Hello dear parents! Evgenia Klimkovich is in touch. Today the idea came to continue the debriefing on the topic. Summer will fly by quickly, and together with the children we will again have to look for miracles in a sieve, add up things that, in our opinion, cannot be added, and find an explanation for the inexplicable on the Internet. It is precisely this double feeling that I have today from the contents of the various opuses of the authors, on which teachers have to work.

In my field of vision for the layout of the details, the training program of the School of Russia fell. Did she really retain her inherent Soviet times the classics of learning or has it undergone changes? If you are already familiar with it, then join the discussion and insert your “five cents”, and if not, get the information, maybe it will be useful to you.

Lesson plan:

Made in Russia and for Russia

"In Russia and for Russia" - this is exactly what the main mission of creating training kit for schoolchildren of grades 1-4 under the guidance of Andrey Pleshakov, Candidate of Pedagogical Sciences. According to the author, the "School of Russia" can and should become a pillar of the spiritual and moral development of children, making educational institutions worthy of Russian state. I think it sounds good. How are you?

This is a well-known project of domestic education in elementary school of the Prosveshchenie publishing house, in the development of which scientists V. Goretsky, L. Klimanova, A. Pleshakov, M. Moreau, V. Kanakina and others took part. One of the most popular today, it was launched in 2001 and has already gained its positive results. The program includes the entire set of subjects for study in elementary school:

• "Russian alphabet" and "Russian language";
• "Mathematics";
• "Literary reading";
• "The world";
• "Informatics" for grades 3 and 4;
• "Music";
• "Technology";
• "Physical training";
• "Art";
• "Fundamentals of Religious Cultures and Secular Ethics", which include the study of Orthodox, Islamic, Jewish, Buddhist cultures separately, world religions in general and the foundations of secular ethics.

I like in this program that studying foreign languages takes place on several fronts:

• Spotlight - "English in focus" for grades 1-4;
• Starlight - "star English" for grades 1-4;
• advanced English in grades 2-4;
• standard English in grades 2-4;
• German for grades 2-4;
• advanced "French in perspective" for grades 2-4;
• standard "your friend is French" for grades 2-4;
• Spanish language.

Thus, parents and their young schoolchildren are given a good opportunity to receive a versatile education.

Features of education in the "School of Russia"

In pursuit of the main goal of creating a working educational program- education of the personality of a Russian citizen, the authors paid attention to the main aspects:

1. Maximum participation of children in the educational process, so that they learn to learn, and not just attend classes.
2. Spiritual and moral development, which is sorely lacking today.
3. inoculation human values and respect for traditions, which has received little attention lately.
4. The focus of work on the result, and not work solely for the sake of a good mark and the approval of parents.
5. Accessibility and understandability of educational materials not only to teachers, but also to parents, so that they can help their children in mastering disciplines.

As a result, children should become more responsible, independent, more tolerant and kinder.

Everywhere there are pros and cons

In general, the “School of Russia” reminds me of the educational process from our childhood, adapted to modern requirements. It is designed for children who did not know how to read and count before school, and there are quite a lot of such children who go to the first grade. The alphabet in elementary school starts from scratch, and mathematics is devoted to counting without logical conclusions. The traditional curriculum includes:

• explanation in the lesson of new material by the teacher, consolidation in the lesson;
• home study;
• individual check of preparation for the lesson on the topic under study at the blackboard, finalization of the topic being studied;
• conducting independent and control work to assess understanding of the topic in the context of the whole class.

I don’t know about you, but for myself, I don’t consider traditional teaching to be a negative point. At the very least, there is always the opportunity to help your child in what he misunderstands and has not learned from the lesson, unlike others school methods, where it is often only the teacher who is able to deal with the difficult presentation of the material.

There is no high-speed race here in the study of disciplines, everything is planned, enough time is given to the development of new material, and not given to independent home improvement.

Teachers themselves speak well of the program, not ready to constantly experiment, leaning towards time-tested and life-experienced classical methods.

Of course, many parents, when studying at the “School of Russia”, are concerned that the program does not provide high development and is intended for the average level. Let's just say: not for geeks, like, for example, the system or. I always want to answer such critical reviews that it is better to have a basic, but strong level, which, if desired, can always be increased by additional training, than superficial knowledge with increased loading of the child's brain with often unnecessary material. In general, I tend to "titmouse in the hand", but this is purely subjective.

And how do you look at it?

And now I propose to look at public lesson in Literary Reading in the 2nd grade according to the EMC "School of Russia".

With that, I say goodbye to you for a while, awaiting comments. Let's share tips, they can be useful to someone.

All the best!

Say hello to the kids!

Always yours, Evgenia Klimkovich.

One of the main distinguishing features of the modern Russian education system from the Soviet one is a wide variety of training programs. elementary school. If in Soviet schools all children studied according to the same textbooks (respectively, according to one program), today teachers and parents can choose for themselves how the student will receive the necessary knowledge.

One of the main distinguishing features of the modern Russian education system from the Soviet one is a wide variety of primary school curriculum. If in Soviet schools all children studied according to the same textbooks (respectively, according to one program), today teachers and parents can choose for themselves how the student will receive the necessary knowledge. Therefore, parents of future first-graders will have a difficult choice not only of the most suitable school for their child, but also the best, in their opinion, educational program.

And the choice will be really difficult, because today there are different educational and methodical complexes(UMK) are used even within the same educational institution. In other words, all elementary grades in the same school may follow completely different curricula. In order to make your choice at least a little easier, we suggest that you familiarize yourself with an overview of the main primary school educational programs that exist today.

Traditional and developmental primary school programs

All modern primary school programs can be divided into traditional and developing. Please note that we did not accidentally use the word "conditionally". Despite the fact that each of the programs has its own characteristics, they are all based on a developmental-active approach to teaching a child, and the traditional program is just as concerned with the development of the child's personality as the developmental one. Naturally, you may have a reasonable question: "Why then is it necessary to classify training programs if they all solve the same problem?"

The fact is that the concept of "developing training program" appeared at a time when education was received in all schools according to one program. According to some experts, this program did not fully correspond to the age and psychological characteristics children. Therefore, they developed their own learning systems, designed not only to provide basic knowledge, but also to develop imagination, thinking and memory in schoolchildren. As a result, all education systems alternative to the classical program received common name"developers".

At the same time, other specialists focused their efforts on updating the traditional program in accordance with modern requirements and trends. Thus, the traditional programs now presented in Russian schools practically do not differ from the developing ones, and in some cases even surpass them. It should be noted that both traditional and developing elementary school programs fully meet the requirements of the FGOS.

So, what are the main teaching materials now presented in Russian primary schools?

Program "School of Russia"

The National Education Program is the same program that all schoolchildren from the times of the USSR studied, albeit with minor changes. The main idea of ​​the program is to create a school of spiritual and moral development. This EMC is based on problem-search and personality-oriented approaches, and the module of the program involves, first of all, the education of citizens. The program is aimed at developing interest in the history of their country and its significance on a global scale. The most important component of this training program is the development of a child's nature-saving "sense of home", as well as environmental ethics, aimed at the moral and spiritual self-development of the student. Designed for average level, so it can be mastered by almost every child.

Program "Primary School of the 21st Century"

One of the most popular educational programs, which is used in most subjects of Russia. Popularity programs Primary school of the 21st century for the most part due to the fact that the team of authors of its developers was awarded the prize of the President of the Russian Federation. The main distinguishing feature of this UMC was the construction of a system of purposeful pedagogical diagnostics primary school students, which allows not only to determine the readiness of the child for school, but also to note the strength of the assimilation of the acquired knowledge. The principle of teaching this program is built in accordance with the needs of children, as well as taking into account their individual features and level of socialization. It is designed for the average level, so almost every child can master it.

Program "Harmony"

A training program in which the authors combined the main traditional and developmental teaching methods. The main goal of this EMC is the comprehensive development of the student and his preparation for further education. The program is aimed at developing the skills of analysis, comparison, classification and generalization of the acquired knowledge, therefore, a large number of problematic developmental tasks are given in the classroom, which form the student's ability to think and draw independent conclusions. Designed for an above average level, so it can be mastered by most children.

Program "School 2100"

Primary school program School 2100 is a personality-oriented system aimed at comprehensive disclosure personal qualities child. UMK is designed in such a way that children have the opportunity to learn the material different levels difficulties. The study materials of the program contain a large number of additional information which the child can study at will. The main advantage of "School 2100" is continuity and continuity of education. In other words, the program covers all levels of schooling, from elementary grades to graduation. Designed for high level so not all children can master it.

Many parents of children going to first grade do not understand the difference between the educational programs that elementary schools offer today. In total, there are eight programs on the list of the Russian Ministry of Education and Science. So what school program to choose for a first grader? The author of "Letidor" talked about the most popular of them with the well-known author of manuals for elementary school, teacher-practitioner Olga Uzorova.

Program "Schools of Russia"

Olga, what can you say about her?

• This is a classic. The parents of today's first-graders also studied at the School of Russia. Children who go to school under this program have every right to come to grade 1 without knowing anything at all. Of course, they saw letters and numbers, but did not pay attention to them yet. special attention. But these children, as a rule, have well-developed speech. Before school, relatives and friends baked pies with them, rode a bicycle, walked a lot, and discussed all this.

Nowadays, the program "Schools of Russia" follows the 1-4 system, when elementary school consists of four years of study. In my opinion, the best textbooks are from the same program, but according to the 1-3 system. It is in them that topics are more logically built and revealed.

In general, the "School of Russia" is such a base on which you can string any of the programs offered by the Ministry of Education and Science of Russia.

Do I understand correctly that the transition from school to school to another training program from the "School of Russia" is easier?

• Yes, it is easier if the teacher gives a good base. However, it is almost impossible for a teacher to take a clean program and study only one textbook. For example, I alternate classical program with mathematics according to L.G. Peterson. I also add a little bit from Harmony, a little bit from D.B. Elkonin - V.V. Davydov.

Most Methodists say that this should never be done. But I great experience work at school. And, as practice shows, it does not happen universal solutions for different children. Of my three grades in elementary school, we never repeated sets of textbooks. And the topics that I chose for the same Peterson were very different for each class.

She herself is familiar with some parents who said: “Well, he doesn’t know how to read before school, and that’s fine. They will teach you at school!”

• Yes, this principled position of some parents is increasingly common. True, it’s one thing when they say “Let the school teach!” and lead to the program "School of Russia". But when they say the same thing and take the child to the “D.B. Elkonin - V.V. Davydov, make a mistake. Because this program is designed for a child prepared for school. The "Perspective" program is also designed for the fact that the child can read, having come to the 1st grade.

I have spoken to some primary school curricula and they are sure that a child will definitely come to grade 1 prepared. They were surprised: “What, he can’t count within 10? Of course, we give this in our textbooks, but insofar as ... ”And I answered them that, having experience in an English gymnasium, I personally saw children who went to grade 1 without knowing how to count at all. Although there was a selection process for this school, the children were seen by a teacher, a speech therapist, and a psychologist.

What should a teacher do if there are children in his class who are diverse in terms of knowledge?

• For example, in a class of 25 people - 20 are well prepared, and five cannot count - this situation is not uncommon. In the "System of D. B. Elkonin - V. V. Davydov", for example, most of the initial base (counting within ten, reading, writing, if we are talking about the first grade) are dotted, and the teacher does not have time to draw out the lagging behind. Then the burden falls on the parents.

Is preliminary preparation necessary only for the "System of D. B. Elkonin - V. V. Davydov"? Tell us about the features of other programs.

• No, not only in the Elkonin-Davydov System. Let's take the program "Perspective". The author of the alphabet is Klimanova L.F., the textbook on mathematics is Dorofeev G.V., Mirakova T.N. Dorofeev came to us from high school. The specifics of teaching there is different, not like in elementary school. And he, for example, believes that memorizing the composition of the number "3" is a mockery of the student and teacher. Accordingly, this stage is omitted in Perspective, although it is very important.

This program involves learning by leaps and bounds, and then in high school, children make mistakes in basic examples. Of course, there are students for whom this system is suitable, they know right at the genetic level that 3 is 1 plus 2, and if you add 8 and 5, you get 13.

But 80% of children do not know this! Again, someone is more motivated to study and grasps it all faster. And someone does not care at all that 3 = 1 + 2, and in order to ignite it, the teacher needs to make a lot of work.

“In the program “Primary School of the 21st Century” (mathematics - V. N. Rudnitskaya), text problems in mathematics begin to be given in April-May, almost at the end of grade 1, and this is too late. But experienced teachers correct the program and start giving them much earlier.”

“In the Promising Elementary School program, the author of the math textbook is also from high school. So the approach is similar to "Perspective".

What program do you choose as an experienced teacher?

• Even if we recruit a class of strong children, we cannot say for 100% how they will do in school. Because we don't know how they learn the material. How long did it take them to achieve one result? One, preparing for the first grade, mastered everything in six months, with the other from the age of 3 they studied ... My task is to learn all the children who came to the class, and not throw off the program on the parents. Therefore, I am still an adherent of the classics, which is available for children of any level of training.

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, supposed 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 develop skills learning activities(reading, writing, arithmetic) that are essential for success in high school.

Program "Harmony"

Educational-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), N.M. Konyshev (labor training)) is successfully practiced in many schools. This program highlights common goals, tasks for all subjects, priority teaching methods and forms of organization of educational activities are determined.
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 test papers 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 forming 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 the student will go to high school depends on the elementary 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. 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

At the heart of the program "Classical Primary School" - complete system teaching younger students, built on a single 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 student, 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 activity 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 taking into account 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. High degree 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 program "Perspective" was created on the basis, reflecting 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 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 forms 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 learning activities plays general structure all textbooks in the set. Route sheets, anticipating each topic, clearly 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 the 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 junior school student will independently organize interaction with the teacher and other students, analyze and critically evaluate their own actions and the points of view of partners. 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 creative works students. 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 of 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. The first is in most modern schools it is impossible to create conditions in which these learning 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 training programs are 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. In Russian schools, from April 1 to August 30, comprehensive interviews are held, which are jointly conducted by: teachers, psychologists, speech therapists. Specialists help parents not only to decide on the choice of a particular model of education, but also to identify gaps in preschool education and prepare the child for school.