Dzhezheley.
4. English - V.V. Buzhinsky, S.V. Pavlova, R.A. Starikov.
5. German language - N.D. Galsakova, N.I. Guez.
6. Mathematics - E.I.Alexandrova.
7. The world around us - E.V. Saplina, A.I. Saplin, V.I. Sivoglazov.
8. Fine arts - V.S. Kuzin, E.I. Kubyshkina.
9. Technology.- N.A. Malysheva, O.N. Maslenikova.
10. Music - V.V. Aleev, T.N. Kichak.
11. Physical culture - G.I. Pogadaev.

Educational and methodological complex “Primary school of the XXI century”

(scientific supervisor - N.F. Vinogradova)

Publishing house "Ventana - Graf"
Website: http://www.vgf.ru

The kit is based on the theory of activity of A.N. Leontyeva, D.B. Elkonin and V.V. Davydova. The general goal of education is the formation of activities leading to this age. The goal of primary school teachers is not just to teach the student, but to teach him to teach himself, i.e. educational activities; The goal of the student is to master the ability to learn. Academic subjects and their content act as a means to achieve this goal.

Forms, means and methods of teaching are aimed at developing the prerequisites in a primary school student (in the 1st half of the first grade), and then the skills of educational activities. During primary education, a primary school student develops skills in educational activities that allow him to successfully adapt to primary school and continue subject education according to any educational and methodological set.

The leading characteristics of a primary school graduate are his ability to think independently and analyze any issue; the ability to construct statements, put forward hypotheses, defend the chosen point of view; the presence of ideas about one’s own knowledge and ignorance on the issue under discussion. Hence, there are two methodological features of the teaching and learning complex. Thus, working with the educational and methodological set “Primary School of the 21st Century”, the student masters a fundamentally different role - “researcher”. This position determines his interest in the process of cognition. As well as increasing attention to the creative activity of students, based on the initiative and independence of each student.

List of textbooks of educational educational complex “Primary school of the XXI century”

1. Primer - L.E. Zhurova.
2. Russian language - S.V. Ivanov, A.O. Evdokimova, M.I. Kuznetsova.
3. Literary reading - L.A. Efrosinina.
4. English language - UMK “FORWARD”, M.V. Verbitskaya, O.V. Oralova, B. Abbs, E. Worell, E. Ward.
5. Mathematics - E.E.Kochurina, V.N.Rudnitskaya, O.A.Rydze.
6. The world around us - N.F. Vinogradova.
7. Music - O.V. Usacheva, L.V. Schoolboy.
8. Fine arts - L.G. Savenkova, E.A. Ermolinskaya
9. Technology - E.A. Lutseva.
10. Fundamentals of the spiritual and moral culture of the peoples of Russia (grade 4) - N.F. Vinogradova, V.I. Vlasenko, A.V. Polyakov.

The content of the educational subjects of the educational complex is focused on stimulating and supporting the emotional, spiritual, moral and intellectual development and self-development of the child; to create conditions for the child to demonstrate independence, initiative, and creative abilities in various activities. At the same time, the importance of children’s assimilation of knowledge and mastery of skills as means of development remains, but they are not considered as an end in themselves of primary education.

In the subjects of teaching and learning, the humanitarian orientation and its influence on the emotional and social-personal development of the child are strengthened. The educational complex contains content that helps the child retain and recreate the integrity of the picture of the world, ensures his awareness of the various connections between objects and phenomena and, at the same time, develops the ability to see the same object from different sides. The main feature of this set is its integrity: the unity of the structure of textbooks and workbooks for all grades and subjects; unity of end-to-end lines of standard tasks, unity of approaches to organizing educational activities.

Textbooks and teaching aids of the educational educational complex “Planet of Knowledge” are published by the publishing houses “Astrel” and “AST”.
The UMK includes:

1. Primer - author T.M. Andrianova.
2. Russian language - author T.M. Andrianova, V.A. Ilyukhina.
3. Literary reading - E.E. Katz
4. English language - N.Yu. Goryacheva, S.V. Larkina, E.V. Nasonovskaya.
5. Mathematics - M.I. Bashmakov, M.G. Nefedova.
6. The world around us - G.G.Ivchenkova, I.V. Potapova, A.I. Saplin, E.V. Saplina.
7. Music - T.I. Balanova.

Educational and methodological set “Harmony”

(scientific supervisor - N.B. Istomina)

Publishing house "Association of the XXI Century".
Website: http://umk-garmoniya.ru/

The educational and methodological set "Harmony" implements: methods of organizing students' educational activities related to setting an educational task, its solution, self-control and self-assessment; ways of organizing productive communication, which is a necessary condition for the formation of educational activities; methods of forming concepts that ensure awareness of cause-and-effect relationships, patterns and dependencies at a level accessible to primary school age.

The course is based on a methodological concept of purposeful and systematic work on developing mental activity techniques in younger schoolchildren: analysis and synthesis, comparison, classification, analogy and generalization in the process of mastering the mathematical content provided for by the program.

The primer "My First Textbook", intended for the course "Teaching Literacy", ensures not only the development of elementary reading and writing by first-graders, but also the development of their thinking, cognitive interests, sense of language, the formation of phonetic hearing, spelling vigilance, speech and reading skills, introduction into the world of children's books, as well as gaining experience working with educational books.

The primer involves the active promotion of both children just beginning to learn to read, and those who are already at different stages of mastering reading techniques.

In general, this primer creates conditions for the successful continuation of teaching reading and the Russian language within the framework of individual academic subjects.
The Russian language course, presented in the textbooks “To the Secrets of Our Language,” ensures the development of language and speech skills in younger schoolchildren, their functional literacy, simultaneously with the development of the entire complex of universal educational actions.

This is facilitated by the implementation of an activity-based approach to the organization of learning, in which the development of language and speech concepts, rules, and work on skills goes from motivation and setting a learning task to its solution and, through understanding the necessary method of action, to the use of acquired knowledge, to the ability to control implementation action and its result.

Language learning has a communicative orientation, since it is subordinated to the development of students’ speech, the improvement of all forms of their speech activity.

Formation of literacy schoolchildren is carried out on the basis of the targeted development of their spelling vigilance and spelling self-control.

Course "Literary Reading" involves the formation of reading competence of a junior schoolchild, which is determined by mastery of reading techniques and methods of mastering a literary work, the ability to navigate books and the acquisition of experience in independent reading activity.

Teaching literary reading is also aimed at:
enrichment of the spiritual and moral sphere of junior schoolchildren, the formation of ideas about good and evil, justice and honesty, respect for the culture of the peoples of multinational Russia;
mastering universal educational activities
improving all types of speech activity, the ability to construct a monologue and conduct a dialogue;
development of creative abilities;
nurturing an aesthetic attitude towards the art of words, interest in reading and books, the need to communicate with the world of fiction;
expanding the reader's horizons.

Mathematics course presented in the textbook, in the process of mastering the program material, purposefully forms all types of universal learning activities (ULA) for students. This is facilitated by: the logic of constructing the course content, various methodological techniques for organizing the educational activities of younger schoolchildren, and a system of educational tasks aimed at students performing various types of actions.

In the process of studying the course, children will master: mathematical knowledge, skills and abilities provided for by the course program, and will learn to use them to describe surrounding objects, processes, phenomena, assess quantitative and spatial relationships; master the skills: build reasoning; argue and correct statements; distinguish between reasonable and unfounded judgments; identify patterns; establish cause-and-effect relationships; carry out an analysis of various mathematical objects, highlighting their essential and non-essential features, which will ensure their successful continuation of mathematical education in primary school.

Features of the content of the course “The World around us” are: the integrative nature of the presentation of natural science, social science and historical knowledge; purposeful formation of UUD during the development of subject knowledge and skills.

The study of the surrounding world is aimed at:
forming in younger schoolchildren a holistic picture of the natural and sociocultural world, environmental and cultural literacy, moral, ethical and safe standards of interaction with nature and people;
mastering a complex of subject knowledge, skills and universal educational activities for the successful continuation of education in primary school;
development of skills to observe, analyze, generalize, characterize objects of the surrounding world, reason, solve creative problems;
education of a citizen who loves his Fatherland, is aware of his belonging to it, respects the way of life, customs and traditions of the inhabiting peoples, striving to participate in environmental and creative activities.

The main course presented in the textbooks "Technology", is a substantive transformative activity that allows you to integrate conceptual (speculative), visual-figurative, visual-effective components of cognitive activity.

Main features of the “Fine Arts” course:
acquaintance of schoolchildren with the figurative language of fine art as the basis for the emotional and ethical development of the surrounding world;
communicative orientation of training, ensuring the education of the basic visual culture of the individual and the primary development of visual means of visual communication;
an activity-based approach to the study and further practical development of visual, design and decorative artistic activities;
learning based on problem problems, when the teacher, without suggesting a final answer, poses questions that help students themselves come to the right decision;
formation of methods of cognitive activity and development of interest in the field of artistic exploration of the world, enrichment of the child’s sensory and practical creative experience.

Music course, presented in the textbooks “To the Heights of Musical Art,” has the following features:
development of musical thinking of schoolchildren through mastering various genres of music;
selection of musical material with a focus on masterpieces of world musical art, which helps the child form a holistic understanding of musical culture based on its standard samples;
formation, along with the song type, of musical thinking at the symphonic level;
the methodological principle of “recreating” masterpieces of world musical art, which consists in the fact that the holistic perception of a work is preceded by the stage of its “creation” by a child through the passage of the main stages of the composer’s path;
the creation by schoolchildren of the independence of music as a form of art, capable of conveying the feelings and thoughts of people through their own means as a result of acquaintance with musical images of various genres of music and the disclosure of multifaceted connections between music and life.

The purpose of the textbooks “Physical Education” is to form in students the foundations of a healthy lifestyle, the ability to communicate and interact with peers, plan their own activities, distribute the load and rest during its implementation, analyze and objectively evaluate the results of their own work, evaluate the beauty of their physique and posture, and technically correctly perform motor actions.

The publishing house “Association of the 21st Century” publishes textbooks and teaching aids for the teaching and learning center “Harmony”.
To communicate with colleagues and exchange experience in the Harmony educational system, a social network has been created - www.garmoniya-club.ru

The UMK includes:
1. Primer - author M.S. Soloveichik, N.S. Kuzmenko, N.M. Betenkova, O.E. Kurlygina.
2. Russian language - author M.S. Soloveichik, N.S. Kuzmenko.
3. Literary reading - author O.V. Kubasova.
4. Mathematics - author N.B. Istomina.
5. The world around us - author O.V. Poglazova, N.I. Vorozheikina, V.D. Shilin.
6. Technology - author N.M. Konysheva.
7. Fine arts - (Yakhont publishing house), author: T.A. Koptseva, V.P. Koptsev, E.V.Koptsev.
8. Music - (Yakhont publishing house), author: M.S. Krasilnikova, O.N. Yashmolkina, O.I. Nekhaeva.
9. Physical culture - (Yakhont publishing house), author: R.I. Tarnopolskaya, B.I. Mishina.