First of all, when choosing a school, parents of a future first-grader need to understand modern educational programs for primary grades. Unlike Soviet times, when everyone studied from the same textbooks, now teachers and parents have a choice in exactly how the child will receive all the necessary knowledge. And this will depend on the educational system that the student will use in primary school. Having a choice is always nice, but it is this variety of educational systems that often leaves us perplexed. What to choose when there are sure to be several schools near your home that teach children according to different systems? Even within the same school, primary school teachers themselves choose which program to work on, and children from parallel classes can study using different educational and methodological complexes. Currently, there are simultaneously several educational systems that meet the requirements of the Federal State Educational Standards (Federal State Educational Standards). Each of them has its own characteristics, but in general the systems are divided into traditional and developmental. Most schools choose traditional education programs, such as “Russian School”, “Primary School of the XXI Century”, “School 2010”, “Harmony”, “Prospective Primary School”, “Classical Primary School”, “Planet of Knowledge”, “Perspective” . But be prepared for the fact that your child may be offered to study under the developmental programs of L.V. Zankov or D.B. Elkonin - V.V. Davydov. Of course, one should not think that traditional programs do not deal with the development of students; the name is rather conditional. In general terms, we can say that these types of systems differ in approach: traditional programs offer an explanatory and illustrative approach to teaching a child, while developmental programs offer an active one. All of the programs mentioned above are focused on a single educational standard, but each system has its own way of presenting information and priorities. In addition to the general concept, they differ in the curriculum itself, the degree of workload of the child, the involvement of the parent in the learning process, and also the overall complexity. Each system offers its own educational and methodological complex, in other words, sets of textbooks, workbooks and teaching materials in all subjects. The most popular among schools are such educational and methodological complexes as “School of Russia”, “Perspective”, “School 2100”, “Planet of Knowledge” and “Harmony”. "School of Russia" is considered a classic program. In fact, this is the same system that, with minor changes, was taught in Soviet times. It is designed for an intermediate level, so every child can easily master such a program. Mathematics develops computational skills, logic and thinking in equal proportions, the Russian language is taught in a standard way: the development of oral and written speech and literate writing skills is balanced. In this case, we can especially highlight the study of “The World Around us” using the textbooks of A. A. Pleshakov. The advantage of the course is that mastering the surrounding world is positioned as a project that the child implements together with his parents. Another educational and methodological complex that is especially popular is “Perspective”. This program is most suitable for children with a mathematical mind. This teaching aid is quite complex and will require parents to actively participate in the child’s education. The main advantage of "Perspective" can be called mathematics lessons, which are based on educational materials by L. G. Peterson. Mathematics is given with elements of geometry and algebra, which allows the child to smoothly transition to secondary school. The educational complex "School 2100" is built on the minimax principle, that is, within the framework of one curriculum, children will be able to learn at different levels of difficulty. All educational materials contain the maximum amount of additional information that a child can learn if necessary. This program allows the teacher to adjust the level of difficulty of presenting material and apply an individual approach to teaching without switching to another teaching aid. The Planet of Knowledge program is considered quite complex, since it was originally developed and used in pre-gymnasium classes, but it is also very popular among teachers and parents. The main advantage of this teaching aid is its focus on the child’s self-development. His ability to reason is actively stimulated, be it an emphasis on logic when studying mathematics or literary reading, which involves the emergence of a dialogue between a child and an adult. As in “School 2100,” the “Planet of Knowledge” study guides contain multi-level tasks: from basic to creative and exploratory. The main principle of the educational complex "Harmony" is comfortable learning at the intersection of traditional and developmental teaching methods. Children initially develop skills of analysis, classification, comparison and generalization. During the lessons, many problematic developmental tasks are given that form in schoolchildren the ability to think and the ability to independently draw conclusions. One of the main advantages of the program is targeted preparation for a smooth transition from primary to secondary school. You can understand the clear difference between one educational system and another by studying the teaching materials offered by the program in the “School Guru” section. Here you can make a selection of products by educational program, by subject, type of educational material (textbooks, workbooks, visual aids) or by grade; collect the necessary set of literature when the issue of choosing an educational system has already been resolved. You need to keep in mind that all teaching and learning programs are regularly revised taking into account current trends, so even if you are not sending your first child to school, keep in mind that in a couple of years the author of the textbooks or the overall teaching concept may have changed. The educational materials themselves can change significantly, therefore, as a rule, there is a need to buy all the materials of the educational complex for the class from scratch. A teacher who is currently working on the program will be able to tell you with confidence exactly what the educational curriculum looks like at the moment and what textbooks and workbooks you need to purchase for your child.
At the present stage of education, in the context of the use of information and communication technologies, various methods of delivering educational material are used. Of no small importance are learning support tools such as educational and methodological complexes (EMC), which began to be developed immediately after the appearance of the first educational materials in the form of methodological recommendations and developments to support various courses in the education system.
Each educational complex is designed to assist in the study and systematization of theoretical knowledge, the formation of practical skills, both in the subject area and in the educational system using information technology.
Educational and methodological complexes allow you to individualize and differentiate the learning process, exercise control with the diagnosis of errors, carry out self-monitoring and self-correction of educational activities, develop the ability to make the optimal decision in various situations, develop a certain type of thinking (visual-figurative, theoretical), strengthen learning motivation, form culture of cognitive activity.
Educational and methodological complex is a comprehensive system of educational and methodological materials that fully ensures the conduct of classes on modern information technologies.
Educational and methodological complex(UMK) – a set of educational and methodological materials that facilitate students’ effective mastery of educational material included in the discipline’s curriculum.
The educational complex contains not only theoretical material, but also practical tasks, tests that enable self-control, etc. The creation of a teaching and learning complex is of particular importance, as it allows for an integrated approach to solving basic didactic problems.
The composition of the educational and methodological complex is determined by the content of the approved work program for the relevant discipline, which is understood as a program for mastering educational material that meets the requirements of the State Standard and takes into account the specifics of training students in the chosen direction or specialty.
The composition of the educational complex is determined by the content of the approved work program for the relevant discipline.
There is no standard composition of the educational and methodological complex; it depends on the content and scope of the discipline. However, most often its composition is presented in the form of the following components:
Extract from the state educational standard;
Curriculum or thematic plan. Discipline curriculum – a program for mastering educational material that meets the requirements of the State Standard and takes into account the specifics of training students in their chosen direction or specialty;
Lectures or notes of all lessons;
Electronic textbook;
Electronic reference book;
Electronic laboratory workshop;
Computer testing system;
Didactic materials;
Training aids, etc.
The educational and methodological complex allows:
The educational institution can quickly introduce new and update existing training courses; guarantee a high level of training; standardize the educational process; easy to adapt the course according to the required conditions;
The teacher can significantly reduce the time spent preparing for classes; use various forms of work, including new pedagogical technologies (business games, group projects, etc.); take into account the capabilities of the group as a whole and the individual characteristics of each student;
The student will receive a complete, well-structured and illustrated summary of the educational material; use the textbook as a workbook that contains everything you need for fruitful study (course notes with the opportunity to make your comments and comments, assignments and exercises that are performed and discussed in class); independently repeat and consolidate the material covered.
The development of the educational complex includes the following stages:
Development of a curriculum for a discipline included in the student training curriculum;
Development of lecture notes, methods of conducting practical classes;
Preparation of documentation for teaching materials;
Approbation of teaching materials in the educational process;
Correction of teaching materials.
Thus, the use of an educational and methodological complex in the field of education can significantly reduce the time required to study this course, without reducing, but on the contrary, improving the efficiency and quality of education.
Project methodology - as one of the directions for introducing information technologies into education
With the development of information and communication technologies, there has been an increased interest in organizing forms of education that make it possible to teach the ability to acquire knowledge through activity. One such method is project method, focused on the independent activity of students. Since the telecommunications project is a component of the education system and is designed to solve educational problems determined by content standards, program and curriculum, it should not be lost sight of that the work on the project must be included in a specific educational context.
Under educational project is understood as a joint, reasonable, planned and conscious activity of partner students, which is organized on the basis of telecommunication technologies, has a common problem, goal, agreed upon methods and which is aimed at developing in them a certain system of intellectual and practical skills. Educational project– an organizational form of work that is focused on the study of a completed educational topic or educational section and forms part of a standard educational course or several courses.
One of the main goals of the project method is the development of students’ cognitive skills, the ability to independently construct their knowledge and navigate the information space, as well as the development of critical thinking. As a result of their creative practical activities, students create the final product in the form of new knowledge and skills. The project methodology is aimed at teaching students:
Identify and formulate problems;
Conduct their analysis;
Find ways to solve them;
Find the required source;
Apply the information received to solve assigned problems.
Educational projects are based on research teaching methods. All student activities focus on the following stages:
Definition of the problem and the resulting research objectives;
Proposing a hypothesis for their solution;
Discussion of research methods;
Conducting data collection;
Analysis of the obtained data;
Registration of final results;
Summing up, adjustments, conclusions.
The project method always involves solving some problem. The solution to the problem involves the use of a variety of teaching methods and means; the need to integrate knowledge and skills; apply knowledge from various fields of science, engineering, technology and creative fields. The problem itself can be formulated as a fundamental question affecting various areas of knowledge. Questions should guide the learning process and can be divided into categories:
Fundamental Question– this is the highest level question in the chain of questions; the most general, abstract, “philosophical”, without a definite answer. It serves as a “conceptual frame” for several educational topics or for the entire subject as a whole, going deep into the academic discipline. The fundamental question can be found in the most historically important and controversial problems and topics in various fields of science. It does not have a clear answer, is full of meaning and significance, encourages students to find their own answers and independently formulate conclusions based on the information collected; evaluate, put into a single picture and analyze the information received.
The problematic question also does not have a definite answer, but is aimed at studying a separate aspect of the issue. It helps in researching and finding answers to the fundamental question. Questions of the educational topic (problematic) form a specific series of knowledge; they are intended to identify and develop fundamental issues within specific topics and subjects. Such questions open up and suggest important multiple avenues for research and discussion; they reveal the paradoxes present in the topics discussed rather than hide them. Questions like these serve to start a discussion, pose a problem, rather than require direct answers. They should be general enough to engage students with a variety of interests and abilities and should allow for a wide range of varied responses.
Good problem-solving questions are open-ended, encourage exploration of a variety of ideas, are within the scope of the curriculum, should arouse students' interest, require a creative approach to the material being studied, and help them build their own answers and their own understanding based on independently collected information, compare, synthesize and analyze information.
The problematic questions of the educational topic are tied to a specific educational topic or object of study, support and provide an answer to the fundamental question.
Study questions directly correspond to educational standards and the minimum knowledge of the student. You can give specific “correct” answers to them. Particular questions relate to facts, and to a lesser extent to the interpretation of these facts. They have clear unambiguous answers.
Thus, the basis of educational projects is made up of research teaching methods with highlighted problematic and educational issues, for which students must prepare appropriate materials using information technologies (presentation, publication, website, etc.).
Laboratory work No. 1
Coordination of the educational and methodological complex
with state educational standards (GOS). Development of a work program
Purpose of the work: formation of skills and abilities in planning and developing a work program for the discipline.
Task 1. Select from the list provided the name of the discipline for which you need to develop an educational and methodological complex.
Name of disciplines
Task 2. Select standards that correspond to the discipline being studied.
In order to lay a solid foundation for a good educational and methodological complex, it is necessary to analyze the state educational standards in your subject, as well as in related subjects, and determine the competencies, knowledge and skills that need to be taught to your students, and then assessed during implementation academic discipline.
The State Duma adopted a bill on the state educational standard. Its task is to determine the principles on the basis of which federal state educational standards will then be created for all levels of Russian education - secondary, primary (NPO) and secondary vocational education (SVE) and higher.
Educational standard is a set of regulations that define a system of rules and requirements that are mandatory for all educational institutions in the country - schools, vocational schools, technical schools and universities. It is he who determines what, how and how much to teach, as well as what an educational institution of a particular level should teach its students.
The current state educational standard is three-tiered and consists of federal, regional and school components.
The first ensures the unity of educational programs of educational institutions of the same level, and the other two allow regions and individual educational institutions, say, schools, to supplement the compulsory program with local specifics - national or religious.
1. Find state educational standards:
Www.edu.ru – federal educational portal;
Http://www.school.edu.ru/dok_edu.asp – Russian educational portal;
Http://www.ed.gov.ru/ob-edu/noc/rub/standart – Federal Agency for Education of the Russian Federation;
2. Save the standards as a document in your folder:
State educational standard of general (complete) education;
State educational standard of general (complete) education_Profile level;
State educational standard of general (complete) education_Basic level.
3. Find all the standards in various subjects that are relevant to your project. Save them in your folder.
Task 3. Develop a work program for the discipline.
Work program of the training course– a document intended to implement the requirements for the minimum content and level of training of a student in a specific subject of the educational plan of an educational institution.
Traditionally, the education system uses standard curricula approved by the Ministry of Education of the Russian Federation, containing a generalized list of knowledge, skills and abilities. These programs also provide methodological recommendations of the most general nature, which indicate the necessary forms and means of training. Using standard curriculums as a basis, teachers can develop original and work-based programs. Work programs– these are programs developed on the basis of exemplary educational programs, but making changes and additions to the content of the academic discipline, the sequence of studying topics, the number of hours, the use of organizational forms of training, and others.
Work program– a “living document” constantly evolving during the implementation of the program.
Work program structure
The training course program includes the following structural elements:
1) title page;
2) explanatory note;
3) curriculum;
1. On the educational portals specified in the previous task, find and save in your personal folder sample work programs for the selected discipline.
2. Based on the sample training programs, develop your own work program, making changes and additions to the content of the academic discipline, the sequence of studying topics, the number of hours, the use of organizational forms of training, etc.
3. Fill out the educational and thematic planning table.
Educational and thematic planning
Task 4. Find educational Internet resources within the discipline being studied.
1. Organize a search on the federal educational portal www.edu.ru and other educational portals (by level of education, subject areas of vocational education, subjects of general education, type of resource ).
2. Create a catalog of educational online resources within the chosen discipline.
Laboratory work No. 2
Development of an electronic textbook for the discipline
Purpose of the work: formation of skills and abilities in developing an electronic textbook using the Microsoft Publisher program.
Task 1. Develop a structural diagram of an electronic textbook and display it in the form of a diagram using Microsoft Word.
Electronic textbook (EU)– a software and methodological training complex that corresponds to the standard curriculum and provides the opportunity for the student to master the course or its section independently or with the help of a teacher.
An electronic textbook is created with a built-in structure, dictionaries, search capabilities, etc. and has a number of features:
Possibility of using multimedia;
– providing virtual reality;
– high degree of interactivity;
– the possibility of an individual approach to the student.
Basic Requirements The methodology for compiling an electronic textbook is as follows:
1) educational material should be divided into blocks;
2) each block must be provided with detailed illustrations;
3) illustrations should be selected in such a way as to explain difficult-to-understand material in more detail and simply;
4) the main material of the block must be combined into one whole using hyperlinks that allow linking individual blocks of the electronic textbook;
5) it is advisable to supplement the material in the electronic textbook with pop-up tips.
The approximate structure of the electronic textbook is as follows (Fig. 2):
Fig.2. Block diagram of the electronic textbook
The development of an electronic textbook includes the following main stages:
Stage I. Selection as sources of printed and electronic publications that most fully comply with the standard program, concise and convenient for creating hypertexts, containing a large number of examples and tasks, having a convenient format (collectibility principle).
Stage II. Selection of sources with optimal price-quality ratio.
Stage III. Development of a table of contents, i.e. dividing the material into sections consisting of modules that are minimal in volume but closed in content, as well as compiling a list of concepts that are necessary and sufficient for mastering the subject.
Stage IV. Processing of source texts in accordance with the table of contents; development of a contextual help system (Help); defining connections between modules and other hypertext connections. Preparation of a hypertext project for computer implementation.
V stage. Implementation of hypertext in electronic form. As a result, a primitive electronic publication is created, which can already be used for educational purposes.
Stage VI. Development of computer support, e.g. it is determined which mathematical operations are assigned to the computer in each specific case and in what form the computer’s response should be presented; the intellectual core of the power plant is designed and implemented; Instructions for users on the use of EC are being developed.
VII stage. Changing the way individual concepts and statements are explained and selecting texts to replace with multimedia material.
VIII stage. Development of audio texts for individual modules in order to relieve the screen from textual information and use the student’s auditory memory to facilitate understanding and memorization of the material being studied.
Stage IX. Recording of developed audio texts on a voice recorder and implementation on a computer.
X stage. Development of a visualization script for modules to achieve the greatest clarity, maximum screen relief from text information and the use of the student’s emotional memory to facilitate understanding and memorization of the material being studied.
XI stage. Visualization of texts, i.e. computer implementation of developed scenarios using drawings, graphs and, possibly, animation.
When designing and creating electronic textbooks, it is necessary to observe the psychological principles of human-computer interaction. The violation most often manifests itself in the following: excessive help, insufficient help, inadequacy of value judgments, redundancy of informative dialogue, computer failures, insufficient motivation of help, excessive categoricalness. This can lead to an increase, instead of the expected reduction, in time for learning, a decrease in motivation to learn, etc.
Task 2. Using the graphic editor Corel Draw, develop a logo that displays the main content of the designed electronic textbook using the following algorithm. An approximate view of the logo is shown in Figure 3.
Fig.3. Logo
1. Open the program Corel Draw and create a new document.
2. In the window Scale select from the drop-down list Width.
3. Select a tool Painting on the toolbar.
4. Make sure the button Blank on the attributes panel is pressed.
5. In the window Thickness of Painting Tool, in the attributes panel enter 3.262 mm.
6. From the dropdown list List of Blanks in the attributes panel, select the line pattern 
.
7. Using the tool Painting, draw a line. Fill the workpiece with in black on the color palette.
8. Select Edit - Duplicate To create another line, repeat this operation two more times to make four stripes.
9. Select one line with the tool Pointer.
10. In the window Rotation angle in the attributes panel, enter 270, and click Enter.
11. Drag the rotated line into position so that it intersects the top of the first line.
12. Select another line using the tool Pointer.
13. In the window Rotation angle in the attributes panel, enter 90, and click Enter.
14. Drag the rotated line into position so that it intersects the base of the original line.
15. Select the last line using the tool Pointer.Click the button Mirror image in the attributes panel.
16. Drag the line into position so that it completes the square.
17. Select a tool Painting. Make sure that the previous settings are preserved.
18. Tool Painting draw a horizontal line with a loop. And fill it with black.
19. Drag the line to a position on top of the square.
20. Select a tool Bezier curve.
21. Click on the left corner of the lid, top, below the hinge, right corner, right and middle. To complete the form, click on the first node.
22. Open the additional toolbar Uniform Fill. Go to bookmark Models.
23. From the list Models select RGB.
24. In the block R enter 102.
25. In the block G enter 102.
26. In the block B enter 35.
27. Click the button OK.
28. Execute to move the shape behind the vertex lines.
29. Select a tool Bezier curve.
30. Click the top left corner of the square, the center of the top line, the center of the square, the center of the left line, the first node to complete the shape.
31. Fill out the form olive color.
32. Execute Align – Arrange – One Level Back
33. Repeat the previous steps on the bottom right side of the square to create a second olive square.
34. Tool Bezier curve click in the top right corner of the square to start the form.
35. Click the center of the top line, the center of the square, the center of the right line, the first node to complete the shape.
36. Fill dark yellow color.
37. Execute Align – Arrange – One Level Back to place the shape behind the square line.
38. Repeat the previous steps on the bottom left side of the square to create a second dark yellow square.
39. Using a tool Rectangle, create a square in the empty area of the drawing.
40. Run the command Edit– Copy.
41. Run the command Edit - Paste to place the duplicate square on top of the original one.
42. Select a tool Pointer and reduce the size of the duplicate square.
43. Select a larger square and color it in ruby color and give it an outline thickness of 2.8.
44. Select the smaller square and, having created for it the color R, G, B - 229, 255, 229 respectively, fill it.
45. Give this square a contour of 2.8 as well.
46. Group both squares.
47. Rotate them to a 45 angle using the margin Rotation angle in the attributes panel.
48. Drag the squares onto the drawing and change their sizes if necessary.
49. Tool Ellipse draw an ellipse and fill it with dark yellow.
50. Choose a tool Text on the toolbar and, by clicking on the ellipse path, enter the text “Electronic textbook”.
51. Format the text typeface, its size, color and style.
52. Using a tool Bezier curve create a curved line 
.
53. Paint it green and set the outline thickness to 2 mm.
54. Execute Edit - Duplicate to create a second line of the same type.
55. Select the resulting line with the tool Pointer.
56. In the window Rotation angle in the attributes panel, enter 180, and click Enter.
57. Combine two lines to make a shape 
.
58. From the toolbar, select a tool Without outline.
59. Select a tool Bezier curve.
60. Outline the inside of the resulting shape and color it green.
61. Using a tool Bezier curve create two parallel lines.
62. Using the Group command of the Align menu, group them.
63. Execute Edit - Duplicate to create the same lines.
64. Arrange them as shown in the picture.
65. Having previously grouped all the objects in the drawing, drag them onto the logo and, if necessary, change their sizes.
66. Tool Text create an inscription "INFORMATICS".
67. Select a tool Interactive shell 
.A red dotted line (wrapper) containing several nodes will appear around the text.
68. Experiment by dragging nodes to create the shell shape you want.
69. Save the logo as a wmf document. To do this in the menu File run the command Save as, and in the dialog box, specify the document name and change the save type to wmf – Windows Metafile.
Task 3. Create an electronic textbook using Microsoft Publisher.
To create an electronic textbook, it is necessary to select good textbooks and other sources on the topic being studied, select the necessary information, provide it with navigation (create hypertexts) and rich illustrative material (including multimedia) and display it on a computer screen. Thus, an electronic textbook can be a website that includes the following elements:
1. Header/Logo(Header), which can be made in both text and graphic form and is usually located at the top of the document. The logo represents the entire site and is the most visible object on the page.
2. Content(Text field) is the main part of the document, where the semantic content of the page is located: meaningful informational text and illustrations.
3. Navigation Elements – this is a mandatory component of the web page – hyperlinks linking this document with other sections of the site. Navigation elements can be made in the form of text strings, graphic objects (buttons), or Java applets. Navigation elements should be positioned in such a way that they are always “in sight”, for example, at the left border of the page and/or at the top.
4. Information about the site developers.
An example of a website layout containing a set of the components described above is shown in Figures 4, 5, 6 and 7.
An approximate example of the presentation and design of an electronic textbook is presented in Figure 8.
Rice. 8. View of the main page of the electronic textbook
1. Download the program Publisher, which allows you to create websites from one or more pages.
2. On the left side of the screen in the task area Options: Website, and on the right side - your favorite structure of the future electronic textbook.
3. Set the title of the first page of the textbook. To do this, select the text field at the top of the web page Home page title and enter the name of the topic of the discipline being studied.
4. Design the page with your logo, relevant information and pictures, and apply appropriate styles, font schemes and color schemes.
5. Optimize your web page so that it can be viewed on both high and low resolution monitors. To do this:
Run the command File – Page Options;
On the list Publication type select Web page;
On the list Page size select:
o SVGA – for a wider web page (recommended for viewing on high-resolution monitors);
o Other size – to set the page width and height manually;
After selecting the desired format, click OK.
6. Add new pages on which you will place information on other topics in the discipline being studied. To do this:
- run the command Insert – Page or click Add page at the bottom of the task pane Options: Website;
– in the drop-down list Available page types select the desired page type or blank page, and click OK.
Note: If you need to add multiple pages at once, click the button Next, and in the dialog box that appears (Fig. 9), enter the required number of pages (if necessary, set the switch to the position Before current or After current pages).
Rice. 9. Add Page Dialog Box
In the section Settings when choosing Copy all objects on a page and entering the number of the page whose objects are needed, the formatting of the specified page will be applied to the new page. If you need to add a page without a specified structure and design, then set the switch to position Add blank pages.
7. Save the document using the command File – Save.
8. Design the background of the pages of the electronic textbook and add sound.
To set the desired background of the e-textbook page and add sound effects, select in the task area Background or run the command Format - Background;
Click one of the option buttons Apply background and select the background option you like.
Note: The standard collection can be supplemented, to do this, click Additional colors and in the window that opens Colors choose any other color. Click OK. After choosing a background color, click Additional background types. A window will open Filling methods. Setting various options on tabs Gradient, Texture, Pattern, Drawing, Hue, you can choose the option you like: gradient fill, texture, pattern, inserting a picture as a background or shade.
9. Add sound effects to your electronic textbook. To do this:
Select a team Service – Web Page Options(Fig. 10);
In the dialog box that appears, select Background sound;
Rice. 10. Web Page Options
Click the button Review and find the required file.
Note: To keep the sound effect constant, click Infinite loop. To repeat the sound a specific number of times, click Repeat and enter the number of times the audio file will be repeated.
11. Create a survey form. To do this:
Add a new page by running the command Insert– Page. In the section Form select Answer form(Fig. 11).
Rice. 11. Add web page window
12. On the page containing the response form, enter a title and briefly describe the proposed questions and answers.
13. To save the results, configure the button properties Send at the bottom of the form page and set the form parameters. To do this:
Double click the button Send;
In the dialog box that opens Button properties(Fig.12) click the button Form properties;
Rice. 12. Button properties window
In the window that opens Form properties(Fig.13) set the switch to position Send me details by email;
Rice. 13. Form properties window
- in line Send details to this email address enter the address you want to use to collect responses;
- in line Email Subject change the subject of the email if necessary;
– Close the window and save your changes. Form properties and window Button properties.
14. Save the document.
15. Link the pages of the electronic textbook with hyperlinks.
Home pageAbout educational complex "School of Russia"
One of the most famous projects of the Prosveshchenie publishing house in the country is the educational and methodological complex (UMK) for primary grades “School of Russia”. The educational complex “School of Russia” is built on the same principles for all academic subjects ,
has full software and methodological support and guarantees .
, which form the basis of the educational complex “School of Russia”, are aimed at providing modern education for primary schoolchildren in the context of the requirements of the Federal State Educational Standard.
A powerful educational resource is the educational complex “School of Russia”, which includes: , , , components of the IOS core, as well as a powerful methodological shell, a variety of electronic and Internet resources.
The proposed material in the article reveals answers to pressing questions about the differences between the new textbooks of the “School of Russia” educational system, which were revised and passed the federal examination in 2010 for compliance with the Federal State Educational Standard. Features of the completed subject lines of the new textbooks, combined into a single educational system, are presented in the explanatory note to the textbook system “Russian School”, prepared as part of its examination for compliance with the Federal State Educational Standard.
The School of Russia textbook system, based on expert opinions of the Russian Academy of Sciences and the Russian Academy of Education, implements the Federal State Educational Standard for Primary General Education, covers all subject areas of the Federal State Educational Standards curriculum and includes the following completed subject lines:
- »:
2. Kanakina V.P., Goretsky V.G. Russian language. 1 class
3. Kanakina V.P., Goretsky V.G. Russian language. 2 classes in 2 parts
4. Kanakina V.P., Goretsky V.G. Russian language. 3 grades in 2 parts
5. Kanakina V.P., Goretsky V.G. Russian language. 4 grades in 2 parts
- Completed subject line of textbooks " »:
1. Goretsky V.G., Kiryushkin V.A., Vinogradskaya L.A. etc. 1 class at 2 o'clock
2. Zelenina L.M., Khokhlova T.E. Russian language. 1 class
3. Zelenina L.M., Khokhlova T.E. Russian language. 2 classes in 2 parts
4. Zelenina L.M., Khokhlova T.E. Russian language. 3 grades in 2 parts
5. Zelenina L.M., Khokhlova T.E. Russian language. 4 grades in 2 parts
Explanatory note to the completed subject line of textbooks on the Russian language (authors Zelenina L.M., Khokhlova T.E.) for grades 1-4 of general education institutions
-
1. Klimanova L.F., Goretsky V.G., Golovanova M.V. and others. Literary reading. 1 class in 2 parts
2. Klimanova L.F., Goretsky V.G., Golovanova M.V. and others. Literary reading. 2 classes in 2 parts
3. Klimanova L.F., Goretsky V.G., Golovanova M.V. and others. Literary reading. 3 grades in 2 parts
4. Klimanova L.F., Goretsky V.G., Golovanova M.V. and others. Literary reading. 4 grades in 2 parts
- Completed subject line of textbooks "":
1. Moro M.I., Stepanova S.V., Volkova S.I. Mathematics. 1 class in 2 parts
2. Moro M.I., Bantova M.A., Beltyukova G.V. and others. Mathematics. 2 classes in 2 parts
3. Moro M.I., Bantova M.A., Beltyukova G.V. and others. Mathematics. 3 grades in 2 parts
4. Moro M.I., Bantova M.A., Beltyukova G.V. and others. Mathematics. 4 grades in 2 parts
- Completed subject line of textbooks “Informatics”:
1. Semenov A.L., Rudchenko T.A. Informatics. 3 grades Part 1
2. Semenov A.L., Rudchenko T.A. Informatics. 3-4 grades Part 2
3. Semenov A.L., Rudchenko T.A. Informatics. 4 grades Part 3.
- Completed subject line of textbooks "":
1. Pleshakov A.A. The world around us. 1 class in 2 parts
2. Pleshakov A.A. The world around us. 2 classes in 2 parts
3. Pleshakov A.A. The world around us. 3 grades in 2 parts
4. Pleshakov A.A., Kryuchkova E.A. The world around us. 4 grades in 2 parts
- Completed subject line of textbooks “Technology”:
1. E.A. Lutseva, T. P. Zueva Technology. 1 class
2. E.A. Lutseva, T. P. Zueva Technology. 2 classes
3. E.A. Lutseva, T. P. Zueva Technology. 3 grades
4. E.A. Lutseva, T. P. Zueva Technology. 4 grades
- Completed subject line of textbooks "":
1. Rogovtseva N.I., Bogdanova N.V., Freytag I.P. Technology. 1 class
2. Rogovtseva N.I., Bogdanova N.V., Dobromyslova N.V. Technology. 2 classes
3. Rogovtseva N.I., Bogdanova N.V., Dobromyslova N.V. Technology. 3 grades
4. Rogovtseva N.I., Bogdanova N.V., Shipilova N.V. etc. Technology. 4 grades
- Completed subject line of textbooks “Music”:
1. Kritskaya E.D., Sergeeva G.P., Shmagina T.S. Music. 1 class
2. Kritskaya E.D., Sergeeva G.P., Shmagina T.S. Music. 2 classes
3. Kritskaya E.D., Sergeeva G.P., Shmagina T.S. Music. 3 grades
4. Kritskaya E.D., Sergeeva G.P., Shmagina T.S. Music. 4 grades
- Completed subject line of textbooks "":
1. Nemenskaya L.A. (edited by Nemensky B.M.). Fine arts. 1 class
2. Koroteeva E.I. (edited by Nemensky B.M.). Fine arts. 2 classes
3. Goryaeva N.A. (edited by Nemensky B.M.). Fine arts. 3 grades
4. Nemenskaya L.A. (edited by Nemensky B.M.). Fine arts. 4 grades
- Completed subject line of textbooks “Physical Education”:
Lyakh V.I. Physical culture. 1-4 grades
- Completed subject line of textbooks "":
Viner I.A., Gorbulina N.M., Tsygankova O.D. Physical culture. 1-4 grades
- Completed subject line of textbooks “English”:
1. Kuzovlev V.P., Peregudova E.Sh., Pastukhova S.A. and others. English language. 2 classes in 2 parts
2. Kuzovlev V.P., Lapa N.M., Kostina I.P. and others. English language. 3 grades in 2 parts
3. Kuzovlev V.P., Peregudova E.Sh., Duvanova O.V. English language. 4 grades in 2 parts
- Completed subject line of textbooks “English language” (extended content of foreign language teaching):
1. Vereshchagina I.N., Bondarenko K.A., Pritykina T.A. English language. 2 classes in 2 parts
2. Vereshchagina I.N., Pritykina T.A. English language. 3 grades in 2 parts
3. Vereshchagina I.N., Afanasyeva O.V. English language. 4 grades in 2 parts
- Completed subject line of textbooks “German”:
1. Bim I.L., Ryzhova L.I. German. 2 classes in 2 parts
2. Bim I.L., Ryzhova L.I., Fomicheva L.M. German language. 3rd grade. in 2 parts
3. Bim I.L., Ryzhova L.I. German. 4 grades in 2 parts
- Completed subject line of textbooks “French”:
1. Kuligina A.S., Kiryanova M.G. French language. 2 classes
2. Kuligina A.S., Kiryanova M.G. French language. 3 grades in 2 parts
3. Kuligina A.S. French language. 4 grades in 2 parts
- Completed subject line of textbooks “Spanish Language”:
1. Voinova A.A., Bukharova Yu.A., Moreno K.V. Spanish. 2 classes in 2 parts
2. Voinova A.A., Bukharova Yu.A., Moreno K.V. Spanish. 3 grades in 2 parts
3. Voinova A.A., Bukharova Yu.A., Moreno K.V. Spanish. 4 grades in 2 parts
- Completed subject line of textbooks “Fundamentals of the spiritual and moral culture of the peoples of Russia”:
1. Kuraev A.V. Fundamentals of the spiritual and moral culture of the peoples of Russia. Fundamentals of Orthodox culture. 4-5 grades
2. Latyshina D.I., Murtazin M.F. Fundamentals of the spiritual and moral culture of the peoples of Russia. Fundamentals of Islamic culture. 4-5 grades
3. Chimitdorzhiev V.L. Fundamentals of the spiritual and moral culture of the peoples of Russia. Fundamentals of Buddhist culture. 4-5 grades
4. Chlenov M.A., Mindrina G.A., Glotser A.V. Fundamentals of the spiritual and moral culture of the peoples of Russia.
Fundamentals of Jewish culture. 4-5 grades
5. Beglov A.L., Saplina E.V., Tokareva E.S. and others. Fundamentals of the spiritual and moral culture of the peoples of Russia. Foundations of world religious cultures. 4-5 grades
6. Fundamentals of the spiritual and moral culture of the peoples of Russia. Fundamentals of secular ethics. 4-5 grades
How the child will feel
climbing the first step of the ladder of knowledge, what he will experience,
His entire further path to knowledge depends.
V.A. Sukhomlinsky
A child's entry into first grade is one of the most important and exciting events in the life of every parent. Therefore, it is necessary to approach this issue seriously: choose a good school, be sure to get to know the teacher. After all, it is in elementary school that the desire to learn and learn new things, the ability to assimilate material, the ability to find a common language with peers is formed, the further development of certain abilities (technical or humanitarian) and much more occurs. It is very important to pay attention to another issue - the training program or educational and methodological complex (EMC) according to which the child will study. Since using these textbooks and workbooks, he and, possibly, his parents will have to master the material and gain basic knowledge. And their quality will determine how easily and quickly the child will get involved in the learning process, and what knowledge he will come to secondary school with.
MOSCOW CENTER FOR QUALITY EDUCATION
Materials for consideration and discussion
WHAT TEXTBOOK DOES A MODERN PRIMARY SCHOOL STUDENT NEED?
Currently, the Federal State Educational Standard (FSES) for primary general education has been approved (Order of the Ministry of Education and Science of the Russian Federation dated October 6, 2009 No. 373, registered with the Ministry of Justice of the Russian Federation on December 22, 200 No. 17785).
The introduction of a new standard also requires the appearance of fundamentally new textbooks and teaching aids. Of course, work in this direction has begun. An examination of textbooks and teaching aids is also expected in order to determine their content in accordance with modern scientific ideas, and most importantly, the compliance of the content with the federal component of the state educational standard of primary general education, the age and psychological characteristics of primary school students.
A modern schoolchild should receive in the hands not so much a “carrier” of information, but rather a navigator that helps them navigate the huge flow of information. Therefore, new textbooks must change not only insubstantively, but also structurally. The textbook must be technologically advanced, convenient, informative, and modern.
There are different types of schools. Primary school teachers work with children using various sets, the choice of which is individual. Often the teacher and school choose the textbook with which, in their opinion, the educational process can be more effectively organized.
If previously a textbook had to comply with the basic content minimum of the standard, now this content is not in the standard. The new standard is a system of requirements for the results of mastering the basic educational program (BEP), to the structure of the BEP, to the conditions under which these results must be achieved.
Since the Federal State Educational Standard has changed so radically, textbooks must also be significantly updated in accordance with the system of requirements prescribed in the standard.
Textbooks will be modernized precisely in the direction that it becomes a navigator in the flow of existing information, helping to achieve the results that are included in the standard.
A public portal has now been createdwww.fsu-expert.ru“Public and state examination of textbooks” of the Academy for Advanced Training and Retraining of Education Workers, within the framework of which you can send your comments and suggestions to authors and publishers about existing teaching materials. You can simply get acquainted with the opinions of teachers, students, and parents about textbooks, see their strengths and weaknesses. Thus, you, dear teachers, can join in the dialogue to discuss today’s textbooks and teaching aids regarding their compliance with the new standard.
Internet capabilities allow each of you to actively participate in various events and forums, including public examination of existing textbooks.
* * *
During the period of transition from one standard to another, the question of which educational and methodological sets correspond to the ideology of the Federal State Educational Standard, and in particular, to the principles of a system-activity approach and formation by means of teaching materials, becomes especially relevant.the basics of the ability to learn and the ability to organize students’ own educational activities in primary school.
We invite you to get acquainted with the results of the survey, take part in their discussion, think about from what perspective you should make an individual choice of an educational and methodological set, a separate textbook for further work with children, implementing the ideology of the new adopted standard.
Questionnaire on educational and methodological kits
for compliance with Federal State Educational Standards of NOO
1. How does this educational complex implement the principles of the activity approach?
2. Does the educational complex have a problematic nature in presenting the content, requiring an activity-based approach?
3. How does the structure of a separate textbook provide a variety of forms of organizing educational activities?
4. Do you see a system in the variety of forms of organizing educational activities presented in the educational complex? What is it?
5. Does the educational complex provide a combination of results (subject, meta-subject and personal) for mastering the program?
6. Does this educational complex reflect the interests and needs of the modern child? What does this mean?
7. Does the educational complex offer an assessment mechanism that allows you to track the dynamics of students’ personal achievements? If yes, then what does this mean?
8. Give examples of educational tasks that ensure the formation of UUD. Provide examples of all UUD groups.
9. How is children’s independence formed in this educational complex?
10. How are control actions formed in the MK?
11. Do you think that this educational complex really creates conditions for motivating a student to learn? If yes, then how is this done?
12. How is educational cooperation presented in the educational complex with the goal of “achieving the personal, social and cognitive development of students”?
13. How does this educational complex provide conditions for the individual development of all students?
14. Do you need to change the teaching materials in connection with the transition to the Federal State Educational Standards of the NEO?
Based on the survey, the following conclusions were drawn.
1. Teaching and learning system of the educational systemD. B. Elkonina - V. V. Davydova.
1. This educational complex fully implements the principles of the activity approach, ensuring the child’s participation in the educational process as a subject of educational activity.
2. At the end of each section of the textbooks, students are given a learning task, which the children cannot yet solve, because they lack certain knowledge. It is the child’s task to independently discover his knowledge of ignorance. The content of the textbooks in the set ensures the organization of work in a group to solve a problem situation, which is associated with the direct activity of each student.
3. All textbooks of the system are designed in such a way that, in addition to exercises that need to be completed under the guidance of a teacher, many tasks are given for working in pairs or in groups. The textbooks are full of questions and tasks for independent work. A large number of creative tasks. Conventions help students navigate the pages of the textbook.
4. In the “Main tasks” sections of the textbooks, the stages of solving the next educational task are presented. Turning to these sections after the task has been collectively solved allows the child to clearly understand the content, the logic of development and the results of the work done. The “Exercises” sections present educational material, familiarization with which allows students to expand and concretize the acquired knowledge. Of particular importance for developing ways of independently working with educational texts are the materials placed in the sections “For the curious.”
5. All textbooks of this educational complex have a system in a variety of forms of organizing educational activities.
6. Textbooks fully provide a combination of results (subject, meta-subject and personal) of mastering the program.
7. This educational complex takes into account and reflects the interests and needs of the modern child.
This is expressed in:
- satisfying the child’s need to realize himself as a subject of educational activity, which, in turn, manifests itself in the ability to independently find solutions to the problems that arise before him;
- the use of texts (fiction and popular science) by modern authors and about modern problems in teaching materials;
- tasks to transform information into different forms of presentation: text → table → graph → diagram.
8. The educational complex offers an assessment mechanism that allows you to track the dynamics of students’ personal achievements.
In workbooks on the Russian language, literary reading, the surrounding world, included in the teaching materials, the child is asked to evaluate himself on a scale or in a table, record the number and quality of errors made when performing this work, which allows you to build individual correctional work and trace the dynamics of the formation of those or other skills.
In mathematics workbooks, a reference book of errors is compiled, allowing students to systematize and generalize the positions for which correction work is necessary.
9. In this educational complex, children's independence is formed.
Theoretical material in teaching materials is not presented explicitly - in the form of a ready-made rule, a law - students must independently (in conditions specially organized by the teacher) analyze the available information and discover the method of educational action. For example, to denote the sound J in a letter, 1st grade students analyze the position of this sound in a word, and depending on the position, select the letter necessary for the designation.
10. Control actions are formed in the MK.
In textbooks and “Workbooks” at the end of each block, test and control works are presented for independent implementation and self-control. For example, in the textbook “Russian language. Grade 3: Check to see which spelling is the same in all the highlighted words. By what rule is it written?
For literary reading and the Russian language, the kit includes test notebooks in which the criteria for self-assessment by students are highlighted.
The workbooks on literary reading and the surrounding world offer a system of tasks that involve self- and mutual assessment of the work performed.
11. The educational complex really creates the conditions for the formation of learning motivation. When a situation is created for independently discovering the impossibility of acting in the old way, when in collective activity children discover new ways to solve a learning problem, when tasks are given that require a lot of additional literature to solve, all this creates a stable interest in learning. An assessment system in which the student’s assessment precedes the teacher’s assessment, in which qualitative analysis is the main one in control and assessment activities, relieves the student’s anxiety and motivates him to learn.
12. The educational complex presents educational cooperation with the goal of “achieving the personal, social and cognitive development of students.”
The development of subject content involves a system of students working in groups and pairs, during which conditions are created for educational dialogue and cooperation of students with each other, and not just with the teacher.
13. The educational complex provides conditions for the individual development of all students.
Forms of organization of educational activities promote the participation of all students in accordance with their capabilities: the distribution of roles in groups assumes that each child will do some kind of work, work in pairs ensures the participation of all children in solving the educational task, the criterion-based assessment system makes it possible to individually discover “ weak point” and plan further work taking this into account.
2. Teaching and learning system of the educational system L. V. Zankova.
Teachers working on this teaching and learning system made the following conclusions:
1. The principle of activity is that the student does not receive knowledge in a ready-made form, but obtains it himself. The student’s activity is not aimed at obtaining a result - an answer, but at the decision process. Completing a single task opens up for the student the prospect of understanding and establishing a way to solve similar or standard learning situations, and contributes to the transfer of knowledge to a non-standard situation.
This educational complex implements the principles of the activity approach: through:
– presence of a cognitive motive;
– the presence of problematic tasks that require independent search activity from the student;
– performing and mastering a method of action for the conscious application of knowledge.
2. The assignments and presentation of the educational material are problematic in nature. In the process of completing the task, students can propose ways to solve the problem, which require a comprehensive discussion and assessment of their correctness and rationality.
3. The textbooks contain tasks for frontal, individual and group forms of organizing educational activities. Work on a new topic is structured in such a way that in the first tasks, students reproduce all the knowledge related to this topic, smoothly moving on to multifaceted tasks. These tasks combine different levels of generalization, theoretical and practical material from different sections of the academic subject.
4. The knowledge used is presented at different levels: reproductive, logical, problematic, creative, which gives each child the opportunity to demonstrate their strengths and develop insufficiently formed abilities.
5. The educational complex has developed a new system for studying the effectiveness of learning and development in primary grades, a new collection of tests and tests, and a system for developing self-control has been proposed. A collection of tasks has been developed for conducting intellectual marathons. Workbooks for various academic subjects include tasks that involve organizing self-control. For example, the notebooks contain a section “What I know. What I can do”, where students use the “+” and “-” signs to evaluate their condition when completing tasks that are marked with “*” or color in their notebooks. The teacher uses the same signs to evaluate the correctness of its implementation. This section contains the main questions of the program at the beginning of their study, after some time and at the end of the year.
6. The set of textbooks according to the L.V. Zankov system includes: textbooks on all subject areas of primary school; workbooks; well-illustrated additional publications for classroom and extracurricular work on academic subjects. The line of primary school continues at the secondary level - in grades 5-6.
All textbooks form universal learning activities. They take into account the age characteristics of younger schoolchildren and contain tasks that are close and understandable to children of this age. Taking into account the weak abilities of younger schoolchildren for abstract thinking, the tasks have a practical orientation. Frequent use of problem situations contributes to the activation of students’ mental activity and stronger memorization of educational material. Introduction to various methods for solving word problems: arithmetic, algebraic, geometric, logical.
It is an integrated course, which has the opportunity to present children with different aspects of reality, that creates conditions for individualizing learning, including students with different types of thinking in active learning activities.
The educational material and the structure of its presentation, various creative tasks provide differentiation of learning, i.e. create conditions for the individual development of each child.
7. The course “Literary Reading” and “Teaching Literacy” includes independent work “Test Yourself”, which allows you to track the results of mastering knowledge and the level of formation of calligraphic and literate writing, and reading skills.
8. The material is structured according to leading moral issues. In each subsequent grade, the level of problem posing increases depending on the life experience acquired by younger students.
In the fourth grade, a form of creative design is used - according to one’s own design. Students are shown an unfinished sample and a sketch, diagram or drawing is depicted on the board. Children independently analyze a sample, sketch, diagram or drawing, introducing their own idea into the product. The execution of the plan ends with an assessment of the work performed, based on the requirements for the quality and aesthetic design of the product.
9. There are many exercises in textbooks, in which students have to observe, compare, generalize, classify, and draw conclusions.
The presented tasks involve increasing the share of independent work of students in the lesson, provide a variety of types of mental activity, and a wide and varied connection with other subject courses in elementary school.
10. The ability to learn is impossible without the child’s control and assessment independence. The educational complex widely uses grade-free assessment technology, which allows students to develop the following skills:
- see the boundary between the known and the unknown; find errors in your own and others’ work and eliminate them;
- evaluate your own progress in the educational material, recording your difficulties;
- plan the operational composition of actions when solving assigned tasks;
- determine personal achievements in academic and extracurricular activities;
- make a predictive assessment of the level of difficulty of a task;
- independently choose a task to complete.
11. The ability to learn is laid down in primary school along with the need and desire to learn. The educational complex highlights the task of developing self-education skills, which is closely related to the formation of the need to learn.
12. Teachers and students act as equal partners (define a goal, draw up a plan, search for a solution to a problem)
13. The assignments in the teaching and learning complex are structured in such a way that they require the student to at least do a little independent research in each lesson, include elements of problem-solving, and awaken the students’ thoughts.
3. Educational and educational complex “Classical primary school”.
Teachers working on this teaching and learning system made the following conclusions:
1. The main principle implemented by the educational educational complex “Classical Primary School” is the principle of the unity of consciousness and activity. Students work according to the scheme: do-realize-manage the following actions. Part of the tasks of the kit is a step-by-step execution of actions (work according to the algorithm). The next principle is reliance on leading activity (teaching). The principle of advanced development, based on the zone of proximal development, is also being implemented.
2. Educational training has a problematic nature; it prepares a thinking and feeling student who not only has knowledge, but also knows how to use this knowledge in life. The student knows how to obtain and learn the knowledge he needs, knows how to act and solve problems in any situation - educational and everyday.
The course programs are consistent in content and do not contradict each other. They are united by an activity-based approach to learning.
3. The textbook “Reading and Literature” (grade 1) is divided into 2 parts. Part one is a system for developing reading techniques, which includes improving reading skills and practical skills associated with understanding the text of a literary work, carried out through systems of exercises with a target setting for independent reading activity (practicing articulation through reading tongue twisters, pure tongue twisters, speech gymnastics, analytical exercises based on comparison of oral and written speech; work on words in the process of reading, writing, listening to the teacher’s story, participating in retellings, memorizing, etc.).
Part two – organizes the process of literary reading. The educational material is presented in a wide variety of topics, genres, authors and is built taking into account the chronological principle. Literary conversation, literary readings with the widespread use of techniques designed to develop a culture of communication are the main type of mastery of a literary work. Individualization and differentiation of the learning process, development of students' creative potential is ensured by the introduction of varied homework assignments, teaching aids, and wall-mounted demonstration tables. The rationality of using one or another method or a combination of them is dictated, first of all, by the level of development of reading skills, as well as the nature of the works, the intent of the lesson (culture of speech behavior, participation in dialogue, staging a work of art, exercises in storytelling for the formation of monologue speech).
4. The program regulates various aspects of mastering meta-subject skills: it contains a description of value guidelines at each level of education, the connection of universal educational activities with the content of academic subjects. Gives students the opportunity to show good results in various competitions, olympiads, and tournaments.
5. The teaching and learning complex “Classical Primary School” reveals the abilities of students and makes it possible to take into account the development of the individual style of educational activity of students through the means of the academic subject.
6. The form of assessment of student achievements is traditionally the total indicators of the completeness and depth of mastery of the school curriculum, expressed in points.
7. Communicative actions are formed as follows: orientation towards the partner and development of cooperation: joint reading of dialogues, riddles. Development of awareness (game “Who is more”). Development of the regulatory function of speech: choice of verbs.
Regulatory actions: completing tasks according to the model, fitting words into petals and nests, correcting semantic errors.
Cognitive actions: the game “Third is odd”, dividing a set into parts, highlighting part of the set, highlighting a feature when it changes in a series of objects, figures; constructing a figure in accordance with the highlighted principle of changing figures in rows; how many words are in each group.
8. The set includes printed notebooks on the Russian language, the surrounding world, history, fine arts, and artistic work, in which you can work independently.
9. This educational complex creates conditions for motivating the student to learn, because it contains a number of tasks that are quite interesting, go beyond the scope of the curriculum, and stimulate the desire to work independently and find additional material.
10. One of the most productive forms of organizing educational discussion is joint, group work of children. Organization of micro-disputes in the classroom, experience in performing teaching functions (analysis of student responses), work in pairs, interactive games “Magic Wand”, “Bravo”, “Biography of a Friend”.
11. The set of textbooks and workbooks contains additional material that allows the teacher to work with children.
4. Educational and educational complex “Primary school of the 21st century”.
Teachers working on this teaching and learning system made the following conclusions:
1. The educational complex “School of the 21st Century” implements the principles of the activity approach: children make discoveries themselves, the system of tasks allows them to express different points of view; but it is not always the student himself who discovers new knowledge.
2. The educational complex has a problematic nature of presentation of content, requiring an activity-based approach.
3. Ivanov’s Russian language textbook sufficiently provides a variety of forms of organizing educational activities for students of different categories. The textbook contains material for group, independent, and collective work.
4. The system in organizing educational activities is presented in the form of well-thought-out rubrics and characters that help children in educational activities.
6. This educational complex reflects the interests and needs of the modern child. This is expressed in the content of the educational material, in its diversity and fascination.
7. In the printed notebooks included in the kit, a mechanism for assessing one’s activities has been developed, i.e. the student himself evaluates his work using a certain color.
8. In the Russian language textbook, under the “game” heading, children learn to distinguish between the objective difficulty and the subjective complexity of a task.
9. The educational complex constantly involves the child in the world of knowledge, gradually and consistently preserving his curiosity and “inquisitiveness” of the mind.
10. Control actions in teaching materials are formed using the rubrics “Evaluate yourself”, “Test yourself” (literary reading).
11. The educational complex creates conditions for motivating the student to learn. The teaching aid encourages the child to move forward, helping and guiding him.
12. Cooperation between student and teacher when using the kit helps to hear and understand each other. Constant dialogue gives rise to cooperation. The textbooks of the set are allies and collaborators of both the teacher and the student.
13. The set includes correctional notebooks “Learning to write without errors” and “Making friends with mathematics”, which ensure the individual development of students.
5. Educational and training complex “School 2000”.
Teachers working on this teaching and learning system made the following conclusions:
1. The open educational and methodological set “School 2100” for primary schools is built on the technological basis of the didactic system of the activity method “School 2000...” by L.G. Peterson. It contains a theoretical concept of the formation of universal educational actions in students, implementing a system-activity approach. This concept is presented in scientific and methodological manuals:
− “Continuity of education: didactic system of the activity method”, 2005;
− “What does it mean to be able to learn,” 2006;
− “Activity-based teaching method: educational system “School 2000...””, 2007;
− Typology of activity-oriented lessons in the educational system “School 2000...”, 2008;
− “Formation and diagnostics of organizational-reflexive general educational skills”, 2009, etc.
2. The problematic nature of the presentation of the content is ensured already at the basic level of implementation of the “School 2100” didactic system. This stage of training is embedded in the technology of the activity method (ATM) of the basic level.
The technological level of implementation of TDM allows for a transition to a higher level of implementation of the activity method, namely: the systematic inclusion of students in independent educational and cognitive activities, when students do not receive knowledge in a ready-made form, but discover it themselves under the guidance of a teacher.
The possibility of implementing TDM at each of these levels is provided by a theoretical description, textbooks and available teaching aids.
3. The Conclusion of the Russian Academy of Education dated July 14, 2007 noted “the supra-subject nature of the didactic system of the activity-based method “School 2100”, continuity with the traditional school and, at the same time, the synthesis of non-conflicting ideas from new concepts of activity-oriented education.”
This makes it possible to use in the educational process the entire range of forms of organizing active learning activities, which were created both in traditional and developmental education.
Thus, in the lesson of discovering new knowledge, at the stage of motivation for learning activities in the lesson, all known motivational techniques are used, for example, “bright spot”, personality-oriented forms of interaction, etc.
At the stage of updating knowledge and recording difficulties in a trial educational activity, dialogue forms of communication are used: introductory dialogue, putting forward hypotheses, analyzing the hypotheses put forward and comparing them, etc.
At the problem formulation stage, research teaching methods, techniques for developing critical thinking, etc. are used.
At the stage of constructing a project to overcome a difficulty, design forms and methods of work, goal setting, planning, etc. are used.
At the stage of implementation of the constructed project, productive forms of educational activity are used: stimulating dialogue, heuristic conversation, group forms of work, forms and methods of working with texts, etc.
At the stage of primary consolidation in external speech, commenting and various reproductive forms of educational activity, work according to a given pattern, algorithm, etc. are used.
At the stage of independent work with self-test against a standard, students perform independent work, learn to compare it against a model and against a standard for self-test, monitor and evaluate their level of knowledge, correct their mistakes, etc.
At the stage of incorporating new knowledge into the knowledge system and repetition, the range of possible forms and methods of work is unlimited: it can be frontal work, and the use of game forms, competitions, trainings, work in groups, etc.
At the stage of reflection of educational activities in the lesson, various forms of summing up the work, self-assessment of one’s own activities and the activities of the class are used.
Thus, with any textbook structure, the variety of forms used to organize educational activities when introducing new knowledge is ensured by the use of activity-based teaching technology, which, in turn, encourages the teacher to be creative and self-development.
A similar situation can be traced in the didactic system of the activity method “School 2100” and in lessons of all other types.
4. The system in the variety of forms of organization of educational activities in the educational complex “School 2100” is ensured by the fact that the technology of the activity method is a description of the teacher’s management of the systematic passage by each student of the holistic structure - all steps of educational activity identified in modern methodology (L.G. Peterson, Y.V. Agapov, M.A. Kubysheva, V.A. Peterson. “System and structure of educational activities in the context of modern methodology,” 2006)
5. In the course “What does it mean to be able to learn”, 2006; directions, technology and lesson scenarios of a general methodological orientation are presented, as a result of which the educational complex “School 2100” fully provides a combination of subject, meta-subject and personal results of mastering the program. This is done as follows.
1) At the initial stages of lessons in various academic subjects, conducted using the technology of the activity method, students develop primary experience in performing the universal educational action being formed. At the same time, the subject results specified by the program are mastered.
2) Then, in a general methodological lesson, the experience gained by students is problematized and motivation is created to master the corresponding meta-subject skill. Students discover a general way of performing a given universal action (goal setting, planning, self-control, etc.) or the structure of learning activities as a whole.
3) Further, in lessons in various academic subjects, the studied universal educational action is included in the practice of teaching on the subject content of various academic disciplines: students now consciously apply it, organize self-control of its assimilation and, if necessary, correction. At the same time, the subject knowledge being studied is no longer acquired formally, but at a personally significant level.
4) As subject and meta-subject knowledge and skills are mastered, training control of their development is organized, if necessary, they are corrected and a situation of success is created.
Thus, in this process, not only the level of mastering subject knowledge and skills increases, but also supra-subject knowledge and skills are mastered and at the same time the personal qualities of a creator, a creator, are formed.
It is also important that the inclusion of students in independent learning activities is health-saving, as it becomes intrinsically interesting for them and relieves stress associated with self-doubt, fear of mistakes, and lack of understanding of the personal significance of their learning.
6. The educational complex “School 2100” certainly reflects the interests and needs of the modern child. This is expressed as follows.
1) The educational complex “School 2100” provides a high level of knowledge in mathematics and other subjects, which is especially evident at the senior levels of education.
3) The mathematics course includes the following topics: “Algorithms. Types of algorithms". Knowledge of educational material on these topics helps students create standards for ways to act to gain new knowledge. Children develop a range of supra-subject activity skills and abilities, and the ability to learn to overcome difficulties.
7. The kit includes a computer program for monitoring progress, diagnosing and correcting problem areas - “Electronic supplement to the mathematics textbook by L.G. Peterson", which allows:
1) track the level of mastery of the educational material of each student for each skill, determine its strengths and weaknesses, and identify during the year the objective level of mastery of the program in comparison with the age group;
2) trace the individual dynamics of changes in the level of mastery of knowledge, skills and abilities for each child and the class as a whole and identify the causes of learning difficulties.
Thus, this computer program allows you to conduct an objective analysis of children’s performance, obtain comprehensive information about the level of preparation of the class and each individual student, which allows you to effectively adjust the learning process, while providing an individual approach to each student in the class.
8. The use of the technology of the activity method “School 2100” allows you to form a learning environment, even using the usual tasks of a traditional school.
The textbooks for this program trace a personally oriented and differentiated approach to learning, allowing each child to develop at his own pace and at his own level of difficulty, up to a creative level. A system of creative tasks that are interesting for children, having various solution options and requiring the invention of new, previously unheard of methods of action, is proposed.
This allows us to conclude that the educational complex “School 2100” provides the systematic formation of all groups of academic learning: communicative, regulatory, cognitive, personal.
9. The main mechanism for developing independence in the School 2100 educational complex is the systematic inclusion of students in independent educational and cognitive activities.
In the very first lessons of 1st grade, students are introduced to the main two steps of educational activity (“What does it mean to be able to learn,” 2006). They learn that “to learn is, first, to understand what I don’t know, and, second, to find a way to do it myself.” Thus, independence becomes a measure of their effectiveness as students, and at the reflection stage of each lesson, they perform a self-assessment of their learning activities based on this criterion.
Then children master the mechanisms of independent learning, that is, the answer to the question: “What should I do in order to independently solve educational problems?” Gradually and consistently, they become familiar with all the steps of educational activity, master general supra-subject methods of their implementation, then meaningfully apply them in lessons in various academic subjects when solving various educational problems. As a result, children develop knowledge of ways to organize independent learning activities and the ability to study independently in accordance with general methodological requirements. They are helped in this by the Study Guide for Students “Build Your Own Mathematics” (a collection of standards), which children can use when doing independent work at school and doing homework.
10. Control actions, like any universal actions, are formed in the educational complex “School 2100” by organizing children’s passage through the following stages.
1) In lessons of discovering new knowledge (self-control stage), lessons of reflection (during self-testing of two independent works - trial and corrective) and educational control of knowledge (during self-testing of test work tasks) in various academic subjects, students acquire primary experience of self-control according to an agreed criterion (sample , standard, standard for self-test).
2) Then, in general methodological lessons, the teacher, based on the accumulated experience of performing control procedures, poses, at a personally significant level for children, the problem of their mastering the general method of performing them. Children create an algorithm for correcting errors.
3) Further, at the same stages of lessons in the discovery of new knowledge, reflection and educational control of knowledge in various academic subjects, students use the constructed algorithm to monitor the correctness of their performance of educational tasks.
4) At the stage of reflection of these lessons, students perform a self-assessment of their ability to perform control actions depending on the results of their work on self-assessment of the correctness of completing tasks.
As students master the introduced algorithms of control actions, students, along with the action of monitoring their own achievements, also perform actions of mutual control and monitoring the results of the completion of educational tasks by their peers according to agreed upon criteria (standards).
Every year, the error correction algorithm that children work with becomes more and more detailed. Gradually, they develop the ability to perform control actions in strict accordance with the general methodological requirements for this universal educational action.
11. Motivation for learning in the educational complex “School 2100” is ensured through the implementation of the following requirements “need” - “want” - “can” (activity method technology and system of didactic principles “School 2100” (principles of activity, continuity, holistic view of the world , minimax, psychological comfort, variability, creativity):
1) organizing students’ understanding of a methodologically sound norm of educational activity (what it means to learn, what “I need” to do);
2) organizing their awareness of the personal significance of learning (why “I want” to learn);
3) creating a situation of success, self-confidence (awareness of why “I can” learn).
The child’s interest and motivation to study mathematics is directly related to the study of entertaining and creative problems, which are presented in sufficient quantities in the mathematics course.
12. In the educational complex “School 2100”, during lessons of a general methodological orientation, students become familiar with the functions of a student and a teacher in joint activities:
1) the student studies (teaches himself), that is, performs educational activities;
2) the teacher performs two roles - the organizer of the student’s activities and his assistant.
On this basis, the rules of interaction between the teacher and students, and between students, are built, effective from the point of view of achieving a joint result, which is precisely “the achievement of personal, social and cognitive development of students.”
The awareness of each participant in the educational process of the personal significance of this result, the presence of agreed rules for effective interaction and a clear system for organizing lessons that ensures the phased formation of all types of educational learning, makes it possible to give cooperation a constructive and productive character.
13. The individual trajectory of self-development of each student at the educational complex “School 2100” is ensured by a combination of didactic principles of minimax, psychological comfort, variability and creativity.
The minimax principle involves working in the zone of proximal development of students. This means that the range of levels of proposed tasks varies from those that are feasible for everyone (that is, the “minimum” - the level of state knowledge standards) to creative tasks that require the independent creation of new ways of acting (the “maximum” - everyone has room to “grow”).
The principle of psychological comfort makes it possible to create a friendly educational environment in the classroom, which encourages each child to grow up, give his best result, reach his possible maximum, without experiencing stress from the fact that “not everything works out.” Students learn that there are no people who “succeed in everything,” but at the same time, the higher the result of each, the better both for the student and for the class as a whole.
The principle of variability teaches students to consciously choose their individual maximum level in each activity and each academic subject.
The principle of creativity provides every student with the opportunity to increase their maximum level.
6. Educational and educational complex “School of Russia”.
Teachers working on this teaching and learning system made the following conclusions:
1. The activity approach in all textbooks is partially implemented, for example, in those subject areas where there are printed workbooks. It is impossible to agree that this educational complex fully complies with the requirements of the Federal State Educational Standard of the NEO.
2. The nature of the presentation of the content is occasionally problematic.
3. There are practically no tasks in textbooks for various forms of OUD.
4. There is no system in the variety of forms of organizing educational activities presented in the educational complex.
5. The educational complex does not provide a combination of subject, meta-subject and personal results of mastering the program.
6. The educational complex “School of Russia” does not reflect the interests of the modern child.
7. UMC does not offer an assessment mechanism that allows you to track the dynamics of students’ personal achievements.
8. In most textbooks, personal and regulatory UUDs are not formed.
9. Children's independence in teaching materials is formed partly: through the creativity of the teacher.
10. There are very few tasks to formulate control actions.
11. This teaching aid only partially creates the conditions for motivating a student to learn. There are interesting texts and assignments, but there is little connection with life, the textbooks are outdated.
12. Academic cooperation does not determine educational cooperation; it is created in lessons by the teacher.
13. The educational complex does not provide conditions for the individual development of all students.
14. Teachers have a need to change teaching materials in connection with the transition to the Federal State Educational Standards of NEO.
7. Educational and training complex "Harmony".
1. The “Harmony” set partially implements an activity-based approach, in particular this is manifested in the presentation of educational material and the system of tasks in the Russian language and mathematics.
2. The problematic nature of the presentation of the content in this teaching aid is observed sporadically: sometimes a problem is posed.
3. Group work, work in pairs is included in the tasks, in the system itself.
4. There is a system in the variety of forms of organizing educational activities presented in the educational complex.
5. The educational complex provides a combination of results (subject, meta-subject and personal) of mastering the program.
6. This educational complex reflects the interests and needs of the modern child. This is expressed in the selection of material and in the structure of textbooks.
7. The educational complex does not fully offer an assessment mechanism that allows you to track the dynamics of students’ personal achievements.
8. Most of the tasks are aimed at developing cognitive learning activities.
9. The textbooks contain tasks that children must complete independently or in groups (tell it at home, make a vocabulary dictation, explain to parents), come up with a fairy tale, make up questions based on reports, make a travel map “In Search of Treasure.”
10. In the educational complex, control actions are formed through individual tasks, for example, check words with a dictionary, check a friend, mutual check, self-assessment of work.
11. This educational complex really creates the conditions for motivating a student to learn. The tasks are structured in such a way that many children look further or try to find additional material on their own.
12. The assignments in the textbooks include examples from real life.
13. This educational complex partially provides the conditions for the individual development of all students.
8. Teaching and learning complex “Planet of Knowledge”.
Teachers working on this educational complex made the following conclusions:
1. The educational system implements the principles of the activity approach by taking into account the leading types of activities and the laws of their change, enrichment, strengthening, deepening of child development, design, construction and creation of a situation of educational activities, cooperation in the organization and management of various types of activities.
2. A variety of forms of organizing educational activities.
General class forms: lesson, conference, laboratory and practical work, program training, test.
Group forms: group work in class, group laboratory workshop, group creative tasks.
Individual forms: working with literature or electronic sources of information, written exercises, performing individual tasks on programming or information technology on a computer, working with educational programs on a computer.
3. There is a system in the variety of forms of organizing educational activities presented in the educational complex.
4. The educational complex reflects the interests and needs of the modern child. This is expressed in the pace of activity, its volume and individual approach.
5. The educational complex does not offer an assessment mechanism that allows you to track the dynamics of students’ personal achievements.
6. Children's independence is formed through:
- work in groups,
- differentiated tasks,
- projects for each subject.
7. Control actions are formed through:
- a separate page for student achievements,
- self-examination,
- work in pairs.
8. The educational complex does not create conditions for motivating a student to learn.
9. Educational and educational complex “Prospective Primary School”.
Teachers working on this teaching and learning system made the following conclusions:
1. The main idea of the educational complex “Prospective Primary School” is the optimal development of each child on the basis of pedagogical support for his individuality in the conditions of specially organized educational activities. A system of tasks of different levels of difficulty, a combination of a child’s individual educational activities with his work in groups and participation in club work make it possible to provide conditions under which learning goes ahead of development, i.e. in the zone of proximal development of each student based on taking into account the level of his current development and personal interests, which makes it possible to implement the principles of the activity approach. Also, the educational complex “Prospective Primary School” implements a person-oriented approach to the child based on his life experience, using the general project method.
2. The problematic nature is carried out in the conditions of specially organized educational activities, where the student acts either in the role of a learner, then in the role of a teacher, or in the role of an organizer of a learning situation.
3. The curriculum of each subject, as well as the structure of a separate textbook, is based on an integrated framework that reflects the unity and integrity of the scientific picture of the world.
4. In the educational complex, a system can be traced in the variety of forms of organizing educational activities through the basic principles of the concept “Prospective Primary School”:
- the principle of continuous overall development of the child;
- the principle of the integrity of the picture of the world;
- the principle of taking into account the individual capabilities and abilities of schoolchildren;
- principles of strength and visibility;
- the principle of protecting and strengthening the mental and physical health of children
5. The educational complex “Prospective Primary School” provides a combination of the results of mastering the program through the typical properties of the methodological system:
- completeness as a typical property of teaching materials provides for the unity of installation of teaching aids, such as the ability to work with a textbook and with several sources of information (textbook, reference books, simple equipment), the ability of business communication (working in pairs, small and large teams), exchanging information between textbooks, going beyond beyond the textbook into the dictionary area.
- instrumentality is the constant organization of special work to search for information inside a textbook
- interactivity as direct interactive interaction between the student and the textbook outside the lesson by accessing a computer or through correspondence
- integration of subject material within each subject area, where each textbook creates not only its own but also a general “picture of the world.”
6. The educational complex reflects the interests and needs of the modern child, because The educational complex solves the main tasks of primary education: the 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.
7. Requirements for the level of students' training record a satisfactory level of training.
8. Examples of educational tasks that ensure the formation of UUD are presented in printed workbooks for all subjects.
9. Throughout all 4 years of study in all basic subjects (Russian language, literary reading, mathematics, the outside world), students are required to work in “Printed notebooks for independent work.” The developers have placed emphasis on increasing the role and status of students’ independent work.
10. By introducing a new developed technology for assessing educational success (educational achievements).
11. The educational complex creates conditions for motivating the student to learn by maximizing the placement of methodological apparatus on the pages of the textbook. Detailed wording of tasks together with an indication of the organizational forms of completing the work (independently, in pairs, etc.) allow the student to work independently for quite a long time. To create conditions, a unified educational field has been created for students in grades 2-4 with a common external intrigue for all textbooks (common characters who communicate with them for 4 years) and engage in similar types of educational activities with them (use of the vocabulary part of the textbook in each class for solving various educational problems)
12. The educational complex “Prospective Primary School” presents cooperation through the integration of subjects.
13. A high degree of differentiation of questions and tasks and their number allows the younger student to work in the conditions of his current development and creates opportunities for his individual advancement.
- this is the formation of the cognitive interests of schoolchildren and their readiness for self-educational activities based on taking into account individual inclinations to study a particular subject area; development of mental abilities; creative thinking; fostering a sense of respect for erudition and subject competence;
- This is the education of socio-psychological adaptation to the educational process and to life in a team: readiness to take responsibility, make decisions and act, work in a team as a follower and leader, communicate both in a group of peers and with elders, criticize and not be offended to criticism, to help others, to explain and prove one’s own opinion;
- this is the formation of aesthetic consciousness of junior schoolchildren and artistic taste;
- social and moral education of schoolchildren: development of natural inclinations to sympathize and empathize with one’s neighbor, formation of the ability to distinguish and analyze one’s own emotional experiences and the states and experiences of other people; instilling respect for other people’s opinions, developing skills to communicate in society and family, becoming familiar with ethical standards;
- physical education education: awareness of the value of a healthy lifestyle, understanding the harm of alcohol and drugs, ensuring life safety.
10. UMK "Perspective".
Teachers working on this teaching and learning system made the following conclusions:
1. Methodological support “Technological maps” has been developed for the educational complex “Perspective”, which are published on the publishing house’s website. They clearly show how interdisciplinary connections are realized and meta-subject skills are formed.
2. UMK textbooks form children’s interest in the history of their family, small and large Motherland, traditions and customs of the peoples of Russia, and cultural heritage. labor activity, etc. The textbooks include theoretical material, to which are offered practical, research and creative tasks that allow you to intensify the child’s activity, allow you to apply the acquired knowledge in practical activities, and create conditions for the realization of the student’s creative potential.
3. Each textbook is equipped with a system of tasks aimed at developing both logical and figurative thinking, imagination, intuition of the child, the formation of a value worldview and moral position of the individual.
4. Training using the “Perspective” set will allow each student to maintain self-esteem and interest in learning and discovering new things. The student's cognitive activity and initiative are encouraged. In textbooks, tasks are offered in such a form as to revive the child’s cognitive activity, curiosity and cognitive interest. The new system directs the child’s activity into the sphere of culture and free creativity.
Another advantage of the educational complex “Perspective” is that, while studying according to this program, the student discovers future topics of study in each lesson. Training is built on a dialectical principle, when the introduction of new concepts and ideas, initially presented in a visual-figurative form or in the form of a problem situation, precedes their detailed study.
5. An important condition for the success of the “Perspective” program is an individual approach to each student. Textbooks contain tasks of varying degrees of complexity, providing the opportunity to vary tasks taking into account the student’s level of preparedness. The choice of tasks that lie in the child’s zone of proximal development (i.e., tasks that require joint work with the teacher and at the same time require the mobilization of one’s own efforts, allowing the student to experience a sense of success and pride in his achievements) makes learning truly developmental. Training in the zone of proximal development forms such personal qualities as determination, perseverance, self-confidence, and readiness to overcome difficulties.
6. The federal educational standard for primary education does not involve assessing the personal development results of a child. Personal development means the creation of conditions for self-knowledge, moral and ethical development, and self-esteem. In the textbooks of the educational educational complex “Perspective”, much attention is paid to the moral and ethical formation of personality. Textbooks on literary reading include works that allow one to comprehend spiritual and moral values; the content of textbooks “The World Around” includes materials of a cultural nature; this approach allows students to be introduced to the concepts of tradition, values, and national characteristics. tolerance. As part of the subject "Technology", which is based on project activities, students become familiar with folk crafts, professions and crafts, production cycles, which forms a positive attitude towards work and “working people”.
Based on the survey conducted, it can be noted that the stated positions(they are numbered on line 1 and correspond to the questions in the questionnaire)revealed quite constructively. It can be seen that not all teaching materials provide a sufficiently complete methodological and content base for mastering the new principles of the Federal State Educational Standard, therefore they must be finalized in accordance with the requirements of the new standard.
UMK | |||||||||||||
System D.B. Elkonina – V.V. Davydova. | Yes | Yes | Yes | Yes | Yes | Yes | Yes | Yes | Yes | Yes | Yes | Yes | No |
L.V. system Zankova | Yes | Yes | Yes | Yes | Yes | Yes | Yes | Yes | Yes | Yes | Yes | Yes | No |
"Classical Primary School" | Yes | Yes | Yes | Yes | Yes | Yes | Yes | Yes | Yes | Yes | Yes | No |
|
"Primary school of the 21st century" | Yes | Yes | Yes | Yes | Yes | Yes | Yes | Yes | Yes | Yes | Yes | Yes | No |
"School 2100" | Yes | Yes | Yes | Yes | Yes | Yes | Yes | Yes | Yes | Yes | Yes | Yes | No |
"School of Russia" | Partially | Partially | No | No | No | No | No | Partially | Few | Partially | No | No | Yes |
"Harmony" | Partially | Yes | Yes | Yes | Yes | Yes | Yes | Yes | Yes | Yes | Yes | Partially | No |
"Planet of Knowledge" | Yes | Yes | Yes | Yes | Partially | No | Yes | No | No |
||||
"Promising Primary School" | Yes | Yes | Yes | Yes | Yes | Yes | Yes | Yes | Yes | Yes | Yes | Yes | No |
"Perspective" | Yes | Yes | Yes | Yes | Yes | No |
Part II. The effectiveness of using various teaching materials in primary school in the context of the introduction of the federal state educational standard for primary general education.
1. Characteristics of teaching materials that are important for effective and high-quality education for schoolchildren.
During the monitoring, teachers indicated the qualities of teaching materials that are important for the effective and high-quality education of schoolchildren (regardless of the subject):
- Priority in favor of developmental training.
- The presence of techniques that ensure cognitive activity.
- Optimal language of texts (Educational texts that are easy to understand, age-appropriate language of presentation).
- Differentiation, individualization (presence of multi-level tasks).
- Completeness of lines, continuity.
- The quality of the illustrative series.
Monitoring participants assessed both their own experience in implementing teaching materials and their content.
Table 1 below shows respondents' opinions about the qualities of teaching materials.
Table 1.
UMK | Availability of techniques that ensure cognitive activity | Optimal text language | Differentiation, individualization | Development of methodological apparatus | Component Consistency UMK | Completeness of lines, continuity | Quality of the illustrative series |
|
RO system "School 2100" | ||||||||
UMK "Harmony" | ||||||||
Educational and educational complex "School of Russia" | ||||||||
Educational complex "Planet of Knowledge" |
Priority in favor of developmental educationnoted in all educational centers. The development of the theory of developmental learning in psychological and pedagogical science, fundamental experimental research related to the construction of developmental systems had a huge impact on the reorientation of the goals and objectives of the learning process in primary school. Educational and training complexes have been created that are focused on the development of the student’s personality.
Methods and techniques that ensure children’s cognitive activityare reflected in the system of assignments in UMK textbooks. The textbooks contain problem-solving, productive tasks.
In order to maintain high cognitive activity of students, the authors use the following techniques:
- special selection of tasks,
- considering different ways to complete a task,
- variable consideration of the same material,
- correlation of what is being studied with previously studied material,
- "traps" etc.
Optimal text language.Easy-to-understand educational texts, age-appropriate language of presentation.
The learning process is structured in such a way as to ensure conscious assimilation and use of the material. When completing a system of tasks, essential features of the concepts being studied are revealed.
The systematic presentation of the material and the logic of the task systems are observed. Conditions have been created for comparison and correlation of the issues being studied.
Differentiation and individualizationpossible with the help of multi-level tasks in the textbook and printed notebooks.
Using the textbooks of existing teaching materials, children of different levels of preparedness can be taught. This is achieved by varying process elements such as
- variable execution of tasks,
- change of pace,
- decreased level of student independence,
- failure to complete some tasks, etc.
Development of methodological apparatus.Textbooks are models of the educational process and as a methodological tool for teachers. Teachers celebratethe presence of other components of the educational complex. Along with textbooks, the authors of the teaching materials offer for use notebooks with a printed base, sets of tables, filmstrips, transparencies, computer programs, etc.
Coherence of teaching materials components.The textbook plays a coordinating role in relation to the components of the teaching materials and teaching aids - a microcalculator, ruler, map, compass, etc.
Completeness of lines, continuity in education between primary and secondary schoolsteachers noted only in teaching materials"School 2100"
Quality of illustrative series in teaching materialsnoted by all teachers. Textbook illustrations are appropriate and effective. This is a necessary component of the learning process, allowing for a smooth transition of younger schoolchildren from a visual-figurative type of thinking to an abstract-logical one.
2. Analysis of the relevance of teaching materials in the context of the implementation of educational standards for primary general education of the second generation.
The degree of compliance of teaching materials with new standards and the effectiveness of their application for the implementation of second-generation educational standards were assessed from the standpoint of the requirements imposed by Federal State Educational Standard-2.
A). Possibilities of teaching materials in the formation of children's learning skills.
The new standards set the main result of educationstudents' mastery of a set of universal learning actions (UAL), allowing you to set and solve the most important life and professional tasks.
It should also be noted that the regional education system of the Samara region has been implementing a competency-based approach to education for a decade. The positive results of the approach to education, aimed at developing key competencies in schoolchildren, largely determined the strategy and technology for implementing new educational standards at the Russian level.
The form of expression of the formation of key competencies in the new educational standards is universal educational activities.
UUD in a broad sense:ability to learn, i.e. the subject’s ability for self-development and self-improvement through the conscious and active appropriation of new social experience.
UUD in the narrow (actually psychological) sense:a set of methods of action for students that ensure independent assimilation of new knowledge and the formation of skills, including the organization of this process.
The main task of the school is to develop the ability to learn in schoolchildren, and for this the following universal educational activities are necessary.
Personal actionsprovide students with value-semantic orientation: knowledge of moral standards, the ability to correlate actions and events with accepted ethical principles, the ability to highlight the moral aspect of behavior).
Regulatory actions aboutprovide students with the organization of their educational activities: cpositioning, planning, forecasting, control, correction, assessment, self-regulation.
Cognitive universal actions:general educational, logical, problem formulation and solution.
Communicative actions aboutensure social competence and consideration of the position of other people, communication partners or activities; ability to listen and engage in dialogue, participate in collective discussion of problems; integrate into a peer group and build productive interaction and cooperation with peers and adults.
Teachers of the Samara region have extensive experience in successfully developing universal learning activities in children through the implementationcompetency-based approach to learning.
An analysis of the subject and methodological content of the analyzed teaching materials for primary schools allows us to conclude that they make it possible to implement a competency-oriented approach to teaching, targeting teachers to develop in children the learning skills presented in the Federal State Educational Standard-2. See table No. 2.
Table No. 2
UMK | Implementation of a competency-based approach to training | |||
Focus on the formation of UUD | ||||
Personal | Regulatory | Cognitive | Communication |
|
RO system of academician L.V. Zankova | ||||
System RO D.B. Elkonina - V.V. Davydova | ||||
RO system "School 2100" | ||||
Educational and training complex "Primary school of the XXI century" | ||||
UMK "Harmony" | ||||
Educational and educational complex "School of Russia" | ||||
Educational and educational complex "Classical primary school" | ||||
Educational and educational complex "Prospective Primary School" | ||||
Educational complex "Planet of Knowledge" |
It should be noted that each educational complex has its own priorities and features, which means that training in a specific educational complex will have its own emphasis on individual aspects of education.
For example, the educational educational complex “School of Russia”, having an emphasis on spiritual and moral education, is aimed at developing personal universal educational actions in children.
Educational and educational complex “Primary school of the XXI century”, psychological and pedagogical system of developmental education D.B. Elkonina - V.V. Davydov, emphasizing the development of skills in educational activities, are aimed at the formation of regulatory educational actions.
But the teacher, implementing the teaching and learning complex “School of Russia”, can successfully solve this task of forming regulatory educational actions by using the project method, which, as is known, forms the entire set of educational activities, and also develops the ability to independently construct one’s knowledge, navigate in the information space, and develop critical and creative thinking.
The teacher’s task at the technological level is to maintain balance and proportions in meeting the requirements of standards for educational outcomes.
b). Possibilities of teaching materials in the implementation of new subject content of Federal State Educational Standard-2.
According to the new standards, thematic planning for each subject is presented in three options.
Currently, the subject content of only two teaching materials can correspond to Federal State Educational Standard-2: the RO system of academician L.V. Zankov and educational complex “Primary school of the XXI century”. See tables No. 3-6.
By the time new educational standards are introduced, the authors of educational textbooks for primary schools must provide updated subject content that meets the new standards.
Table No. 3
Russian language | ||
Russian native language | extended literary component |
|
RO system of academician L.V. Zankova | ||
System RO D.B. Elkonina - V.V. Davydova | ||
RO system "School 2100" | ||
Educational and training complex "Primary school of the XXI century" | ||
UMK "Harmony" | ||
Educational and educational complex "School of Russia" | ||
Educational and educational complex "Classical primary school" | ||
Educational and educational complex "Prospective Primary School" | ||
Educational complex "Planet of Knowledge" |
Table No. 4
Mathematics | |||
Base | Extended and in-depth study of geometric material | Development of students' skills to work with information |
|
RO system of academician L.V. Zankova | |||
System RO D.B. Elkonina - V.V. Davydova | |||
RO system "School 2100" | |||
Educational and training complex "Primary school of the XXI century" | |||
UMK "Harmony" | |||
Educational and educational complex "School of Russia" | |||
Educational and educational complex "Classical primary school" | |||
Educational and educational complex "Prospective Primary School" | |||
Educational complex "Planet of Knowledge" |
Table No. 5
The world around us | |||||
Original | Focused on natural science | With an expanded humanitarian or historical and social science component |
|||
RO system of academician L.V. Zankova | |||||
System RO D.B. Elkonina - V.V. Davydova | |||||
RO system "School 2100" | |||||
Educational and training complex "Primary school of the XXI century" | |||||
UMK "Harmony" | |||||
Educational and educational complex "School of Russia" | "Man, technology and art." Emphasis on connections with the academic subjects “Art”, “Literary reading”, “Music”. | "Man, technology and technical environment." Emphasis on connections with the academic subjects “Mathematics”, “Informatics”. |
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RO system of academician L.V. Zankova | |||||
System RO D.B. Elkonina - V.V. Davydova | |||||
RO system "School 2100" | |||||
Educational and training complex "Primary school of the XXI century" | |||||
UMK "Harmony" | |||||
Educational and educational complex "School of Russia" | |||||
Educational and educational complex "Classical primary school" | |||||
Educational and educational complex "Prospective Primary School" | |||||
Educational complex "Planet of Knowledge" |
III. Regardless of the implemented educational system, in order to achieve a new quality of education, new standards are recommended to be used in the educational process
- T activity method technology- build the learning process based on learning situations;
- technology portfolio;
- educational dialogue as a specific type of technology;
- technology of problem-based (heuristic) learning;
- level differentiation technologies;
- communication technologies
- gaming technology
- research technologies (project method, experiment, modeling)
- technologies of additional educationin the following areas: sports and recreational, artistic and aesthetic, scientific and educational, military and patriotic, project activities;
- technologies for identifying and supporting gifted children, etc.
The basis of a personally-oriented lesson (as opposed to a traditional one) can be considered not a stage, but a learning situation.
An educational situation is a special unit of the educational process in which children, with the help of a teacher, discover the subject of their action, explore it, perform various educational actions, and transform it.
Designing a learning situation involves the use of three basic principles:
- identifying the subjective experience of students and working with it in the classroom;
- development of curriculum content in the form of special didactic material;
- the use of dialogue as a special educational environment that provides subjective and semantic communication, reflection, and self-realization of the student in the classroom.
As a result, scientific information is transformed based on one’s own experience and a subjective model of cognition is formed in each student.
Activity method technologyconsiders learning as a specially organized process during which the child carries out educational activities - performs educational actions based on the material of the educational subject.
An important difference between a personality-oriented lesson is the organization of educational material. For each lesson, the teacher selects didactic material (illustrative, handouts, etc.), allowing him to use tasks of varying degrees of complexity during the lesson. Ranking of tasks is carried out through identifying the objective complexity of the material, students’ interest in the subject content and their individual capabilities when performing training, creative, problem tasks.
Key points in organizing a personality-oriented lesson:
- Methods of problem-based learning, aimed at enhancing children's independence, predominate.
- Homework involves the possibility of choosing how to complete it, as well as the use of the student’s creativity, which can serve as equipment for the next lesson.
An important feature of a personally-oriented lesson is the interaction between teacher and student.
Educational dialoguein a personally oriented lesson can be considered specifictype of technology. Educational dialogue is not only a teaching method, but also an integral component, the internal content of any personality-oriented lesson.
Technology of problem-based (heuristic) learningAt the primary stage of education, it is recommended to implement it by systematically involving younger schoolchildren in completing problem-based tasks.
The student-oriented nature of learning is given by the use oflevel differentiation technologies. During coursework, primary school teachers master various ways to differentiate the learning process:
- differentiation of educational tasks by level of creativity, level of difficulty, and volume of educational material;
- organization of differentiated work according to the degree of independence, the nature of assistance to students, and the form of educational activities.
Modern Russian education is characterized by two main trends:standardization and variability.The principle of variability in the Federal State Educational Standard is implemented by taking into account the characteristics, educational needs and interests of students. Using the hours specified in the basic curriculum for extracurricular activities, the educational institution implements additional educational programs, a student socialization program, and educational programs.
Differentiated learning based on children's interestsprovides variability in educational programs. Schools face implementationtechnologies of additional educationin the following areas:sports and recreational, artistic and aesthetic, scientific and educational, military and patriotic, project activities.
Primary school teachers master the key points of organizing a personality-oriented lesson:
- Recognition of the student as a bearer of subjective experience, identification and use of this experience in work.
- Participation of students in the organization and analysis of the lesson, taking into account their opinions when planning subsequent lessons.
- A lesson is a series of learning situations that develop according to student initiative.
- When planning a lesson, the teacher provides for the possibility of flexible changes in the time frame for discussion, debate, etc., while agreeing on the lesson plan with the students.
- During the lesson, the teacher notes (observes) the individual preferences of students in working with educational material (to compile an individual educational profile of the student).
- The teacher develops and uses didactic material of various types, types and forms in the lesson, which makes it possible to really take into account the psychophysiological characteristics of students.
- The predominance of the problem-based learning method, aimed at enhancing the independence of children.
- The main form of interaction in the lesson is pair and group work (dialogical communication, polylogue).
The teacher and students evaluate not only the result of the activity, but also its process (originality, originality, originality); the student is compared with himself, and not with others, the focus on success prevails; Self-esteem and mutual assessment are widely used.
