Developmental education system L.V. Zankova represents the unity of didactics, methodology and practice. The unity and integrity of the pedagogical system is achieved through interconnection educational objectives all levels. These include:

• learning goal– achieving optimal general development every child;
• learning task– present students with a broad, holistic picture of the world through the means of science, literature, art and direct knowledge;
• didactic principles– training on high level difficulties in complying with the measure of difficulty; leading role theoretical knowledge; awareness of the learning process; fast pace of learning material; purposeful and systematic work on the general development of all students, including weak ones;
• methodological system– its typical properties: versatility, procedurality, collisions, variability;
• subject methods in all educational areas;
• forms of training organization;
• system for studying the success of learning and development of schoolchildren.

L.V. system Zankova is holistic; when implementing it, you should not miss any of its above-described components: each of them has its own developmental function. Systematic approach to organization educational space contributes to solving the problem of the overall development of schoolchildren.

In 1995-1996 L.V. system Zankova was introduced into Russian schools as a parallel state system of primary education. It is highly consistent with the principles put forward by the Law of the Russian Federation on Education, which requires ensuring the humanistic nature of education and the development of the child’s personality.

Concept

The modern era is an era of active development of high and sophisticated technologies, including in the field of education, which are created through the integration of advanced achievements of many disciplines. Characteristic feature such technologies are their "personal centeredness", i.e. focus on the person as an individual. These two leading concepts for modern technologies: their integrated nature and personal focus - were basic for L.V. Zankov and his colleagues already in the mid-20th century, when they created a new didactic system aimed at the overall development of each student. For this didactics A.G. Asmolov found very precise definition- “psychodidactics” - and called Zankov the leader of this direction.
L.V. training system Zankova arose during interdisciplinary research relationship between training and development. The interdisciplinary nature was expressed, firstly, in the integration of the achievements of several sciences involved in the study of the child: physiology, defectology, psychology and pedagogy, and secondly, in the integration of experiment, theory and practice. For the first time, the results of scientific research through a psychological and pedagogical experiment took on the form of an integral pedagogical system and, thus, were brought to their practical implementation.
Conclusion on the research problem: development occurs as complex process the interaction of external and internal factors, that is, the individual, deep qualities of the child. This understanding of the relationship between training and development corresponds to special type training, in which, on the one hand, exclusive attention is paid to the construction of training, its content, principles, methods, etc. as reflecting social experience, social order, on the other hand, equally exceptional attention is paid inner world child: his individual and age characteristics, his needs and interests.
L.V. Zankov understood the general development as a holistic movement of the psyche, when each new formation arises as a result of the interaction of his mind, will, and feelings. At the same time special meaning given to moral and aesthetic development. It's about about unity and equivalence in the development of intellectual and emotional, volitional and moral.
Currently, the ideals of developmental education are recognized as educational priorities: the ability to learn, subject-specific and universal (general educational) methods of action, the child’s individual progress in the emotional, social, and cognitive spheres. To implement these priorities, a scientifically based, time-tested developmental pedagogical system is needed. This is the L.V. system. Zankov, which is characterized by the integrity and interdependence of its following parts.

Learning Objective- optimal overall development of each child.

Learning Objective- present students with a holistic, broad picture of the world through the means of science, literature, art and direct knowledge.

Didactic principles:

Training at a high level of difficulty in compliance with the measure of difficulty;
the leading role of theoretical knowledge;
awareness of the learning process;
fast pace of learning material;
work on the development of every child, including the weak.

Typical properties methodological system - versatility, procedurality, collisions, variability.

The developmental education system has proven its effectiveness in the conditions of four-year and three-year primary schools when teaching from the age of 7, and also currently when teaching children in a four-year school from the age of 6. Mass use systems in practice modern school proves versatility and high efficiency didactic system general development in any conditions of its implementation. This system gives the teacher a theory and methodology for the development of a child’s personality, his cognitive and creative abilities.
Raising a person who meets the modern requirements of society is possible only if, according to the well-known statement of L.S. Vygotsky, learning will run ahead of the child’s development, that is, it will be carried out in the zone of proximal development, and not at the current, already achieved level. This basic psychological position for modern school was conceptualized by L.V. Zankov as a didactic principle “training at a high level of difficulty while observing the measure of difficulty” . A prerequisite for its correct implementation is knowledge of the characteristics of the pupils, knowledge current level their development. Constant study of the child, starting from his entry into school, makes it possible to quite accurately indicate the maximum level of difficulty for each student of the proposed content and methods of mastering it.
New knowledge about the student’s personality and rethinking of what was already known were the scientific basis on which the next generation of educational courses for primary grades was created, which were recommended for use in school by the Ministry of Education and Science of the Russian Federation.
Below we will dwell on some significant features of modern junior schoolchildren, which were taken into account when developing training programs. Through these features we will reveal the meaning of L.V.’s didactic system. Zankova.
In the unity of the intellectual and emotional in a child of primary school age, the emphasis is on the emotional, which gives impetus to the intellectual, moral, and creative principles (the methodological property of versatility).
Let's consider the relationship between the connections and capabilities of the right and left hemispheres of the brain at primary school age. These features are that even among future left-hemisphere people, the right-hemisphere organization of mental functions still predominates, since right hemisphere(responsible for holistic, panoramic, emotional-imaginative perception and thinking) is ahead in its development of the left (rational, analytical, algorithmic) hemisphere. A person of the right hemisphere type - a researcher - receives positive emotional reinforcement in the process search activity, which gives impetus to its continuation. That is why when learning it is so important to take into account the nature of emotions, state of mind children in the classroom, which is why the emphasis on search activity and independent acquisition of knowledge is so important when teaching younger schoolchildren.
The impetus for search activity can be collisions. They occur when a child:
- faces a lack (excess) of information or methods of action to solve the problem;
- finds himself in a situation of choosing an opinion, approach, solution option, etc.;
- encounters new conditions for using existing knowledge.
In such situations, learning does not proceed from simple to complex, but rather from complex to simple: from some unfamiliar, unexpected situation through a collective search (under the guidance of a teacher) to its resolution.
Implementation didactic principle “teaching at a high level of difficulty while observing the measure of difficulty” requires selecting and structuring the content so that when working with it, students experience maximum mental stress. The degree of difficulty varies depending on the capabilities of each student, up to direct assistance. But first, the student must face a cognitive difficulty, which causes emotions that stimulate the search activity of the student and the class.
Younger schoolchildren are characterized by syncretism (unity, indivisibility) of thinking, quite low level development of analysis and synthesis. We proceed from the general idea of ​​development as a process of transition from low stages, which are characterized by united, syncretic forms, to increasingly dismembered and ordered forms, which are characteristic of high levels. Psychologists call this transition the law of differentiation. Mental development in general and mental development in particular are subject to it. Therefore, on initial stage learning, it is necessary to provide the child with a broad, holistic picture of the world, which is created by integrated courses. Courses structured this way to the greatest extent correspond to the age characteristics of younger schoolchildren and the characteristics of the modern information flow, which is not divided into separate areas of knowledge.
In accordance with these features, all training courses are built on an integrated basis. In the know "The world around us" connections between knowledge about the Earth, its nature and the socio-cultural life of man, which occurs at a certain historical time, in certain natural conditions. The subtitles of the technology courses speak for themselves “Create, invent, try!” And "Handmade creativity". " Literary reading» organically combines the work of perceiving works of literature, music and fine arts. Built on the basis of broad intra-subject integration Russian language course, in which the language system is presented in relationships, speech activity and history of language; built on the same integration mathematics course, which organically combines the content of arithmetic, geometry, the principles of algebra, and the history of mathematics. Up to date with music The musical activity of students is organized as a unity of performance, listening and improvisation. During this activity, knowledge about music, its history, and composers is integrated with knowledge of literature, fine arts, and folklore.

A set of textbooks develops essential skills information age: find and analyze information, communicate verbally and in writing– express and prove your point of view, discuss similar and opposing views, listen and hear.
It is an integrated course, which has the opportunity to present children with different aspects of reality, that creates conditions for individualization of learning, including active educational activities students with different types of thinking: visual-effective, visual-figurative, verbal-figurative and verbal-logical. The condition for this is multi-level content, which allows a multidimensional approach to its analysis.
The basis for structuring integrated course programs is didactic principle of the leading role of theoretical knowledge . Its implementation in the content of educational subjects creates conditions for students to study the interdependence of phenomena, their internal essential connection. But along with this, from the very first days of school, work begins to gradually differentiate in children’s knowledge the different signs of the objects and phenomena being studied, to clearly distinguish similar objects. L.V. Zankov wrote that if we characterize the construction of educational programs in the most general form, then “we can define it as differentiation, that is, the division of the whole into diverse forms and stages.” At the same time, the distinction always takes place within the framework of consistency and integrity. This means that each element of knowledge must be acquired only in connection with others and always within a certain whole. With such a structure of courses, the student understands not only the content academic subject, but also the process of acquiring knowledge ( principle of awareness of the learning process ).
L.V. Zankov decisively abandoned the practice of having each segment training course is considered as an independent and complete unit, when you can move on to a new segment only after the previous one has been “thoroughly” mastered. “Genuine knowledge of each element,” writes L.V. Zankov, “progresses all the time as he masters other, subsequent elements of the subject and understands the corresponding whole, up to the entire educational course and its continuation in subsequent grades.” This ensures effectiveness didactic principle“fast pace of learning material” . This principle requires constant movement forward. Continuous enrichment of the student’s mind with diverse content creates favorable conditions for an ever deeper understanding of it, as it is included in a widely deployed system.
Thus, mastering the basic, basic content outlined in State standards, is carried out systematically:

1) propaedeutic study of the future program material, essentially related to the relevant content for a given year of study;

2) its study during actualization is objective existing connections with previously studied material;

3) inclusion of this material in new connections when studying a new topic.
The novelty of the content or learning situation is a prerequisite for organizing the developmental learning process. Therefore, in none of the textbooks, as in previous editions, there are sections “Repetition of what has been covered.” What has been learned is organically included in learning new things. This creates conditions for repeated handling of the same content over a long period of time, which ensures its study in a variety of connections and functions and, as a result, leads to the strength of assimilation of the material (a new level of implementation methodological properties processuality and variation).
The following feature of students in the primary grades is directly related to the previous ones: the mental operations of younger schoolchildren (analysis, synthesis, generalization) are most productively carried out at the visual-effective, visual-figurative and, to some extent, verbal-figurative levels.
It is these levels of thinking that should become a stepping stone to verbal-logical thinking. We are not talking about sequential, but about parallel work at all four levels of mental activity, taking into account the child’s achievements. The greatest opportunities to further improve the visual-effective level of thinking, they have manual creativity, physical education, direct knowledge of the surrounding world. All school subjects can contribute to the development of visual-figurative, verbal-figurative and verbal-logical thinking. The authors of all textbooks combine in tasks questions that require solutions at different levels of implementation mental operations. Such multidimensionality of questions allows us to combine an accessible level of task completion with the opportunity for each child to work at a high level of difficulty, rising to verbal-logical thinking. In this way, the experience of viewing the same object with different views will gradually develop. different points vision, the experience of establishing all possible connections that create a given object or phenomenon.
Let us emphasize once again that success in developing children’s knowledge, skills and abilities directly depends on the level of their general development, including the level of development of the prerequisites for a particular educational activity. Knowledge of the characteristics of students makes it possible to implement in textbooks didactic principle “work on the development of everyone, including the weakest child.”
Developmental education is possible only if constant study child. Our portfolio includes methods for diagnosing school maturity and a system for cross-studying the effectiveness of learning and development of schoolchildren. A system has been developed for developing children's ability to self-control as a step towards the development of such a fundamental requirement for a school graduate, which is the ability for self-development. For the first time, workbooks for all academic subjects include tasks that require self-control and self-analysis of one’s achievements. This is a significant advance on the path to a grade-free (qualitative) form of studying learning effectiveness.
For a system that has been introduced into widespread practice, in highest degree the property of variation is important. The main functional significance of this methodological property is to find ways and means of implementing the methodological system that would allow the individual characteristics of teachers and schoolchildren to manifest themselves, and would also take into account different options for learning conditions. “In the future, true creativity,” writes L.V. Zankov in the monograph “Training and Development” will become increasingly important. The unification that is characteristic of the traditional methods of primary education will undoubtedly be overcome. Then those potential spiritual powers that are inherent in every teacher and every student will come to light and prove highly effective.”
Choice and freedom of creativity are the main features of humane pedagogy. At this stage of development of the Zankov system, in most cases the teacher is offered two versions of textbooks on the subject. This means that a choice of textbooks has appeared in accordance with the professional and individual characteristics of the teacher, which, in turn, cannot but help improve the effectiveness of teaching.
Let us name the important features of the educational and methodological set, which is based on modern knowledge about the age and individual characteristics of primary schoolchildren.

The kit provides:
understanding of the relationships and interdependencies of the objects and phenomena being studied due to the integrated nature of the content, which is expressed in the combination of material of different levels of generalization (supra-subject, inter- and intra-subject), as well as in the combination of its theoretical and practical orientation, intellectual and emotional richness;
mastery of concepts necessary for further education;
relevance, practical significance of educational material for the student;
conditions for solving educational problems, social-personal, intellectual, aesthetic development child, for the formation of educational and universal (general educational) skills;
active forms of cognition in the process of solving problematic, creative tasks: observation, experiments, discussion, educational dialogue(discussion of different opinions, hypotheses), etc.;
conducting research and design work, development of information culture;
individualization of learning, which is closely related to the formation of motives for activity, extending to children of different types by nature cognitive activity, emotional and communication characteristics, according to gender characteristics. Individualization is realized, among other things, through three levels of content: basic, extended and in-depth.

In the learning process, a wide range of teaching forms is used: classroom and extracurricular; frontal, group, individual in accordance with the characteristics of the subject, the characteristics of the class and the individual preferences of students.
To study the effectiveness of mastering curricula and teaching materials developed on their basis, the teacher is offered materials on qualitative recording of the success of schoolchildren’s learning, including integrated testing, which corresponds to the position of the Ministry of Education and Science of the Russian Federation. Marks evaluate only the results of execution written works from the second half of 2nd grade. No lesson score will be awarded.
The initial focus of educational programs and teaching materials on the development of each student creates conditions for its implementation in all forms. educational institutions(general education, gymnasiums, lyceums).

Initial provisions of the system. IN At the end of the 50s, L.V. Zankov tried to reveal the nature of the connection between the construction of the learning process and the development of students. He was interested in the question of the mechanisms of development, about the real reasons for a child’s achievement of a particular level of development. Is learning all-powerful? Do they influence internal factors on the course of development? These are the questions he tried to find answers to.

When conducting the experiment, L.V. Zankov widely used methods psychological study students. This allowed for a thorough study of the effectiveness of the pedagogical innovations being implemented.

Based on the research conducted under the leadership of L. V. Zankov, the following results were obtained:

The position on the leading role of education in development has been proven: changes in the structure of education entail changes in the mental appearance of schoolchildren;

It was revealed that learning does not act rectilinearly, but is refracted through internal features the child, through his inner world, as a result of which each child, under the influence of the same form of education, reaches its own stages of development;

The concept of “general development” was introduced as a general goal and indicator of the effectiveness of primary education; the lines and methods of studying the general development of schoolchildren are revealed; It is shown that until now the huge reserves of child development have not been used in practice.

The most important result of this work was the description of the didactic features of the teaching system, effective for the overall development of schoolchildren, and the creation practical guides for school: programs, textbooks, teaching aids.

Didactic characteristics of the system by L. V. Zankova. Learning Objective. At the forefront of Zankov’s system is the task of general mental development, which is understood as the development of the mind, will, and feelings of children and is considered as a reliable basis for the acquisition of knowledge, skills, and abilities.

The teacher must reorient himself in the vision of the student, perceive him not only as capable or incapable of mastering the school curriculum, but also as a person with all his experiences, desires, interests, a person who came to school not only to gain knowledge, but also for in order to live these years happily and fully.

Let us cite the wonderful words of teacher S. A. Guseva (Rybinsk): “Analyzing my work experience and asking myself why it’s so good, exactly the way I wanted, my students are developing interest and affection for learning, for my lessons. , to me as a teacher, I give myself this answer. The reason lies in the fact that I managed to change my views on the student, understand and accept the task of the overall development of schoolchildren, and not just their learning. If, as before, I was guided only by the last task, then, for example, Seryozha would be beyond my special concerns - he knows how to read, retell the story too, writes competently, which means everything is in order. On the contrary, I would train Lena with additional exercises to advance her skills. But now I know that it is no less, and perhaps more important, not to let the child’s living feeling, his satisfaction, die out. And therefore, why not ask the same Seryozha in class about the “Prisoner of the Caucasus” he read, although the story is far from the program material. Without this, I will not provide him with the opportunity for self-expression, I will not ensure that he moves forward in accordance with his capabilities.” (Guseva S.A. Commonwealth of Scientist and Teacher.-M.:- 1991. -P.210).

Contents of education. The Zankov system is characterized by a rich content of primary education. “Primary education,” pointed out L.V. Zankov, “should give students a general picture of the world based on the values ​​of science, literature, and art.” This provision can be considered as a principle for selecting the content of education. Let's add to this the basis for creating a general picture of the world, such as children acquiring direct knowledge about the world around them. In other words, the content of education includes both theoretical and empirical knowledge. The world in colors, shapes, sounds flows into consciousness, into spiritual world child.

The richness of educational content is achieved, firstly, through inclusion in the curriculum (with a normal hourly load) as individual items natural sciences (from 1st grade), geography (from 2nd grade); secondly, by enriching the content of ordinary, generally accepted subjects in primary grades - the Russian language, reading, mathematics, labor training, subjects of the aesthetic cycle: thirdly, by changing the ratio of the importance of the so-called main and non-main subjects (music, fine arts, labor lessons). From the point of view of general development, there are no main and non-main subjects. And no less important than the advancement of students in mastering spelling skills, counting, and reading is the mastery of visual activities, familiarization with works of art, development of manual skills, observation skills the world around us- all this sometimes feeds the process of mastering skills; fourthly, by increasing the share of knowledge acquired by children under the guidance of a teacher outside the school walls, during various types of excursions; fifthly, by introducing independent, personal, everyday observations of children into the course of the lesson (students are given the opportunity to share such observations with friends, this enriches the lesson and has a beneficial effect on the very feeling of children at school); sixthly, important element The content of education in Zankov’s classes is the child’s own “I”, cognition, and the child’s awareness of himself.

This approach to selecting educational content provides a variety of activities for children during the learning process. Everyone is given the opportunity to experience success in more than one type of activity.

In the course of experimental and pedagogical research on the problem of training and development, new didactic principles of the system:

Training at a high level of difficulty (in compliance with the measure of difficulty);

The leading role of theoretical knowledge;

Studying program material at a fast pace;

Students’ awareness of the learning process;

The overall development of all students, including the strongest and weakest.

These principles define a different approach to the selection of educational content, a different teaching methodology.

Teaching methodology. One of the properties of L.V. Zankov’s technique is its versatility: The sphere of learning involves not only the student’s intellect, but also emotions, aspirations, volitional qualities and other aspects of the personality.

Further, Zankov identifies the following property: processuality of cognition, The study of each segment of the curriculum is included as an element in the study of another segment; each element of knowledge enters into increasingly broader connections with other elements.

Next property - the focus of the technique on resolving collisions, those. clashes of knowledge encountered during the study of the material, their inconsistency. Independently, of course, with the guiding role of the teacher, the resolution of conflicts by children serves to stimulate intensive learning activity, and, consequently, to the development of thinking.

The technique is inherent property of variation. It assumes the possibility of changing the teacher’s work style depending on the specific conditions (opportunities) of the class. This may concern the logic of presentation of the material (development of the material from general to specific, and from specific to general), the pace of progress in mastering the program. The boundaries of change are determined by the above-mentioned didactic principles.

The property of variation also manifests itself in the attitude towards students. The teacher’s assignments and questions, both in class and in homework, are formulated in such a way that they do not require an unambiguous answer and action, but, on the contrary, contribute to the formulation of different points of view, different assessments, and attitudes towards the material being studied.

Features of organizational forms in the Zankov system are that they are more dynamic and flexible. The forms themselves remain the same, but their content changes. The lesson, while remaining the leading form of educational organization, takes on a different character. The structure of the lesson departs from the standard parts - survey, explanation of new things, reinforcement, homework. A lesson, in accordance with the principle of teaching at a high level of difficulty, can begin with a completely new question for students, the connection of which with previous experience the students realize independently or with the help of the teacher (subject to the degree of difficulty). The lesson can unfold in the form of a gradual deepening into the topic, which is facilitated by the use of material both from the topics covered (which simultaneously ensures their repetition) and from those not covered.

During the lesson, the ratio of the proportion of speech between the teacher and students changes. In traditional teaching, one can often observe such a picture when the lion's share of the time is filled with the teacher's speech - repetitions of questions, repetitions of student answers, prompting the beginning of the answer (the teacher cannot pause, wait for the student to gather his thoughts), various kinds, usually unnecessary words that encourage students to be active (“think, think”, “faster, faster”, etc.), explanations, you water, made by the teacher himself. This should not be the case for a teacher working according to the Zankov system. Great skill is required from him: while maintaining his leading role, ensure the freedom of self-realization of the child, create such conditions that from the first steps of being in the lesson the child is not afraid to express his, albeit still immature, thoughts, his observations, and knowledge. To do this, it is very important to learn to ask children questions that require variant rather than unambiguous answers. Then each student can find an opportunity to express their thoughts.

The attitude towards the concept of “discipline in the classroom” is changing. When children are awakened, there may be noise from work, shouts, laughter, and jokes. And this will never turn into chaos if everyone is passionate about knowledge, real communication.

Excursions are an extremely important organizational form. It cannot be considered that a teacher is implementing the Zankov system if he underestimates the role of going beyond the school walls. Excursions help convince children that the source of knowledge is not only a book, the teacher’s word, but also the surrounding reality - nature, material culture, social environment.

Homework is also considered as an important organizational form of learning. But they must be very diverse, i.e. include not only training in writing, reading, problem solving, but also observation of different objects, clarifying some questions from adults, practical crafts, etc. Due to their variety, homework does not become a source of overload.

It is extremely important to take into account such a feature of the Zankov system as another approach to identifying learning outcomes,

In a public school, achieving high academic performance is recognized as the main thing. The development goal remains only a declaration. There is simply no time left for self-realization, for expressing some individual views and assessments, without which development is impossible.

In Zankov’s system, when summing up the results, paramount importance is attached to identifying how children have progressed in general development, and not just in mastering the school curriculum: how observation, thinking, practical actions, emotional-volitional qualities, needs, value orientations. Achievement indicators have a high price only in combination with an equally high assessment of development. Moreover, training can be regarded as highly effective even if the student has not achieved high levels of mastering the program, but has made great progress in overall development, for example, he has a desire to learn, his attitude towards the class staff, and attitude have changed.

The second feature of summarizing learning outcomes is the attitude of students to the assessment expressed in points, i.e. to the mark. The mark is not excluded, but it does not play the dominant role that is given to it in the traditional system. Marks cannot express the fullness of a child’s life activity; they are not included in the lesson, which is based on the principles of general development, therefore, as a rule, they are not exhibited in Zankov classes. Marks serve only as a tool for “reflecting the results of mastering the school curriculum (mainly based on written work); their stimulating role is reduced to zero. It is typical that children in Zankov’s classes do not know who is an “A” student and who is a “B” student. They see each other as a person, as an individual. And that's great!

One of bright features Zankov’s didactic system are kind, trusting, filled with positive emotions regarding communication between teacher and students. The creation of a joyful environment, an atmosphere of enthusiasm and satisfaction for children with learning is facilitated by the entire structure of education, and above all by the richness of the content of education, which allows each student to realize himself in a satisfying way. activity-learning also contribute to the emergence positive emotions children. When in a lesson there is a discussion of issues new to children, when there is an opportunity to express different points of view, agree or doubt a friend’s point of view, and sometimes abandon one’s own, bring one’s own personal observations, then general development occurs here. Moreover, indirect ways of child development come into play: intellectual activity is nourished by those bright, varied feelings that children experience; overcoming difficulties in intellectual activity gives rise to feelings of success and satisfaction.

The absence of grades in class also works in the same direction of creating a favorable, comfortable environment in the classroom. This helps to overcome the internal constraint of children, which stems, on the one hand, from the desire to get an “A”, and on the other hand, from the fear of getting a “D”.

This is the general didactic characteristic of the system. It is holistic, its parts are interconnected, each of them carries a function that ensures the overall development of schoolchildren. The exclusion of any of them, violating the integrity, entails a decrease in the efficiency of the system.

On the effectiveness of training according to the L.V. Zankov system. Children educated under this system characterized by a wide range of individual differences. However, they also have something in common: they effectively advance in mental development. Their development turns out to be much deeper than the development of students studying in the traditional system. This can be seen in the following example.

In class they read and analyze the fable “The Swan, the Crayfish and the Pike.” As is customary, the teacher leads the students to understand the moral of the fable - it is bad to be unfriendly in business, to act inconsistently. But one of the students wants to add to what has been said. He agrees with the conclusion, but wants to add: “I think they could still become friends, after all, they are all mermen.” (from observations of M.I. Krasnova). What a subtle nuance the little schoolboy notices! He's on his way children's language concrete example expresses general idea that there is always a basis for agreement, it must be sought and found.

Particularly strong differences are noted in emotional development n o-volitional qualities students.

Whether the student is observing something or solving a mental problem, communicating with others or doing a craft, in everything one can see the conviction in the correctness of the steps or judgments being taken (this is manifested, for example, in reasoning out loud when solving a particular problem): the ability to put forward assumptions, abandon them, choose a new assumption, non-susceptibility to external “provocative” influences (for example, doubts on the part of a teacher or experimenter when a child solves a problem); the ability to have a long-term internal motivation for activity (for example, to look at an object of observation for a long time), which indicates participation volitional processes; the ability to give a verbal report of what has been done.

However, children are very sensitive and can show negative attitude to formal requirements, to formal prohibitions, calls that do not arise from real situation when the motive for the behavior required of them is unclear. In other words, children critical. This is associated with difficulties that often arise during the transition to the middle classes. Situations often arise when two different understandings style of relationship between teacher and students: students proceed from their usual understanding of trusting, informal-human relationships in the lesson, teachers, on the contrary, from formal-disciplinary requirements. (Here are student statements reflecting similar situations: “I raise my hand, I want to complement, and the teacher says: “Why are you raising your hand, I’m explaining, not asking.” “I came up with my own solution, but the teacher didn’t pay attention.” Etc.)

Next. Schoolchildren, even in the most rudimentary forms, develop such a valuable quality as ability to reflect, Moreover, it is expressed not only in the analysis and awareness of one’s educational activities, one’s methods of mastering concepts, which, of course, is important, but also in the ability to look into the depths of oneself, in the ability to self-knowledge. This is clearly manifested, for example, in essays about themselves - how much more subtle and multifaceted these junior schoolchildren can characterize themselves.

Associated with the rudiments of reflection ability to self-control, to self-regulation of one’s actions, behavior, and behavior, not only in educational, but also in everyday situations.

For example, the teacher says: “Recently in class we were solving a difficult problem. After a joint analysis, we began to solve everything in notebooks. Suddenly one student stands up and says that he still doesn’t understand something. And the class suddenly seemed to explode - interrupting each other, the children began to explain the problem. Then one of the students stands up and loudly declares: “Guys, what are you doing? Do you really think that Sasha will understand anything with such a cry?” Everyone fell silent, and one of the boys said dumbfounded: “Is it really us?!” They laughed, sat down, and one of them began to explain. The incident was resolved without my participation."

The children themselves, the class team itself, regulate their behavior.

The next feature of schoolchildren is attraction to mental, intellectual activity, and, above all, to activities related to independent acquisition of knowledge. It causes bright feelings in children intellectual feelings. This is related to children’s enthusiasm for learning (so difficult to achieve in normal learning conditions).

Let us especially highlight such an important orientation of schoolchildren as treating yourself as a value. Not in an egoistic sense, but in a high human sense, when self-love, treating oneself as a value also acts as the basis of feeling self-esteem, and as the basis for understanding another as a value, the basis for friendliness and love of life. A person cannot perceive another as a value if he does not recognize himself as such. Through oneself, a person experiences the pain and joy of another person, and through understanding oneself, one understands another. No wonder the biblical truth says: love your neighbor as yourself. What a pity that this is almost never talked about in our modern pedagogy.

The basis for cultivating such an attitude towards oneself is in the depths of the educational system. Even initial observations of children in Zankov’s classes convince us that in the class everyone is a person, an individual who respects himself, but is also respected by others, respecting others. This can be seen from the children’s communication in class: how attentively and respectfully they listen to everyone! At the same time, everyone recognizes himself as an individual and asserts himself before the class collective. “What an interesting story Seryozha told,” you can hear in class. “But I want to complement it.” Often students turn to a friend directly: “You, Petya, expressed an interesting idea, but I want to say that I think differently.” Here there is respect, and interest in the other, in his opinion, here and self-affirmation. Thus, conditions are created where everyone satisfies their need to be represented in the minds of others. As psychologists (A.V. Petrovsky and others) show, this is the most important human need, its satisfaction creates the basis for awareness of oneself as a value, which, we repeat, is the basis for understanding others as a value, the basis for the emergence of friendliness and love of life.

It is important to emphasize the following feature. Children develop not only a sense of respect for to an individual, but also feeling of friendship with classmates. This is manifested in their great desire for communication, in the desire to be together, spend holidays together, and participate in joint activities. And not only in desire, but also in the ability to spend leisure time together.

Features of training according to the L.V. Zankov system. 1. The teacher’s focus on the overall development of students.

Development, according to L.V. Zankov, is the appearance in the child’s psyche of new formations that are not directly determined by training, but arise as a result of internal, deep integration processes. General development is the appearance of such new formations in all spheres of the psyche - in the sphere of the mind, will, and feelings of the student, when each new formation is the fruit of the interaction of all these spheres and promotes the personality as a whole.

In the primary grades, the task of the child’s general development is put at the forefront and is considered as the basis for successful mastery of program educational material, which should become mandatory requirement and in subsequent grades.

2. Rich educational content. Children are presented with a broad picture of the world based on the values ​​of literature, science, and art. The enrichment of the content of education in Zankov classes is carried out through:

Enriching the programs of generally accepted subjects - Russian language, mathematics, reading;

Inclusion as independent new subjects that are not characteristic of generally accepted primary education - geography, natural science, history;

Changes in the ratio of the importance of the subjects being studied; there are no “main” and “non-main” subjects, each is aimed at general development; -increasing the share of knowledge drawn from direct perception of the surrounding reality, from various kinds of excursions outside the walls of the classroom or school;

Providing students with the opportunity to bring their personal knowledge, observations, and judgments into the course of studying program material.

3. Construction of training based on the following didactic principles: training at a high level of difficulty, high proportion of theoretical knowledge, fast pace of learning program material, students’ awareness of the learning process, general development of all students.

4. 4. Selection of the content of further education, which, in turn, determines the selection of teaching methods aimed at the overall development of students. Such methods exclude the sequential conduct of students through the stages of acquiring knowledge: first informative, then reproductive, partially search, and then only creative stage. Students must initially be included in research activities- in all cases, where possible, carry out independent observation, analysis of the material and its comprehension.

5. Making changes to organizational forms training. In the Zankov system, the lesson remains the main form of educational organization, homework is retained, and the share of excursions increases. Thanks to the rich content, methods aimed at awakening the child’s independent thoughts and feelings, and the nature of the relationship between the teacher and students, the lesson acquires features of originality, brightness, and mobility. According to the proportion of statements, concrete actions Students come to the fore, the teacher becomes, as it were, a conductor, and his role in organizing truly creative search activities is strengthened. Homework is varied, often individual, which reduces the possibility of students being overloaded.

6. A characteristic approach to assessing the effectiveness of training. The initial focus on assessing the mastery of material is complemented by assessment of the child’s overall development. The second task becomes a priority.

7. The nature of the relationship between the participants pedagogical process is changing radically. Of course, it is necessary to preserve in every possible way in subsequent grades the style of relationships that develops during initial education.

Introduction

Math teaching

Literacy training

The structure and methods of constructing teaching in the first grade according to the traditional program

Literacy training

Mathematics

Conclusion

Literature

Introduction

Modern reforms in education are not a new thing. Scientists have always tried to search for and develop new approaches to teaching.

The principle of developmental education was formulated by psychologist Lev Vygotsky back in the 30s of the last century. The great scientist believed that children are capable of more than just absorbing, figuratively speaking, the scientific food chewed by the teacher. They must think for the future, in other words, education should “focus not on yesterday, but on tomorrow’s child development.”

Many years of work by Soviet teachers and psychologists led to the emergence of such programs as the Zankov developmental education system and the Davydov and Elkonin developmental system. Many schools in the 90s worked according to the programs of these authors, and even now in some places the developmental methods of Zankov and Davydov are, if not in their entirety, then partially used by teachers in the educational process.

Developmental education is widely introduced into mass practice in primary schools. Since 1991/92 academic year the stage of widespread implementation of L.V.’s developmental education systems into practice has begun. Zankova and D.B. Elkonina - V.V. Davydov, who realize new learning goals with their content to the greatest extent. Since the 1995/96 academic year, both systems have been introduced into secondary schools as variable state systems, along with the traditional one.

If we briefly formulate the basis of training according to Zankov, it will sound something like this: training at an increased level of difficulty. The developmental direction of the School 2100 program follows the “mini-max” principle. This means that each student in the lesson is provided with the opportunity to “advance” at his own pace, each takes minimum required and possible maximum.

The assignments in the lessons are variable in nature - if a child comes to school reading, then already in the first grade one page of material is given in text, and the other in pictures. A reading child gets acquainted with a story, a fairy tale, a story; non-reading children understand the syllables.

Another feature of the School 2100 program is the availability of the necessary didactic support. All tasks, both in the Russian language and in mathematics, are given in ready-made printed form; children only need to enter the required number or mathematical sign in a box, circle, cross out, draw. Even for tests there are separate notebooks.

For a teacher, this is undoubtedly a big plus: less hassle. And for the student, a possible disadvantage is that the skills of working under dictation are poorly developed.

The main argument for teachers was and remains the understanding that modern society requires thinking people. And this program is aimed precisely at the development of each child.

Although one cannot speak badly about the traditional training program. Under no circumstances should the traditional program be ignored; it gives a lot. After all, more than one generation of smart and talented children studied according to the traditional program. Here, first of all, parents must choose.

This work has the goal comparative analysis textbooks for first grade students (ABC and Mathematics) studying in the "School 2100" system and the traditional program.

The structure and methods of constructing teaching in the first grade according to the L.V. program. Zankova

IN experimental system L.V. Zankov adopted a different formulation of tasks than in traditional teaching. In the first place is the development of students as the basis for the successful acquisition of knowledge and skills. The leading organizational forms are the same as in the traditional system, but more flexible and dynamic. This is a different type of learning compared to traditional learning. It is based on accounting internal patterns child development (more attention is paid to his inner world, individuality). The most important thing is development moral qualities and aesthetic feelings, will, the formation of an internal motivation to learn.

To the extent possible, given the initial stage of education, the program and textbooks implement an approach that meets the one put forward by L.V. Zankov's theoretical idea of ​​primary education. In particular, still on early stages research into the problem of training and development L.V. Zankov emphasized the idea that not every acquisition of knowledge leads to development. Therefore, when selecting material for a lesson, you need to think about how it will work for development, and what material will be neutral. L.V. Zankov gave great value the versatility of the material, from the analysis of which an influence on the overall development of the child can gradually emerge, albeit small at first. It is in the conditions of multifaceted thinking about the material that the child moves along the path of its multifaceted perception and is accustomed not to a one-sided consideration of the material, but to seeing it with different sides. Thanks to such teaching, multilateral connections of knowledge are formed, and ultimately a system of knowledge. Systematic knowledge is the most essential characteristic of all the signs of the general development of a primary school student.

In the theoretical view of L.V. Zankov about primary education primarily reflects the originality of the content. As L.V. wrote Zankov, primary education should give students a general, holistic picture of the world based on science, literature and art. It is this approach that will allow us to present the overall picture of the world as a systemic, holistic understanding of the world.

Of particular note is the importance new production tasks - the primary school teacher is focused on seeing the child as whole personality, and not just as a capable or incapable student. The success of working with this system is mainly due to the fact that the teacher manages to look at the student’s personality differently, to understand and accept the task of the overall development of schoolchildren, and not just their learning.

Thus, the standards that have become familiar will be subject to revision on the part of the mass school teacher. traditional pedagogy. Junior school age is considered as the most productive stage in the development of a student’s personality. The child should be understood as a full-fledged subject of learning, as opposed to the traditional attitude of seeing him as an object of external pedagogical influences. It is also important that the teacher considers the task of promoting students’ development not as additional, external to educational process, but as its organic, internal part.

The mark, even if it remains in Zankov’s system, acts rather as a kind of meta, as a tool for the external design of learning outcomes, and not as a leading indicator characterizing the student’s personality and academic performance. The teacher judges the success of his work not by formal indicators of academic performance, but by the students’ progress in development.

A prerequisite for the success of putting a new training project into practice school life is the internal acceptance by the teacher of the main provisions of the new pedagogical system. It is necessary that it appeals to his worldview and his style of work.

Without losing his leadership role, the teacher in the L.V. Zankov becomes a participant in the collective process of cognition, a true friend and senior comrade. Authoritarianism disappears. The false authority of the teacher will only contribute to external, ostentatious discipline in the classroom and formal completion of assignments. Giving schoolchildren greater independence will strengthen the authority of the teacher and become a necessary condition education of will in schoolchildren.

Atmosphere relative position implies deep respect for students and teachers. “If a schoolchild is for a teacher only some semblance of a vessel into which certain knowledge and skills must be placed, this, of course, will not contribute to his love for students... When each schoolchild is understood by the teacher as a person with his own individual characteristics and aspirations , with your mentality and character, such understanding will help you to love children and respect them."

Zankov’s system is designed for co-creativity, cooperation, and empathy. The teacher is open to children’s questions, is not afraid of their mistakes, does not evaluate or mark for ignorance or inability in the process of acquiring new knowledge or new ways of acting, and does not compare one child with another.

L.V. Zankov draws attention, first of all, to the importance of the rich internal state teachers and students in the learning process. “We encourage in every possible way lively human conversations between the teacher and the children during the lesson and are not afraid to waste time on this, and we want this to be the life of the student together with the teacher.”

However, like any educational system, Zankov Education is not without certain difficulties and disadvantages.

Thus, the educational system of “School 2100” is multi-stage: training in the program begins in kindergarten. That is, first-graders, when they come to school, must have four years of training in a preschool institution.

But not all children have the opportunity to attend kindergarten. Also, not all preschool educational institutions operate on the principle of continuity. educational process. So, to first grade high school Children arrive with different levels of development and education at the time of admission.

Work with such children is not provided for in the School 2100 system.

Let's analyze textbooks for first grade using this program.

All textbooks are colorful, a selection of works is available for first-graders, and there are many tasks for independent work.

Math teaching

Let's consider the principles of developmental education implemented in the mathematics textbook - Arginskaya I.I., Benenson E.P., Itina L.S. "Mathematics" Textbook in 2 parts. And Arginskaya I.I., Benenson E.P. " Math games". Notebook. In Notebook game material Designed for the formation and consolidation of skills on topics studied in 1st grade, as well as for training attention and observation.

A bad teacher presents the truth, a good one teaches you to find it. A. Diesterweg

Zankov Leonid Vladimirovich(1901-1977) - teacher and psychologist, academician of the Academy of Pedagogical Sciences of the USSR, follower of the school of L. S. Vygotsky, put forward and experimentally confirmed his model of developmental education.

L.V. Zankov’s system appeared and became widespread in the 50s. According to the scientist, the school did not reveal the reserves of the child’s mental development. He analyzed the state of affairs in education and ways of its further development. In his laboratory, the idea of ​​development as a leading criterion for school work first arose.

Today, on the basis of the former laboratory, the Federal Scientific and Methodological Center named after L.V. Zankov under the Ministry of Education of Russia has been opened.

The system of developmental education according to L.V. Zankov can be called a system of early intensive comprehensive development personality.

Classification characteristics

By level of application: general pedagogical. According to the main development factor: sociogenic + psychogenic. According to the concept of assimilation: associative-reflex + developmental. By orientation to personal structures: SUD + SEN + ZUN + SUM + SDP.

By the nature of the content: educational, secular, general education, humanistic.

By type of control: small group system.

By organizational form: classroom, academic + club, group + individual.

By approach to the child: personality-oriented.

By the prevailing method: developing.

In the direction of modernization: alternative.

Target orientations

High overall personality development.

Creating a basis for comprehensive harmonious development (harmonization of content).

Hypotheses of L. V. Zankov

L.V. Zankov understands development as the appearance of new formations in the child’s psyche, not directly determined by training, but arising as a result of internal, deep integration processes.

General development is the appearance of such new formations in all spheres of the psyche - the mind, will, feelings of a schoolchild, when each new formation becomes the fruit of the interaction of all these spheres and advances the personality as a whole.

Knowledge in itself does not ensure development, although it is its prerequisite.

Only general development creates the foundation for the harmonious development of a person (ZUN + SUD + SUM + SEN + SDP).

In the learning process, it is not knowledge, skills and abilities that arise, but their psychological equivalent - cognitive (cognitive) structures.

Cognitive structures are the schemes through which a person looks at the world, sees and understands it.

Cognitive structures are the substrate of mental development. These are relatively stable, compact, generalized semantic system representations of knowledge, methods of obtaining and using it, stored in long-term memory.

Cognitive structures are the essence that develops with age and in the learning process. The results of this are expressed in the characteristics of mental activity: in perception, thinking, speech, the level of arbitrariness of behavior, memory, in the quantity and clarity of knowledge and skills.

Complex structures are created from simpler, diffuse ones, but they are never formed from them, and every time a new quality is born. This is the essence of development.

Conceptual didactic provisions

For the greatest effectiveness of the overall development of schoolchildren, L.V. Zankov developed didactic principles of RO:

Purposeful development based on an integrated developmental system;

Systematicity and integrity of content;

The leading role of theoretical knowledge;

Training at a high level of difficulty;

Progress in learning the material at a rapid pace;

The child’s awareness of the learning process;

Inclusion in the learning process of not only rational, but also emotional sphere(the role of observation and practical work);

Problematization of content (collisions);

Variability of the learning process, individual approach;

Work on the development of all (strong and weak) children.

Content Features

The content of the initial stage of education is enriched in accordance with the goal of comprehensive development and organized; it highlights the richness of the overall picture of the world based on science, literature and other arts. In the first grade, the beginnings of natural science are presented, in the second - geography, in the third - stories about history. Special attention is devoted to fine art, music, reading truly artistic works, and work in its ethical and aesthetic meaning.

Not only the classroom life, but also the extracurricular life of the children is taken into account.

■ The principle of the leading role of theoretical knowledge by L.V. Zankov

Training programs are structured as a division of the whole into diverse forms and stages, the emergence of differences in the process of content movement.

The central place is occupied by work on clear demarcation various signs of the objects and phenomena being studied. The distinction is made within the framework of the principle of systematicity and integrity: each element is assimilated in connection with the other and within a certain whole. Zankovites do not deny the deductive approach to the formation of concepts, ways of thinking, and activity, but still the dominant principle in their system is the path is inductive.

A special place is given to the process comparisons, since through a well-organized comparison they establish in what ways things and phenomena are similar and in what ways they are different, they differentiate their properties, aspects, and relationships.

The main focus is on development analyzing observation, ability to highlight different aspects and properties of phenomena, their clear verbal expression.

Features of the technique

Main motivation educational activity is cognitive interest.

The idea of ​​harmonization requires combining rational and emotional, facts and generalizations, collective and individual, informational and problematic, explanatory and search methods in the methodology.

Methodology L.V. Zankova proposes to involve the student in various types activities, use in teaching didactic games, discussions, as well as teaching methods aimed at enriching imagination, thinking, memory, and speech.

Lesson in the developmental education system

The lesson remains the main element of the educational process, but in L.V. Zankov’s system its functions and form of organization can vary significantly. Its main invariant qualities:

Goals are subject not only to the message and verification of the ZUN, but also to other groups of personality properties;

Polylogue in the classroom, based on children’s independent mental activity;

Collaboration between teacher and student.

The methodological goal is to create conditions in the lesson for the manifestation of cognitive activity of students.

This goal is achieved in the following ways:

The teacher creates problematic situations and collisions;

Uses various forms and methods of organizing educational activities, allowing to reveal the subjective experience of students;

Creates and discusses a lesson plan with students;

Creates an atmosphere of interest for each student in the work of the class;

Stimulates students to make statements, use different ways to complete tasks without fear of making mistakes, getting the wrong answer, etc.;

Uses didactic material during the lesson, allowing the student to choose the most significant type and form of educational content for him;

Evaluates not only end result(right - wrong), but also the process of student activity;

Encourages the student’s desire to find his own way of working (solving a problem), analyze the methods of work of other students, choose and master the most rational ones.

Lesson Features

The progress of knowledge is “from the students.”

The transformative nature of the student’s activity: observe, compare, group, classify, draw conclusions, find out patterns. Hence the different nature of the tasks: not just to copy and insert the missing letters, to solve the problem, but to awaken them to mental actions and their planning.

Intensive independent activity of students associated with emotional experience, which is accompanied by the effect of surprise of the task, the inclusion of an indicative-exploratory reaction, the mechanism of creativity, help and encouragement from the teacher.

Collective search directed by the teacher, which is provided by questions that awaken the independent thoughts of students, and preliminary homework.

Creating pedagogical communication situations in the classroom that allow each student to show initiative, independence, and selectivity in ways of working; creating an environment for the student’s natural self-expression.

Flexible structure. Selected common goals and the means of organizing a lesson in developmental education technology are specified by the teacher depending on the purpose of the lesson and its thematic content.

Development tracking

Involving a student in learning activities focused on his potential capabilities, the teacher must know what methods of activity he mastered during previous training, what are the psychological characteristics of this process and the degree to which students comprehend their own activities.

To identify and track the level of general development of the child, L.V. Zankov proposed the following indicators:

Observation is the initial basis for the development of many important mental functions;

Abstract thinking - analysis, synthesis, abstraction, generalization;

Practical actions - the ability to create a material object. Successful solving of difficult problems ends with the powerful inclusion of positive reinforcement systems.

Literature

Theoretical works, which serve the scientific disclosure of the problem of the relationship between training and development: Development of students in the learning process / Ed. L.V. Zankova. - 1-P class. - M.: Publishing house of the Academy of Sciences of the RSFSR; PYU class. - M.: Education, 1967; Zankov L.V. Didactics and life. - M.: Pedagogy, 1968; Training and development / Ed. L.V. Zankova. - M.: Pedagogy, 1975; Individual development options for junior schoolchildren / Ed. L.V. Zankova and M.V. Zvereva. - M.: Pedagogy, 1973; Assimilation of knowledge and development of junior schoolchildren / Ed. L.V. Zankova. -M., 1965; Chuprikova N.I. Mental development and learning. - M.: JSC "Century", 1995; Zankov L, V. Memory. - M., 1949; Zankov L, V. Visibility and activation of students in learning. - M.: Uchpedgiz, 1960; Zankov L.V. About initial training. - M., 1963; Zankov L.V. Commonwealth of scientist and teacher. - M., 1991; Kabanova-Meller E.N. Formation of mental activity techniques and mental development of students. - M., 1968; Zvereva M.V. About the system of primary education aimed at the overall development of students // Psychological Science and Education. - 1996. - No. 4.

Curricula, teaching aids, teaching assignments for teachers: High school programs. Primary classes. - M.: Education, 1997; New system of primary education - I, II, III grades / Ed. L.V. Zankova. - M., 1965, 1966, 1967; Experimental educational tasks / Ed. L.V. Zankova. - M.: NIIOP APN USSR, 1978; Studying the development of students by a teacher / Ed. M.V. Zverevoy. - M.: NIIOP APN USSR, 1984; Training and development / Ed. L.V. Zankova. - M., 1975; Development of schoolchildren in the learning process (grades 3-4) / Ed. L.V. Zankova. - M., 1967; Berkman T.L., Grishchenko K.S. Musical development of students in the process of learning to sing / Ed. ed. L.V. Zankova. - M., 1961; Zankov L.V. Conversations with teachers. -M., 1970, 1975; Commonwealth of Scientist and Teacher / Comp. M.V.Zvereva, N.K.Indik. - M.: Education, 1991; The history of human development. For teachers and students of 2nd grade. Educational and methodological manual. -Minsk: Belarusian Press House, 1996; Training program according to the L.V. Zankov system, grades 1-3. - M., 1996; Nechaeva N.V. Planning the literacy period (system I-III). -M.: FNMC, 1996; Nechaeva N.V. Studying the effective development of speech activity of primary schoolchildren. - M.: FNMC, 1996; Nechaeva N.V., Roganova Z.N. Experimental program and materials for teaching the Russian language in grades 5-6. - M.: FNMC, 1996.

Textbooks, books for students: Romanovskaya Z.I., Romanovsky A.P. Living word: Book to read in I, II, III class / Under general ed. L.V. Zankova. - M., 1965, 1966, 1967; Polyakova A.V. Russian language: textbook for I, II, III grades / Under general. ed. L.V. Zankova. - M., 1965, 1966, 1967; Zankov L.V. Mathematics textbook for 1st grade. -M., 1965; Arginskaya I.I. Mathematics textbook for grades II, III / Ed. ed. L.V. Zankova. - M., 1966, 1967; Chutko N.Ya. Educational materials in history - III class. -M.: Education, 1967; Zankov L.V., Arginskaya I.I. Mathematics, I class. -M.: Education, 1979; Dmitrieva N.Ya. Book on natural history. I class - M.: Education, 1979; ABC / Ed. Nechaeva N.V. - M., 1996.

To date government systems of education in Russia only three systems are considered - these are traditional system, L.V. system Zankova and the system Elkonina-Davydova.

Traditional education system

The traditional education system is known to all of us firsthand. Created over 400 years ago by the Czech educator Jan Amos Comenius, it is still considered the main educational system in many countries. It was Ya.A. Comenius was the first to propose the introduction of teaching in children’s native language and developed a classroom-based teaching system.

Thanks to Comenius' innovations, children from ordinary working families could receive an education and those basic skills that would later help them fulfill their jobs. professional activity. In Comenius schools, students learned to act according to an algorithm, listen to the teacher and easily cope with monotonous classes, completing the task using the same method.

The traditional system has become so firmly established in the education of Russians only because in the 20th century almost the same requirements were imposed on people. People had to grow up submissive, patient, respect the authority of their superiors and be able to perform monotonous actions.

At the same time, the leap in the development of science and technology that occurred precisely at this time was not taken into account. The amount of information that a person had to perceive increased several times, and in general the pace of life greatly accelerated. Traditional education ceased to be so relevant, because it could no longer cope with the changed requirements of society.

That is why classical training, which has worked successfully for several centuries, is now forced to fade into the background, because in the new millennium your child will need completely different skills and abilities in order to find his place in life.

L.V. system Zankova. Basic principles

Which personal characteristics are now the most important for the successful formation of personality and its further development? The level of communicative culture, as well as breadth of horizons, independence, the ability to calculate and make all decisions in one’s life independently. Terms modern life are such that a person cannot allow himself to be static - he must constantly be in motion, change, develop and learn new things. The ability to quickly respond to changing conditions will help the child in the future when choosing friends, profession, goals in life, and so on.

Having chosen this or that profession, a person will also not be able to stand still - he will have to constantly develop. The ability to analyze a situation, quickly make decisions and act quickly can be acquired at school.

Basically, from what a child learns in educational institution The further development of his personality largely depends. It is very important to develop curiosity, attention, and desire for new things in a child.

Personality-oriented

It was L.V. Zankov who was the teacher and psychologist who saw the trend in the development of society and proposed a new education system that would meet all the requirements modern society, would develop in a person those skills that will be useful to him in the future.

The purpose of education in Zankov schools- achieving the holistic development of each child through the assimilation of the knowledge, skills and abilities that school can give him. Education in Zankov schools is aimed at developing the mind, will, and feelings. At the same time, much attention is paid to the physical development and health of the child.

All components of a child's holistic development are taught in equal amounts, with none of them taking a back seat. Factual knowledge, moral education and physical development- all these areas of education are provided in equal shares by teachers at Zankov schools. After all, all elements play an equally important role in the development of a child, and in the absence of one of them, the development of his personality will take a completely different path.

One of the most important features Zankov’s teaching system is that all training is aimed not at developing knowledge in the class as a whole, but at development of each student individually. Personality-oriented Studying in Zankov schools allows each child to feel like an individual.

It is important to note that training according to the Zankov system does not involve “bringing up” somewhat lagging students to the level of more successful ones. In each child, teachers strive to reveal precisely his individuality, the characteristics of his personality. The emphasis is on developing those qualities of the student that were inherent in him initially. That's why in Zankov schools there is no concept of strong and weak. All children are different and each has their own strengths, which develop even more thanks to the competent teaching of teachers.

Zankov's school is open to absolutely all children six years old and older, who, according to all indications, can study at secondary schools. None special requirements is not applied to students at school.

Analyzing Zankov’s education system and the demands that the government is now putting forward Russian Federation in relation to modern education, it becomes clear that Zankov was somehow miraculously ahead of his time by 50 years and foresaw that soon his system would become incredibly relevant to society.

Thanks to the foresight of the teacher, the system is not only modern and relevant, but also proven by years of experience. Consequently, all teachers have managed to become professionals in their field, and all teaching methods will not cause unexpected results.

Zankov’s teaching system has been developed and tested for quite some time, so now it can take into account all the individual characteristics of the child and is suitable for any student.