Primary school education programs list. Umk elementary school brief comparative characteristics of Glazunov

http://www. omc-sinergi. ru/index. php? folder=1&lab=5&dir_id=9 methodological center (here are brief descriptions of all teaching materials) At present, primary school teachers in Russia carry out the learning process according to the following educational methodological sets: 1. teaching materials of the educational system of D. B. Elkonin - V. V. Davydov. 2. TMC of the educational system L. V. Zankova. 3. EMC "Classical elementary school". 4. EMC "Primary school of the 21st century". 5. EMC "School 2000". 6. EMC "School of Russia". 7. UMK "Harmony". 8. UMK "Planet of Knowledge". 9. EMC "Promising elementary school". 10. UMK "Perspective"

If earlier the textbook had to correspond to 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), for the structure of the BEP, for the conditions in which these results must be achieved. During the period of transition from one standard to another, the question of which educational and methodological kits correspond to the ideology of the Federal State Educational Standard, and in particular, the principles of a system-activity approach, becomes especially relevant. A questionnaire was proposed on the main directions of the new standard in order to determine how each of the teaching materials reflects the ideology of the Federal State Educational Standard of the IEO: whether the means of teaching materials form the basis of the ability to learn and the ability to organize their own educational activities of students in primary school.

Questionnaire on educational and methodological kits for compliance with GEF IEO. 1. How does this teaching method implement the principles of the activity approach? 2. Does the teaching materials have a problematic nature of presentation of the content, requiring an activity approach? 3. How does the structure of a separate textbook provide a variety of forms of organization of educational activities? 4. Do you see the system in the variety of forms of organization of educational activities presented in the teaching materials? What is it? 5. Does the EMC provide a combination of results (subject, meta-subject and personal) of mastering the program? 6. Does this EMC reflect the interests and needs of the modern child? What is it expressed in? 7. Does the EMC offer an assessment mechanism that allows you to track the dynamics of students' personal achievements? If yes, what does it mean? 8. Give examples of training tasks that provide the formation of UUD. Present in examples all groups of UUD. 9. How is children's independence formed in this EMC? 10. How are control actions formed in the WCU? 11. Do you think that this EMC really creates conditions for motivating a student to learn? If yes, how is it done? 12. How is educational cooperation presented in the teaching materials with the aim of "achieving the personal, social and cognitive development of students"? 13. How does this EMC provide conditions for the individual development of all students? 14. Do you need to change teaching materials in connection with the transition to the FGOS IEO?

Universal learning activities. Personal development in the education system is ensured primarily through the formation of universal learning activities (UUD), which are the basis of the educational and upbringing process. In a broad sense, the term "universal learning activities" means the ability to learn, that is, the ability of the subject to self-development and self-improvement through the conscious and active appropriation of new social experience. In a narrower (actually psychological meaning), the term "universal learning activities" can be defined as a set of student's actions (as well as related learning skills) that ensure his ability to independently acquire new knowledge and skills, including the organization of this process. APPENDIX: 1. Classification of UUD. 2. Planned results for the formation of UUD of primary school graduates.

1. The system of primary education D. B. Elkonin - V. V. Davydova (supervisor - B. D. Elkonin). - Teaching literacy and reading (2 lines). Primer. Authors: Repkin V. V., Vostorgova E. V., Levin V. A. Primer. Authors: Elkonin D. B., Tsukerman G. A., Bugrimenko E. A. - Russian language (2 lines). Authors: Repkin V. V., Vostorgova E. V., Nekrasova T. V. Authors: Lomakovich S. V., Timchenko L. I. - Literary reading (2 lines). Authors: Kudina G. N., Novlyanskaya Z. N. Author Matveeva E. I. - Mathematics (2 lines). Authors: Davydov V. V., Gorbov S. F., Mikulina G. G., O. V. Savelyeva. Author Alexandrova E. I. - The world around. Authors: Chudinova E. V., Bukvareva E. N. The principles of developmental education are being implemented.

This EMC fully implements the principles of the activity approach, ensuring the participation of the child in the educational process as a subject of educational activity. The content of the textbooks of 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. Textbooks are full of questions and tasks for independent work. Lots of creative assignments.

2. The system of primary education L. V. Zankova (supervisor - N. V. Nechaeva). - Teaching literacy and reading. ABC. Authors: Nechaeva N. V., Belorusets K. S. - Russian language. Author Nechaeva NV - Literary reading (2 lines). Author Sviridova V. Yu. Author Lazareva V. A. - Mathematics (2 lines). Authors: Arginskaya I.I., Benenson E.P., Itina L.S. (grade 1) and Arginskaya I.I., Ivanovskaya E.I., Kormishina S.N. (grades 2-4). Written by A. G. Vantsyan (Grade 1). - The world. Authors: Dmitrieva N. Ya., Kazakov A. N. - Technology. Authors: Tsirulik N. A., Prosnyakova T. N. - Music. Author Rigina G. S. The principles of developmental education are being implemented.

The principle of activity is that the student does not receive knowledge in finished form, but extracts it himself. The activity of the student is not aimed at obtaining a result - an answer, but at the solution process. The performance of a single task opens up the prospect of understanding and establishing a way for solving similar or typical learning situations for the student, and contributes to the transfer of knowledge to a non-standard situation.

3. "Classical elementary school" - "Literary reading. Reading and Literature". Author Dzhezheley O. V. - "Russian language". Author Ramzaeva T. G. - "Mathematics". Author Alexandrova E. I. - “The world around. The World and Man". Authors: Vakhrushev A. A. and others - “The world around. Introduction to History". Authors: Saplin E. V., Saplin A. I. (Grades 3-4) - “Fine Arts”. Authors: Kuzin V. S., Kubyshkina E. I. - “Technology. With my own hands." Author Malysheva N. A. - "Music". Authors: Aleev V. V., Kichak T. N.

The main principle implemented by the EMC "Classical Primary School" is the principle of the unity of consciousness and activity. Students work according to the scheme: I do-I realize-manage the following actions. Part of the tasks of the set is a phased implementation of actions (work according to the algorithm). The next principle is reliance on the leading activity (teaching). It also implements the principle of advanced development based on the zone of proximal development.

4. "Primary school of the XXI century" (supervisor - N. F. Vinogradova). Primer. Authors: Zhurova L. E., Evdokimova O. A. - Russian language. Authors: Ivanov S. V., Evdokimova O. A., Kuznetsova M. I. - Literary reading. Author Efrosinina L. A. - Mathematics. Authors: Rudnitskaya VN et al. - World around. Authors: Vinogradova N. F. and others - Technology. Author Lutseva E. A. - Music. Authors: Usacheva V. O., Shkolyar L. V. - Visual arts. Authors: Savenkova L. G., Ermolinskaya E. A.

EMC "School of the 21st century" implements the principles of the activity approach: children make discoveries themselves, the task system allows you to express different points of view; but not always new knowledge is discovered by the student himself. The teaching materials have a problematic nature of presentation of the content, requiring an activity approach.

5. "School 2000. . . "- "School 2100" (supervisor L. G. Peterson). - Teaching literacy and reading. Primer. Authors: Buneev R. N., Buneeva E. V., Pronina O. V. - Russian language. Authors: Buneev R. N., Buneeva E. V., Pronina O. V. - Literary reading. Authors: Buneev R. N., Buneeva E. V. - Mathematics. Authors: Demidova T. E., Kozlova S. A., Thin A. P. - The world around. Authors: Vakhrushev A. A., Bursky O. V., Rautian A. S. (grades 1-2) and Vakhrushev A. A., Danilov D. D., Bursky O. V. and others S. V. (grades 3-4). - Informatics. Author Goryachev A.V. - Technology. Authors: Kurevina O. A., Luttseva E. A. - Depicts art. Authors: Kurevina O. A., Kovalevskaya E. D. - Rhetoric. Author Ladyzhenskaya T. A.

The open educational and methodical set "School 2100" for elementary school is built on the technological basis of the didactic system of the activity method "School 2000 ..." by the author L. G. Peterson. It contains a theoretical concept of the formation of universal learning activities in students, which implements a system-activity approach. The technology of the activity method is a description of the teacher's management of the systemic passage by each student of an integral structure - all steps of educational activity.

6. "School of Russia" (edited by A. A. Pleshakov) - Teaching literacy and reading. Russian alphabet. Authors: Goretsky V. G., Kiryushkin V. A., Shanko A. F. - Russian language (2 lines). Authors: Zelenina L. M., Khokhlova T. E. Authors: Kanakina V. P., Goretsky V. G. - Literary reading. Author Klimanova L.F. - Mathematics. Authors: Moro M. I. and others - The world around. Author Pleshakov A. A. - Visual arts (2 lines). Authors: Nemenskaya L. A. (1st grade and 4th grade); Koroteeva E. I. (Grade 2); Goryaeva N. A., Nemenskaya L. A., Piterskikh A. S. (Grade 3). Authors: Shpikalova T. Ya. (Grade 1); Shpikalova T. Ya., Ershova L. V. (grade 2 and grade 4); Shpikalova T. Ya., Ershova L. V., Velichkina G. A. (Grade 3).

The activity approach in all textbooks is implemented partially, for example, in those subject areas where there are workbooks on a printed basis.

7. "Harmony" (supervisor - N. B. Istomina). - Teaching literacy and reading (2 lines). ABC. Authors: Betenkova N. M., Goretsky V. G., Fonin D. S. . Primer. Authors: Soloveichik M. S., Kuzmenko N. S., Betenkova N. M., Kurlygina O. E. - Russian language. Authors: Soloveychik M. S., Kuzmenko N. S. - Literary reading. Author Kubasova O. V. . - Mathematics. Author Istomina N. B. . - The world. Authors: Poglazova O. T., Shilin V. D. . - Technology. Author N. M. Konysheva.

The "Harmony" set partially implements the activity approach, in particular, this is manifested in the presentation of educational material and the system of tasks in the Russian language and mathematics.

8. Planet of Knowledge (edited by I. A. Petrova). - Teaching literacy and reading. Primer. Author Andrianova T.M. - Russian language. Grade 1 - authors: Andrianova T. M. and Ilyukhina V. A.; Grades 2-4 - author Zheltovskaya L. Ya. - Literary reading. Author Katz E. E. - Mathematics. Authors: Bashmakov M. I., Nefedova M. G. - The world around. Grade 1-2 - authors: Potapov I. V., Ivchenkova G. G.; Grade 3-4 - authors: Potapov I. V., Ivchenkova G. G., Saplin E. V., Saplin A. I. - English. Authors: Goryacheva N. Yu., Larkina S. V., Nasonovskaya E. V. - Music. Author Baklanova T.I. - Fine arts (grades 1-2). Author Sokolnikova N. M.

The CMC 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, designing, constructing and creating a situation of educational activities, cooperation in organizing and managing various types of activities.

9. "Perspective elementary school" (supervisor N. A. Churakova); - Teaching literacy and reading. ABC. Authors: Agarkova N. G., Agarkov Yu. A. - Russian language. Grade 1-2 - authors: Churakova N. A. and others; Grade 3-4 authors: Kalenchuk M. L. and others - Literary reading. Author Churakova N.A. - Mathematics. Author Chekin A.L. - The world around. Authors: Fedotova O. N., Trafimova G. V., Trafimov S. A. - Technology. Authors: Ragozina T. M., Grineva A. A., Mylova I. B. - Informatics. 2-4 class. Authors: Benenson E. P., Pautova A. G.

The main idea of ​​the EMC "Perspective 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. The system of tasks of different levels of difficulty, the combination of the child's individual learning 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 the level of his actual development and personal interests, which allows you to implement the principles of the activity approach. Also, the “Perspective Primary School” EMC implements a student-centered approach to the child based on his life experience, using the general project method.

10. "Perspective". Peterson L. G. Mathematics. 1 class in 3 parts; Klimanova L. F., Makeeva S. G. Azbuka. 1 class in 2 parts; Klimanova L. F., Makeeva S. G. Russian language. 1 class ; Klimanova L. F., Goretsky V. G., Vinogradskaya L. A. and others. Literary reading. 1 class in 2 parts; Rudchenko T. A. Semenov A. L. (under the editorship of A. L. Semenov). Informatics. 1 class ; Pleshakov A. A., Novitskaya M. Yu. The world around. 1 class in 2 parts; Rogovtseva N.I., Bogdanova N.V., Freytag I.P. Technology. 1 class ; Kritskaya E. D., Sergeeva G. P., Shmagina T. S. Music. 1 class ; Shpikalova T. Ya., Ershova L. V. Visual arts. 1 class ; Matveev A.P. Physical culture. 1 class

Textbooks of teaching materials form children's interest in the history of their family, small and large Motherland, traditions and customs of the peoples of Russia, cultural heritage, labor activity, etc. The textbooks include theoretical material, to which practical, research and creative tasks are offered that allow you to activate activities of the child, allow to apply the acquired knowledge in practical activities, create conditions for the realization of the creative potential of the student. In the textbooks of UMK "Perspektiva" much attention is paid to the moral and ethical formation of the personality. The principles of advancing learning are being implemented.

It can be seen that not all teaching materials represent a sufficiently complete methodological and substantive basis 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 1 2 3 4 5 6 7 9 10 11 12 13 14 The system of D. B. Elkonin – V. V. Davydov. Yes Yes Yes No Zankov system Yes Yes Yes No “Classical elementary school” Yes Yes Yes – No “Elementary school of the 21st century” Yes Yes Yes No “School 2100” Yes Yes Yes No “School of Russia” Partly No No No Partially Little Partially No Yes Harmony Partially Yes Yes Yes Partially No Knowledge Planet Yes Yes – Yes Partially No Yes No – – Promising Elementary School Yes Yes Yes No Perspective – – Yes Yes – Yes No L.V. No

You often hear: “We are studying according to Vinogradova ...”, “And we have a Perspective”. Unfortunately, most parents can only name the author of the curriculum, others will say “we were praised for it”, others, perhaps, will talk about specific pros and cons. But in general, the average parent hardly understands how all these programs differ. And no wonder. It is really difficult to get through the scientific style and terminology of pedagogical texts. Parents whose children are going to first grade this year are puzzled by the question of whether their children will start the educational path in a traditional program or in a developmental one? Indeed, it is important to choose the right school and program of study, since it is studying in primary school that determines the subsequent attitude of the child to the educational process. So what are traditional and developmental programs, what are their pros and cons, how do they differ from each other?

So let's get together and try to understand.

First, there is a pedagogical system and a pedagogical program.

There are only 2 systems: developing and traditional (see Order of the Ministry of Education and Science of the Russian Federation of October 21, 2004 N 93). Traditional programs include: “School of Russia”, “Primary School of the 21st Century”, “School 2100”, “Harmony”, “Perspective Primary School, Classical Primary School”, “Planet of Knowledge”, “Perspective” and others.

Two programs belong to developing systems: L.V. Zankov and D.B. Elkonina - V.V. Davydov.

There are much more programs. In addition to those officially recognized by the Federal State Educational Standards, there are many experimental systems, as well as copyright, intra-school ones.

There is a federal list of textbooks, according to which the school can choose the teaching materials. If textbooks are not included in the FP, the school does not have the right to teach from them. The list changes every year. If the textbook is deleted from the FP, the school moves from grade 1 to others, and the rest of the children are taught according to these textbooks to grade 4.

Education systems

All approved systems and programs meet the main requirement: they allow the student to acquire the required minimum of knowledge. Authorship is manifested in the ways of presenting material, additional information, organization of educational activities.

Each system and program has its own author. But this does not mean that all textbooks in all subjects were written by him alone. Of course, a whole team worked on compiling the UMK (Educational and Methodological Kit)! Therefore, the names on the textbooks of your children, of course, will be different. But, despite the "collective creativity", all textbooks within the same program have the same:

Purpose (i.e. the result that should be obtained, the qualities that graduates who have studied in a particular program should eventually have)
Tasks (i.e. those steps by which the goal is achieved)
Principles (i.e. features of the organization of training, presentation of material, choice of methods that distinguish one program from another).
Content (in fact, the very educational material that the child will learn in the learning process. For example, the content of education in philology, mathematics, social science and natural science. In this part of the program, they differ in that some are limited to the state standard minimum, others include various additional knowledge, concepts, literature, as well as the order of presentation of educational material, which is inextricably linked with the principles.)

There are no bad or good programs. All programs considered in the article are approved by the Ministry of Education. And the developing system is no better and no worse than the traditional one. In fact, each system is designed for a certain mindset, or, in other words, a way of perceiving and mentally processing information. And these processes are individual for each child. Like metabolism, or let's say hair color. Therefore, in the description of each program, we have introduced the section “Features that will allow the child to successfully study in this program”, where we will describe the qualities that it is desirable for the child to have in order to show high results without overstraining.

Different classes of the same school may study in different programs, especially where the choice of the program is made by the teachers themselves. And it's even good. Different programs and systems require different initial knowledge and skills from children, and it also largely depends on the personal qualities of the teacher whether he will be able to implement the program in full. Therefore, the teacher chooses a program that will allow him to work in the current situation with this particular team.

Primary school educational programs

The learning process in elementary school is built according to the educational program developed by educational methodologists and adopted for a given school or a separate class. The programs approved by the Federal State Educational Standard for the 2019-20 academic year, in accordance with the federal list of textbooks, are:

Program "Perspective Primary School" (Akademkniga publishing house);

Program "Planet of Knowledge" (ed. Astrel);

Program "Perspective" (ed. Education);

Program "School of Russia" (ed. Prosveshchenie);

Program on the system of developing education by D. B. Elkonin-V. V. Davydov (ed. Vita-press);

Program "Primary School 21st Century" (Vinogradova system, Rudnitskaya - mathematics, publishing house Ventana-Count);

The program "Rhythm" (Ramzaeva - Russian, Muravin - mathematics, published by Drofa)

Program "School 2000" in Mathematics (Peterson, ed. Binom. Knowledge Lab)

Program "Spheres" (Ed. "Enlightenment")

Primary innovative school (Russian Word Publishing House)

Harmony (Publishing house "Association 21st century")

Program for children with disabilities.

The general development program of L.V. Zankov, School 2100 at the time of 2019 is not included in the FP, but since the list changes every year, they may also be included, so we will also talk about them.

According to Articles 32 and 55 of the Law of the Russian Federation "On Education", an elementary school teacher has the right to choose a system only in accordance with the educational program that is approved in the educational institution. Choosing a program as a basis, the teacher follows it for all four years.

"School of Russia" (Pleshakov)

This is the elementary school kit that we all used to study in Soviet times, with some changes.

Purpose: education of schoolchildren as citizens of Russia.
Tasks. The main purpose of elementary school, according to the authors, is educational. Hence the tasks:

• development in a child of human qualities that meet the ideas of true humanity: kindness, tolerance, responsibility, ability to empathize, readiness to help another
• teaching the child conscious reading, writing and counting, correct speech, instilling certain labor and health-saving skills, teaching the basics of safe life
• formation of natural motivation for learning

Principles: fundamentality, reliability, stability, openness to new things.

Problem-search approach. It involves the creation of problem situations, making assumptions, searching for evidence, drawing conclusions, comparing results with a standard.

Features that will allow the child to successfully study in this program: No special qualities are required from the child. Of course, the more abilities developed in a child, the better. For example, the ability to self-esteem, willingness to work in problem situations is useful. But according to this program, even the most unprepared children for school study well.

The elementary school program "School of Russia" is considered traditional, most children master it without any problems.

Expert opinion

“I have been working at a school with children for many years according to the traditional program “School of Russia,” says Tatyana Mikhailovna Bobko, a primary school teacher at secondary school No. 549 in Moscow. “Our parents studied under this program, as did I, and my children. All grew up quite educated people.

I think that this program is needed, it was, is and will always be. The traditional program allows you to carefully practice the skills of educational activities (reading, writing, counting) that are necessary for successful studies in secondary school. In recent years, interesting educational kits have been published that meet modern educational requirements (mathematics - author M.I. Moro, Russian language - author T.K. Ramzaeva), which are aimed at developing the cognitive abilities of the student.

Our opinion: good consistent and not very complicated mathematics, a logically constructed program in the Russian language, but a lot of "water" on the subject of the world around.

"Perspective"

Supervisor Doctor of Pedagogical Sciences, Director of the Center for System-Activity Pedagogy "School 2000" of the AIC and PPRO, laureate of the Prize of the President of the Russian Federation in the field of education L.G. Peterson. By the way, her personal textbooks are not included in this teaching materials.

The purpose of the implementation of the educational program "Perspective" is to create conditions for the development and education of the personality of a younger student in accordance with the requirements of the Federal State Educational Standard of Primary General Education.

The objectives of the implementation of the educational program "Perspective":

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

The methodological basis is a set of modern methods and techniques of education and upbringing implemented in the Perspektiva EMC (project activities, work with information, the world of activity, etc.)

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

Mathematics Dorofeev, Mirakova, Buka.

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

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

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

Parent feedback:

The program is too simple, weak mathematics, little time is devoted to writing. At the school of the future first grader, they studied according to Peterson, the child learned more than in the entire first grade according to "Perspective". But it is perfect for children with whom they did not really study before school. All topics are long "chewed" by the teacher. Homework is easily done without the participation of parents, except for the outside world. According to him, reports or presentations are systematically set, which the child cannot perform on his own, I have to do everything.

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

Promising Elementary School

The Standard is based on a system-activity approach.

The main tasks of primary general education are: 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. The solution of these problems is possible if we proceed from a humanistic conviction based on the data of educational psychology: all children are able to successfully study in primary school, if the necessary conditions are created for them. And one of these conditions is a personality-oriented approach to the child based on his life experience.

The proposed educational and methodological package "Perspective Primary School" proceeds from the fact that the EXPERIENCE of the child is not only his age, but also the image of the world, which is determined by his rootedness in the natural-subject environment. The EXPERIENCE of the child (the addressee of the EMC), which is important to take into account, is not only the experience of urban life with a developed infrastructure, various sources of information, but also the experience of rural life - with a natural rhythm of life, preservation of a holistic picture of the world, remoteness from large cultural objects.

A junior schoolboy living in a village should feel that the world that surrounds him is taken into account by the authors of the teaching materials, that each manual of this set is addressed to him personally.

The main idea of ​​the EMC "Promising Primary School" is the optimal development of each child on the basis of pedagogical support for his individuality (age, abilities, interests, inclinations, development) in the conditions of specially organized educational activities, where the student acts either as a student, or as a teacher, then in the role of the organizer of the educational situation.

Basic principles of the concept of "promising elementary school"

1. The principle of continuous general development of each child presupposes the orientation of the content of primary education towards the emotional, spiritual, moral and intellectual development and self-development of each child. It is necessary to create such learning conditions that will provide a “chance” for each child to show independence and initiative in various types of educational or club activities.
2. The principle of the integrity of the picture of the world involves the selection of such content of education that will help the student to maintain and recreate the integrity of the picture of the world, will ensure the child's awareness of the various connections between its objects and phenomena. One of the main ways to implement this principle is to take into account interdisciplinary connections and develop integrated courses in the Russian language and literary reading, the world around us and technology.
3. The principle of taking into account the individual capabilities and abilities of schoolchildren is focused on the constant pedagogical support of all students (including those who, for one reason or another, cannot master all the presented content of education). Therefore, it is necessary to maintain a multi-level representation of knowledge during all the years of primary education. Fulfillment of this requirement became possible in the context of the introduction of the Federal component of the state standard of general education. The standard provides every child with the opportunity to master the entire content of education at the level of the mandatory minimum. At the same time, “Requirements for the level of preparation of students graduating from primary school” are defined, which fix a satisfactory level of education.
4. Principles of strength and visibility. These principles, on which the traditional school has been based for centuries, implement the leading idea of ​​the educational and methodological set: THROUGH consideration of the PARTICULAR (concrete observation) to understanding the GENERAL (comprehension of the pattern), from the GENERAL, i.e. from the comprehended pattern, to the PARTICULAR, i.e. to the method of solving a specific educational problem. The very reproduction of this two-stage nature, its transformation into a mechanism of learning activity under the conditions of OBSERVATION training is the basis for the implementation of the principle of STRENGTH. The principle of strength presupposes a rigidly thought-out system of repetition, i.e., repeated return to the material already covered. However, the implementation of this provision on the basis of the constant development of the student leads to a fundamentally new special structure of textbooks for teaching materials.
   The implementation of the principles of strength and developmental learning requires a well-thought-out mechanism that meets the leading idea: each next return to the particular is productive only if the stage of generalization has been passed, which gave schoolchildren a tool for the next return to the particular.
   For example, algorithms for subtraction, addition, multiplication, division by a column are first “opened” by schoolchildren based on the corresponding actions with numbers in a line. Then they are formulated as patterns and, finally, used as mechanisms for the corresponding mathematical operations. In the "World around": from a variety of animals (plants), for one reason or another, separate groups are distinguished, then each newly studied animal (plant) is correlated with known groups. In “Literary Reading”: one or another literary genre is singled out, and then, when reading each new text, its belonging to one of the genres of literature is determined, etc.
5. The principle of protecting and strengthening the mental and physical health of children. The implementation of this principle is associated with the formation of habits for cleanliness, order, accuracy, observance of the daily routine, and the creation of conditions for the active participation of children in recreational activities (morning exercises, dynamic pauses during school hours, nature excursions, etc.).

The practical implementation of the principles of DEVELOPING EDUCATION and the principles of STRENGTH and VISIBILITY becomes possible through a methodological system, which is a unity of typical properties inherent in both the methodology of teaching literacy, the Russian language, literary reading, mathematics, and all other subjects. These typical properties, in turn, determine the special structure of the textbook, which is the same for the entire set.

The distinctive features of the teaching materials should also include the maximum placement of the methodological apparatus, including organizational forms of work, in the body of the textbook itself; the use of a unified system of symbols throughout the teaching materials; a system of cross-references between textbooks; the use of single cross-cutting heroes (brother and sister); step-by-step introduction of terminology and its motivated use.

The main methodological features of the teaching materials:

The teaching materials for each subject, as a rule, include a textbook, an anthology, a notebook for independent work, a methodological guide for a teacher (methodist).

Each methodological manual consists of two parts: a theoretical one, which can be used by a teacher as a theoretical basis for improving his qualifications, and directly lesson-thematic planning, where the course of each lesson is outlined, its goals and objectives are formulated, and it also contains ideas for answers to ALL given in textbook questions.

Publisher's website about the program akademkniga.ru/projects/prospective-primary-school

Our opinion: a simple, quite logically constructed program, but according to the Russian language, some rules contradict what children will learn in the 5th grade.

Elkonin-Davydov education system

The educational system of D. B. Elkonin-V.V. Davydov has already more than 40 years of existence: first in the form of developments and experiments, and in 1996, by the decision of the Board of the Ministry of Education of the Russian Federation, the educational system of Elkonin-Davydov was recognized as one of the state systems.

Purpose: formation of a system of scientific concepts, educational independence and initiative. Developing in a child the ability to think unusually and deeply

• to form in elementary school graduates the ability to reflect, which at primary school age reveals itself through:
• knowledge of one's ignorance, the ability to distinguish between the known and the unknown;
• the ability to indicate in an underdetermined situation what knowledge and skills are not enough for successful action;
• the ability to consider and evaluate one's own thoughts and actions "from the outside", not considering one's own point of view as the only possible one;
• the ability to critically, but not categorically evaluate the thoughts and actions of other people, referring to their reasons.
• develop the ability for meaningful analysis and meaningful planning.

The formation of these abilities is detected if:

1. students can identify a system of tasks of one class that have a single principle of their construction, but differ in external features of the conditions (meaningful analysis);
2. students can mentally build a chain of actions, and then perform them smoothly and accurately.
3. develop the student's creativity and imagination.

Principles:

The main principle of this system is to teach children to acquire knowledge, to search for it on their own, and not to memorize school truths.

The subject of assimilation are general methods of action - methods of solving a class of problems. They begin the development of the subject. In the following, the general method of action is concretized in relation to particular cases. The program is arranged in such a way that in each subsequent section the already mastered method of action is concretized and developed.

Mastering the general method begins with a subject-practical action.

Student work is built as a search and trial of means for solving a problem. Therefore, the student's judgment, which differs from the generally accepted one, is considered not as a mistake, but as a test of thought.

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

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

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

Another feature of the Elkonin-Davydov program is that elementary school students learn not only that twice two is four, but also why exactly four, and not seven, eight, nine or twelve. In the class, the principles of building a language, the origin and structure of numbers, etc. are studied. Knowledge of the rules based on an understanding of their causes, of course, is kept in the head more firmly. And yet, whether it is necessary to immerse children in these jungles from an early age is, perhaps, a moot point.

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

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

Developmental training according to the system of D.B. Elkonina - V.V. Davydov

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

Parents' opinions about the Elkonin-Davydov program:

"We went to first grade in 2010, we chose the developmental methodology of Elkonin-Davydov. It's probably too early to talk about the results, but the fact that the program is very serious and you have to work with the child all the time is a fact. The main emphasis, it seems to me, is on mathematics. Although I have a very intelligent boy, some things need to be explained several times. In principle, we were ready for this, so we are working on ourselves, so to speak. Whoever wants to choose this program needs to be ready to do a lot with the child. "

Program "Planet of Knowledge"

The first set of textbooks and programs for elementary school, which fully implemented the state standard - "Planet of Knowledge". Among the authors are 4 honored teachers of Russia.

Expert opinion

- The program is interesting, - comments the teacher of the primary classes of the secondary school No. 353 named after.

A.S. Pushkin, Moscow Natalya Vladimirovna Chernosvitova. - A variety of texts on the Russian language and reading are perfectly selected. In addition to good reading texts, there are interesting questions that develop tasks. The child must come up with a fairy tale, think up the text, make a drawing. Mathematics is interesting in that each task leads the student to the answer on his own. Not like in the standard program: the teacher explained - the student fulfilled. Here is a different approach. I would like to draw your attention to the fact that there is a soft transition from the Planet of Knowledge to the traditional program. For fourth grade students, we introduce tasks from the fifth grade, so, in my opinion, this program has some advantages. As for reading, everyone says in unison: "Children read well."

I note that ahead of the standard program, the "Planet of Knowledge" does not overload students. If we take everyone's favorite mathematics according to L.G. Peterson, it requires a physical and intellectual approach. To study under the "Program 2100" or "Harmony", the child must be already prepared. According to the "Planet of Knowledge" you can teach any children with kindergarten training, including at toddler age. Studying under this program, children are noticeably different from those who study under the classical one. These kids are creative. There is only one minus in this program - the teacher, who has worked for many years according to the traditional program, must be reorganized. Although special courses are held for such teachers in the Central District.

"Primary school of the 21st century" (Vinogradova)

Purpose: organizing the educational activities of younger students in such a way as to provide comfortable conditions for the development of the child in the process of mastering knowledge, skills and abilities.

• the formation of the main components of learning activity (if we discuss the position of a student, then this is the answer to the questions “why am I studying”, “what should I do to solve this learning task”, “how do I complete the learning task and how do I do it”, “ what are my successes and what am I not succeeding in?”
• organization of the educational process in such a way as to ensure a situation of success for each student and the opportunity to learn at an individual pace.

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

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

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

The program "Primary School of the 21st Century" (edited by Prof. N.F. Vinogradova) is one of the most popular today. This is largely due to the fact that the team of authors of the project was awarded, perhaps, the highest award in the field of education - the Prize of the President of the Russian Federation. Today, under the program "Primary School of the 21st Century", schoolchildren from most subjects of the Russian Federation study.

One of the main differences between the program "Primary School of the 21st Century" and other projects in primary school is the construction of a system of pedagogical diagnostics purposefully from grades 1 to 4.

This diagnostic does not replace, but complements psychological diagnostics, since it has other tasks and goals. Pedagogical diagnostics makes it possible already at the initial stage to determine the readiness of the student to study at school. And then - to see how firmly the knowledge and skills are mastered; whether there really were changes in the development of this or that child, or were they rather superficial; what should the teacher's efforts be directed at - does the class need a detailed repetition of the material already covered or can it move on.

Pedagogical diagnostics checks not only and not so much knowledge as the process of solving a particular educational problem, the way a student acts. In this context, such diagnostics has undoubted advantages over conventional verification work. Among other things, during it, students feel freer, since they are not given grades for it. If this diagnosis is carried out regularly throughout all four years of elementary school, one can clearly observe the dynamics of the progress of students and come to their aid in time, if necessary.

The program "Primary School of the 21st Century" implements the basic principle of education: an elementary school should be nature-friendly, that is, meet the needs of children of this age (in cognition, communication, various productive activities), take into account the typological and individual characteristics of their cognitive activity and the level of socialization.

Parents' opinions about the program "Primary School of the 21st Century"

“We finished studying under the Vinogradova program. At first, we waited a long time for the children to really start studying. By the second grade, we realized that she was not so easy. She also has some disadvantages: a large number of notebooks that they do not have time to complete. Well, we , who studied under Soviet programs, do not like everything in the current education, so we find fault with the little things."

The educational-methodical set "Primary school of the XXI century" (under the editorship of N. Vinogradova) is aimed at ensuring the "soft" adaptation of children to the new conditions of school life for them.

Expert opinion

“I have been working on this program for the third year, I like it very much,” says Irina Vladimirovna Tyabirdina, a primary school teacher at the secondary school No. 549 in Moscow. - Frankly, the material is designed for strong erudite children. With what baggage of knowledge a student will go to secondary school depends on the primary school teacher. Therefore, the main goal is to teach the child to learn. It is also important that Vinogradova's kit implements the child's right to their individuality: children are placed in conditions where they can independently acquire knowledge, apply it, think, fantasize, play (special notebooks are provided "Learning to think and fantasize", "Learning to know the world around").

School 2000 (Peterson)

A program tested back in the 90s, which was excluded from the FP, and literally recently included again. Textbooks of mathematics L.G. Peterson. Old, proven, consistent. But the program is quite complicated compared to the rest. It gives a great start to children with a mathematical mindset. But for weak children it is categorically not suitable.

In the first grade, the emphasis is on logic, from the second, equations with unknowns are already being studied, by the fourth grade, children click complex equations like nuts and solve examples with any multi-valued numbers and any number of actions, as well as freely operate with fractions.

A huge plus - textbooks consistently from grades 1 to 11 (and, if desired, there are even for preschoolers).

The program is aimed primarily at the development and improvement of the traditional content of education.
Purpose: to ensure the natural and effective integration of the child into society.
Tasks:

• create readiness for productive work
• to form a readiness for further education and, more broadly, for lifelong education in general.
• to cultivate a natural-scientific and general humanitarian outlook.
• provide a certain level of general cultural development. An example is the formation (cultivation) of a schoolchild of the skills of an adequate artistic perception of at least literature
• to form certain personal properties that ensure its successful socio-psychological adaptation in society, successful social activity and successful social and personal development
• provide maximum opportunities for the formation of a student's attitude to creative activity and skills of creative activity
• to form knowledge, attitudes and basic skills of pedagogical activity.

Principles.

The principle of adaptability. The school strives, on the one hand, to adapt as much as possible to students with their individual characteristics, on the other hand, to respond as flexibly as possible to sociocultural changes in the environment.

development principle. The main task of the school is the development of the student, and first of all - the holistic development of his personality and the readiness of the personality for further development.

The principle of psychological comfort. This includes, firstly, the removal of all stress-forming factors of the educational process. Secondly, this principle involves the creation in the educational process of a relaxed, stimulating creative activity of the student.

The principle of the image of the world. The student's idea of ​​the objective and social world should be unified and holistic. As a result of the teaching, he should develop a kind of scheme of the world order, the universe, in which specific, subject knowledge takes its specific place.

The principle of the integrity of the content of education. In other words, all "objects" are interconnected.

The principle of systematicity. Education should be systematic, consistent with the laws of personal and intellectual development of the child and adolescent, and be included in the general system of continuous education.

The principle of semantic attitude to the world. The image of the world for a child is not abstract, cold knowledge about it. This is not knowledge for me, but this is my knowledge. This is not the world around me: this is the world of which I am a part and which I somehow experience and comprehend for myself.

The principle of the orienting function of knowledge. The task of general education is to help the student form an orientation base, which he can and should use in various types of his cognitive and productive activities.

Features that will allow the child to successfully study under this program: Since the program, as conceived by the authors, has something in common with the Elkonin-Davydov system, all the qualities that were described below will come in handy. But since this is still a traditional program designed for the "average student", almost any child will be able to successfully learn from it.

The "School 2000" program is designed to teach a child to study independently, organize their activities, obtain the necessary knowledge, analyze it, systematize and apply it in practice, set goals and achieve them, adequately evaluate their activities.

Three cardinal and fundamental positions of the School 2000 program:

Consistency. Children from the age of 3 until graduation from school study according to a holistic educational system that helps the child to reveal his abilities as much as possible, in an accessible language gives the student answers to the most important questions: “Why study?”, “What to study?”, “How to study?”, teaches you how to use your knowledge and skills effectively. All textbooks and teaching aids are based on common approaches to content, retain methodological, didactic, psychological and methodological unity, they use the same basic educational technologies, which, without changing in essence, are transformed at each stage of education.

Continuity. "School 2000" is a set of subject courses from pre-school education to high school. Continuity is understood as the presence of a consistent chain of learning tasks throughout education, passing into each other and ensuring constant, objective and subjective advancement of students in each of the successive time periods.

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

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

Official site www.sch2000.ru

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

Spheres

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

Tutorials:

Primer Bondarenko

Mathematics Mirakov, Pchelintsev, Razumovsky

English Alekseev, Smirnova

Literary reading Kudin, Novlyanskaya

Russian language Zelenina, Khokhlova

Primary innovative school

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

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

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

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

"Harmony" edited by N. B. Istomina

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

Purpose: multilateral development of the child, comfortable learning, prepares the child's mental apparatus for further learning. Overcoming the differences between traditional and developmental learning patterns.

Tasks: to ensure that the child understands the issues being studied, to create conditions for harmonious relations between the teacher and the student and children with each other, to create situations for each student to succeed in cognitive activity.

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

Features that will allow the child to successfully study under this program: the requirements for the features of the child's thought process follow from the connection with the Zankov system declared by the author. But like any traditional system, this program softens the requirements imposed on the student by the Zankov program.

The program "Harmony" The program of education in the primary school "Harmony" correlates with the main ideas of developmental education, and in particular, with the Zankov system.

The purpose of the program "Harmony" is the multilateral development of the child, comfortable learning, prepares the child's mental apparatus for further learning. In the process of implementing the Harmony program, the child understands the issues being studied, conditions are created for harmonious relations between the teacher and the student and children with each other, situations of success in cognitive activity are created for each student.

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

Educational and methodical set "Harmony" (under the editorship of N.B. Istomin (mathematics), M.S. Soloveichik and N.S. Kuzmenko (Russian), O.V. Kubasov (literary reading), O.T. Poglazova (the world around), N.M. Konysheva (labor training)) is successfully practiced in many schools. The methodological equipment of the "Harmony" set has been experimentally tested on different scales: at the level of diploma studies, which were supervised by the authors of the subject sets, at the level of candidate and doctoral studies, and at the level of mass testing in the practice of schools.

Opinion of a speech therapist

Due to socio-pedagogical neglect, 80% of children with speech disorders of various types go to the first grade. “The problem is also the lack of time that parents devote to activities with their children.”

Educational and methodical set in mathematics for a four-year elementary school N.B. Istomin was awarded the Prize of the Government of the Russian Federation in the field of education for 1999.

According to experts, the main idea of ​​the program is the comprehensive development of the child, the preservation and strengthening of physical and mental health, the development of the intellectual, creative, emotional, moral and volitional spheres of the individual. Much attention is paid to creating conditions for the child to understand the issues being studied, for harmonious relations between the teacher and the student, and children with each other.

Expert opinion

“I have been working with children for the second year under the Harmony program,” comments Elena Borisovna Ivanova-Borodacheva, an elementary school teacher at school No. 549 in Moscow. “My children and I really like this program. I think that all the material in the kit is well adapted for schoolchildren. Pros: firstly, there is advanced training. Secondly, the textbooks included in the kit contain a methodological part, with the help of which parents can study and explain the missed topic to their child. The program uses new learning technologies that allow you to develop the child's ability to think logically. For example, in a word where the student does not know what letter to write, he puts a “window” (author Soloveychik M.S.). Further, the child, together with the teacher, analyzes the questions that have arisen, remembers the rules and fills in the “window”. It is also noteworthy that the set offers tasks designed for children of different levels of preparedness. But there are also disadvantages: in mathematics (by Istomina N.B.), problem solving begins only in the second grade, and tests are offered the same for all classes. Now the issue of the content of examinations, their compliance with programs and training systems is being resolved.

"School 2100"

The educational system "School 2100" is one of the programs for the development of general secondary education. Scientific director of the program from 1990 to August 2004 - Academician of the Russian Academy of Education A. A. Leontiev, since September 2004 - Academician of the Russian Academy of Education D.I. Feldstein.

The main advantage of the School 2100 educational and methodological package lies in the deep continuity and continuity of education. Under this program, children can study from preschool age to the end of a general education school (mainly in the direction of Russian language and literature).

All textbooks of the program are built taking into account the psychological specifics of age. A characteristic feature of this educational program is the "minimax" principle: educational material is offered to students to the maximum, and the student must learn the material according to the minimum standard. Thus, each child has the opportunity to take as much as he can.

Firstly, it would be a system of developing education that prepares a new type of student - internally free, loving and able to relate creatively to reality, to other people, able not only to solve the old, but also to pose a new problem, able to make an informed choice and make independent decisions. ;

Secondly, it would be accessible to a mass school, would not require teachers to retrain anew;

Thirdly, it would be developed precisely as an integral system - from theoretical foundations, textbooks, programs, methodological developments to a system for advanced training of teachers, a system for monitoring and monitoring learning outcomes, a system for implementing it in specific schools;

Fourth, it would be a system of holistic and continuous education.

The technology of problem-dialogical learning has been developed, which allows replacing the lesson of "explanation" of new material with the lesson of "discovery" of knowledge. The problematic dialogue technology is a detailed description of teaching methods and their relationship with the content, forms and means of teaching. This technology is effective because it provides a high quality of knowledge acquisition, effective development of intellect and creative abilities, education of an active personality while maintaining the health of students. implemented on any subject content and any educational level.

One more important point should be noted. The program is often referred to as "School 2000-2100". And they combine mathematics Peterson L.G. into it. and Russian language Bunneva R.N. Currently, these are two different programs. UMK "School 2100" includes mathematics textbooks for grades 1-4 by the authors Demidova T.E., Kozlova S.A., Tonkikh A.P.

The main advantage of the educational and methodical set "School 2100" (under the editorship of A.A. Leontiev) lies in the deep continuity and continuity of education. Under this program, children can study from the age of three (a training kit for preschoolers has been created - a manual that develops logical thinking) and up to the university. All textbooks of the program are built taking into account the psychological specifics of age. A characteristic feature of this educational program is the following principle: the educational material is offered to students to the maximum, and the student must learn the material according to the minimum standard. Thus, each child has the opportunity to take as much as he can.

Expert opinion

“I have been working on various programs, I have been working with children for the sixth year now using the School 2100 developmental system,” says Nadezhda Ivanovna Titova, a primary school teacher at school No. 549 in Moscow. - I like. Children learn to act independently. There are no ready-made rules and conclusions. This program is aimed at the development of logical thinking, speech, imagination, memory. I will note the tasks in mathematics (author L.G. Peterson). They are very interesting, completing the task, the student can get additional information: find out a proverb or the name of the highest mountain in the world, etc. An unusual approach to the study of topics is offered by the Russian language training kit (author R.N. Buneev), but, unfortunately, Russian classical literature is not included in the list of literary works. There are difficulties in studying individual topics in the world around us (author A.A. Vakhrushev). I prepare for lessons in this subject longer than for others, and sometimes I even turn to a geography teacher for help. Children are active in the classroom, they are passionate about learning.

Website school2100.com

Zankov education system

Purpose: the general development of students, which is understood as the development of the mind, will, schoolchildren and as a reliable basis for their assimilation of knowledge, skills and abilities.

Objectives: one of the most important tasks is to educate a junior schoolchild about himself as a value. Education should be focused not so much on the whole class as a whole, but on each individual student. At the same time, the goal is not to “pull up” weak students to the level of strong ones, but to reveal the individuality and optimally develop each student, regardless of whether he is considered “strong” or “weak” in the class.

Principles: student independence, creative comprehension of the material. The teacher does not give the schoolchildren the truth, but makes them "dig" for themselves. The scheme is the opposite of the traditional one: first examples are given, and students themselves must draw theoretical conclusions. The acquired material is also fixed by practical tasks. The new didactic principles of this system are the rapid mastering of the material, a high level of difficulty, and the leading role of theoretical knowledge. Comprehension of concepts should occur in the understanding of systemic relationships.

Systematic work is carried out on the overall development of all students, including both strong and weak ones. It is important for students to be aware of their learning process.

Features that will allow the child to successfully study under this program: the willingness to work at a high pace, the ability to reflect, independently search for and assimilate information, and the willingness to be creative in solving the problem.

The system of primary education L.V. Zankov. The concept of L.V. Zankov's program was formulated in the 60s of the XX century.

The following provisions remain fundamental in it:

The educational material in all textbooks is presented in such forms that require independent activity of students;

The Zankov system is aimed at the discovery and assimilation of new knowledge;

Of particular importance is the organization of educational material in various forms of comparison, including for setting problematic tasks. Textbooks ensure the regular inclusion of such exercises in the process of teaching the student;

The educational material is aimed at developing the skills of mental activity: to classify (objects and concepts by forming the corresponding operations), to formulate conclusions, to analyze the conditions of tasks and tasks.

The disadvantage of the Zankov system, as well as Elkonin-Davydov, is that they do not receive a worthy continuation at higher levels of school education. And if you choose one of them, be prepared that after elementary school your child will still have to adjust to traditional teaching, and this can create problems for him at first.

Parents' opinions about the Zankov program:

“We study according to Zankov. The first class is quite easy for us. We are not very happy even with some parents. The children studied for a very long time what they already knew. It's hard to learn, but so far we're doing well."

"Our class has completed the 1st year of study according to Zankov.

But ... The whole class went to the courses of the future first grader, and when the teacher offered the usual program or according to Zankov (I read on the Internet that it was difficult), I asked if the children could handle it. She replied that they could manage, but parents would have to help with their homework, and most agreed to this program. I helped my son for about six months, and then he began to cope, I just checked. Tests were taken at the end of the year. Mostly there were 5, a little 4. As the teacher explained to us, under this program, children look for solutions in different ways, or there may be several solutions. So far the results are good in my opinion. Let's see how it goes."

Developing system L.V. Zankova is aimed at developing the mind, will, feelings, spiritual needs of younger students, awakening their interest in understanding the broad picture of the world, dedication to learning, and the development of curiosity. The task of education is to give a general picture of the world on the basis of science, literature, and art. This program is aimed at providing conditions for self-realization, for revealing the individuality of the child, his inner world.

A distinctive feature of the Zankov system is training at a high level of difficulty, the passage of educational material "in a spiral". When completing tasks, children learn to draw theoretical conclusions, creatively comprehend the material.

Expert opinion

- I love the L.V. system very much. Zankov, - says Nadezhda Vladimirovna Kazakova, deputy director for educational work of secondary school No. 148 in Moscow. – The children I taught under this program are now in the seventh grade. As a specialist, I see excellent results in my studies. Schoolchildren are excellent at reasoning, arguing, the development of their horizons compares favorably with their peers, their working capacity is higher.

- The program is aimed at the comprehensive development of the child, it teaches children to extract information themselves, and not to receive ready-made information, - L.V. adds about the system. Zankova Tatyana Vladimirovna Korsakova, head of the Methodological Association of Teachers of Primary School No. 148 in Moscow. – By graduating from primary school according to this system, children become more liberated, they have about three times more knowledge than their peers.

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

schools.keldysh.ru/UVK1690/zankov.htm

Other Primary School Programs

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

But still, the child will cope with any program if parents or a tutor help him.

"Our teacher insisted on parent-teacher meetings, so that the child must do the homework in front of his parents in the 1st grade, because he must learn to work at home correctly from the very beginning. All these programs are difficult, first of all, for parents, because parents will have to delve into ", but there everything is still a little different than in the Soviet school. Usually, in schools where there are developmental programs, meetings are held weekly for parents, at which they explain the material that the children are studying at the moment. Our school has the developmental methodology of Elkonin- Davydova, but we refused it. We went to the School of Russia. Precisely for reasons of my convenience, because I do not have the opportunity to be at school so often. If my daughter does not understand something, I can explain it to her without the help of a teacher. And then, she tried to figure out the graphs in mathematics. I think that she is wrong. And my daughter, she says to me: No, they explained it to us. I will do it.

what will be given to you. I look at the next day, the teacher did not cross out. In general, I left her mathematics, reading and any drawing on her conscience. She made them while I was at work. And she kept her penmanship. This was her weak point. We sat with her all the evenings over these prescriptions. It happened that to tears (and to mine, too). As a result, I wrote the final writing test without a single mistake and blot, but in my favorite mathematics I made as many as 2 mistakes.

So, dear parents of future first-graders, whatever program you choose, work with children at home, and then the child will cope with any program.

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

After the development of the educational and methodological complex, it is tested in educational activities. If necessary, adjustments are made to the CMC of the Federal State Educational Standard.

Components

Among the components of the educational and methodological complex are:

• logical presentation of the material of the educational program;
• the use of modern methods and technical devices that allow students to fully assimilate educational material, develop practical skills;
• compliance with scientific information in a particular field;
• ensuring communication between different subject disciplines;
• ease of use by students and teachers.

UMK is a ready-made set of manuals and notebooks that a modern teacher uses in his professional activities.

Currently, there are two systems of education in our country: developing and traditional.

Classic options

Traditional school program:

• "Planet of Knowledge".
• "School of Russia".
• "Perspective".
• "School 2000".
• "Elementary school of the 21st century".

Development options

For example, the school curriculum of D.B. Elkonin and L.V. Zankov is a typical example of developmental learning. These materials became in demand in elementary school after the federal educational standards of the new generation were introduced into domestic education.

"School of Russia"

Let's analyze some variants of CMC. Primary school in the traditional program uses the complex edited by A. Pleshakov (publishing house "Prosveshchenie").

The author emphasizes that his system was developed for Russia. The main purpose of this teaching materials is to develop students' cognitive interest in the historical and cultural roots of their people. The program involves a thorough development of the skills of the main educational activities: writing, counting, reading. Only with their constant honing and improvement can one count on the success of the child at the middle stage of education.

The course of V. G. Goretsky, L. A. Vinogradova is aimed at developing communication skills and literacy. This TMC is a set that meets all modern requirements of the Federal State Educational Standard in elementary school.

In the process of teaching children to read and write, the teacher conducts purposeful work to improve phonetic hearing, teaching writing and reading, increasing and concretizing students' ideas about the surrounding reality. For example, the UMK in the Russian language consists of the "Russian alphabet" and two types of copybooks:

• Recipe N. A. Fedosova and V. G. Goretsky;
• "Miracle prescription" by V. A. Ilyukhina.

As distinctive characteristics of these manuals, we note not only the possibility of developing calligraphic and literate writing skills, but also their correction at various stages of education and in different age categories.

Complex in mathematics

In order to develop the cognitive abilities of children of primary school age, changes were made to the teaching materials in mathematics. The topics of the tasks have been significantly modernized, geometric material has been introduced. In addition, tasks have appeared that allow developing logical thinking and creative imagination of children.

Significant importance is given to the analysis, comparison, comparison and opposition of concepts, the search for differences and similarities in the analyzed facts. The kit includes textbooks and books of the new generation, which fully meet the requirements of the second generation standards.

Issues of UMK "School of Russia" are handled by the publishing house "Prosveshchenie". As part of this set of books by Goretsky, Pleshakov, Moreau and other authors:

• ABC;
• Russian language;
• literary reading;
• English language;
• German;
• mathematics;
• the world;
• Informatics;
• foundations of spiritual and moral cultures of the peoples of Russia;
• music;
• art;
• Physical Culture;
• technology.

UMK "Perspektiva" edited by L. F. Klimanova

This educational and methodological complex has been produced since 2006. It includes textbooks in the following disciplines:

• Russian language;
• literacy training;
• mathematics;
• technology;
• the world;
• literary reading.

This teaching material was created on a conceptual basis that reflects all modern achievements in the field of pedagogy and psychology. At the same time, the connection with the classical Russian school education is preserved. The EMC guarantees the availability of knowledge and the complete assimilation of the program material, contributes to the comprehensive development of primary school students, fully takes into account the age characteristics of children, their needs and interests.

Special attention in the educational and methodological complex "Perspektiva" is paid to the formation of moral and spiritual values, familiarization of the younger generation with the cultural and historical heritage of Russia and other countries of the world. In the textbooks, the children are offered tasks for group, pair and independent work, for project activities.

There are also materials that can be used for extracurricular and extracurricular activities.

The EMC has developed a convenient navigation system for parents, students and teachers, which helps to work with the information provided, organize a sequence of actions, plan independent homework, and form skills for self-development and self-improvement.

Literacy education has a spiritual-moral and communicative-cognitive orientation. The main goal of the course is to develop the skills of writing, reading, speaking. Particular attention is paid to the development of communication skills.

Conclusion

To improve the effectiveness of the new teaching system, its developers selected the material in accordance with the peculiarities of the cognitive interests of primary school students. That is why there are so many entertaining and game exercises in the books, different communicative and speech situations are presented.

Innovative educational and methodological complexes developed for elementary school fully contribute to the fulfillment by teachers of the tasks set for them by society.

Russian teachers, armed with modern technical means, visual aids, sets of textbooks, collections of assignments and exercises, carry out systematic work on the formation of a harmoniously developed personality, which will not have problems with socialization.

Special educational and methodological complexes within the framework of the federal standards of the new generation have been developed for each academic discipline studied at the middle and senior levels of education. Their developers took into account not only the age characteristics of schoolchildren, but also new achievements in science.

Analysis of educational programs and teaching kits in mathematics for elementary school.

Currently, the elementary school is at the stage of modernization and updating the content of education. In this regard, the variability of educational programs and educational and methodological kits is intensively developing. Due to the fact that it is difficult for a teacher to model his own set of textbooks, holistic education models have been developed, which are provided with sets of textbooks in all subjects from grades 1 to 4. A variety of programs and modules of education in elementary school are designed, first of all, to form a child's interest, desire and ability to learn. Depending on the program, teachers lead children to this goal in different ways. The course is chosen by the parents. It is important that the program meets the needs and abilities of the child as much as possible.

Currently, in the Russian Federation there are traditional and developing systems of education."School of Russia", "Primary School of the XXI century", "School2000", "School 2100", "Harmony", "Perspective Primary School", "Classical Primary School", "Planet of Knowledge", "Perspective".Development systems include programs: L.V. Zankov and D.B. Elkonina - V.V. Davydov.

All programs are approved by the Ministry of Education and Science of the Russian Federation and are designed so that children by the end of elementary school have received the level of knowledge provided for by the federal state educational standard, that is, the mandatory minimum. Practically in all programs today the ideas of developmental education are implemented.

Tasks of increased complexity, which are associated only with developing systems, are included in all sets, but are not mandatory for mastering. In fact, each system is designed for a certain mindset, or, in other words, a way of perceiving and mentally processing information. And these processes are individual for each child. Authorship is manifested in the ways of presenting material, additional information, organization of educational activities.. Almost all copyright training programs have both advantages and disadvantages.

According to Article 47 of the Law of the Russian Federation "On Education in the Russian Federation", pedagogical workers have the "right to choose textbooks, teaching aids, materials and other means of training and education in accordance with the educational program and in the manner established by the legislation on education", .

Thus, today primary school teachers can choose not only an educational program (system), but, first of all, textbooks that create a favorable and comfortable environment for learning, instilling in children a love of learning from the first days of their stay at school.

At the same time, the teacher has the right to choose the teaching materials only in accordance with the approved basic educational program of primary general education of the educational institution. Choosing a program as a basis, the teacher follows it for all four years.

According to the Tambov Department of Education, a table was compiled containing information about the programs used by teachers in the city of Tambov and the Tambov region, in particular, statistical data on the use of mathematics textbooks by them in the educational process. Table 1 also shows the features of the proposed teaching kits.

Table 1

Statistical data on the use of mathematics textbooks by teachers in the city of Tambov and the Tambov region in the 2015-2016 academic year

Name

didactic system and

WMC

Some features of the UMC

Statistical data on the use in the 2015/2016 account. d. mathematics textbooks

(in %)

Tam-bov

Tambov region

WMC

"School of Russia"

Moro M.I. and etc.

Focused on the spiritual and moral development and education of the student, built on modern achievements in pedagogical science and on the exceptionally valuable and significant traditions of the national school

WMC

"Perspective"

G.V. Dorofeev, T. B. Buka,

T. N. Mirakova,

or

L.G. Peterson

It is an integral information and educational environment that implements unified ideological, didactic and methodological principles that meet the requirements of the Federal State Educational Standard (FSES).

10,6

WMC

"Harmony"

N. B. Istomina

An organic combination of traditional methods and new approaches to teaching. Implementation of the main directions of modernization of education

1,8

WMC

"Primary school of the XXI century"

V.M. Rudnitskaya

The focus of the set is on the formation of the main components of educational activity. Implementation of the principles of modern didactics

4,2

4,4

WMC

"Promising Elementary School"

A.L. Checkin

A set of a new generation that allows organizing the most independent activities of students in the conditions of specially organized pedagogical support, especially in rural schools

0,4

0,8

WMC

"Planet of Knowledge"

M.I. Bashmakov,

M.G. Nefedov

The new set meets modern requirements for the organization of the educational process. Provides socialization of students, a reasonable combination of traditional methods and new pedagogical technologies

WMC

"Primary innovative school"

B.P. Geidman,

I.E. Misharin,

E.A. Zvereva

It is based on the most progressive psychological and pedagogical theories of modern education: the theory of developmental education (L.S. Vygotsky, V.V. Davydov), the theory of the formation of educational activity (V.V. Davydov). In addition, the EMC is based on traditional and modern didactic principles of teaching, development and education of younger students.

EMC "RITM"

G.K. Muravin,

O.V. Muravina

Combination of the ideas of the system of developmental education, active teaching methods and traditional classical education, its best methodological techniques and methods

0,8

UMK "Dialogue"

O.A. Ivashova,

N.S. Podkhodova,

V.M. Turkina,

HER. Ostanina

The peculiarity of this EMC is expressed in the change in the quality of the educational process, which is achieved by the methodical implementation of unified theoretical approaches in all subject areas of primary general education. All innovative theoretical approaches have clear and specific interpretations in the textbooks of the system, which makes their practical implementation productive and promising.

UMK "Developing system

D.B. Elkonin -

V.V. Davydov"

E.I.Alexan-drova

or

V.V. Davydov

and etc.

Formation of the fundamentals of theoretical thinking in younger schoolchildren on the basis of educational and cognitive activity. The main thing in the position of the concept of the system - the student, is considered as the subject of learning, as teaching himself. The methodology of this system does not allow an explanatory approach, it is as productive as possible and is focused on the research activities of students.

3,3

0,8

In the mathematics textbooks of all the educational programs listed above, to a greater or lesser extent, there are text problems. Let us analyze the significance and role of text tasks in some of them.

Teaching Mathematics to Primary School Studentsunder the program of M.I Moro is aimed at the formation in children of the basic concepts, relationships, relationships and patterns that are revealed on the system of text tasks. An important aspect of this program is the desire to teach children to independently find ways to solve the text problems proposed by the program, to apply the simplest general approaches to solving them.Great importance is given to working with text tasks.

The program notes that only new types of tasks for students and tasks whose solution is not algorithmized are of developmental importance. When solving such problems, an important role is played by the understanding of the situation, which requires a developed spatial imagination, and the ability to model the condition of the problem (with improvised means, a drawing, a diagram). Learning to model situations begins with the very first lessons in mathematics (even before the appearance of the simplest word problems) and continues until the end of education in elementary school. Training in this program is aimed at a conscious choice of a method for solving a specific text problem, while mastering both standard algorithms and generalized methods for solving typical problems, as well as a universal approach that involves modeling conditions and planning the progress of solving a problem in several actions.

I.I. Arginsky in mathematics for elementary school is aimed at developing the ability to solve text problems. It is expressed, first of all, in solving problems without correlating them with familiar, previously worked out types, but on the basis of unraveling the situation that is reflected in this particular problem and translating it into the language of mathematical relations [5 ].

At the coreprograms N.B. Istomina lies a methodological concept that expresses the need for purposeful and systematic work on the formation of mental activity in younger students: analysis and synthesis, comparison, classification, analogy and generalization, in the process of mastering mathematical content. It is the listed methods of mental activity that form the basis of activities related to the solution of text problems [6 ].

In the textbookG. V. Dorofeeva, T. N. Murashkova proposed a complete system of work witha text task, which includes clarifying ideas about the task and its structure, solving chains of simple tasks,comparison of mutually inverse problems and their solutions, etc.Main areas of workin this regard are: tasks for identifying in the texttask elements; posing a question to a problem; addition of the task condition with numerical data orkey phrases in a given context; dependency establishmentthe response of the problem from a change in some numerical givenin her condition; comparison of tasks byplot, according to the method of solution; solving a problem in different ways, drawing up a problem according to its brief record, drawing, drawing,condition, question, numerical data, solution, etc. Increased attention to the process of isolating the tasksituations from this story helps to overcomeformalism in the knowledge of students, a deeper understanding of the external and internal structure of the task, the development of conceptual, abstract thinking.

Methodology for working on a taskunder the program of L.G. Peterson based on the activity method. The main feature of the activity method is that new mathematical concepts and relationships between them are not given to children in finished form. Children "discover" them themselves in the process of independent research activities. The teacher only directs this activity and at the end sums up, giving an exact formulation of the established algorithms of action and introducing the generally accepted system of notation. The interpretation of visibility is an important condition in teaching word problems.

Thus, after analyzing the existing educational and methodological kits in mathematics for elementary school, we came to the conclusion that at present two systems of education have developed in the Russian Federation: traditional and developmental.Traditional programs include:"School of Russia", "Primary School of the XXI century", "School2000", "School 2100", "Harmony", "Perspective Primary School", "Classical Primary School", "Planet of Knowledge", "Perspective"; todeveloping systems include programs: L.V. Zankov and D.B. Elkonina - V.V. Davydov. All programs are approved by the Ministry of Education and Science of the Russian Federation and comply with the state standard.

In each of the programs in mathematics we have considered, a significant place is given to the solution of text problems. The programs have similar content and methodological lines, however, each program has its own principles of constructing the program, the structure of the content of the program, methodological approaches to the study of text problems, the filling of the mathematics course with text problems, the variety of presented text problems, etc.

We will carry out a comparative analysis of the methods used in teaching younger students to solve text problems in the initial course of mathematics using the example of the developmental education program according to the system of L. V. Zankov (textbook of mathematics by I.I. Arginskaya) and the program of traditional education "Perspective" (textbook of mathematics by G. V. Dorofeev and T.N. Mirakova).

Consider the basics of the methodology for teaching younger students to solve text problems according to the program G.V. Dorofeeva and T.N. Mirakova.

Mathematics program of G.V. Dorofeeva, T.N. Mirakova is the author's, it is compiled in accordance with the age and psychological characteristics of younger students, is aimed at the successful assimilation of the mandatory minimum content of education in mathematics, allows you to optimally organize the study of program material, maintain students' interest in the subject. The authors took the classical methodology for studying mathematics as a basis and adapted it for modern children, including the author's methodological findings in the program.

All the material in the program is presented concentrically, which allows you to gradually deepen skills and abilities, form conscious ways of mathematical activity, which is especially important when teaching younger students to solve text problems.

Text tasks are included in the content of the program material along with other sections: “Numbers and Values”, “Arithmetic Operations”, “Spatial Relations. Geometric figures", "Geometric quantities", "Working with information".

Active work with a word problem begins from the first year of study and is considered as a means of teaching methods of reasoning, choosing a solution strategy, analyzing the situation and comparing data.

So, already in the first grade, students learnsolve problems in one step for addition and subtraction; reconstruct the plot from a series of drawings; compose a coherent mathematical story based on a drawing or a series of drawings; change the mathematical story depending on the choice of the missing figure; distinguish between a mathematical story and a problem; choose an action to solve problems, including those containing relations “more by…”, “less by…”; draw up a task according to a drawing, diagram.

Thus, already at the first stage of work on the problem, the student gets the opportunity to learn how to consider the same drawing from different points of view and make different mathematical stories based on it; correlate the content of the task and the scheme to it, draw up a scheme according to the text of the task and, conversely, draw up a task according to the scheme; understand the structure of the task, the relationship between the condition and the question; to distinguish between text tasks for finding the sum, remainder, difference comparison, finding an unknown term, increasing (decreasing) a number by several units; to compose different tasks according to the proposed drawings, diagrams, completed solution; consider different options for solving the problem, supplementing the text to the problem, choosing the right ones, correcting the wrong ones.

Along with simple problems in the first year of teaching mathematics, some types of compound problems are introduced. According to the authors of the program, this helps children get rid of stereotypes when choosing an action and a solution. The authors also thought out a system of logical tasks, tasks for attention, memory, imagination, without development, which is impossible for deep assimilation of program material, further education of schoolchildren.

In order for children, when getting acquainted with tasks and their solution, to realize the meaning of the task, the program provides for the introduction of specific terms. Work with students on their assimilation of mathematical terminology begins from the first days of school and is carried out systematically throughout the first grade.

In second grade the content of the mathematics course is focused on the formation of skills to translate the text of tasks, expressed in verbal form, into the language of mathematical concepts, symbols, signs and relationships; define mutually inverse tasks and justify their opinion; determine the difference in tasks for increasing and decreasing the number by several times and justify your opinion; determine a convenient method of calculation and justify your opinion; solve compound problems in two steps and write the solution using a numerical expression.

In the third grade younger students learn to use different ways of coding the conditions of a text problem. While working on a word problem,growingperforms a brief record of the task using various forms: a table, a drawing, a diagram, etc.; selects and justifies the choice of actions for solving problems for multiple comparison, for finding the fourth proportional (by the method of reduction to one, by comparison method), problems for calculating the cost (price, quantity, cost), for finding a period of time (beginning, end, duration of the event) . The student can compose a task according to its brief record, presented in various forms (table, diagram, drawing, etc.), evaluate the correctness of the solution of the problem; check the solution of the problem in different ways.The student will have the opportunity to learncompare tasks by plot and solution; transform this task into a new one by changing the question or condition; find different ways to solve the same problem.

In fourth grade all those lines of work with tasks that were started in the second and third grades continue. The main emphasis in the fourth grade is on solving compound problems with quantities, on motion and inverse problems. Particular attention is paid to solving combinatorial problems by enumeration of all possible options, using a tree of options, tables.

The structure of work with text problems in the system of developmental education L. V. Zankova is fundamentally different from the traditional one and includes four stages:

Preparatory stage (grade 1), whose tasks are: mastering reading skills; the formation of the necessary mental operations; mastering the ability to participate in collective activities.

First stage (Grade 2), where children are taught to work with the text of the task, familiarity with the terms: task, condition and question of the task, data and the desired task, simple and compound tasks, inverse task, brief record of the task.

Central Stage (Grade 3). At this stage, there is a learning to compare text problems similar in plot, but different in mathematical content, the transformation of tasks leading to their simplification.

The final stage (4th grade). Here we learn how to compare problems that are different in plot, but the same in mathematical content, how to transform problems, leading to their simplification or complication.

Note that at each stage, work continues with the directions started at the previous stages.

At the preparatory stage direct work on the task is not carried out, however, reading skills, mastering the necessary mental operations and skills of collective activity are necessary at all stages of working on the task, therefore they are given attention, and they are the main tasks in the first grade.

The textbook also contains special tasks that purposefully prepare children to work with tasks, such as: restoring the development of the plot from a series of drawings; compiling various stories of mathematical content for one plot drawing; completion of a series of drawings until the plot is fully restored.

Working with task textat the initial stage begins with the formation of the ability to distinguish a text task from other types of tasks. After the first acquaintance with the task, a gradual study of the text of the task begins in order to highlight the conditions of the task; task question; data; desired. At this stage, much attention is paid to the work on observing the relative position in the problem of the condition, question, data and what is being sought, since it is often difficult for children to find a question if it is at the beginning of the text of the problem, or in the middle.

At the initial stage, with tasks, a large number of texts are considered that are not tasks: the complete absence of data or their partial absence, or the presence of two data that are not enough to answer the question posed in the text. Such texts are called tasks with missing or insufficient data, they require a full comprehensive analysis, drawing up a solution plan to identify the insufficiency of the available data. The transformation of such texts goes in two ways: supplementing the condition with missing data; changing the question so that there is enough data in the original text to answer it .

The main value of working with problems with missing data lies in the possibility of obtaining a large number of options for their transformation into full-fledged solvable problems of different levels of difficulty, which makes it possible for each student to act at an accessible level.

An important area of ​​work with the text of the problem is considered to be its brief record, as this is an effective means of facilitating the search for ways to solve the problem, which reflects the completeness and depth of the analysis of mathematical relationships.

One of the important directions of the program in working with problems is the comparison of problems that are similar in plot, but significantly differ in mathematical meaning. The most prominent representatives of such problems are inverse problems.

In the second grade, the ability to conduct a general analysis of a simple problem in the form of a diagram in an analytical way is formed - from a question to data. With this method, students receive a visual model of analysis. As a result of solving simple problems with graphic illustration, children are convinced that the solution requires at least two numerical data of one or more quantities in the condition, and they also acquire the skills of correctly formulating questions when analyzing the problem and explaining the actions. From the middle of the second quarter, children begin to get acquainted with compound problems, and graphical analysis continues when solving compound problems.

In addition to drawing up analysis schemes, the textbook offers the following types of tasks: an analysis scheme is given, it is necessary to check whether it is correctly drawn up; several schemes are given, but it is necessary to determine which one is suitable for this task; drawing up a task according to the scheme model.

In the third grade the line begun earlier on mastering the ability of children to work with the text of the problem continues. At the same time, the formulation of the problem is given in a new form, unfamiliar to the students. Any problem can be formulated in six different ways, one of which is considered canonical (in such a problem, the condition is first stated in a narrative form, and then the question is presented by an interrogative sentence), and the rest are non-canonical and more difficult to understand: after the condition of the problem, the question follows. narrative sentence; part of the condition in the narrative form is at the beginning of the text, the other part is combined with the question into a complex interrogative sentence; part of the condition in the narrative form is at the beginning of the text, the other part is combined with the question into a complex declarative sentence; the entire text of the task is combined into one complex interrogative sentence, beginning with her question; the entire text of the problem is combined into one complex declarative sentence, starting with her question.

Also, students get acquainted with such methods of concise writing of the problem as a diagram and a table. The task summary itself is a tool that should help the student find its solution.

When working with inverse problems in the third grade, the main attention is focused on establishing the number of possible inverse problems for a given compound problem, identifying a sign that helps to establish this number before their practical compilation, and also identifying among the inverse problems those that children cannot solve at the moment due to lack of knowledge. Another important direction of this work is the distinction between the inverse problem and the problems related to the original problem by a common plot, but, nevertheless, not such a one.

In fourth grade all those lines of work with tasks that were started in the second and third grades continue. But more attention is paid to working with inverse problems: are the compared problems inverse; independent creation of a task inverse to this one; determination of the total number of tasks, return data, and their creation. However, the main lines of work with problems are the classification of problems according to the similarity of their mathematical content and the study of ways to transform the text of the problem, leading to simplification or complication of its solution, which must be performed in order to get an answer to the question of the problem. Work is underway to compare tasks in terms of mathematical content, but different in plot, as well as similar ones in terms of thematic content and plot, but different in terms of difficulty.

In the fourth grade, acquaintance with the algebraic way of solving problems begins. The purpose of this work is to show children its attractiveness, advantage, rationality. Students compare the arithmetic and algebraic methods of solving, they themselves evaluate the new method, since it greatly facilitates the solution of the problem.

The tasks proposed at the end of the textbook require special attention and a creative approach. It is at this stage of learning that the ability to apply various techniques and methods for solving problems, the ability to analyze, reason, propose and test these assumptions, and draw appropriate conclusions should be manifested. Therefore, when solving problems, the teacher needs to organize the work in such a way that students find different solutions, compare them and choose the easiest and most rational.

Thus, having analyzed the proposed methods of teaching younger students to solve text problems in the system of developmental education, L.V. Zankov and in the traditional method of G.V. Dorofeeva and T.N. Mirakova, we came to the following conclusions:

1) in the considered programs, a lot of study time is allotted to work on word problems;

2) the structure of work on a text problem in the system of developmental education L.V. Zankov is fundamentally different from the traditional methodology of G.V. Dorofeeva and T.N. Mirakova, so in the latter, active work on word problems begins already in the first grade, while in the system of L.V. The Zankov program of the first year of mathematics is aimed at preparing for work on a problem that will become the main topic only in the second grade.

3) in both programs, at the initial stage of working with a text task, a large number of texts that are not tasks are considered, which contributes to the development of thinking of younger students, but this work is carried out in particular detail in the system of L.V. Zankov.

4) more attention in the system of L.V. Zankov is given to the compilation of inverse problems, in the program of G.V. Dorofeeva and T.N. Mirakova also considered inverse problems, but much later (in grades 3-4) and to a lesser extent.

5) a positive moment in the G.V. Dorofeeva and T.N. Mirakova, in our opinion, is teaching junior schoolchildren various ways of coding information contained in the condition of the problem, translating the text of the problem into the language of mathematical concepts, symbols, signs, which is especially important in the modern information society.

6) in both programs, modeling is used as a methodical method of working on a text problem. Students in the process of solving text problems use the simplest subject, sign, graphic models, tables, diagrams, build and transform them in accordance with the content of the problem.

After analyzing the existing educational and methodical sets in mathematics, we came to the conclusion that in each of them a significant place is given to the solution of text problems. The programs have similar content and methodological lines, however, each program has its own principles of constructing the program, the structure of the content of the program, methodological approaches to the study of text problems, the filling of the mathematics course with text problems, the variety of presented text problems, etc.

List of sources used

Minaeva E. V. Formation of an internal action plan for younger schoolchildren in mathematics lessons // Primary School. - 2004. - No. 19 -p. 25–28

Tsareva, S.E. Problem solving training // Primary school. - 1997. - No. 11. - P. 93-98.

Artemov A.K., Semenova T.V. Introduction to private teaching methods. - Penza: Penza. polytechnic int, 1982. - 226 p.

Zankov L. V. Selected pedagogical works. - 3rd ed., supplement. - M.: House of Pedagogy, 1999. - 608 p.

Arginskaya I.I., Dmitrieva N.Ya., Kozakov A.N. Collection of programs for a four-year elementary school: System L.V. Zankova // Comp. L.A. Vokhmyanina, R.G. Churakov. - M.: B.I., 2004. - 207 p.

Vokhmyakina L. A., Ignatieva T. V. - 112 p.

Buka T. B., Dorofeev V. G., Mirakova T. N. Methodological recommendations for mathematics of the Teaching Materials "Perspektiva" for elementary general education. - M. : Education, 2015. - 95 p.

: traditional and developing. Each has its own programs. Traditional programs include: "School of Russia", "Harmony", "Primary School of the 21st Century", "School 2100", "Classic Primary School", "Perspective Primary School", "Perspective", "Planet of Knowledge". Two programs belong to developing systems: L.V. Zankov and D.B. Elkonina - V.V. Davydov.

In traditional programs, educational material is presented in such a way that the child follows the path “from simple to complex”. This material is consolidated with the help of a large number of tasks of the same type, located page by page in the textbook. Solving them, the child remembers the way to solve problems of this type and confidently uses it. It is this teaching methodology that is criticized for the fact that many children as a result do not know how to apply knowledge in non-standard conditions. If the text of the task is formulated atypically, the child cannot use the existing skill. However, no one doubts the many years of experience and the effectiveness of training in traditional programs.

Learning systems L.V. Zankov and D.B. Elkonina - V.V. Davydov still raises many questions and discussions. There are usually two reasons for this. First, in most modern schools it is impossible to create conditions in which these teaching systems will work as the authors intended. The second is that there are few enthusiastic teachers who are ready to comply with the teaching technology, and without this it is impossible to achieve good results. The structure of these programs does not imply a clear division into topics, there is no usual selection of rules that need to be learned, there are no tasks of the same type arranged in a row. These educational programs involve a completely new approach to the learning process - more creative, requiring activity and curiosity from children. The teacher acts not as a mentor, but as a friend and assistant, guiding the train of thought of children. The purpose of these programs is to teach the child to think outside the box.

A common drawback of the Zankov and Elkonin-Davydov systems is that they do not receive a worthy continuation at higher levels of school education. And if you choose one of them, be prepared that after elementary school your child will still have to adjust to traditional teaching, and this can create problems for him at first.

So, let's look at all the programs.

Program "School of Russia"

The traditional program "School of Russia" (under the editorship of A. Pleshakov) has existed for decades. The "School of Russia" is the program that all Soviet schoolchildren studied. Of course, there have been major changes in terms of content, but the learning objectives have remained the same. The most common misconception about this training program is that it is outdated. This is far from true. The program has been repeatedly updated since 2000, improved and supplemented. This program allows you to thoroughly practice the learning skills (reading, writing, numeracy) that are necessary for success in high school.

The program solves the following tasks:

personal development of younger students;
· civic-oriented education of junior schoolchildren;
formation of globally oriented thinking;
· Ensuring eco-adequate education.

Textbooks of the program “School of Russia”:

Teaching literacy and reading. Russian alphabet. Goretsky V.G., Kiryushkin V.A., Shanko A.F.

Russian language (2 lines). Zelenina L.M., Khokhlova T.E., Kanakina V.P., Goretsky V.G.

Literary reading. Klimanova L.F.

Mathematics. Moro M.I. and etc.

The world. Pleshakov A.A.

Visual arts (2 lines):

1st line. Nemenskaya L.A. (Grade 1 and Grade 4); Koroteeva E.I. (grade 2); Goryaeva N.A., Nemenskaya L.A., Piterskikh A.S. (Grade 3).

2nd line. Shpikalova T.Ya. (1 class); Shpikalova T.Ya., Ershova L.V. (grade 2 and grade 4); Shpikalova T.Ya., Ershova L.V., Velichkina G.A. (Grade 3).

Program "Harmony"

Educational and methodical set "Harmony" (under the editorship of N.B. Istomin (mathematics), M.S. Soloveichik and N.S. Kuzmenko (Russian), O.V. Kubasov (literary reading), O.T. Poglazova (the world around), N.M. Konysheva (labor training)) is successfully practiced in many schools. This program singles out common goals and objectives for all academic subjects, defines priority teaching methods and forms of organizing educational activities.

The advantages of this program: there is advanced learning, the textbooks included in the kit contain a methodological part, with the help of which parents can study and explain the missed topic to the child. The program uses new learning technologies that allow you to develop the child's ability to think logically. It is also noteworthy that the set offers tasks designed for children of different levels of preparedness. But there are also disadvantages: in mathematics, problem solving begins only in the second grade, and tests are offered the same for all classes.

The Harmony program successfully solves such problems as:

· formation of methods of mental activity - analysis, synthesis, comparison, classification, analogy, generalization;
the priority of independent work of students;
Active involvement in cognitive activity through observation, choice, transformation, design;
maintaining a balance between intuition and knowledge;
reliance on the experience of the child;
unity of intellectual and special skills.

Tutorials of the program "Harmony":

Russian language, Literacy, Primer. M.S. Soloveichik, N.S. Kuzmenko, N.M. Betenkova, O.E. Kurlygina.

Literary reading. O.V. Kubasov.

Mathematics. N.B. Istomin.

The world. FROM. Poglazova, N.I. Vorozheikin, V.D. Shilin.

Technology. N.M. Konyshev.

English language. M.Z. Biboletova, E.A. Lenskaya, N.V. Dobrynina and others.

Art. T.A. Koptseva, V.P. Koptsev, E.V. Koptsev

Music. M.S. Krasilnikova, O.N. Yashmolkina, O.I. Nekhaev

Physical Culture. R.I. Tarnopolskaya, B.I. Mishin

21st Century Primary School Program

This program is the result of many years of research by a team of employees of the Center for Primary School of the Institute of General Secondary Education of the Russian Academy of Education (now ISMO), as well as a number of employees of the Russian Academy of Education. Project manager - N.F. Vinogradova, Corresponding Member of the Russian Academy of Education, Doctor of Pedagogical Sciences, Professor.

In this program, the problem of shaping the educational activity of a younger student is very seriously considered, and this is the only set where there is a parallel program "Learning Activities". The material of this program is designed for strong erudite children. With what baggage of knowledge a student will go to secondary school depends on the primary school teacher. Therefore, the main goal is to teach the child to learn. It is also important that Vinogradova's kit realizes the child's right to their individuality: children are placed in conditions where they can independently acquire knowledge, apply it, think, fantasize, play.

The tasks that the program "Primary School of the 21st Century" solves:

the use of visual-figurative thinking appropriate for children of this age;
Inclusion of gaming teaching methods.

Textbooks of the program "Primary school of the 21st century"

Considering all of the above, the team of authors created teaching aids for students - textbooks, workbooks. And for the teacher there are books, methodological recommendations, lesson planning, etc. Special notebooks “Learning to think and fantasize”, “Learning to know the world around us” are provided here.

Program "School 2100"

"School 2100" edited by A.A. Leontiev. This program, by some estimates, is the most common. Every year more and more teachers work under this educational program. The main advantage of this program lies in the deep continuity and continuity of education. Under this program, children can study from the age of three until they enter a university. All textbooks of the program are built taking into account the psychological specifics of age. A characteristic feature of this educational program is the following principle: the educational material is offered to students to the maximum, and the student must learn the material according to the minimum standard. Thus, each child has the opportunity to take as much as he can. The program teaches children to act independently and is aimed at developing logical thinking, speech, imagination, memory.

Tasks solved within the framework of the program "School 2100":

Continuity and succession of education in all school subjects;
independent discovery of new knowledge by children;
formation of a unified picture of the world;
· orientation to the creative beginning in educational activity;
The opportunity for each child to progress at their own pace.

School 2100 textbooks:

Informatics in games and tasks. A. V. Goryachev, K. I. Gorina, T. O. Volkova.

Primer, Russian language, Copybooks. R. N. Buneev, E. V. Buneeva, O. V. Pronina, M. A. Yakovleva.

The world. A. A. Vakhrushev, O. V. Bursky, A. S. Rautian, O. A. Kurevina.

Literary reading. R. N. Buneev, E. V. Buneeva.

Children's rhetoric. T. A. Ladyzhenskaya, N. V. Ladyzhenskaya, R. I. Nikolskaya, G. I. Sorokina.

Mathematics. T. E. Demidova, S. A. Kozlova, A. P. Tonkikh; etc.

Classic Primary School Program

The program "Classical Primary School" is based on a holistic system of teaching younger students, built on a unified psychological and pedagogical foundations.

Why is the proposed model of teaching younger students classical? Because it is based on the classical principles of didactics, the most important theoretical provisions developed and tested by many years of practice. The classical elementary school is a holistic system of teaching younger students, built on a single psychological and pedagogical foundation.

Tasks solved within the framework of the Classic Primary School program:

to form the knowledge, skills, abilities and even qualities of the child's personality, corresponding to the individual needs of each and necessary for their future life.

Textbooks of the program "Classical Primary School":

Literary reading. Reading and Literature. Dzhezheley O.V.

Russian language. Ramzaeva T.G.

Mathematics. Alexandrova E.I.

The world. World and Man. Vakhrushev A.A. and etc.

The world. Introduction to history (grades 3-4). Saplin A.I., Saplin E.V.

Art. Kubyshkina E.I., Kuzin V.S.

Technology. With my own hands. Malysheva N.A.

Music. Kichak T.N., Aleev V.V.

Promising Elementary School Program

The main idea of ​​the "Perspective Primary School" program is the optimal development of each child on the basis of pedagogical support for his individuality (age, abilities, interests, inclinations, development) in the conditions of specially organized educational activities, where the student acts either as a learner, or as a teacher, then in the role of the organizer of the educational situation.

Pedagogical support of the child's individuality during learning brings to the fore the problem of the relationship between learning and development. The system of tasks of different levels of difficulty, the combination of the child's individual educational activities with his work in small 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 the level of his actual development and personal interests. What the student cannot do individually, he can do with the help of a classmate or in a small group. And what is difficult for a particular small group becomes understandable in the process of collective activity. A high degree of differentiation of questions and tasks and their number allow the younger student to work in the conditions of his current development and create opportunities for his individual advancement.

Textbooks of the program "Promising elementary school":

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

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

Literary reading. Churakova N.A.

Mathematics. Chekin A.L.

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

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

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

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

Program "Perspective"

The Perspektiva program was created on the basis that reflects modern achievements in the field of psychology and pedagogy, while maintaining a close connection with the best traditions of classical school education. The program ensures the availability of knowledge and high-quality assimilation of program material, the comprehensive development of the personality of a younger student, taking into account his age characteristics, interests and needs.

Tasks of the educational system "Perspektiva":

formation of the ability to learn, the inclusion of each child in independent cognitive activity;
Changing the method of teaching from explanatory to activity;
development of logical and figurative thinking, imagination, intuition;
· formation of a system of values ​​of humanism, creation, self-development, morality as the basis for successful self-realization in life.

Textbooks of the program "Perspective":

- Russian language. ABC. Klimanova L.F., Makeeva S.G., Babushkina T.V.

- Literary reading. Goretsky V.G., Klimanova L.F., Vinogradskaya L.A., Boykina M.V.

English language grades 2-4 "English in focus" ("Spotlight") and "Star English" ("Starlight"). Dooley D., Bykova N.I., Evans V., Pospelova M.D., Baranova K.M., Kopylova V.V., Milrud R.P.

– German language 2-4 grade. Ryzhova L.I., Fomicheva L.M., Bim I.L.

– Spanish language grades 2-4. Bukharova Yu.A., Voinova A.A., Moreno K.V.

– French language 2-4 grade. Beloselskaya T.V., Kasatkina N.M., Beregovskaya E.M.

- Mathematics. "Learning to learn." Guseva A.V. Peterson L.G.

- Informatics. Semyonova A.L., Rudchenko T.A.

- The world. Novitskaya M.Yu., Pleshakov A.A.

- Music. Sergeeva G.P., Kritskaya E.D., Shmagina T.S.

Planet of Knowledge Program

The main feature of this program lies in its integrity - in the unity of the structure of textbooks, in the unity of the forms of the educational process, in the unity of the educational schemes used, in the unity of through lines of standard tasks, in the unity of approaches to the organization of educational and extracurricular activities.

An important role in the formation of universal educational activities is played by the general structure of all textbooks in the set. Route sheets that precede each topic visually represent the educational tasks facing younger students. Highlighting the invariant and variable content of the material on the pages of textbooks, a multi-level system of tasks provide the possibility of organizing the educational process, taking into account the contingent of students, creating individual educational trajectories.

Tasks of the educational system "Planet of Knowledge":

ability to solve creative problems at the level of combinations and improvisations;
work with educational, artistic and popular science texts;
to master the initial skills of searching for the necessary information;
independently establish a sequence of actions to solve a learning problem;
determine the ways of monitoring and evaluating activities;
Determine the causes of emerging difficulties and ways to eliminate them;
The ability to negotiate, distribute work, evaluate the overall result of activities and their contribution to it.

Textbooks of the Planet of Knowledge program:

- Teaching literacy and reading. Primer. Andrianova T.M.

- Russian language. Andrianova T.M. and Ilyukhin V.A. (Grade 1), Zheltovskaya L.Ya. (grades 2-4) –

- Literary reading. Katz E.E.

- Mathematics. Bashmakov M.I., Nefedova M.G.

- The world. Potapov I.V., Ivchenkova G.G. (grades 1-2), Ivchenkova G.G., Potapov I.V., Saplin A.I., Saplina E.V. (grade 3-4).

– English (grades 2-4). Larkina S.V., Goryacheva N.Yu., Nasonovskaya E.V.

- Music. Baklanova T.I.

– Visual arts (grades 1-2). Sokolnikova N.M., Lomov S.P.

– Technology (grade 1). Nefedova E.A., Uzorova O.V.

Zankov system

The Zankov system relies on the independence of the student, his creative comprehension of the material. The teacher does not give the schoolchildren the truth, but makes them "dig" for themselves. The scheme here is the opposite of the traditional one. First, examples are given, and students themselves must draw theoretical conclusions. The acquired material is also fixed by practical tasks. The new didactic principles of this system are the rapid mastering of the material, a high level of difficulty, the leading role of theoretical knowledge, the passage of educational material "in a spiral".

For example, already in the first year of study, schoolchildren are introduced to the concept of "Parts of Speech", and they must come to an understanding of these concepts on their own. The program is aimed at the comprehensive development of the child, it teaches children to extract information themselves, and not to receive ready-made information.

Learning objectives according to the Zankov system:

formation of a holistic broad picture of the world by means of science, literature, art;
creation of conditions for understanding the learning process by each student;
Implementation of active forms of cognition: observation, experiments, discussion;
actualization of the practical significance of the studied material for students;
· development of information culture – carrying out research and design work.

The system of D. B. Elkonin - V. V. Davydov

In this program, a special place is given to theoretical knowledge and the logical side of learning.

The level of subjects taught is extremely difficult. The Elkonin-Davydov education system involves the formation of a large set of skills in primary school graduates. The child must learn to look for missing information when faced with a new task, to test their own hypotheses. Moreover, the system assumes that the younger student will independently organize interaction with the teacher and other students, analyze and critically evaluate their own actions and partners' points of view. This system is suitable for those who want to develop in a child not so much the ability to analyze, but the ability to think unusually, deeply.

In this system, however, the lack of marks can scare away. But experts assure that everything is under control: teachers communicate all the necessary recommendations and wishes to parents and collect a kind of portfolio of students' creative works. It also serves as a performance indicator instead of the usual diary.

In the Elkonin-Davydov system, the emphasis is not on the result - the acquired knowledge, but on the ways to comprehend them. In other words, the student may not remember something, but he must know where and how, if necessary, to fill this gap. Another feature: children learn not only that twice two is four, but also why exactly four, and not seven, eight, nine or twelve. In the class, the principles of building a language, the origin and structure of numbers, etc. are studied. Knowledge of the rules based on an understanding of their causes, of course, is kept in the head more firmly.

Tasks solved by the Elkonin-Davydov system:

Creation of a comfortable learning atmosphere (lack of marks: the assessment of the work of students takes place at a qualitative level in the form of recommendations);
children do not overwork, overloading their memory with numerous new information;
development of the ability to think unusually, deeply.