Umk promising primary school authors of the program. About me

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

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

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

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

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

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

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

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

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

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

What is so special about the difference between the UMK "PNSh" and other alternative systems?

I think that a lot of people do. Namely:

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

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

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

The PNS program was included in the Rural School project.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Every teacher is proud of his students.

My graduates.

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

My very first release. 1996

2001 1999

2006 2008

Class of 2014

ISSUE 2018

Second day of the festival "Talent - 2007"

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

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

FIRST ALL-RUSSIAN COMPETITION

Diploma II degrees

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

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

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

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

Educational and methodological complex “School of Russia”

(edited by A. Pleshakov)

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

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

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

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

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

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

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

Educational and methodological complex "Perspective"

(edited by L.F. Klimanova)

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Textbooks included in the educational complex “Perspective”:

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

Educational and methodological complex “School 2000...”

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

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

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

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

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

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

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

1. Mathematics - L.G. Peterson

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

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

Educational and methodological complex “School 2100”

(scientific supervisor - L.G. Peterson)

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

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

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

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

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

Educational and methodological complex “Promising Primary School”

(scientific supervisor - N.A. Churakova)

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

(UMK “Classical Primary School”)

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

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

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

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

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

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

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

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

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

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

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

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

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

(scientific supervisor - N.F. Vinogradova)

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

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

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

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

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

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

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

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

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

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

Educational and methodological set “Harmony”

(scientific supervisor - N.B. Istomina)

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Briefly about the authors of the educational and methodological complex

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

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

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

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

Development of a project according to federal educational standards

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

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

Basic principles of the project

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

Comprehensive development of the student

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

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

Universal program for primary school

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

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

Features of compiling educational material

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

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

Description of the project in general terms

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

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

What most often causes dissatisfaction, reviews

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

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

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

How teachers evaluate the “Promising Primary School”

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

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

The main disadvantages of the program according to parents

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

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

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

Transcript

1 Textbook system PROSPECTIVE PRIMARY SCHOOL T.M. Ragozina A.A. Grineva A.L. CHEKIN TEXTBOOK ON TEACHING LITERACY AND READING MUSIC TECHNOLOGY N.G. AGARKOVA, Yu.A. AGARKOV T.M. Ragozina A.A. Grineva I.L. KUZNETSOVA METHODOLOGICAL MANUAL TECHNOLOGY N.A. CHURAKOVA T.M. Ragozina A.A. Grineva I.L. GOLOVANOVA N.A. CHURAKOVA N. A. CHURAKOVA, O. V. MALAKHOVSKAYA READING Grade 1 LITERARY N.A. CHURAKOVA T.V. CHELYSHEVA, V.V. KUZNETSOVA M. L. KALENCHUK, N. A. CHURAKOVA, T. A. BAIKOVA A. L. CHEKIN to MUSIC class with and T.V. CHELYSHEVA, V.V. KUZNETSOVA from beginning 1 MUSIC a + CD b M. L. KALENCHUK, N. A. CHURAKOVA, T. A. BAIKOVA l e N.A. CHURAKOVA part 1 A. L. CHEKIN U O. N. FEDOTOVA, G. V. TRAFIMOVA, S. A. TRAFIMOV part ABC teaching aid RUSSIAN LANGUAGE Set of Computer programs To the textbook LITERARY READING MATHEMATICS INFORMATION SCIENCE and ICT THE WORLD AROUND a.g. pautova The textbook system is included in the federal list of textbooks recommended for use in general education institutions C L A S S 1_s019_1AzbukaCover_011.indd 1 1_s010_011CoverNEW_Final.indd 1 1_s00_cover_011_NEW.indd 1 _s033_1_cover.indd:8:09 4_s086_1 1CoverNEW_Final.indd 1 _s047_10_cover.indd:38:7 3_s054_11CoverNEW_Final.indd:15: :1:11 1_s014_11CoverNEW_Final.indd:45:47 1_s01_11CoverNEW_Final.indd:34: :3:171_s118_11CoverNEW_Final.indd:14: :40: , Moscow, knowing, no. 90, of. 60. Tel.: (499) , (495) Fax: (499) r033_11_catalog for the exhibition_pnsh_01 COVER.indd 1 1_s15_11CoverNEW_Final.indd:50: :50:43 PUBLISHING HOUSE:17:45 TEACHING LITERACY AND

2 Publishing house "Akademkniga/Textbook", Moscow, st. Profsoyuznaya, 90, office 60 (Direction to Kaluzhskaya metro station) Tel.: (495) Fax: (499) Internet: Department of work with regions Tel.: (499), (495) Fax: (499) Scientific -methodological department tel.: (495), fax: (499) The publishing house cooperates with regional institutes for advanced training (education development) and municipal methodological centers and offers varied information and educational services: advanced training courses for methodologists and teachers, design seminars for educational leaders institutions webinars and web consultations conferences, internships, workshops for teachers solutions for creating a network of basic educational institutions support in holding competitions, festivals, educational forums assistance in analyzing and summarizing the work experience of teachers, methodologists, managers Regional information and consultation centers Omsk silence Tatyana Nikolaevna (381) Karpeeva Irina Vyacheslavovna (381) Kirov Krestinina Irina Alekseevna (833) Nalchik Kerzhentseva Anna Vladimirovna (866) Novosibirsk Dmitrienko Zoya Ivanovna (383) Samara Razagatova Natalya Aleksandrovna (846) Moscow region Troitsk Kudrova Larisa Gennadievna (4967) Volgograd Kazachkova Svetlana Petrovna (844) Belgorod struchaeva Tamara Mikhailovna (47)

3 1 Contents Textbook system “Prospective Primary School”... Textbooks, educational and teaching aids... 3 Teaching literacy and reading... 3 Russian language... 4 Literary reading... 6 English language... 8 Mathematics Computer science and ICT... 1 The world around us Music Fine arts Technology... 0 Fundamentals of secular ethics... Physical education... 3 Final complex works... 4 Extracurricular activities programs... 5 Series “Library of the leader and methodologist. Introduction of the Federal State Educational Standard"... 8 Our regional bookselling partners... 30

4 textbook system textbook system “Prospective Primary School” Developmental personality-oriented didactic teaching system The main idea of ​​the “Prospective Primary School” is the optimal development of each child based on pedagogical support for his individuality in the conditions of specially organized educational activities, where the student is an equal participant in the learning process. “Prospective Primary School” provides for the formation of universal educational activities that ensure continuity of the educational process at all stages of education. Implementing requirements a, the textbook system offers programs in academic subjects (teaching literacy and reading, Russian language, literary reading, foreign language, mathematics, computer science and ICT, the environment, the basics of secular ethics, music, fine arts, technology, physical education) and extracurricular activities, including: scientific clubs for junior schoolchildren “The Key and the Dawn”, “We and the World Around us”; elective in mathematics; clubs (clubs, electives) “Museum in your class”, “Journey to Computer Valley”, “City of Masters”, “Journey to the world of ecology”; project extracurricular activities for the course “The World around us” and others. “Promising Primary School” consists of two interconnected parts for each subject: teaching materials for the student (textbook, reader, notebooks for independent work and solving practical problems) and teaching materials for the teacher (methodological manual, lesson plans, collections of tests and tests). The textbook system was developed in accordance with the requirements of the federal state educational and primary general education. Conceptual provisions are presented in the publications: library of the head and methodologist Introduction of the Federal State Educational Standard conceptual foundations of the developing person-oriented didactic education system “Prospective Primary School” Basic theoretical and methodological provisions Implementation of requirements a Development of the basic educational program Formation of universal educational activities Model curriculum, plan of extracurricular activities Conceptual foundations of the developing personality-oriented didactic teaching system “Prospective Primary School” / R.G. Churakova, N.A. Churakova, O.A. Zakharova, A.M. Solomatin. M.: Akademkniga/Textbook, p. The book reveals the conceptual foundations, principles, and typical properties of the personality-oriented post-developmental system “Prospective Primary School.” The publication is addressed to heads of educational institutions making the transition to IPC (IRO), and primary school teachers. LIBRARY OF THE MANAGER AND METHODIST INTRODUCTION GEF R.G. CHURAKOVA ANALYSIS OF A LESSON in elementary school Educational and methodological package and aspect analysis of the lesson Effectiveness of the lesson and the effectiveness of technology Aspect analysis of the lesson in the Russian language, literary reading, mathematics and the outside world Final comprehensive work based on a single text Churakova R.G. Analysis of a lesson in elementary school / R.G. Churakova. M.: Academbook/Textbook, p. The publication describes the technology of a modern lesson and its aspect analysis, which is understood as a detailed and comprehensive examination of the lesson as a whole from a certain angle (aspect, basis). A brief evaluative analysis of the lesson, an analysis of organizational forms and teaching methods is presented. The appendices offer test tasks for younger schoolchildren based on a single text, and lesson analysis protocols.

5 METHODOLOGICAL RECOMMENDATIONS 1_s115_10_COVER_p1-p4_FINAL_!.pdf:5:38 N.M. Lavrova Electronic supplement to the methodological manual Teaching literacy and reading Lesson-thematic developments Illustrations, questions and assignments for lessons LLC Publishing House Akademkniga/Textbook, 01. All rights reserved Technical execution D. Yakubovsky 3 implementation of educational a Programs in academic subjects Russian language literary reading English Mathematics computer science Plan and programs of extracurricular activities Prospective elementary school Part of classes Programs in academic subjects. Sample curriculum. Russian language. Literary reading. English language. Mathematics. Informatics: 1st 4th grade: 1st part / comp. R.G. Churakova. M.: Akademkniga/Textbook, 01. Ch p. (Prospective Primary School). The first part of the publication reveals the conceptual provisions of the person-oriented education system “Prospective Primary School”, its basic principles and typical properties. Published: sample curriculum for primary general education; sample programs for academic subjects, developed in accordance with the requirements of the Federal State Educational Standard (primary school), including programs for the formation of universal educational activities. implementation of educational and Prospective elementary school Programs in academic subjects the world around us Music technology Plan and programs of extracurricular activities Part 1 4th grade Programs in academic subjects. Plan and programs of extracurricular activities. The world around us. Music. Technology. Extracurricular activities: 1st 4th grade: in - x hours / comp. R.G. Churakova. M.: Akademkniga/Textbook, 01. Ch p. (Prospective Primary School). The second part of the publication offers programs in academic subjects; system of extracurricular activities: logic of organization, main directions, plan and programs, thematic planning in the main areas of personal development (sports and recreational, spiritual and moral, social, general intellectual, general cultural). Textbooks, educational and methodological aids Grade 1 TEXTBOOK FOR TEACHING LITERACY AND READING N.G. AGArkova, Yu.A. AGarkov Agarkova N.G., Agarkov Yu.A. Textbook for teaching literacy and reading. ABC. 1 class The texts, as well as the illustrative and vocabulary material of the textbook, make it possible to effectively solve the problems of forming a learning educational system, which are a priority area of ​​educational content. Achieving meta-subject results involves the formation of not only full-fledged reading skills, but also basic understanding of the basic units of the Russian (native) language, as well as the development of the intellectual abilities of first-graders. The textbook is supplemented with printed notebooks. The content of the textbook is related to the Russian language course. N.G. AGArkova, Yu.A. AGArkov N.G. AGArkova, Yu.A. AGArkov N.M. Lavrova ABC I am writing and checking myself notebook 1 1st grade with N.M. Lavrova ABC I am writing and checking myself notebook 1st grade with ABC 1st grade N.G. AGARKOVA, Yu.A. AGARKOV TEACHING LITERACY AND READING ABC in the Russian language (1 4 grades), including: Agarkova N.G., Agarkov Yu.A. ABC. Writing notebooks 1, 3. 1st grade. Lavrova N.M. ABC. I write and check myself. The formation of regulatory UUD began. Notebooks 1. 1 class Agarkova N.G., Agarkov Yu.A. ABC. Teaching literacy and reading. Methodical manual. 1 class Lavrova N.M. ABC. Teaching literacy and reading. Lesson-thematic developments + CD. 1 class literacy and reading training

6 T.A. BAIKOVA, o.v. MALAKHOVSKAYA, E.R. ERYSHEVA ELECTRONIC APPLICATION LLC Publishing House "Akademkniga/Textbook", 013 ELECTRONIC APPLICATION LLC "Publishing House "Akademkniga/Textbook", 013 Testing materials and technology for organizing the correction of students' knowledge Testing materials and technology for organizing the correction of students' knowledge Russian language 1st grade T.M. Ragozina A.A. Grineva I.L. KUZNETSOVA Churakova N.A. Russian language. 1 class The textbook ensures the formation of personal and meta-subject learning achievements, the achievement of subject results, including such as instrumental mastery of the alphabet; understanding the difference between letters and sounds, between sounds of different qualities; familiarization with sound-letter analysis of words; the beginning of mastering those spellings that can be explained on the basis of sound-letter analysis of words; initial ideas about parts of speech, parts of sentences and types of sentences based on intonation and purpose of the statement. The textbooks also present formulas of speech etiquette (situations of meeting, parting, requests, behavior at the table, committed action), their use in oral speech and when communicating with peers and adults. E.R. Golfman N.M. Lavrova RUSSIAN LANGUAGE N.M. Lavrova Russian language ASSESSMENT OF ACHIEVEMENT OF PLANNED RESULTS METHODOLOGICAL MANUAL +CD Brief 1st methodological classes recommendations Dictations Presentations Test works L.M. Bocharnikova Russian language Lesson planning 1st grade The textbook is part of a completed subject line in the Russian language (1-4 grades), which includes: Golfman E.R. Russian language. Notebook for independent work. 1 class Churakova N.A., Golfman E.R. Russian language. Methodical manual. 1 class Lavrova N.M. Russian language. Assessing the achievement of planned results. Methodological manual + CD. 1 class Bocharnikova L.M. Russian language. Lesson planning of methods and techniques of an individual approach to students in the conditions of formation of UUD. 1 class class for independent work T.A. BAIKOVA, o.v. MALAKHOVSKAYA, for independent work RUSSIAN LANGUAGE class N. A. CHURAKOVA, M. L. KALENCHUK, O. V. MALAKHOVSKAYA, T. A. BAIKOVA RUSSIAN LANGUAGE METHODOLOGICAL MANUAL CLASS WITH N.M. Lavrova RUSSIAN LANGUAGE N.M. Lavrova Russian language ASSESSMENT OF ACHIEVEMENT OF PLANNED RESULTS METHODOLOGICAL MANUAL +CD Brief 1st methodological classes recommendations Dictations Presentations Test works Kalenchuk M.L., Malakhovskaya O.V., Churakova N.A. Russian language. In 3 hours class. The textbook provides for the formation of UUD, the use of acquired knowledge and skills in practical activities and everyday life. The first part includes program material, the main goal of which is to form ideas about word forms and related words and turn these ideas into a conscious way of checking basic spelling patterns. The second part includes the section “Speech Development”, as well as five dictionaries serving the textbook “Russian Language” (parts 1, 3), the textbook “Literary Reading” (parts 1), a reader on literary reading, as well as the textbook “The World Around us” . This section includes the following topics: text construction, highlighting semantic parts in the text, descriptive text and narration text, themes and main idea in the text, drawing up a text plan, presentation as a genre of writing, comparison of popular science and literary texts. “The ABC of Politeness”: consolidating the basic forms of speech etiquette, adequate speech situations and mastering the written genre of writing. In the third part, schoolchildren are introduced to simple methods of word formation; learn to use Russian language dictionaries as a source of knowledge of language material and a way to check the spellings being studied. in the Russian language (1-4 grades), including: Baykova T.A., Malakhovskaya O.V., Erysheva E.R. Russian language. Notebook for independent work 1st grade. Baykova T.A., Malakhovskaya O.V. Russian language. Notebook for independent work. class Churakova N.A., Kalenchuk M.L., Malakhovskaya O.V., Baykova T.A. Russian language. Methodical manual. class Lavrova N.M. Russian language. Assessing the achievement of planned results. Methodological manual + CD. 1 class 4

7 russ_yaz_3 kl_cover_011 pok.indd:39: class RUSSIAN LANGUAGE 3rd grade M. G. ABRAMOVA, T. A. BAIKOVA, O. V. MALAKHOVSKAYA METHODOLOGICAL MANUAL Kalenchuk M.L. and others. Russian language. In 3 hours 3 grades. The textbook ensures the formation of personal and meta-subject learning achievements and the achievement of subject-specific results. The first part of the textbook introduces schoolchildren to the concepts of “part of speech” and “member of a sentence”, the system of cases and types of declension of nouns; creates conditions for the use of Russian language dictionaries as a means of learning and checking language material. The second part includes a section “Speech Development”, as well as six dictionaries serving the textbooks “Russian Language”, “Literary Reading”, “The World Around us” and a reader on literary reading. The development of speech with elements of speech culture includes the following topics: constructing a text, drawing up a plan for a text, using a plan to retell a text, an oral story based on a picture, writing summaries and essays, mastering presentation as a genre of written speech, essays based on observation and on a picture using descriptions and narratives. The third part introduces schoolchildren to case endings of nouns and adjectives and gives an idea of ​​verb changes. “The ABCs of Politeness”: consolidating the basic forms of speech etiquette. Further development of the writing genre. in Russian language (1st 4th grade), including: Baykova T.A. Russian language. Notebooks for independent work 1,. 3 grades Abramova M.G., Baykova T.A., Malakhovskaya O.V. Russian language. Methodical manual. 3 grades Lavrova N.M. Russian language. Collection of testing and control works. 3 4 cells 4th grade M. L. KALENCHUK, N. A. CHURAKOVA, T. A. BAIKOVA part 1 M. L. KALENCHUK, N. A. CHURAKOVA, O. V. MALAKHOVSKAYA part for independent work 1 T.A. BAIKOVA, O.V. MALAKHOVSKAYA, N.A. CHURAKOVA Kalenchuk M.L. and others. Russian language. In 3 hours 4 grades. The first part of the textbook is designed for the first half of the year. Schoolchildren learn to determine the conjugation of verbs and write unstressed personal endings of verbs; get acquainted with homogeneous members of a sentence; master the morphological analysis of words belonging to different parts of speech; systematically turn to educational dictionaries of the Russian language to solve language problems and self-test. The second part includes the section “Speech Development”, as well as seven dictionaries serving the textbooks “Russian Language”, “Literary Reading”, “The World Around us”. This section includes the following topics: thematic description (and identification of subtopics) of a literary work and reasoning regarding its idea (main thoughts), annotation and review of a literary work, culture of dialogue, speech formulas that allow you to correctly express and defend your point of view in a dispute, necessity evidence of judgment. In the third part, knowledge of the basic spelling patterns of the Russian language provided for in the primary school curriculum is generalized and practiced. in Russian language (1st 4th grade), including: Baykova T.A. Russian language. Notebooks for independent work 1,. 4 grades Baykova T.A., Malakhovskaya O.V., Churakova N.A. Russian language. Methodical manual. 4 grades Lavrova N.M. Russian language. Collection of testing and control works. 3 4 cells Russian language

8 O.V. Malakhovskaya O.V. Malakhovskaya 17 cards with reproductions of paintings by artists: K. Bryullov, P. Fedotov, V. Polenov, I. Repin, I. Levitan, V. Makovsky, K. Korovin, B. Kustodiev, M. Nesterov, Z. Serebryakova and others. Paper tools Methodological manual with questions and tasks for three levels of preparation: 37:04 Moscow 01 literary reading 1st grade for independent work N.A. Churakova, O.V. Malakhovskaya MUSEUM IN YOUR CLASS 1 10th grades Methodological manual for teacher Churakova N.A. Literary reading. 1 class The main meta-subject goal of the textbook is related to the formation of a literate reader who, over time, will be able to use his reading activity as a means of self-education. The formation of motive and teaching of reading skills is facilitated by the selection of texts that arouse interest among children of senior preschool and primary school age and the use of predominantly poetic texts. Short line lengths, repeated words and entire lines, paired rhymes, and the presence of rhythm all help create a reading success situation for a first grader who is beginning to learn to read. The textbook develops the ability to find the “Contents” or “Table of Contents” page in a book and the ability to navigate this page, finding the desired work. The textbook includes reproductions of paintings. in literary reading (1-4 grades), including: Malakhovskaya O.V. Literary reading. Notebook for independent work. 1 class Churakova N.A. Literary reading. Reader. 1 class Churakova N.A., Malakhovskaya O.V. Literary reading. Methodical manual. 1 class Churakova N.A., Malakhovskaya O.V. Museum in your classroom classes. A visual aid for classes on speech development, fine arts, MHC + Methodological manual. class for independent work O.V. Malakhovskaya for independent work N. A. CHURAKOVA, O. V. MALAKHOVSKAYA LITERARY READING METHODOLOGICAL MANUAL CLASS Churakova N.A. Literary reading. In -th part of class. The textbook ensures the formation of personal and meta-subject learning achievements and the achievement of subject-specific results. The first part of the textbook discusses the genre features of fairy tales and short stories. Attention is drawn to the difference between original literature and folklore. Work with text is organized through color marking, which helps to detect different storylines and different emotional states of the characters. A selection of reproductions creates conditions for a comparative analysis of literary and pictorial works. The second part discusses the genre features of a “funny” story and plot-compositional techniques for creating a comic effect; the problem of the existence of different points of view on the same subject is raised; the originality of the poetic perception of the world is considered using the example of literary and pictorial works; some techniques of artistic expression are identified; acquaintance with children's periodicals takes place. Textbooks form a bibliographic culture: they introduce children's magazines and other periodicals, dictionaries and reference books. They also include work with book elements: the content of the cover of a children's magazine, content pages, magazine headings, illustrations, which implies expanding the reading range through children's periodicals. in literary reading (1-4 grades), including: Malakhovskaya O.V. Literary reading. Notebooks for independent work 1,. class Malakhovskaya O.V. Literary reading. Reader. class Churakova N.A., Malakhovskaya O.V. Literary reading. Methodical manual. class Churakova N.A., Malakhovskaya O.V. Museum in your classroom classes. A visual aid for classes on speech development, fine arts, MHC + Methodological manual. 6

9 4_s100_cover_01.indd:38:0 7 3rd grade N.A. CHURAKOVA O.V. MALAKHOVSKAYA Churakova N.A. Literary reading. In - part 3 grades. The first part of the textbook examines the genre and historical features of fairy tales about animals; the distinctive features of the short story and fairy tale genres are discussed; ideas about poetic creativity are expanding; the uniqueness of the artistic perception of the world is revealed through the example of literary, pictorial and musical works. The second part examines the genre and historical features of the fable, expands ideas about the nature of the comic and poetic worldview, identifies the main features of the hero of a folk tale, discusses and clarifies the features of the story genre; Using the example of literary, pictorial and musical works, an idea of ​​the unity of the world of artistic culture is formed. Textbooks form a bibliographic culture: they introduce genre, thematic and monographic collections, teach how to compile various collections, including collections of selected works of a favorite writer or poet. in literary reading (1-4 grades), including: Malakhovskaya O.V. Literary reading. Notebooks for independent work 1,. 3 grades Malakhovskaya O.V. Literary reading. Reader. 3 grades Churakova N.A., Borisenkova O.V., Malakhovskaya O.V. Literary reading. Methodical manual. 3 grades Churakova N.A., Malakhovskaya O.V. Museum in your classroom classes. A visual aid for classes on speech development, fine arts, MHC + Methodological manual. 4th grade O.V. Malakhovskaya, N.a. Churakova O.V. Malakhovskaya, N.a. Churakova T.A. BAIKOVA, O.V. MALAKHOVSKAYA, N.A. CHURAKOVA N.A. CHURAKOVA N.A. CHURAKOVA Churakova N.A. Literary reading. In part 4th grade. In order to implement the requirements of the Federal State Educational Standard, UUDs are formed in the textbook, ensuring the achievement of subject results. The first part of the textbook examines folklore in the broader context of a cultural phenomenon, forming a general idea of ​​the connection between myth and other genres of folklore; genre features of fairy tales and epics are considered; ideas about the nature of the author's fairy tale, short story, and poetic creativity are expanding; Using the example of works of folklore, literature and fine arts, ideas about the unity of the world of artistic culture are formed. The second part of the textbook clarifies ideas about the nature of the author's prose; ideas about the means of expressiveness of author's poetry are expanding (based on the material of classical poetic works of the 1900s); ideas about the unity of the world of artistic culture are generalized (using the example of works of literature, music, and fine arts). In the 4th grade, ideas about the meaningful expressiveness of poetic form are deepened, familiarity with the Onegin stanza, and the range of children’s reading is expanded based on their own choice of books and periodicals. Textbooks form a bibliographic culture: they introduce the features of compiling annotations and reviews, and practical mastery of these genres as genres of oral and written speech occurs. Schoolchildren learn to navigate the world of age-appropriate books. in literary reading (1-4 grades), including: Malakhovskaya O.V. Literary reading. Notebooks for independent work 1,. 4 grades Malakhovskaya O.V. Literary reading. Reader. 4 grades Churakova N.A., Borisenkova O.V., Malakhovskaya O.V. Literary reading. Methodical manual. 4 grades Churakova N.A., Malakhovskaya O.V. Museum in your classroom classes. A visual aid for classes on speech development, fine arts, MHC + Methodological manual. literary reading

10 PART ENGLISH YOUR NEW FRIENDS Lesson Favorite 1 A spaceship from another planet landed at the edge of the forest. The astronauts want to meet the guys from the international children's camp, which is located in this forest. Listen (1) to how they say their names and say hello. Learn the song by heart and sing it along with the astronauts. Student's Book 1 Our Theater 1 3 In pairs, act out a scene where guests from outer space meet the guys shown in the picture. Don't forget how to speak English correctly to adults and to your peers. 4 Take turns introducing yourself to the astronauts and the summer camp kids. 5 Look at the picture on p. 4 and choose an English or Russian name. In pairs, get to know each other. The educational and methodological set in English for the class of general education institutions includes: Textbook (part 1, part) Workbook Reading book Teacher's book Audio guide Homework 1, :08:07 Workbook Ex. 1.. _s_193_11_cover.indd 1 PART Favorite Reader:50:3 Dan Ben Sasha Mike Liz Dasha Ron Rick Romey _s184a_cover_en_k_.indd 1 ENGLISH S. Ter-Minasova, L. Uzunova, D. Obukauskaite, E. Sukhina Textbook (part 1, part) Workbook Reading book Teacher's book Audio guide Favorite 5 Now listen to how the kids from the international summer camp introduce themselves (). Repeat after them. Student s Book The educational and methodological set in English for the class of general education institutions includes: English Textbook (part 1, part) Workbook Reading book Teacher's book Audio guide Favorite S. Ter-Minasova, L. Uzunova, D. Obukauskaite, E. Sukhina Textbook (part 1, part) Workbook Reading book Teacher's book Audio guide The educational and methodological set in English for the class of general education institutions includes: ENGLISH S. Ter-Minasova, L. Uzunova, D. Obukauskaite, E . Sukhina The educational and methodological set in English for the class of general education institutions includes: S. Ter-Minasova, L. Uzunova, D. Obukauskaite, E. Sukhina ENGLISH LANGUAGE class:04:19 _s194_11_cover.indd:46:40 3rd grade Textbook (part 1, part) Workbook Reading book Teacher's book Audio guide S. Ter-Minasova, L. Uzunova, E. Sukhina 3 PART ENGLISH 5 Describe your flat or house. 6 a) Write and remember. armchair, bathroom, bedroom, flat, kitchen, live, living room, toilet, house Favorite 4 a) Romy has got a friend, Molly. Here is Molly's letter (letter). Read and say where Molly lives. b) Then listen (No. 4) and read out loud. b) Write where Lizzy and Ziv like to play and jump in their house. Lizzy likes to. 0 Victoria Street London Great Britain Student's Book 1 1. Nos., Ex Lesson PART 1 flat [ 1 Recite Ghosts. ] apartment The educational and methodological set in English for the general education classroom includes: Textbook (part 1, part) Workbook Reading book Teacher's book Audio guide 3 Homework:3:58 Ziv likes to. Foxy: Let's go to the castle and look for Topsy there. Romy: It's a good idea! (See lesson 1.) Dear Romy, We live in a big house. Our new flat1 is nice. There are two bedrooms, a living room and a kitchen in it. Near the bedrooms there is a bathroom and a toilet. This is my funny pet, Jim. It lives in my bedroom. Love from Molly 3 Workbook 9 out their conversation. Listen and mark the correct answer in your workbook. Then act out their conversation. Write It Right Student's Book Textbook (Part 1, Part) Workbook Reading Book Teacher's Book Audio Guide Favorite 8. Ex., p. 7, ex. 4a, p. 8. ENGLISH Reader 1 the poem (tell the poem) Naughty 3 3_s185b_cover3kl_.indd 1 Favorite S. Ter-Minasova, L. Uzunova, E. Sukhina S. Ter-Minasova, L. Uzunova, E. Sukhina Favorite In the educational and methodological set in English for the 3rd grade of general education institutions includes: English The educational and methodological set in English for the class of general education institutions includes: ENGLISH Textbook (part 1, part) Workbook Reading book Teacher's book Audio guide: 46:48 4th grade Textbook (part 1, part) Workbook Reading book Teacher's book Sound aid Favorite b) Read out loud and complete the sentences with the words from the box which rhyme (rhyme). Then sing the song along (No. 1). ENGLISH Student s Book PART It is so hot. It is so hot. Put on your and yours. Come on, come on, Just put them on! The weather s getting very cold. Put on your and yours. Come on, come on, Just put them on! The weather isn't very good. Put on your, put on your. Come on, come on, Just put them on! The weather s really very bad. So don't forget, put on your. Come on, come on, Just put it on! Write It Right 1 6 a) Write and remember. NOT FOR SALE 186a_b_11COVER_EN4k_1-ch.indd 1 put on, jeans, T-shirt, sock, boot, sweater, coat, hat 4 b) Look at the picture in exercise 4 and write an from our friends to Joe. Describe what they have done. PART:07:03 English_4kl_part1.indd institutions include: Johnny, Jane, Hetty Dear Joe, How are you? We Blue Planet. We have Also, we Textbook (part 1, part) Workbook Bookfine. for reading are Today we have visited the Book for teachers Audio have manual Favorite Yours, Johnny, Jane and Hetty Jane: We have helped the people, but now we have got no clothes. Johnny: No problem! Look (See lesson 13.) Put It On! Favorite English Joe 4th grade general education hat, socks, boots, sweater, jeans, coat, T-shirt Student s Book 4 NOT FOR SALE hat. In hot weather I always have a hat on. put on. It is cold, please put on your winter boot. I put a hat on my head and a boot frosty, sock. It is rainy, we are putting on healthy, sweater. It's frosty, she's boots. thirsty, T-shirt. I am going to get a sweater. leaf, jeans. We have jeans and T-shirts on. They have winter coats on. S. Ter-Minasova, L. Uzunova, E. Sukhina, J. Sobeshanskaya The educational and methodological set in English for the 4th grade of general education institutions includes: ENGLISH S. Ter-Minasova, L. Uzunova, E. Sukhina, J. Sobeshanskaya Textbook (part 1, part) Workbook Reading book Teacher's book Audio guide 39 In English teaching and learning kit for 5 a) Read out loud. capital, good, put, cool, hat. on my foot. our socks and putting on her a new T-shirt. cold, coat. Homework Nos. 19, 0.. Ex. 5, p Lesson Ex Let s sing the song Put It On! (No.) Look and say what these people from the Blue Planet have done today. Workbook The educational and methodological set in English for the 3rd grade of general education institutions includes: 4 Textbook (part 1, part) Workbook Reading book Teacher's book Audio guide Today they have (enjoyed the weather). ENGLISH S. Ter-Minasova, L. Uzunova, E. Sukhina, J. Sobeshanskaya 38 The educational and methodological set in English for the 4th grade of general education institutions includes: S. Ter-Minasova, L. Uzunova, E. Sukhina, J. Sobeshanskaya Favorite Reader:7:53 Audio guide for the textbook and workbook by S.G. Ter-Minasova, L.M. Uzunova, E.I. Sukhina, Yu.O. Sobeshanskaya 4_s186a_b_11COVER_EN4k_1-ch.indd:07:41 ka de mk ni tvo “A “A vo ka st de mk nil te zda ga / U “I cheb OO nik O” bs S. Ter-Minasova, L. Uzunova , E. Sukhina The educational and methodological set in English for the 3rd grade of general education institutions includes: HA / Textbook", 01. 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11 9th grade S. Ter-Minasova, L. Uzunova, D. Obukauskaite, E. Sukhina Favorite Teacher's Book Ter-Minasova S.G., Uzunova L.M., Obukauskaite D.S., Sukhina E.I. English language. In 's part + CD. class The textbook was developed in accordance with the requirements of the federal state educational and primary general education in a foreign language. The content of the textbook provides training in the context of communicative-activity, sociocultural and personality-oriented approaches to the development of schoolchildren; includes many natural communication situations; creates motivation and interest for students in English lessons. The educational and methodological set includes: 3rd grade Ter-Minasova S.G., Uzunova L.M., Obukauskaite D.S., Sukhina E.I. English language. Workbook. class Ter-Minasova S.G., Uzunova L.M., Obukauskaite D.S., Sukhina E.I. English language. A book to read. class Ter-Minasova S.G., Uzunova L.M., Obukauskaite D.S., Sukhina E.I. English language. Book for teachers. class Ter-Minasova S.G., Uzunova L.M., Obukauskaite D.S., Sukhina E.I. English language. Audio guide for textbook and workbook. class S. Ter-Minasova, L. Uzunova, E. Sukhina Favorite Teacher's Book Ter-Minasova S.G., Uzunova L.M., Sukhina E.I. English language. In 's part + CD. 3 grades The textbook was developed in accordance with the requirements of the federal state educational and primary general education in a foreign language. The content of the textbook provides training in the context of communicative-activity, sociocultural and personality-oriented approaches to the development of schoolchildren; includes many natural communication situations; creates motivation and interest for students in English lessons. The educational and methodological set includes: 4th grade Ter-Minasova S.G., Uzunova L.M., Sukhina E.I. English language. Workbook. 3 grades Ter-Minasova S.G., Uzunova L.M., Sukhina E.I. English language. A book to read. 3 grades Ter-Minasova S.G., Uzunova L.M., Sukhina E.I. English language. Book for teachers. 3 grades Ter-Minasova S.G., Uzunova L.M., Sukhina E.I. English language. Audio guide for textbook and workbook. 3 grades English Teacher s Book S. Ter-Minasova, L. Uzunova, E. Sukhina, J. Sobeshanskaya Favorite Teacher s Book Ter-Minasova S.G., Uzunova L.M., Sukhina E.I., Sobeshanskaya Yu.O. English language. In 's part + CD. 4 grades The textbook was developed in accordance with the requirements of the federal state educational and primary general education in a foreign language. The content of the textbook provides training in the context of communicative-activity, sociocultural and personality-oriented approaches to the development of schoolchildren; includes many natural communication situations; creates motivation and interest for students in English lessons. The educational and methodological set includes: Prepared for publication: Ter-Minasova S.G., Uzunova L.M., Sukhina E.I., Sobeshchanskaya Yu.O. English language. Workbook. 4 grades Ter-Minasova S.G., Uzunova L.M., Sukhina E.I., Sobeshchanskaya Yu.O. English language. A book to read. 4 grades Ter-Minasova S.G., Uzunova L.M., Sukhina E.I., Sobeshchanskaya Yu.O. English language. Book for teachers. 4 grades Ter-Minasova S.G., Uzunova L.M., Sukhina E.I., Sobeshchanskaya Yu.O. English language. Audio guide for textbook and workbook. 4 grades ENGLISH LANGUAGE

12 O.A. ZAKHAROVA, E.P. YudinA O.A. ZAKHAROVA, E.P. YudinA Untitled:31:46 O.A. ZAKHAROVA Untitled:31:46 1_s180b-11_chen_fin.indd:7:51 mathematics 1st grade in questions and assignments for independent work Chekin A.L. Mathematics. In - x part 1 class. The textbook was developed taking into account interdisciplinary and intradisciplinary connections, the logic of the educational process, and the task of developing the ability to learn in younger schoolchildren. The textbook consists of two parts, each of which is designed for an academic semester. The first part includes questions related to the study of numbers, addition within the first ten, basic geometric concepts, spatial and temporal relationships. The second part includes questions related to the study of numbers of ten, addition and subtraction of numbers within the first two tens, properties of geometric figures, quantities and their measurement, plot arithmetic problems. The content of 1st grade textbooks includes interconnected content lines: arithmetic, geometric, magnitude and algorithmic (teaching problem solving). O.A. ZAKHAROVA, E.P. YudinA O.A. ZAKHAROVA, E.P. YudinA in questions and tasks for independent work by R.G. Churakova Mathematics Lesson Lesson planning planning Part1 Part R.G. Churakova 1st grade 1st grade in mathematics (1-4 grades), including: Zakharova O.A., Yudina E.P. Mathematics in questions and tasks. Notebooks for independent work 1,. 1 class Zakharova O.A. Testing in mathematics and technology for organizing the correction of students' knowledge. 1 4 cells Chekin A.L. Mathematics. Methodological manual + CD. 1 class Churakova R.G. Mathematics. Lesson planning of methods and techniques of an individual approach to students in the conditions of formation of UUD. 1 class Part 1. class for independent work for independent work for independent work A. L. CHEKIN MATHEMATICS METHODOLOGICAL MANUAL R.G. Churakova R.G. Churakova Mathematics Lesson lesson planning planning Part1 Part K L A S S class class Chekin A.L. Mathematics. In -th part of class. The textbook was developed in accordance with the requirements of the Federal State Educational Standard and the concept of “Prospective Primary School”. The first part includes questions related to the study of written and oral numbering of numbers of the first hundred, oral computational techniques for their addition and subtraction, tabular cases of multiplication, basic geometric concepts, quantities “length” and “mass”. Much attention is paid to solving plot arithmetic problems. The second part includes questions related to the study of written and oral numbering of three-digit numbers, oral and written computational methods of addition and subtraction, tabular cases of multiplication and division, basic geometric concepts, and the value of “time.” Much attention is paid to plot-based arithmetic problems. in mathematics (1-4 grades), including: Zakharova O.A., Yudina E.P. Mathematics in questions and tasks. Notebooks for independent work 1,. class Zakharova O.A. Mathematics in practical tasks. Notebook for independent work 3rd grade. Zakharova O.A. Testing in mathematics and technology for organizing the correction of students' knowledge. 1 4 cells Chekin A.L. Mathematics. Methodological manual + CD. class Churakova R.G. Mathematics. Lesson planning of methods and techniques of an individual approach to students in the conditions of formation of UUD. class Part 1. 10

13 Untitled:31: class O.A. ZAKHAROVA, E.P. YUDINA O.A. ZAKHAROVA, E.P. YUDINA O.A. ZAKHAROV for independent work for independent work for independent work A. L. CHEKIN METHODOLOGICAL MANUAL Chekin A. L. Mathematics. In - part 3 grades. The textbook consists of two parts, each of which ensures the implementation of the requirements of the Federal State Educational Standard and is designed for the academic semester. The first part is devoted to the study of written and oral numbering of multi-digit numbers, their comparison, the study of column addition and subtraction algorithms, the relationship between multiplication and division, tabular cases of division, types of triangles, new units of length and mass. The second part includes questions related to the study of the area of ​​geometric figures, its measurement and calculation. The set pays great attention to story-based arithmetic problems for all actions. in mathematics (1-4 grades), including: Zakharova O.A., Yudina E.P. Mathematics in questions and tasks. Notebooks for independent work 1,. 3 grades Zakharova O.A. Mathematics in practical tasks. Notebook for independent work 3. 3rd grade. Zakharova O.A. Testing in mathematics and technology for organizing the correction of students' knowledge. 1 4 cells Chekin A.L. Mathematics. Methodical manual. + CD. 3 grades Preparing for publication: Churakova R.G., Kudrova L.G. Mathematics. Lesson planning of methods and techniques of an individual approach to students in the conditions of formation of UUD. 3 grades Part 1. 4th grade A. L. CHEKIN part 1 A. L. CHEKIN part O.A. ZAKHAROVA, E.P. YudinA O.A. ZAKHAROVA, E.P. YudinA O.A. ZAKHAROVA for independent work for independent work for independent work Chekin A.L. Mathematics. In part 4th grade. The textbook consists of two parts, each of which is designed for an academic semester. The first part includes questions related to the study of numbering, multiplication and division algorithms, capacity and volume, and properties of polygons. Much attention is paid to solving plot arithmetic problems for all types of actions. The second part includes questions related to the study of the column division algorithm, operations on quantities; learning to solve problems with proportional quantities, using equations to solve plot arithmetic problems. Much attention is paid to repeating the main topics of the entire course. in mathematics (1-4 grades), including: Zakharova O.A., Yudina E.P. Mathematics in questions and tasks. Notebooks for independent work 1,. 4 grades Zakharova O.A. Mathematics in practical tasks. Notebook for independent work 3. 4th grade. Zakharova O.A. Testing in mathematics and technology for organizing the correction of students' knowledge. 1 4 cells Chekin A.L. Mathematics. Methodical manual. + CD. 4 grades Preparing for publication: Churakova R.G., Kudrova L.G. Mathematics. Lesson planning of methods and techniques of an individual approach to students in the conditions of formation of UUD. 4 grades Part 1. mathematics

14 EW_Final.indd:4:7 Pautova A.G., 006 “Academic book/Textbook”, 01 Pautova A.G., 01 “Academic book/Textbook”, 01 _s044_08 s044_08.qxd:36 Page 58 Vnytrennaya storona.indd Sec1: 1-Sec1: :0:33 Oborot_Cover 007.qxd:0 Page 1 stor_obl new.indd:36:01 computer science AND ICT class COMPUTER SCIENCE Part and ICT COMPUTER SCIENCE Part and ICT 3rd grade Computer Science and ICT class Algorithm “Hard Disk Drive” Beginning 1 Cut out the piece Fold the white rectangles down Fold each blue shape. 4. Glue the box together as shown in the figure. Cut a thread 10 cm long. 6. Glue the thread to the black rectangle. 7. Set the hard disk drive aside. 1 End Algorithm “Monitor” Beginning 1. Cut out the part 6.. Bend the white rectangles down. 3. Bend each blue shape down (back). 4. Glue the box together as shown in the picture. 5. Cut a thread 10 cm long. Glue the thread to the black rectangle. 7. Cut out the video card (part 5) Bend over the white rectangles. 9. Glue the free end of the thread to the black rectangle on the video card. 10. Cut a thread 15 cm long. 11. Cut out part 8 and glue it to the thread. 1. Glue the free end of the thread to the free one RULES OF CONDUCT AT THE COMPUTER 7Hello, my friend! black rectangle on the monitor. 13. Put the monitor with the video card aside. 4 Residents of Computer Valley again invite you on a journey to the planet Computer Science. You already know that a computer is a universal machine. Wash your hands. 1. Remove unnecessary items from your computer desk. Algorithm “Mouse” Beginning of information processing. The computer learns how to process information from the programs, and the programs for 3. Find a chair that is the right height. The eyes should be 1. Cut out the part 7.. Bend the white rectangles down. computers are written by people. When the time comes, you will write in front of the middle of the screen. Distance from the screen 3. Bend the blue triangles down (back). your first program. 1 1 to the eyes 50 cm. 34 The order of steps in the algorithm record is mixed up. Arrange4. Glue the box together, compose it like the algorithm shown in the figure. will lead Entik to the next one. Before creating programs, you need to learn the correct numbers of steps in squares. 5. Cut the thread with a bunny 10 cells long. see Try to ensure that the teams have how to create information processing algorithms. In this 4. Sit up straight, keep your back straight. Lean on Give the algorithm a name. 6. You can glue with less thread. to the black rectangle on the mouse. In book 11 you will learn what an algorithm is, you will start the back of the chair yourself. 7. Put the mouse aside. learn to compose various algorithms. Algorithm 5. Do not touch wires and sockets. End Beginning 36 Before the performance, the clowns stood in a row; Have a nice journey! 6. Don't touch the middle of the Com-Com screen. Signs for power: Boil for 10 minutes. 7. Don't bang on the keyboard. Mark with the ü Com-Com symbol. Place a clean egg in a saucepan. 8. Do not bring food or drinks into the computer lab. Color the shoes of all the clowns who are the same height as Kom-Kom. Helping signs: Pour water into a saucepan. Color the caps of all the clowns below Com-Com. Place the pan on the switched on stove. Color the balloons of all the clowns no taller than Com-Com. Important information to read: Pour cold water over the egg. Remove the pan from the stove. The task can be completed on a computer (program name on the right) Pour out the hot water. End of work in a notebook in a cage 35 Entik's walks We advise you to do this at home Draw the bushes in the cages with addresses (,), (5,), (7, 4). 5 4 Color the buttons on the costumes of all the clowns above Com-Com. Color the balls of all clowns no lower than Kom-Kom Continue the sequence The monitor screen shows: 7 Program “At the train station” Place passengers and luggage in the carriages of the train according to with lists. 8 On the planes it is written where they came from. HELPING SIGNS a. Compile a multi-level list of animals for the representative of the zoo. Elements of the first level of the name Important information for reading airplanes, elements of the second level of the name of animals. The task can be completed on a computer (on the right is “Program name”) 1 zebra 5 owl 9 raccoon bull 6 emu 10 duck 3 lion 7 beaver 4 hedgehog 8 snail We advise you to do it at home Reader Draftsman Part Passengers 1. Car Entic 1. .Mouse 1.3. Consider it ka. Va gon.1. Move the car.. Misha 3. Wagon Drawer 3.. Masha 8 Luggage 1. Wagon Blue suitcase 1.. Basket. Vagon 3.1. Gray suitcase given... White suitcase given. b. Mark the true statements about multi-level lists. 13 In each cell of the Elements table, write 1.1 the name of the element of the next level. live here. 15 Divide the objects on the cards into two classes. Elements 1.1, 3. elements of the same level. Flying element 3 element Not ment flying first level Bird 9 Not bird Computer Science and ICT Grade 3 CD contains files for installing computer programs for the textbook Benenson E.P., Pautova A.G. Computer Science and ICT Grade 3 Penguin Swift Sloth Butterfly 14 In the table, the balls are arranged in order of decreasing their size. a. Not a table for the floor. Balls Ball color Number of stripes Color of stripes 1 green red 3 blue 4 white a. Write the names: class 1: class: b. Circle the cards with class objects. c. On a blank card, write another object of the class. In each cell of the table, write the name of a suitable animal. Swims Doesn't swim Bird Not bird Lynx Goose b. Spread the balls. 64 Flamingo Seal 65 4th grade 16 The peculiarity of chameleons is to change their color. a. Complete the algorithm and color the chameleons using the information from the “Chameleon Colors” table. 17 Look at the drawings of apple, rose hip, bird cherry and lilac flowers and complete the tasks. Start N:= 1 Color chameleon number N using the colors from table row number N + 1 N:= N + False N >= 7 True End Chameleon colors a. Mark correct arguments with a “+” and erroneous ones with a “+”. Explain your answer. An apple tree flower has five petals. This flower has five petals; therefore it is an apple blossom. An apple tree flower has five petals. This flower is an apple tree flower; hence it has five petals. b. What properties of the objects in the picture can be used to arrange them? 18 Complete the round-robin algorithm and answer the additional question. Home Computer Science and ICT 4th grade CD contains files for installing computer programs for the textbook Benenson E.P., Pautova A.G. Computer Science and ICT Grade 4 Torso and Paws and X:= 1 head tail 4 1 Brown Green Color the picture Green Yellow in a cage (X, 3) 3 3 Blue Red 5 Draw a building using the Artist's algorithm. 54 The algorithm for the Artist is written using a flowchart and auxiliary algorithms. Fill in the blanks in the algorithm so that it matches the picture. 4 Red Green Y X:= X 5 Green Blue Building 11 False 6 Yellow Blue Start X = 5 1 Start Octagon (1, 0, 3) 10 7 Purple Red Truth Tent (1, 3, 3) y:= 0 8 Orange Blue Quadruple (4, 0, 5 ) 8 End Octagon (5, 5, 3) 7 b. How will the result change if the command N:= N + in the body of the Cycle Tent (5, replace - 8, 3) 6 How should the algorithm be changed so that the Balcony drawings are colored in all (1, y,) threads with the command N:= N + 1? Octal (9, 0, 3) cells of the third row? Window (3,) 5 Tent (9, 3, 3) Balcony (, y,) 3 End 4 3 y:= y + 1 False 0 y > X True Auxiliary algorithms: End Quadruple (x, y, m) Octagon ( x, y, m) Tent (x, y, m) 53 Find a pattern in the coordinates of the points for each picture. Y Y Y X X X Fig. 1 Fig. Fig Program “Artist” Based on the drawing, create cyclic algorithms for decorating vases. Use the auxiliary algorithms Meander1 (x, y, m), Meander (x, y, m), Meander3 (x, y, m). In order to formulate the answer, use the following expressions: coordinates along the X axis, points lie on the X axis, coordinates along the Y axis, points lie on the Y axis. 56 Meander1 Meander Meander3 57 1

Primary school. penmanship Workbooks on penmanship for all lines of textbooks 1. Penmanship: workbook 1: 1st grade / T.V. Ignatieva. M.: Publishing house "Exam". 32 pp. Material in the notebook

Approximate thematic planning in the Russian language for grade 3 (1st quarter) Churakova N.A. Russian language. Grade 3: Textbook. At 3 hours. Part 1. Kalenchuk M.L., Malakhovskaya O.V., Churakova N.A. Russian language.

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T. N. SITNIKOVA I. F. YATSENKO LESSON DEVELOPMENTS IN MATHEMATICS FOR M.I. Moro et al. (M.: Prosveshcheniye) NEW EDITION 3rd grade MOSCOW "VAKO" 2013 UDC 372.851 BBK 74.262.21 C41 C41 Sitnikova T.N., Yatsenko

The work program of the subject "Mathematics" is compiled on the basis of the Federal State Standard of Primary General Education, the Model Program of Primary General Education in Mathematics for General Education

SYSTEM OF TEXTBOOKS “Opening the World” by E. I. Matveeva, I. D. Patrikeeva. Primer The priority task of the textbook is to provide methodological support for the process of forming reading and writing actions based on phonemic

List of textbooks on subjects of the compulsory part of the curriculum for the 2015-2016 academic year Level of primary general education Federal State Educational Standard of NOO Educational subjects (name of subjects in accordance with the educational program) Class

TASK 1 Sound A is a vowel. It can be sung and drawn. Vowel sounds are marked in red. 1. Consider the symbol of a vowel sound. Color the “clothes” of sound A red. Trace and color

5.2.2. Literary reading. Types of speech and reading activities Listening (hearing) Perception of spoken speech (statement of the interlocutor, reading various texts). Adequate understanding of the content

Work program on the Russian language, grade 3 Planned results of studying the subject “Russian language” Personal results of studying the Russian language in elementary school are: - awareness of the language as the main one

EXPLANATORY NOTE This “Mathematics” program for 3rd grade students was developed on the basis of an example “Mathematics” program (author Chekina A.L.M.: Akademkniga/Textbook, 2012), recommended by the Ministry

Technological map of an English lesson on the topic “My family” Teacher: Samoilova I.N. Textbook: Class 5 “b” Textbook “Spotlight”, authors Yu.E. Vaulina, J. Dooley, O.E. Podolyako, W. Evans Lesson type

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Subject class Task 3a, 3i, 3e Textbook p. 92 learn prepositions of place (can be read in the grammar reference book) Textbook p. 94 1 translation of new words, write in a notebook. 4a, 4i, 4e Textbook p.

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Formation of UUD in English lessons in 6th grade Tuz Elena Ivanovna The goal of modern education is the general cultural, personal and cognitive development of students, ensuring such

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State budgetary educational institution of the Sverdlovsk region for children in need of psychological, pedagogical and medical and social assistance Center for psychological, medical and social support “Echo”

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Explanatory note on mathematics 3rd grade “School of Russia” The work program of the “Mathematics” course for 3rd grade for the 2015-2016 academic year is compiled on the basis of the standard of primary general education in mathematics,

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Folder of individual achievements Legend: - to be filled in by the student - to be filled out by the teacher Caution Could be better Will go Good Excellent I'm with my assessment of my results weak good excellent Score

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Legal address: 117330 Moscow, st. Mosfilmovskaya, 17B Poch. address: 125009, Moscow, st. Tverskaya, 9/17, building 5. E-mail: [email protected] http://russkoe-slovo.rf Ref. 17 from 01/21/2016 About the transition from textbooks

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 systems.

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, which 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-Activity Pedagogy “School 2000” of the AIC and PPRO, laureate of the RF Presidential Prize in the field of education L.G. Peterson. By the way, her personal textbooks are not included in this educational complex.

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

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

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

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

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

Mathematics Dorofeev, Mirakova, Buk.

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

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

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

Parents' reviews:

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

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

Promising Primary School

The Standard is based on a system-activity approach.

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

The proposed educational and methodological set “Prospective Primary School” is based on the fact that a child’s EXPERIENCE is not only his age, but also the image of the world that is determined by his rootedness in the natural and subject environment. The EXPERIENCE of a child (the addressee 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 that 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 the educational complex:

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

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

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

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

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

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

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

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

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

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

Parents' opinions about the Elkonin-Davydov program:

“We started first grade in 2010 and chose the Elkonin-Davydov developmental methodology. It’s probably too early to talk about the results, but it’s a fact that the program is very serious and you have to work with the child constantly. The main emphasis, it seems to me, is on mathematics. Although 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.

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

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

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

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

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

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

The program “Primary School of the 21st Century” (edited by Prof. N.F. Vinogradova) is one of the most popular today. This is largely due to the fact that the team of authors of the project received, perhaps, the highest award in the field of education - the Prize of the President of the Russian Federation. Today, schoolchildren from most 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 a readiness for further education and, more broadly, for lifelong education in general.
• to develop a natural-scientific and general humanitarian worldview.
• ensure a certain level of general cultural development. An example would be the formation (cultivation) of a student’s skills of adequate artistic perception of at least literature
• to form certain personal properties that ensure his successful socio-psychological adaptation in society, successful social activity and successful social and personal development
• provide maximum opportunities for developing in the student an attitude towards creative activity and skills in creative activity
• 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 3 years of age until graduation study in a holistic educational system that maximally helps the child to reveal his abilities, in an accessible language gives the student answers to the most important questions: “Why study?”, “What to study?”, “How to study?”, teaches you how to effectively use your knowledge and skills. All textbooks and teaching aids are based on uniform approaches to content, retain methodological, didactic, psychological and methodological unity, they use the same basic educational technologies, which, without changing in essence, are transformed at each stage of education.

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

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

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

Official website www.sch2000.ru

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

Spheres

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

Textbooks:

Primer Bondarenko

Mathematics Mirakova, Pchelintsev, Razumovsky

English Alekseev, Smirnova

Literary reading Kudin, Novlyanskaya

Russian language Zelenina, Khokhlova

Primary innovative school

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

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

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

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

“Harmony” edited by N. B. Istomina

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

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

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

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

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

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

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

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

Educational and methodological set “Harmony” (edited by N.B. Istomin (mathematics), M.S. Soloveichik and N.S. Kuzmenko (Russian language), O.V. Kubasov (literary reading), O.T. Poglazova (the world around us), N.M. Konysheva (labor education)) is successfully practiced in many schools. The methodological equipment of the “Harmony” kit has undergone experimental testing on different scales: at the level of diploma research, which was supervised by the authors of 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 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 tasks, children learn to draw theoretical conclusions and creatively comprehend the material.

Expert opinion

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

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

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

schools.keldysh.ru/UVK1690/zankov.htm

Other programs for elementary school

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

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

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

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

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