Umk harmony official. Approximate lesson structure

Educational and methodological set “Harmony”

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, as it is subordinated to the development of students’ speech and the improvement of all forms of their speech activity.
The formation of schoolchildren's literacy is carried out on the basis of the targeted development of their spelling vigilance and spelling self-control.
The course “Literary Reading” involves the formation of reading competence of a junior school student, 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.
The 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 subject-based 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.
The 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 the physique and posture, technically perform motor actions correctly.
The publishing house “Association of the 21st Century” publishes textbooks and teaching aids for the teaching and learning center “Harmony”.

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.

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Technology

2nd grade

UMK "Harmony"

Explanatory note

BASIS: program “Technology” for grades 1 – 4 of primary school “Artistic design activities” (basics of design education).

Publishing house "Association XXI Century" Smolensk 2004.

As a specific content and methodological basis of the course, this program proposes the formation of the fundamentals of design education among junior schoolchildren, but this does not mean a new type of specialization or career guidance for students. As you know, design is a type of human activity aimed at creating a convenient and beautiful object environment. Every person, regardless of lifestyle and profession, is a “user” of this environment, since he spends most of his life in it. During use, there is also an impact on the environment, and it can be more or less adequate. Therefore, modern schoolchildren need to receive education in this area.

Since in manual labor lessons students usually create things for practical use, it is most advisable to use these lessons as an educational platform for understanding the world of things, or the subject environment. At the same time, this does not in any way mean equipping schoolchildren with specific design knowledge, much less memorizing special terminology and mastering the corresponding highly specialized types of activities. The program only provides for the formation of correct ideas about the meaning and beauty of things and about the most general rules and requirements that we place on them and that should be taken into account when producing and using them.

By getting involved in the development of comfortable and beautiful things, schoolchildren learn to think about the connection between man and the cultural environment he creates with a unified and harmonious nature, that the world of things is inextricably linked with man, and therefore things carry information about him (social, psychological, historical ); that it is not man who exists for things, but things for man, etc. Thus. This training course objectively has an unconditionalideological, spiritual and moral orientation.

In addition, the proposed course is comprehensive and integration in the deepest sense; it includes both rational-logical and emotional-artistic components of education: after all, every thing is thought out from the point of view of the rationality of the design and from the point of view of external expressiveness.

A more intensive developmental impact of the course “Artistic and Design Activities” is also ensured by the fact that it was developed taking into account modern scientific data on the role ofsubstantive transformative activityin personality development.

The course is structured in such a way that students’ practical activities are not isolated from their mental ones. It is practical activity that makes it possible to “translate” complex abstract actions from the internal (invisible) plane to the external (visible), making them more understandable.

Methodological basisorganizing children's activities in the classroom is a creative design method, since it combines both an engineering and design (i.e., predominantly rational, rational-logical) aspect, and an artistic and aesthetic (largely emotional, intuitive) aspect. Accordingly, the program focuses onsystematic design and engineering activitiesstudents; the main emphasis is shifting from making crafts and mechanical mastery of work techniques towards designing things based on the conscious and creative use of techniques and technologies.

The reproductive activity of students in the classroom will, of course, occupy a significant place, but only to the extent and until it ensures reliable mastery of practical techniques.

As for project activities, with a design approach it constitutes the essence of educational work and is inseparable from the content being studied.

Thus, taking into account the main concept, themain objectives of the course.

1. Spiritual and emotional enrichment of the individual:

a) the formation of an idea of ​​the harmonious unity of the world and the place in it of man with his artificially created objective environment;

b) fostering a respectful attitude towards the creative person;

c) the formation of aesthetic perception and evaluation of things and phenomena.

2. Development of the creative potential of the individual, creativity, intuition.

3. Development of mental cognitive processes and methods of cognitive activity.

4. Broadening your horizons.

5. Development of the hand, eye, etc. through the formation of practical skills.

The entire course of study is a single system of interrelated topics that gradually become more complex from class to class, and at the same time, the diverse connections between the subject practical activities of a person with his history and culture, as well as with the natural world are revealed. Each year of study is a step in the knowledge of these connections.

Graphically, the structure of the program can be reflected as follows:

The second grade program aims to begin the formation ofsystematic fundamental knowledge and understanding from the field of design, as well as their wider involvement in creative design activities.

The main task of the teacher is not to control how well the students remember special terms and formulations (they do not need to be given at all), but to gradually form in the students a conscious attitude towards things and the everyday environment as a whole.

In the second grade, one of the most important lines running through the entire course also begins: students receiveidea of ​​traditions in the world of things and get acquainted with basics of folk aesthetics.

Students also get an idea of ​​some of the most strikingconstructive and artistic ideas of natureand that man, in the consciousness of his objective world, borrows these ideas from nature.

Educational level requirements (grade 2)

Know

What is the development of a three-dimensional product (hereinafter it is meant that the student can reveal the meaning of the concept in his own words; memorization of definitions is not required);

Conventions used in technical drawings, drawings and development sketches;

How to make a fold on thick paper or cardboard;

What is composition;

What is symmetry (asymmetry) and rhythm in the form and design of objects, what is their constructive and aesthetic meaning;

What does the plain weave of threads in fabric look like?

That marking rectangular parts on fabric with plain weave threads is most conveniently done by pulling the thread;

Seams “forward needle” and “over edge”.

Have an idea

That things should suit the environment, the character and appearance of their owner;

The fact that under different conditions of use one and the same thing will have a different structure and different appearance;

The fact that in folk life things had not only a practical meaning, but also a magical meaning, and therefore were made strictly according to the rules;

On the symbolic meaning of images and patterns in some works of folk art;

That nature is the source for human creation of images and designs;

About the technological and decorative-artistic differences between appliqué and mosaic.

Be able to

Construct a rectangle on a rectangular sheet (or from two right angles) using a ruler; draw simple developments;

Perform simple calculations of the dimensions of product parts;

Construct a square on a rectangular sheet of paper using the folding method;

Make a round sculpture from a whole piece, use a special stick and stack;

Create an image using the bas-relief technique;

Paint a plasticine product with paints (gouache);

Make simple figures from paper using the origami technique;

Perform marking and fringing on the fabric by pulling threads;

Mark on the fabric according to the template; cut out parts from fabric;

Make seams “forward with the needle” and “over the edge”;

Create frontal and volumetric compositions in accordance with the artistic and design task; select materials and methods of their processing;

Analyze the design of the product and perform work according to the sample;

Make changes and additions to the design in accordance with the established conditions;

Come up with and carry out a simple design of the product in accordance with its purpose.

Educational and methodological support:

Konysheva N.M. Wonderful Workshop: Textbook for 2nd grade;

Konysheva N.M. Wonderful workshop: Methodological recommendations for a textbook on technology. 2nd grade.

Abbreviations used in the table

HC – artistic culture

SEC – socio-legal culture

KZ – culture of health

EC – ecological culture

IC – information culture

Lesson type:

ONZ - a lesson in mastering new knowledge

FSUN - a lesson in the formation and improvement of skills

NEO – a lesson in generalizing and systematizing knowledge

PZZ - a lesson in repetition, consolidation of knowledge

CP - test lessons

K – combined lesson

Individual work with students

1. Performing collective work from individual work.

2. Additional tasks for the development of fine motor skills (Ilya Bedrin, Nikita Smirnov, Sasha Medvedev, Oleg Vasiliev, Vova Rybakov, Katya Rudakova).

Italics in the text highlight material that is subject to study, but is not included in the Requirements for the level of preparation of those graduating from primary school.

References

Bogateeva Z.A. Wonderful paper crafts: Book. For kindergarten teachers and parents. – M.: Education, 1992.

Khvorostov A.S. Decorative and applied arts at school: A manual for teachers, - M.: Prosveshchenie, 1981.

Konysheva N.M. Problems of a modern practical labor lesson. J "N. sh."No. 4 2001 p. 82

SITES USEFUL FOR TEACHERS WORKING WITH HARMONY MK»

1. All new releases from the publisher "Association XXI century"
Publishing house website http://a21vek.ru/

2. Do you want to stay updated with new concepts in education, visit this site

4. On this site you can order textbooks and methodological literature at publisher prices without leaving your home.

12. Istomina N.B., Gorina O.P. (for textbooks Mathematics grades 2,3,4 at the Harmony educational complex)
Software implementation: Proskuryakov N.N. (e-mail: [email protected])

TEXTBOOKS

Literacy training. Electronic educational resources.

CHARACTERISTIC

leading ideas of the educational and methodological set “Harmony”

for four-year primary school

Since about the 30s of the last century, a fundamentally new understanding of child development has gradually been established in the theory of domestic pedagogy. Its interpretation as the maturation of the abilities inherent in a person has been replaced by the concept of the child’s activity in the educational process. And since the late 60s, the idea of ​​developmental education has entered the practice of domestic schools, where for several decades systems of so-called traditional and developmental education have been developing in parallel, which are initially opposed to each other and are considered alternative. Within the framework of traditional and developmental education systems, various proprietary programs and educational kits are being developed. However, over time, the contradictions between the traditional and developmental education systems are gradually softened, and at the present stage of development of primary education, all educational and methodological sets are focused on the thesis of the child’s activity in the learning process. This is one of the important directions for the development of the general education school, “the modernization of which involves the orientation of education not only on the acquisition of a certain amount of knowledge by students, but also on the development of his personality, his cognitive and creative capabilities” (Concept of the modernization of Russian education for the period until 2010) . It is on the thesis of children’s activity, acceptance of the student as an integral person that modern ideas of humanization and humanization of education, its differentiation and integration, continuity and continuity are based. In didactics, the theory of education, in the psychology of learning and development, as well as in the special fields of knowledge underlying educational disciplines, a significant number of valuable ideas have been accumulated regarding the development of the child’s personality, optimization and intensification of the educational process, and the use of innovative technologies. However, the implementation of these ideas in school practice will remain a problem until they receive a scientifically based interpretation in the form of methodological systems that take into account the specifics of the content and the peculiarities of the process of its assimilation by schoolchildren within specific academic subjects.

development of ways to organize the educational activities of junior schoolchildren, providing comfortable conditions for the development of the child in the process of mastering knowledge, skills and abilities that meet the curriculum and the requirements of the primary educational standard .

The educational and methodological set “Harmony” includes:

ways of organizing students’ educational activities related to setting a learning task, its solution, self-control and self-esteem;

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 methodological interpretation included in the set of modern trends in the development of primary education ensures: the child’s understanding of the issues being studied, the conditions for harmonious relationships between the teacher and the student and children with each other, the creation for each student of a situation of success in cognitive activity.
Considering the educational books included in the set (textbook, textbook-notebook, notebooks with a printed base) as a model of the educational process that integrates subject content and types of cognitive activity, the authors of the “Harmony” set implemented in the system of educational tasks:

• purposeful formation of methods of mental activity (analysis and synthesis, comparison, classification, analogy, generalization);
• the priority of students’ independent activity in mastering the content;
• active inclusion in cognitive activity of techniques of observation, selection, transformation and design;
• maintaining a balance between intuition and knowledge;
• diverse consideration of the same object;
• relying on the child’s experience;
• parallel use of various models: subject, verbal, graphic, schematic and symbolic - and establishing correspondence between them;
• the relationship between inductive and deductive reasoning;
• unity of intellectual and special skills;
• creating conditions for maximum emotional well-being for each child in the process of assimilating the knowledge provided for by the program.

Greetings, dear readers of my blog. Nice to see you again. If you have opened this article, it means you are far from indifferent to what kind of food will be presented to your child. After all, you too will have to learn from it, even if only at first, by helping your child master new knowledge.

Today I want to find out what kind of educational program Harmony is for elementary school, and get to know it better, if you don’t mind.

Lesson plan:

How did you implement the harmonious program?

The educational program “Harmony” was the idea of ​​Doctor of Pedagogical Sciences, Professor Natalya Istomina, who worked for a long time at. It is not at all surprising that the idea of ​​developmental education is the core of the software product that has appeared in the vastness of primary education.

The project works according to a methodological set approved in 2009 that meets the requirements and created at the Department of Primary Education of the M. Sholokhov Pedagogical University, for which practicing teachers with academic degrees were involved:

• Candidates of Pedagogical Sciences Professor M. Soloveichik and Associate Professor N. Kuzmenko – authors of the Russian language;
• Candidate of Pedagogical Sciences, Associate Professor O. Kubasova developed a literature textbook;
• N. Istomina, the inspirer of the program, is the author of a textbook on mathematics;
• the methodology for teaching the surrounding world belongs to the candidate of pedagogical sciences, senior teacher O. Poglazova;
• Doctor of Pedagogical Sciences N. Konysheva worked on the textbook on labor.

The team of authors considers the features of their brainchild in the field of educational programs called “Harmony” to be:

• overcoming the division between traditional and developing systems in the learning process, for which they tried to combine life experience with innovation;
• the focus of the learning process on changing school education towards humanization.

Answering the question “How to teach children?” in their concept of primary school education, the team of authors decided to pay the main attention to comfort, which is why the name of the program is connected. Comfort is very good only if you keep up with knowledge. And so, read on.

Initially, “Fundamentals of the Culture of the Peoples of Russia” by N. Vorozheikina and the English “Millie” by S. Azarova, which are part of the “Harmony” methodological set, were not included in the list recommended for use in the educational process. But this is not the most important thing, which immediately makes you want to be hysterically indignant. Everything is ahead, follow me!

Maybe this is no longer a secret for you, but in January 2016, the Ministry of Education excluded absolutely all textbooks from the “Harmony” set from the list of recommended ones, leaving the right for educational institutions to use five more of them! years. So, children may well be taught something during four years of primary school using methods that are dubious, in the opinion of the Ministry of Education. But this is something I, as a mother, would think about.

What should we strive for when studying harmoniously?

• teach children to use methods of analysis, analogy, synthesis, comparison;
• help students apply their own experience when solving problems;
• provide the basics for the simultaneous use of several models of the learning process with words, graphs and diagrams;
• to cultivate spiritual values ​​and moral priorities;
• instill aesthetic taste;
• give priority to independent work not only at home, but also in the classroom.

“On your own again,” you say, and I have nothing to argue with you. Yes, my dear parents, the “Harmony” program presupposes not only independent work, but also by the time the first-grader begins education at school, he already has some experience, without which, unfortunately, it will not work out harmoniously. Your child must be prepared in advance.

The goal of “harmonious” textbooks is not to convey ready-made knowledge; it needs to be acquired: by yourself or with a teacher, by learning about the world around you. Whether this is good or bad is up to you to decide. Whether you can help with the planned independence, we will figure it out further. We are looking for pros and cons.

In "Harmony" there are both flies and cutlets

In general, everything new, as they say, is a well-forgotten old, and in many cases one cannot but agree with this. Only when they try to combine what they have acquired over the years with something else, bringing in a fresh spirit, unique results can be expected. And if this is the first “damn”, then it’s almost always “lumpy”.

Likewise, the “Harmony” program, based on the remnants of school education in Soviet times, has its pros and cons.

• In the textbooks of the Russian language and mathematics, the authors laid down, as it seems to them, a new logical approach to presenting material: each subsequent topic is firmly tied to the previous one, providing the much-needed “repetition - the mother of learning.” What do users think about this?

“...there is no system in the textbooks. In the 3rd grade in the Russian language, the topic of noun cases is studied, which is given very little time, since it will be discussed in detail only in the 4th grade. How can third-graders determine cases?”

“...problems in mathematics begin only in the 2nd grade, and tests begin already in the first year of study and require such skills...”

“...geometry begins to be taught in the 1st grade and is conveniently forgotten by the 4th grade, since it does not slip anywhere else, but the multiplication table necessary for solving problems and examples is learned only between the 2nd and 3rd grades...”

“...the world around us jumps on all topics: first a little about soil, then a topic from astronomy, then we study anatomy, then again about soil, and so you will jump on all subjects for all 4 years...”

• The organization of the educational process is based on the idea of ​​obtaining the necessary information; it is not given in ready-made form. Moreover, as the authors convince, additional methodological recommendations for parents make it possible to catch up on lost time at home. But why does this lead to indignation among parents who want to help their students:

“...if you missed a lesson, you can’t learn it on your own, because the textbooks don’t contain descriptive parts of how and what to do...”

“... a textbook of the Russian language without rules as such, or they are presented in a sophisticated language, it is impossible to remember them...”

• The Harmony program uses new teaching technologies, as originally intended, but parental reviews are full of misunderstandings about how such innovations can teach literacy and numeracy:

“...the introduction of transcription in the 1st grade completely confused sounds and letters in the head, we write “yozhik”, “yablaki” and “kachaytsa”, the previously reading and writing child by the 3rd grade became completely illiterate...”

“...in mathematics there is a very strange innovative counting to 9, as a result the child has a problem with passing through ten...”

“...it was difficult to relearn the basic concepts of the Russian language about parts of speech and spelling..."

• Many people praise literature, noting interesting tasks, but to correctly perceive some works you will have to work hard to understand them correctly. Although this is the task of the program - to obtain information ourselves.

Who needs "Harmony"?

The Harmony school program is intended for children with a “normal IQ”, but:

• having developed visual thinking;
• possessing logic skills;
• capable of a quick start;
• freely switching from one task to another;
• rich in vocabulary and developed memory.

If by the time your child enters school, he has these characteristics, then welcome to a harmonious world, in which such children will most likely find it interesting to study. Among the students of the “Harmony” program, there are those who are not embarrassed by either their “yozhyks” or their “toes.”

In this case, all you have to do is support the children’s initiative and not be an “inhibiting factor”, from time to time reading the authors’ news specially written in the manuals for parents, explaining the tricks of the program, helping to avoid mistakes.

Let’s take a look at an open lesson with third-graders who are taking the “Harmony” program. Watch the video.

That's all for today. Plus another educational program, sorted by molecules, in our piggy bank. I wish you success and a harmonious approach to raising children.

Always yours, Evgenia Klimkovich.

This is one of the new educational programs; it is classified as both a traditional teaching method and a developmental one. UMK "Harmony" is an educational methodological set edited by. professor. The basis of this educational complex are the principles of problem-based developmental learning, the authors of this set answer the question “how to teach a child?” in a different way, they emphasize comfortable learning (hence the name “Harmony”), and what is also very important, the “Harmony” program prepares the student, his ability to think for future learning.

Experts say that any textbook and methodological kit will be successful depending on how methodically and creatively the system is correctly presented by the teacher. Teachers have already done work to analyze this program in comparison with traditional ones. New educational complexes, including “Harmony,” definitely have more advantages and disadvantages over traditional training programs.

This does not mean that traditional programs are bad, but according to the comparison, the new educational complex “Harmony” contains both pros and cons.

Pros:

1) A lot of developmental, problem-based tasks, a lot of practice tasks, a system of differentiated work, clear visualization and modeling in the form of a slide, this facilitates and helps the teacher prepare for the lesson, increases the effectiveness of the lesson for the student himself.

2) The modernization (update) of school education is presented. These include humanization, humanitarization, differentiation. Modern concepts of humanization and humanitarization of education are based on the principle of children’s activity, on the teacher’s acceptance of the student as an individual person. This is one of the important aspects of the development of a comprehensive school, where it is necessary not only to focus on students’ assimilation of knowledge, but also to develop the child’s personality and his capabilities.

3) The methodological approach creates conditions for the student to understand the subjects being studied, for comfortable (harmonious) relationships between the teacher and students, between students.

4) The kit includes textbooks, textbooks - notebooks and notebooks with a printed base - all this is the result of a long scientific and methodological search for improving primary education, which was made by the authors of the kit. Textbooks - notebooks are needed to connect the system together; it is like a framework that combines educational information and technology for assimilation and memorization. The purpose of textbooks is not to convey ready-made knowledge, but to help students themselves, or together with the teacher, to understand the world around them, to be able to analyze and synthesize, compare, classify, draw analogies and generalizations.

5) The authors of the “Harmony” kit tried to dispel the existing division between traditional and developmental teaching systems, and combine important traditional methods and new teaching approaches from developmental systems in order to solve methodological problems.

1. The letters of the alphabet are presented in order to separate the concepts of “sounds” and “letters”.

2. Letters are studied in pairs.

3. The pairwise entry of all letters is re-entered to consolidate and systematize.

This three-fold introduction of the letters of the alphabet allows students to repeat three times, deepen and systematize what they have already learned.

There is an opinion that students learn to read on their own, but this is wrong. Only after repeating it three times, “collising” their old and new acquired knowledge in this process, only then do children learn to read.

7) Based on the copybook “My First Notebooks”, writing is taught with a single line rule, without slanted lines, only dotted lines are drawn. This helps determine the height of lowercase and uppercase letters. On the pages of the notebooks, leave 1-2 lines without auxiliary lines; working on these lines helps develop the eye and gradually teaches you to write in regular notebooks.

8) The basis of teaching speech and spelling is the communicative nature of the course. That is, they reveal why our language has this or that means of communication, why it is necessary to follow the rules, why the knowledge or skill acquired by the student is important for speech.

9) Activity-based approach to organizing training:

a) first a learning task is set, then new knowledge is introduced.

b) information is not provided in a ready-made form, it is “mined” together with the students.

10) The following techniques are actively used: observation, selection, transformation and construction.

11) A balance is maintained between intuition and knowledge.

12) When studying one and the same object or subject, it is considered from different angles.

13) Significant reliance on the child’s experience.

14) Advanced training.

15) The textbooks included in the “Harmony” educational complex have auxiliary techniques; using them, parents will be able to independently study and explain to their child any topic if he missed it.

16) New technologies are used to develop the student’s logical thinking abilities. For example, if a child does not know which letter is written in a certain place in a word, then he puts a “box” (according to the author). Then, together with the teacher, he analyzes the questions, remembers the rules necessary for the word and fills out this “window” by entering the required letter.

17) The set offers tasks for children with different levels of preparedness.

18) A situation of success is formed, which also creates a healthy personality in children. Many teachers, when teaching under this program, use “health-saving technologies”, as well as the Bazarny method, which can be used for any program, any educational complex.

Cons:

1) In mathematics (the author), problems are solved only in the 2nd grade, and the tests for all classes are given the same. At this time, they are already deciding on the introduction of tests with their compliance with the programs.

2) In order to study under the “Harmony” program, your child must already be prepared in advance. And, for example, all children can study according to “Planet of Knowledge,” even those with kindergarten training.

3) Regardless of the system, the student can obtain the same knowledge required by the state standard. And tasks with increased difficulty, which are considered to be only for the developmental system, are included in all sets, but these tasks are not supposed to be mandatory during training.

4) In the Russian language “To the secrets of our language” - the textbook is poorly illustrated, which does not attract the student’s attention, the rules are very theoretical and difficult to remember. There is no system in the material being studied. For example, in the 3rd grade the topic is “Noun Case”, and 5 hours are devoted to it. This topic is then studied in detail in 4th grade. How to determine the case of a noun in the 3rd grade is a question.

From the opinion of specialist primary school teachers.

“Parents who are dissatisfied with the Russian language textbook, I advise you not to scold the author, but to change the teacher. I am a teacher with many years of experience, I think that this kit is wonderful, yes, it is difficult to work, but, however, interesting. I admire the Russian language textbook, and not only its methodology, but also its results. At school, my Russian language was always “A”, but it was still just memorizing it, and not understanding the logic of the language as such. I only began to understand Russian when I was already studying at the institute. And this is true for all children who graduate from school. If a teacher works correctly with students when teaching literacy, then there will be no problems in the Russian language. I have already sent students to primary school, teaching them this 4th grade kit, and I was amazed by their knowledge, they not only know Russian, but also understand it. I don't have any problems with my parents, but they tell me that they can't check their children's homework because they don't understand. Advice to parents - no need to check, the teacher should check and see the gaps. As a teacher, I sent children to primary school who can find the main thing in a certain rule, can find information themselves, and apply knowledge in practice. Children can freely reason, prove, generalize, and most importantly understand the Russian language. I have taken first graders again and am teaching them using the “Harmony” program. Never again as a teacher will I go to the “School of Russia” program, where children do not see logic in the Russian language, only parents understand the logic of the language. And at the same time, if your child has an excellent memory, then learning will go great. If the memory is not very good, then the child will be an “eternal loser”; there will be constant rewriting classes, work on mistakes, which does not teach you to understand the error, but teaches you to remember the correct spelling of words. And so everything repeats itself. If the student remembers how to write correctly - good, if he doesn’t remember - again “2”. The author Soloveichik builds everything differently. Has anyone seen children who can reason while studying under the Russian School program? Let your teachers study and present the program correctly, and then there will be an excellent result.”

“There are workbooks for each textbook in the Harmony set; they add variety to the work on educational material and relieve children’s fatigue from writing. The content of the textbooks helps the child develop intellectually and emotionally, develop cognitive interests, be able to communicate with adults and their peers, and express their thoughts more fully.”

“The author’s textbook creates the main thing in a child - the ability to learn, helps to become literate. At first it is difficult to work with an unusual technique, using transcription, writing words with windows. Colleagues, carefully use the instructions from the author of the textbook. A special way of writing - writing with windows - is a way to avoid spelling errors. Do not immediately introduce spelling patterns (rules for choosing letters) without teaching children to hear “dangerous places” and see them, without also teaching them spelling vigilance. Teachers, use copyright notes, follow cheating and checking technologies.”

“I only worked with Soloveichik’s textbook for the first year, but I am pleased with the results of the work. Even children who find it difficult to study can write entire sentences here according to the program. Thank you for such a new approach to teaching children literacy.”

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. In the textbook, the crafts' technologies 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 objectives 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.

Distinctive features of teaching materials include the maximum placement of 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 teaching materials:

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. 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 I have a very intelligent boy, 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 child’s development 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 has been developed for using role-playing games in teaching, 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 regions 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 the 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 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 the 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 helps the child to maximize his or her 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 thinking 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 thinking 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 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 you to replace 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 worked in different programs, and 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 adjust 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 a regular program or according to Zankov (I read on the Internet that it was a bit complicated), I asked if the children could handle 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 assignments, 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. – Upon 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, if my daughter doesn’t understand something, 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. But 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!"