When choosing a school for a child, parents take into account many factors: location, traditions, educational bias of the school, reviews. Now this list has been replenished with another important item: the training program.
There are currently a variety of work programs for each link of the school from grades 1-11 . As a rule, educational institutions choose several educational programs, especially in the primary grades, and parallel classes are taught according to different teaching materials.
Today, parents need to know: How to choose the right educational program and how do they differ? This issue is especially relevant in elementary school, because it depends on how successfully the child will study.
Let's make a reservation right away: it is incorrect to divide programs into "bad and good". All primary school programs according to the Federal State Educational Standards are approved by the Ministry of Education of the Russian Federation. They are simply designed for different ways of perception and take into account the peculiarities of the child's thinking. One thing in common: all programs allow the student to master the necessary minimum knowledge for elementary school. The difference is in the presentation of the material, in the organization of educational activities, in the variety of exercises.
Educational programs for elementary school
1. Program "School of Russia"(under the editorship of A. Pleshakov) is one of the oldest and time-tested programs. Since Soviet times, the program has been improved more than once, adapted to the realities of the new time.
Designed for all children and allows you to carefully work out the skills of writing, reading and counting.
2. The program "Primary school of the XXI century"(Edited by N. F. Vinogradova). The material is complex, designed for erudite children. The program teaches independence, a lot of work is being done to foster interest in the learning process, the ability to properly organize learning. There are many additional materials and exercises aimed at developing memory , logic, outlook, fantasy.Each student can study at the chosen pace, as tasks of different levels of complexity and different directions are provided.
The main goal of the program is to teach the child to learn.
3. Program "Primary Perspective School". Features: there is no need to cram rules, theorems and axioms. The emphasis is on the development of logic, intelligence and analytical thinking. There are additional hours for drawing, music, physical education.
Suitable for any child, regardless of his level of readiness for school.
4. Program "School 2100"(under the editorship of A. A. Leontiev). This program is gaining more and more fans. The undoubted advantage of the program is the continuity of education, since it can be used from the age of 3 until graduation.
Feature of the program: educational material is given to the maximum, varied, multi-level. The student himself chooses how much knowledge will be sufficient. An individual approach is used for each child.
Suitable for all children.
5. "Harmony"(under the editorship of N. B. Istomin). The program involves close cooperation with parents. Many topics are suggested to be discussed first at home. Much attention is paid to the development of self-education skills.
Priority is given to independent work of students. Techniques of observation, selection, transformation and construction are actively involved. All material is presented in a variety of ways, taking into account the students' own experience, the practical orientation of knowledge.
Suitable for children with analytical thinking and a penchant for technical sciences.
6. "Planet of Knowledge"- focused on the development of creative abilities. In the course of the teaching, schoolchildren compose fairy tales themselves, put on performances, carry out projects, and make presentations.
Gives the necessary minimum of knowledge, skills and abilities. Everything beyond the program is at the request of the students.
Suitable for children with a humanitarian bias.
7. Primary school program "Perspective". Here, much attention is paid to the education of children as citizens of their country, the formation of moral positions.
Many tasks are aimed at developing logic and imagination. A huge amount of additional material is used, for each subject there are several manuals. The principle of teaching is dialectical. The presentation of the material is accessible, although sometimes boring.
Suitable for all children, regardless of their readiness for school.
8. L. V. Zankov's program. The system includes a huge amount of material. All lessons are equivalent, great attention is paid to the development of logic, analytical thinking, independent work skills. There are electives in computer science, economics, foreign languages. Training is carried out at a fast pace.
Suitable for children well prepared for school.
9. Elkonin - Davydov program. A rather ambiguous program, but very interesting for children. Much attention is paid to theoretical thinking, the construction of tasks, problematic issues and the search for their resolution. Learning is slow. Of the minuses, only a discrepancy in some of the terms studied can be noted. So, for example, the authors of textbooks call verbs words of action, and nouns - words-objects. This creates certain difficulties in high school. We hope that it will help you in your work!
The traditional system of education is built like this: the teacher explains the new material, in the class he understands it in detail. Then the students memorize it, repeat it at home, and the teacher checks their knowledge during tests or answers at the blackboard. Designed for children who did not know how to read before school. Learning to read and write goes hand in hand. In mathematics, more attention is paid to counting skills, less to the development of logical thinking. The content of the material is constantly updated.
Program “School 2100”
Close to traditional teaching methods. Basic principle: development of the child's personality, individual approach. Each child has his own minimum and maximum tasks. Training is built according to the scheme “from simple to complex”. Each time, children are offered not to perform fundamentally new tasks, but similar to the previous ones, but at a more complex level. The purpose of the program: to teach children to navigate in any situation and to adapt to new conditions more easily.
Program "Harmony"
The main idea of the program is the comprehensive development of the child, the preservation and strengthening of the physical and mental health of the child. Focused on the creativity of the child, the program is built on traditional national culture. The learning process combines different types of activities: gaming, cognitive, speech, design, natural history, mathematics, etc. Much attention is paid to fine arts. The structure of the program provides for work in two directions: the accumulation of social experience of knowing oneself and the world around (see, hear, play) and the implementation of this experience in the conditions of the child’s independent creative activity (do, create). Training in the classroom is carried out with small subgroups of children (5-8 people) with the determination of the mandatory minimum of program material that a child can learn, taking into account his age and individual capabilities.
waldorf program
The program of the Waldorf Schools combines academic subjects with artistic and practical skills. Artistic techniques are also widely used, there is no system of competitive assessments and indicators. Little attention is paid to academic subjects in elementary grades. Reading is not taught until grade 2, although children are introduced to letters (in grades 1 and 2). In secondary school (grades 1-8), students have a class teacher (primary) who teaches, supervises and takes care of children and stays with the class for all 8 years of school.
The main activities in Waldorf schools are art, music, gardening, foreign languages (usually 2 in high school). In elementary school, subjects are introduced gradually from the artistic environment, since children respond better to this environment than to dry lectures and cramming. All children learn to play the flute and knit.
Parents are required to participate in school life.
L. V. Zankov's program
The developing program of very high level of complexity. The child is subject to increased demands. He must be absolutely healthy and developed intellectually. The child needs at least basic reading and counting skills, good attention and memory. With this program, the success of teaching is much more than with the traditional system depends on the personality and professionalism of the teacher. Homework is designed in such a way that the child will probably need the help of parents. Zankov's program develops thinking, teaches you to reason, get information yourself and draw conclusions. Emphasis is placed on teaching science and mathematics. The disadvantages of the program are that it is designed only for elementary school, and in high school, children have to adapt to a different educational system.
Community Program
This is an international project of the Open Society Institute. Two teachers work with each class: main and assistant. The main goal of the program is to develop the child’s abilities that would help him adapt in life, constantly learn, think critically, be able to make choices and be responsible for them, pose and solve problems, take care of people, and show ingenuity. At first, children are not graded, but successes are noted. The class is divided into several "Centers" of creativity, science, writing, reading. There is a "Corner of Solitude". At the beginning of each school day, the child decides what he wants to do today. Parents are required to participate in the learning process.
Program “School of Tomorrow”
This program includes intensive English language instruction. The basis of the program: individualized training. Each child is given the opportunity to study as much learning material as he can learn in accordance with his abilities. After the child learns to read and write in English in the first grade of elementary school, he moves on to the main program. The program includes 5 main subjects: mathematics, English, social sciences, natural sciences, word formation, Russian language and literature. The child has his own workplace, called "office", where he always has a map of his progress (success) and a map of goals (tasks) with which he works every day. Coming in the morning, the student checks what goals he has set for himself for today, and begins to work independently. Before going home, the student sets himself goals for tomorrow.
: 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.
Currently, there are two systems for preparing children in primary school: traditional and developmental. Each has its own programs. Traditional programs include: "Primary School of the 21st Century", "School 2100", "School of Russia", "Harmony", "Perspective Primary School", "Classical Primary School", "Planet of Knowledge", "Perspective". Two programs belong to developing systems: L.V. Zankov and D.B. Elkonina - V.V. Davydov.
Within the same school, different programs can be applied. Regardless of the program, the student has the opportunity to receive the same knowledge, assumed by the state standard. Tasks of increased difficulty, which are associated only with developing systems, are in all programs, but are not mandatory for study.
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 by which 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.
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.
Benefits 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.
Primary school XXI century
Primary school XXI century, edited by N.F. Vinogradova. This kit deals very seriously with the problem of shaping the educational activity of a younger student, and this is the only kit 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 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 us”)
School 2100
School 2100 edited by A.A. Leontiev. This program, according to some estimates, is the most common in our region. 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: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.
classical elementary school
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. It allows you to form the knowledge, skills, abilities and even personality traits of the child, corresponding to the individual needs of each and necessary for their future life.
Promising Elementary School
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.
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. Each of the subjects of the EMC "Perspektiva", in addition to the direct effect of learning - the acquisition of certain knowledge, skills, contributes to the formation of universal learning skills: communication skills, including the ability to navigate in a communication situation, adequately understand a partner's speech and build one's speech statement ; the ability to use sign systems and symbols to model objects and relationships between them; the ability to perform logical actions of abstraction, comparison, finding common patterns, analysis, synthesis.
Planet of Knowledge Program
An organic part of the concept of the Planet of Knowledge program is subject author's concepts, which take into account modern scientific achievements in the subject area of knowledge and the result of many years of teaching practice. 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. All structural components of the "Planet of Knowledge" kit allow, first of all, to form in students such general educational skills and abilities as: the ability to solve creative problems at the level of combinations and improvisations; work with educational, artistic and popular science texts; master the initial skills of searching for the necessary information; independently establish a sequence of actions to solve a learning problem; determine ways to monitor and evaluate 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.
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 task of education is to give a general picture of the world on the basis of science, literature, and art. 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.
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.
For parents, the question logically arises - which program to choose for their child? All existing programs are approved and recommended by the Ministry of Education and tested in practice. Moreover, the learning outcomes for any of the programs are focused on a single educational standard. This means that the list of knowledge and skills that a primary school graduate should have is common to everyone - regardless of which program the child studied.
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.
Before choosing a school, you need to know everything about it. From April 1 to August 30, comprehensive interviews are held in Russian schools, which are jointly conducted by: teachers, psychologists, speech therapists. Specialists help parents not only decide on the choice of a particular model of education, but also identify gaps in preschool education and prepare the child for school.
We have already decided on the choice of school. What program will the children follow? We understand together with "Oh!"
Each school has the right to create its own program, however, it should be based only on certain educational literature approved by the Ministry of Education and Science of the Russian Federation. All textbooks are grouped according to subject lines and are included in educational and methodological complexes (TMC).
"School of Russia"
This program is the most common and easiest, it is often compared with the Soviet school. According to the "" program, even those children who have not mastered writing and counting by the first grade can study. The main purpose of the EMC is educational, and the tasks correspond to this: the development in the student of such qualities as tolerance, kindness, and responsibility. And, of course, the technique teaches the child conscious reading, counting and writing.
The main disadvantage of the program, many call its simplicity, as well as the fact that during training, students practically do not use logical thinking and imagination.
"Primary school of the XXI century"
This educational and methodological complex is much more complicated than the “School of Russia”: those children who already know how to write completely (but not necessarily write) will be able to easily learn. Here the child is a researcher, an equal participant in the educational process along with the teacher. Schoolchildren learn to look for answers to questions themselves, no rote memorization. Also, a rather smooth period of adaptation of the child to school can be attributed to the pluses - the volume of the studied material increases gradually, in a playful way with the help of tasks for ingenuity and imagination.
Of the minuses - a confusing, sometimes inconsistent presentation of the material, a large number of manuals and notebooks.
"Promising Elementary School"
The main idea of the EMC is the development of the child based on the support of his individuality (age, abilities, inclinations). In the process of education, the student acts either as a student, or as a teacher, or as an organizer of the learning situation. In the classroom, children are often divided into groups, performing various tasks together. This can be attributed to the pluses - the program implies the successful education of children with different abilities and academic performance.
Of the minuses - a superficial presentation of the material, a fast pace of learning, insufficiently well-researched textbooks (there are errors, incomprehensible wording).
"Planet of Knowledge"
Innovative direction in education! Textbooks are a set of interrelated components united by common goals, objectives, approaches to the organization of educational material. The main feature of the EMC is the integrity of the program. It manifests itself in common value priorities, in the unity of didactic approaches, as well as in the structure of textbooks and workbooks for all classes and subjects. In addition, the textbooks that are included in the program have, which allows you to conduct lessons in all first grade subjects using modern technologies.
Some parents of schoolchildren consider the superficial presentation of material to be the main disadvantage, as well as the constant return to the topics covered with the addition of new knowledge.
"RHYTHM"
UMK "RITM" stands for "Development. Individuality. . Thinking". The set of textbooks combines both modern approaches to the educational process and proven methods. Judging by the reviews, the main advantage of this program is the high motivation of schoolchildren to comprehend new knowledge. In addition, a truly individual approach to each child is possible due to the fact that the tasks differ in the level of complexity and variability.
The disadvantages include the fact that tasks in textbooks are sometimes inaccurately formulated, so the teacher plays the main role here, who must study a lot of methodological recommendations for this program.
"Perspective"
The author of the program is the laureate of the Prize of the President of the Russian Federation in the field of education L. G. Peterson. created on the basis of modern achievements in the field of psychology and pedagogy and at the same time carefully keeps in touch with the best traditions of classical school education in Russia.
The advantage of teaching according to the Perspektiva UMC is that the system for constructing educational material allows each student to maintain and develop interest in discovering and learning new things. Of the minuses - a rather complicated program in mathematics, which will be easily absorbed only by those children who, even before school, have learned to count and perform simple mathematical operations.
The system of D. B. Elkonin - V. V. Davydov
The educational system has more than 40 years of history: at first it existed in the form of developments and experiments, and in 1996 the Elkonin-Davydov system was recognized as one of the state ones. 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. In addition, 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.
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 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.
