Umk, or educational and methodological complexes for elementary school.

For the orientation of educational institutions and teachers in the existing variety of educational and methodological complexes, we present them short description.

Currently in Russian Federation There are traditional and developing systems of education.
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". Development systems include two programs: L.V. Zankov and D.B. Elkonina - V.V. Davydov.

Below is a brief description of the above educational and methodological complexes (TMC). More detailed information on each EMC can be found on the indicated sites.

Educational and methodological complex "School of Russia"

(under the editorship of A. Pleshakov)

Publishing house "Enlightenment".
Website: http://school-russia.prosv.ru

The traditional program "School of Russia" has existed for decades. The author himself emphasizes that this set was created in Russia and for Russia. The main goal of the program is to "develop a child's interest in learning about their country and its spiritual greatness, its significance on a global scale." The traditional program allows you to carefully practice the skills of learning activities (reading, writing, counting) that are necessary for successful education in high school.

The educational and methodological course "Literacy and speech development" by the authors V. G. Goretsky, V. A. Kiryushkin, L. A. Vinogradskaya meets all modern requirements for teaching children in primary school.

During the period of literacy, work is being done to develop the phonetic hearing of children, teaching initial reading and writing, expanding and clarifying children's ideas about the surrounding reality, enriching the vocabulary and developing speech.

In addition to the "Russian alphabet", the set includes two types of copy-books: the copy-books of the authors V. G. Goretsky, N. A. Fedosova and the "Miracle-copy" of the author V. A. Ilyukhina. Their distinctive feature is that they not only form the skills of literate, calligraphic writing, but also provide an opportunity to correct handwriting at different stages of learning and in different age groups Oh.

For the development of the cognitive abilities of each child in the course "Mathematics", the topics of tasks have been updated, a variety of geometric material has been introduced, entertaining tasks have been given that develop logical thinking and imagination of children. Great importance is attached to comparison, comparison, opposition of interrelated concepts, tasks, clarification of similarities and differences in the facts under consideration.
The set includes textbooks and teaching aids of a new generation that meet all the requirements for a modern educational book.
Produces textbooks and teaching aids UMK "School of Russia" publishing house "Prosveshchenie".

The system of textbooks "School of Russia":
1. ABC - V. G. Goretsky, V. A. Kiryushkin, L. A. Vinogradskaya and others.
2. Russian language - V.P. Kanakina, V.G. Goretsky.
3. Russian language - L.M. Zelenina and others.
4. Literary reading - L.F. Klimanova, V.G. Goretsky, M.V. Golovanova and others.
5. English language- V.P. Kuzovlev, E.Sh. Peregudova, S.A. Pastukhova and others.
6. English (extended content of teaching a foreign language) - I.N. Vereshchagina, K.A. Bondarenko, T.A. Pritykina.
7. German- .I.L.Bim, L.I.Ryzhova, L.M.Fomicheva.
8. French - A.S. Kuligina, M.G. Kiryanov.
9. Spanish - A.A. Voinova, Yu.A. Bukharova, K.V. Moreno.
10. Mathematics - M.I.Moro, S.V. Stepanova, S.I. Volkova.
11. Informatics - A.L. Semyonov, T.A. Rudnichenko.
12. The world around - A.A. Pleshakov and others.
13. Fundamentals of the spiritual and moral cultures of the peoples of Russia - A.V. Kuraev, D.I. Latyshina, M.F. Murtazin and others.
14. Music - E.D. Kritskaya, G.P. Sergeeva, T.S. Shmagin.
15. Visual arts - L.A. Nemenskaya, E.I. Koroteeva, N.A. Goryaev.
16. Technology - N.I. Rogovtseva, N.V. Bogdanova and others.
17. Physical culture - V.I. Lyakh.

Educational and methodical complex "Perspective"

(under the editorship of L.F. Klimanova)

Publishing house "Enlightenment".
Website: http://www.prosv.ru/umk/perspektiva

The educational and methodical complex "Perspektiva" has been produced since 2006. The composition of the teaching materials includes lines of textbooks in the following subjects: "Literacy", "Russian language", "Literary reading", "Mathematics", "The world around us", "Technology".

The educational and methodological complex "Perspektiva" was created on a conceptual basis that reflects modern achievements in the field of psychology and pedagogy, while maintaining a close connection with the best traditions of classical Russian school education.

EMC ensures the availability of knowledge and high-quality assimilation program material, all-round development of the personality of a younger student, taking into account his age characteristics, interests and needs. A special place in the UMC "Perspektiva" is given to the formation of spiritual and moral values, acquaintance with the cultural and historical heritage of the world and Russia, with the traditions and customs of the peoples inhabiting the Russian Federation. The textbooks include tasks for independent, pair and group work, project activities, as well as materials that can be used in extracurricular and extracurricular activities.

The EMC uses a unified navigation system for teachers, students and parents, which helps to work with information, organize and structure educational material, plan the student's activities in the lesson, organize homework, and form the skill of independent work.

The literacy course is characterized by a communicative-cognitive and spiritual-moral orientation. The main goal of the course is the active formation of all types of speech activity: the ability to write, read, listen and speak, the development of speech thinking in first graders, the ability to communicate and understand themselves and others. The effectiveness of the new system is ensured by educational material selected in accordance with the level of development of the child's cognitive interests, game and entertaining exercises, structural-figurative models of words that are inscribed in various communicative speech situations. In this regard, the word is presented in a different way, namely, not only as a sound-letter complex, but as a unity of meaning, meaning and its sound-letter form.

All the conditions for a differentiated approach to students with different levels preparation for school.
Teaching the Russian language is organically linked with literacy and has a common focus. The peculiarity of the course is a holistic view of the language, which provides the study of the language (its phonetic, lexical and grammatical aspects), speech activity and text as a speech work.

The main objective of the course "Literary Reading" is the formation of the personality of a younger student, acquaintance with the cultural and historical heritage and the formation of reading competence. For this, the textbook uses highly artistic texts, folklore works of different peoples. The system of questions and tasks contributes to the formation of a culture of speech communication, the development creativity students, introduces them to spiritual and moral values, introduces them to ethical and aesthetic norms, develops figurative and logical thinking of students and forms junior schoolchildren interest in a work of art as the art of the word. The headings “Independent reading”, “Family reading”, “Going to the library”, “Our theater”, “Reader-educator”, “Little and big secrets of the country of Literature”, “My favorite writers” offer various forms of work with a literary work, systematize knowledge and enrich the practical experience of the child, they present a system of working with a book both in class and in extracurricular activities.

"Teaching not only mathematics, but also mathematics" is the leading idea of ​​the TMC line in mathematics, aimed at strengthening the general cultural sound of mathematical education and increasing its significance for the formation of a child's personality. The content of the material is focused on the formation in younger students of the ability to observe, compare, generalize, find the simplest patterns, which allows them to master the heuristic methods of reasoning, their logic, develops the divergence of thinking as an essential component of mental activity, speech culture and allows them to expand their understanding of the world around them by means of mathematics. Much attention is paid to the development of numerical literacy of students, the formation of computational skills based on rational methods of action.

The textbooks have the same structure and consist of 3 sections: numbers and actions with them, geometric shapes and their properties, quantities and their measurement.

The leading idea of ​​the course "The World Around" is the idea of ​​the unity of the world of nature and the world of culture. The surrounding world is considered as a natural and cultural whole, man - as a part of nature, the creator of culture and its product.

The course reveals the structure of the concept " the world» in the unity of its three components: nature, culture, man. These three components are consistently considered at different socio-cultural levels of society (family, school, small homeland, native country, etc.), due to which the main pedagogical approaches to the development of the subject are determined: communicative-activity, cultural-historical, spiritually-oriented.

The main objective of the subject "Technology" is to create conditions for students to gain experience in project activities from conception to product presentation. Younger students master the techniques of working with paper, plasticine and natural materials, constructor, study the properties various materials and rules for dealing with them. This approach creates conditions for the formation of regulative universal educational activities in younger students, allows the formation of specific personal qualities (accuracy, attentiveness, willingness to help, etc.), communication skills (work in pairs, groups), the ability to work with information and learn basic computer skills.

The material in the textbooks is built in the form of a journey that introduces students to human activities in different areas: Man and Earth, Man and water, Man and air, Man and information space.

The textbook "Technology" introduced a sign system for assessing the quality and complexity of the product, which allows you to form the motivation for success and self-esteem of the student.

The composition of the UMC "Perspective" includes:
Textbooks in subjects (grades 1-4)
Workbooks
Creative notebooks
Didactic materials for the student: "Reader", "Magic power of words", "Mathematics and Informatics", "Fundamentals of life safety".
Methodical manuals for teachers: lesson developments by subjects, additional teaching materials, calendar and thematic planning, technological maps.

Calendar-thematic planning and technological maps that provide the teacher with effective and high-quality teaching by moving from lesson planning to designing the study of the topic are posted on the pages of the Internet site of the UMC "Perspektiva".

Textbooks included in the UMK "Perspektiva":

1. Alphabet - L.F. Klimanov, S.G. Makeeva.
2. Russian language - L. F. Klimanova, S. G. Makeeva.
3. Literary reading - L.F. Klimanova, L.A. Vinogradskaya, V.G. Goretsky.
4. Mathematics - G.V. Dorofeev, T.N. Mirakova.
5. The world around - A.A. Pleshakov, M.Yu. Novitskaya.
6. Technology - N.I. Rogovtseva, N.V. Bogdanova, N.V. Dobromyslova

Educational and methodological complex "School 2000 ..."

Publishing house "Juventa"
Website: http://www.sch2000.ru

The didactic system of the activity method "School 2000 ..." offers a solution to urgent educational problems in the system continuing education(DOE - school - university). It is based on a continuous course of mathematics for preschoolers, primary and secondary schools, focused on the development of thinking, the creative powers of children, their interest in mathematics, the formation of strong mathematical knowledge and skills, readiness for self-development. The "Learn to Learn" program takes into account the possibility of working under this program in conditions various options OU curriculum (4h or 5h per week).

The main goal of the program "School 2000 ..." is the comprehensive development of the child, the formation of his abilities for self-change and self-development, a picture of the world and moral qualities that create conditions for successful entry into the culture and creative life of society, self-determination and self-realization of the individual.

The selection of content and the sequence of studying the basic mathematical concepts was carried out in the program "Learn to learn" on the basis of a systematic approach. Built by N.Ya. Vilenkin and his students, the multi-level system of initial mathematical concepts (SNMP, 1980) made it possible to establish the order of introduction of fundamental concepts in school mathematical education, ensuring successive links between them and the continuous development of all the content-methodological lines of the mathematics course 0-9.

The basis for the organization of the educational process in the program "Learn to learn" is the didactic system of the activity method of teaching "School 2000", which can be used at two levels: basic and technological.

Mathematics course "Learning to learn" for elementary school can be used in conjunction with courses in other academic subjects included in the Federal lists of textbooks of the Ministry of Education and Science of the Russian Federation, based on the teachers' own choice. In this case, as didactic basis, streamlining the work of teachers in the context of the variability of education, it is possible to use the technology of the activity method at the basic level.

Teaching materials for mathematics for elementary school of the program "Learning to learn" ("School 2000 ..."

1. Mathematics - L.G. Peterson

Textbooks are equipped with teaching aids, didactic materials and a computer program for monitoring progress.

additional literature
2. Peterson L.G., Kubysheva M.A., Mazurina S.E. What does it mean to learn. Teaching aid.-M.: UMC "School 2000 ...", 2006.
3. Peterson L.G. Activity method of teaching: the educational system "School 2000 ..." // Building a continuous sphere of education.- M .: APK and PPRO, UMC "School 2000 ...", 2007.

Educational and methodical complex "School 2100"

(supervisor - L.G. Peterson)

Balass Publishing House
Website: http://www.school2100.ru/

In the process of learning according to the EMC, in accordance with the activity approach, the task of forming a functionally literate personality is realized. On different subject content, the student learns to acquire new knowledge, to look for answers to his questions. 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. He assumes that the authors of textbooks and the teacher enable the student (if he wants) to take the material to the maximum. In textbooks for this there is redundant information that allows the student to make a personal choice. In the same time key facts, concepts and connections included in the minimum content (FSES and program requirements) should be learned by each student. The minimum is presented to the student at the lessons of the discovery of new knowledge, fixed and submitted for control. The maximum allows the student to satisfy their personal needs and interests.

Thus, each child has the opportunity to take as much as he can.

With the help of the technology of problematic dialogue used in the educational system "School 2100", students at each lesson learn to set a goal, draw up a plan to achieve it, search for a solution, and reflect on the results of working with a text. For the formation of communicative general educational skills, the technology of working with text is used. Thus, a teacher who works according to the textbooks of the School 2100 educational system has the opportunity to achieve new educational goals simply by delivering quality lessons using the technologies adopted in this system.

List of textbooks for teaching materials "School 2100"
1. Primer - R.N. Buneev, E.V. Buneeva, O.V. Pronin.
2. Russian language - R.N. Buneev, E.V. Buneeva, O.V. Pronin.
3. Literary reading - R.N. Buneev, E.V. Buneeva.
4. English - M.Z. Biboletova and others.
5. Mathematics - T.E. Demidova, S.A. Kozlova, A.P. Thin.
6. The world around - A.A. Vakhrushev, O.B. Bursky, A.S. Rautin.
7. Visual arts - O.A. Kurevina, E.D. Kovalevskaya.
8. Music - L.V. Shkolyar, V.O. Usacheva.
9. Technology - O.A. Kurevina, E.L. Lutzev
10. Physical culture - B.B. Egorov, Yu.E. transplant.

Educational and methodological complex "Perspective elementary school"

(supervisor - N.A. Churakova)

Publishing house "Akademkniga/textbook"
Website: http://www.akademkniga.ru

The concept of WCU is based on the humanistic belief that all children are capable of successful learning if the necessary conditions are created for them. Taking into account the age of students makes the learning process successful. All textbooks of the set provide teachers with opportunities to implement the regional component.

When selecting educational material, the development of the language of presentation of the material, the development of the methodological apparatus of the set, the following components were taken into account.

The age of the student. A first grader can be either six or seven or eight years old. And this is not a problem of lowering the age of a first-grader, but the problem of the simultaneous presence of children of different ages in the lesson, which required a combination of play and learning activities throughout the first year of study.

Different levels of student development. A schoolchild who has not attended kindergarten often comes to school with unformed sensory standards. This required solving the problem of forming sensory standards during the adaptation period of training.

Topographic affiliation of the student. The selection of material takes into account the experience of a student living in both urban and rural areas.

Different class content. The detailed wording of tasks, along with indications of the organizational forms of their implementation (in a group, in pairs), allows schoolchildren to study independently for a sufficiently long time, which is important for a small and small school. A similar structure of textbooks within each subject area and a common external intrigue for all textbooks of the set help students of different age groups located in the same room to be in a single educational space.

Different levels of Russian language proficiency. When developing the “Promising Primary School” teaching materials, it was taken into account that not all students have Russian as their native language and that today's student has a large number of speech therapy problems. The search for a solution to this set of problems required a revision of some important theoretical positions of the Russian language, the development of special lines of orthoepic work and work with a reverse dictionary.

As a result of mastering the subject content included in the set, each student gets the opportunity to acquire general learning skills and abilities. Master those methods of activity that meet the requirements of the state educational standard. These are, first of all, the initial skills of searching for the necessary information in dictionaries, reference books, the library catalog. , reverse, explanatory, phraseological, etymological and encyclopedic dictionaries.

The placement of a methodological apparatus for organizing children's activities in the classroom in the body of each textbook allows the set to fulfill such a requirement of the Federal State Educational Standard as the formation of educational cooperation activities - the ability to negotiate, distribute work, evaluate your contribution to the overall result of educational activities.

A unified system of symbols in all textbooks is designed to organize individual, pair, group and collective work.

List of textbooks of the TMC "Promising Primary School"

1. Alphabet - N.G. Agarkova, Yu.A. Agarkov
2. Russian language - Kalenchuk M.L., Churakova N.A., Baikova T.A., Malakhovskaya O.V., Erysheva E.R.
3. Literary reading - Churakova N.A., Malakhovskaya O.V.
4. Mathematics - A.L. Chekin, O.A. Zakharova, E.P. Yudin.
5. The world around - O.N. Fedotova, G.V. Trafimova, S.A. Trafimov, L.A. Tsareva, L.G. Kudrova.
6. Informatics - E.N. Benenson, A.G. Pautova.
7. Technology - T.M. Ragozina, A.A. Grinev.

additional literature
1) Churakova R.G. Technology and aspect analysis of the modern lesson
Churakova N.A., Malakhovskaya O.V. Museum in your class.

Educational-methodical complex “Development. Individuality. Creation. Thinking" (RITM)

(EMC "Classical Primary School")

Publishing house "Drofa"
Website: http://www.drofa.ru

Educational-methodical complex “Development. Individuality. Creation. Thinking" (RITM) was created on the basis of the "Classical Primary School" main feature which is a combination modern approaches to the solution of methodological problems and the principles of didactics tested by practice, which allows students to achieve consistently high educational results.

Educational-methodical complex “Development. Individuality. Creation. Thinking” (RITM) was revised in accordance with the Federal State Standard and supplemented with new textbooks (foreign language, the world around us, physical education). The CMC includes programs teaching aids, workbooks. Educational lines in the main subjects are provided with didactic materials, tests and sets of visual aids. All components of the CCM are integrated into a single methodological system, have a modern layout, voluminous methodological apparatus, professionally executed illustrations.

In the subject line of the Russian language and literary reading the native language is considered not only as an object of study, but also as a means of teaching children other disciplines, which contributes to the formation of meta-subject skills. The texts and exercises contained in the textbooks expand knowledge about the native country, its nature, contribute to the education of patriotism, the development of norms and rules of behavior, traditional moral values, tolerance, and hence the formation of the necessary personal qualities which is the most important result of education.

In the course of studying the course of mathematics, textbooks are included in active independent and group activities, the most important result of which is the development of flexibility, criticality and variability of their thinking. The methodological apparatus of the subject line is aimed at developing logical skills: understanding the learning task, independent planning their actions to solve it, choosing the best ways for this.

The methodology underlying the subject lines in a foreign language is designed to form elementary foreign language communicative competence in younger students. The principle of the dialogue of cultures, implemented in the course of the English language, allows the child to smoothly enter the foreign language communicative space. The German language course is aimed at the interconnected formation of all types of communication skills - listening, speaking, reading and writing. The content of foreign language courses contributes to the formation in the child of a sense of belonging to a certain linguistic and cultural community - Russian civil identity.

In the subject line around the world, the integration of natural-science and social-humanitarian knowledge is carried out, which lays the foundations for the formation of a holistic picture of the world, solves the problems of forming ecological thinking, a culture of a healthy and safe lifestyle, a system of national values, ideals of mutual respect, patriotism, based on ethnocultural diversity and general cultural unity of Russian society.

The fine arts subject line is focused on aesthetic development personality based on the development of the best examples of the artistic heritage of the peoples of Russia and the world. It is built on the principles of a system-activity approach to learning and reflects the communicative and moral essence of art education.

The aesthetic and spiritual and moral development of students when using the subject line in music is carried out through familiarization with musical culture as the most important component of a harmoniously developed personality. The course of music is built on a broad integrative basis with subjects of the humanitarian and aesthetic cycle. It is based on the principle of forming universal educational actions - personal, regulatory, cognitive, communicative.

The subject line on technology and physical culture contains extraordinary methodological methods for the formation of the necessary subject and meta-subject skills, as well as personality traits of a primary school graduate. The lines are practice-oriented and represent wide opportunities for the organization of educational and extracurricular activities of younger students.

UMC “Development. Individuality. Creativity, Thinking” (RITM) is aimed at achieving the results of education defined by the Federal State Standard and the implementation of the “Concept of Spiritual and Moral Development and Education of a Russian Citizen”.

Textbooks that are part of the EMC "Classical Primary School":
1. Alphabet - O.V. Jezhel.
2. Russian language - T.G. Ramzaev.
3. Literary reading. - O.V. Dzhezheley.
4. English language - V.V. Buzhinsky, S.V. Pavlova, R.A. Starikov.
5. German language - N.D. Galsakova, N.I. Gez.
6. Mathematics - E.I. Aleksandrova.
7. The world around - E.V. Saplin, A.I. Saplin, V.I. Sivoglazov.
8. Visual arts - V.S. Kuzin, E.I. Kubyshkin.
9. Technology.- N.A. Malysheva, O.N. Maslenikov.
10. Music - V.V. Aleev, T.N. Kichak.
11. Physical culture - G.I. Pogadaev.

Educational and methodological complex "Primary school of the XXI century"

(supervisor - N.F. Vinogradova)

Publishing house "Ventana - Graf"
Website: http://www.vgf.ru

The set is based on the theory of A.N. Leontiev, D.B. Elkonin and V.V. Davydov. The overall goal of training is the formation of a leading activity for this age. The goal of elementary school teachers is not just to teach the student, but to teach him to teach himself, i.e. educational activities; The aim of the student is to acquire the ability to learn. Educational subjects and their content act as a means to achieve this goal.

The forms, means and methods of teaching are aimed at developing the prerequisites for the younger student (in the first half of the first grade), and then the skills of learning activities. In the course of primary education, the primary school student develops the skills of learning activities that allow him to successfully adapt in the main school and continue subject education according to any educational and methodological set.

The leading characteristics of a primary school graduate are his ability to think independently, analyze any issue; the ability to build statements, put forward hypotheses, defend the chosen point of view; the presence of ideas about one's own knowledge and ignorance on the issue under discussion. Hence, there are two methodological features of the UMK. So, working with the educational and methodological kit "Elementary School of the XXI century", the student masters a fundamentally different role - "researcher". This position determines his interest in the process of cognition. As well as increasing attention to the creative activity of students, based on the initiative and independence of each student.

List of textbooks of the teaching materials "Primary school of the XXI century"

1. Primer - L.E. Zhurova.
2. Russian language - S.V. Ivanov, A.O. Evdokimova, M.I. Kuznetsova.
3. Literary reading - L.A. Efrosinina.
4. English language - UMK "FORWARD", M.V. Verbitskaya, O.V. Oralova, B.Ebbs, E.Worell, E.Ward.
5. Mathematics - E.E. Kochurina, V.N. Rudnitskaya, O.A. Rydze.
6. The world around - N.F. Vinogradov.
7. Music - O.V. Usacheva, L.V. Schoolboy.
8. Visual arts - L.G. Savenkova, E.A. Ermolinskaya
9. Technology - E.A. Lutsev.
10. Fundamentals of the spiritual and moral culture of the peoples of Russia (Grade 4) - N.F. Vinogradova, V.I. Vlasenko, A.V. Polyakov.

The content of the educational subjects of the EMC is focused on stimulating and supporting the emotional, spiritual, moral and intellectual development and self-development of the child; to create conditions for the manifestation of independence, initiative, creative abilities of the child in various activities. At the same time, the importance of children's assimilation of knowledge and mastery of skills and abilities as a means of development remains, but they are not considered as an end in itself of primary education.

In the subjects of the EMC, the humanitarian orientation and its influence on the emotional and social and personal development of the child are strengthened. The EMC presents content that helps the child to maintain and recreate the integrity of the picture of the world, provides him with an awareness of various connections between objects and phenomena and, at the same time, forms the ability to see with different sides the same subject. The main feature of this set is its integrity: the unity of the structure of textbooks and workbooks for all classes and subjects; the unity of the through lines of standard tasks, the unity of approaches to the organization of educational activities.

They publish textbooks and teaching aids for the "Planet of Knowledge" teaching materials of the "Astrel" and "AST" publishing houses.
The UMC includes:

1. Primer - author T.M. Andrianova.
2. Russian language - author T.M. Andrianova, V.A. Ilyukhin.
3. Literary reading - E.E. Katz
4. English language - N.Yu. Goryacheva, S.V. Larkina, E.V. Nasonovskaya.
5. Mathematics - M.I. Bashmakov, M.G. Nefedova.
6. The world around - G.G. Ivchenkova, I.V. Potapova, A.I. Saplin, E.V. Saplin.
7. Music - T.I. Balanova.

Educational and methodical set "Harmony"

(supervisor - N.B. Istomina)

Publishing house "Association of the XXI century".
Website: http://umk-garmoniya.ru/

The educational-methodical set "Harmony" implements: ways of organizing the educational activities of students related to the formulation of a learning task, its solution, self-control and self-assessment; ways of organizing productive communication, which is necessary condition formation of educational activities; ways of forming concepts that provide in an accessible way for the younger school age level of awareness of cause-and-effect relationships, patterns and dependencies.

The course is based on the methodological concept of purposeful and systematic work on the formation of mental activity techniques in younger students: analysis and synthesis, comparison, classification, analogy and generalization in the process of mastering the mathematical content provided by the program.

Primer "My first textbook", designed for the course "Literacy", provides not only the development of elementary reading and writing by first graders, but also the development of their thinking, cognitive interests, sense of language, the formation of phonetic hearing, spelling vigilance, speech and reading skills, introduction into the world of children's books, as well as the accumulation of experience in working with an educational book.

The primer involves the active promotion of both children who are just starting to learn to read, and those who are already at different stages of mastering the reading technique.

In general, this primer creates the conditions for the successful continuation of learning to read and the Russian language within the framework of individual subjects.
The Russian language course, presented in the textbooks "To the Secrets of Our Language", ensures the formation of language and speech skills in junior schoolchildren, their functional literacy simultaneously with the formation of the whole complex of universal educational activities.

This is facilitated by the implementation of an activity approach to the organization of learning, in which the development of language and speech concepts, rules, work on skills goes from motivation and setting a learning task - to its solution and through understanding the necessary mode of action - to the use of acquired knowledge, to the ability to control the implementation actions and their results.

Language learning has a communicative orientation, as it is subordinated to the development of students' speech, the improvement of all forms of their speech activity.

Formation of literacy schoolchildren is carried out on the basis of the purposeful development of their spelling vigilance and spelling self-control.

Course "Literary Reading" involves the formation of the reading competence of a younger student, which is determined by the possession of reading technique and methods of mastering literary work, the ability to navigate in books and the acquisition of experience in independent reading activity.

Teaching literary reading is also aimed at:
enrichment of the spiritual and moral sphere of junior schoolchildren, the formation of ideas about good and evil, justice and honesty, respect for the culture of the peoples of multinational Russia;
mastering universal educational activities
improvement of all types of speech activity, the ability to build a monologue and conduct a dialogue;
development of creative abilities;
education of an aesthetic attitude to the art of the word, interest in reading and books, the need to communicate with the world of fiction;
broadening the reader's horizons.

Mathematics course, presented in the textbook, in the process of assimilation of the program material purposefully forms all types of universal learning activities (UUD) for students. This is facilitated by: the logic of constructing the content of the course, a variety of methodological methods for organizing the educational activities of younger students, a system of educational tasks aimed at fulfillment by students various kinds actions.

In the process of studying the course, children master: mathematical knowledge, skills and abilities provided for by the course program, and learn how to use them to describe the surrounding objects, processes, phenomena, assess quantitative and spatial relationships; master the skills: to build reasoning; to argue and correct statements to distinguish between reasonable and unreasonable judgments; identify patterns; establish causal relationships; to analyze various mathematical objects, highlighting their essential and non-essential features, which will ensure their successful continuation of mathematical education in basic school.

Features of the content of the course "The world around" are: the integrative nature of the presentation of natural science, social science and historical knowledge; purposeful formation of UUD in the development of subject knowledge and skills.

The study of the surrounding world is aimed at:
the formation of a holistic picture of the world of the natural and socio-cultural world, environmental and cultural literacy, moral, ethical and safe norms of interaction with nature and people among junior schoolchildren;
mastering a complex of subject knowledge, skills and universal educational activities for the successful continuation of education in the main school;
development of skills to observe, analyze, generalize, characterize objects of the surrounding world, reason, solve creative problems;
upbringing of a citizen who loves his Fatherland, who is aware of his belonging to it, who respects the way of life, customs and traditions of the peoples who inhabit, who strive to participate in environmental and creative activities.

The main course presented in the textbooks "Technology", is an objective transforming activity that allows you to integrate the conceptual (speculative), visual-figurative, visual-effective components of cognitive activity.

The main features of the course "Fine Arts":
acquaintance of schoolchildren with the figurative language of fine arts as the basis for the emotional and ethical development of the surrounding world;
communicative orientation of training, which ensures the education of the basic visual culture of the individual and the primary development of visual means of visual communication;
activity approach to the study and further practical development of fine, design and decorative art activities;
problem-based learning, when the teacher, without suggesting a final answer, poses questions that help students themselves come to the right solution;
the formation of methods of cognitive activity and the development of interest in the field of artistic development of the world, the enrichment of the sensory and practical creative experience of the child.

Music course, presented in the textbooks "To the heights of musical art", has the following features:
development of musical thinking of schoolchildren through the development of various genres of music;
selection of musical material with a focus on the masterpieces of world musical art, which helps the child to form a holistic view of musical culture according to its reference samples;
formation along with the song type of musical thinking at the symphonic level;
the methodological principle of “recreating” the masterpieces of the world musical art, which consists in the fact that the holistic perception of a work is preceded by the stage of “creation” by a child through the passage of the main stages of the composer’s path;
the creation by schoolchildren of the independence of music as an art form capable of conveying the feelings and thoughts of people by its own means as a result of acquaintance with the musical images of various genres of music and the disclosure of the many-sided connections between music and life.

The purpose of the textbooks "Physical culture" is the formation of the basics of a healthy lifestyle among students, the ability to communicate and interact with peers, plan their own activities, distribute the load and rest in the process of its implementation, analyze and objectively evaluate the results of their own work, evaluate the beauty of the physique and posture, technically correctly perform motor actions.

The publishing house "Association of the 21st Century" publishes textbooks and teaching aids for UMK "Harmony".
To communicate with colleagues and exchange experience in the educational system "Harmony" created social network- www.garmoniya-club.ru

The UMC includes:
1. Primer - author M.S. Soloveichik, N.S. Kuzmenko, N.M. Betenkova, O.E. Kurlygina.
2. Russian language - author M.S. Soloveichik, N.S. Kuzmenko.
3. Literary reading - author O.V. Kubasov.
4. Mathematics - author N.B. Istomin.
5. The world around - author O.V. Poglazova, N.I. Vorozheikin, V.D. Shilin.
6. Technology - author N.M.Konysheva.
7. Visual arts - (publishing house "Yakhont"), author: T.A. Koptseva, V.P. Koptsev, E.V. Koptsev.
8. Music - (publishing house "Yakhont"), author: M.S.Krasilnikova, O.N.Yashmolkina, O.I.Nekhaeva.
9. Physical culture - (publishing house "Yakhont"), author: R.I.Tarnopolskaya, B.I.Mishina.

(The system of textbooks "Perspektiva" successfully passed the federal examination for compliance with the Federal State Educational Standard of the NOO 2009, received positive feedback from the Russian Academy of Sciences (RAS) and the Russian Academy of Education (RAO).

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 for the 2013/2014 academic year.)

The EMC of the Perspektiva program was created on a conceptual 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 in Russia. When creating the WMC, not only the modern requirements of society were taken into account, but also the cultural and historical perspective of its development. The Perspective program ensures the availability of knowledge and high-quality assimilation of the material, the comprehensive development of the personality of a younger student, taking into account his age characteristics, interests and needs. 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 uniqueness of the set for elementary school "Perspektiva" is that it was created in parallel with the development of the Federal State Educational Standard for Primary General Education. The first textbooks and teaching aids of the Perspektiva set began to be produced in 2006. Scientists from the Russian Academy of Education, the Russian Academy of Sciences, methodologists and teachers take part in the work on the Perspektiva set together with the Prosveshchenie publishing house. The fundamental principles of the set are: humanistic, the principle of historicism, communicative and the principle of creative activity. Such a fundamental approach allows organizing the learning process, on the one hand, for the purpose of obtaining knowledge in accordance with the requirements of the new standard, on the other hand, as a means of forming universal learning skills and personal qualities, i.e. development and upbringing of the child.

ideological basis system of textbooks "Perspective" 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 a student in life and work and as a condition for the security and prosperity of the country.

The didactic basis of the system of textbooks "Perspective" is didactic system of the activity method (L.G. Peterson), synthesizing, on the basis of the methodological system-activity approach, non-conflicting ideas from modern concepts of developmental education from the standpoint of the continuity of scientific views with the traditional school (Conclusion of the Russian Academy of Education of July 14, 2006, Prize of the President of the Russian area of ​​education for 2002).

The methodological basis of the Federal State Educational Standard is system-activity approach. It is the system-activity approach, which is the basis of the "Perspektiva" set, that makes it possible to orient the teacher towards the achievement of personal and meta-subject learning outcomes for younger students.

The achievement of these results is facilitated by the thematic unity of all the subject lines of the set, expressed in the following theses:

- "I am in the world and the world is in me": it is important that training contributes to the construction of the image of "I", which includes self-knowledge, self-development and self-esteem, the formation of a civic identity of the individual, the acceptance and understanding of moral and cultural values, the rules of interaction with the outside world.

- "I want to study!": the child often asks the question “why?”, he is interested in knowing everything and about everything. Our task is to maintain this interest and at the same time teach the child to independently find answers, plan their activities and bring them to the end, evaluate the result, correct mistakes and set new goals.

- “I communicate, therefore I study”: The learning process is impossible without communication. It seems to us extremely important to build the learning process as an improvement of subject-subject and subject-object communication, that is, firstly, to teach the child to freely conduct a constructive dialogue, listen and hear the interlocutor, and secondly, to form an information culture - to find the necessary sources of knowledge learn to receive information from various sources, analyze it, and, of course, work with a book.

- "In a healthy body healthy mind!": here it is important to preserve the health of students in the learning process, and to teach children to take care of their own health, understanding that health is not only a physical, but also a spiritual value. In this regard, the concept of health includes not only the rules of hygiene and the rules of safe behavior, but also certain values: the ability to empathize, sympathize, take care of oneself, nature, people around, protect and honor what they have created.

The authors of the "Perspective" set reveal the stated theses through thematic areas: "My family - my world", "My country - my Fatherland", "Nature and culture - the environment of our life", "My planet - Earth", which integrate the educational material of different objects and allow the child to more effectively form a holistic picture of the world.

Another 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. In textbooks, tasks are offered in such a way that the cognitive activity, cognitive interest and curiosity of the child develop into a need to learn new things, to learn independently. The student at each lesson, as it were, reveals the content of future topics. Education is based on the dialectical principle, when the introduction of new concepts and ideas, initially presented in a visual-figurative form or in the form of a problem situation, precedes their subsequent detailed study. Each textbook is equipped with a system of tasks aimed at developing both the logical and figurative thinking of the child, his imagination, intuition. The textbooks systematically build theoretical material, to which practical, research and creative tasks are proposed, allowing to intensify the child's activity, apply the acquired knowledge in practical activities, and create conditions for the realization of the student's creative potential.

The next feature of EMC "Perspektiva" in the context of its compliance with the requirements of the Federal State Educational Standard is a great opportunity for solving educational problems. Implementation of the Concept of Spiritual and Moral Development and Education of the Personality of a Russian Citizen in the EMC is aimed at forming a valuable worldview, educating and establishing the moral position of the personality of a junior schoolchild. The teacher solves these tasks in the process of discussing a system of questions, problematic and practical situations, texts aimed at nurturing the kindest feelings, love and interest in his family, small and large Motherland, traditions and customs of the peoples living in Russia, their cultural and historical heritage.

The basis of the information and educational environment for elementary school are the completed subject lines of the system of textbooks "Perspektiva". Textbooks effectively complement workbooks and creative notebooks, dictionaries, books for reading, methodological recommendations for teachers, didactic materials, multimedia applications (DVD-video; DVDs with lesson scripts that implement the activity method of teaching; CD-ROMs; presentation materials for multimedia projectors; interactive whiteboard software, etc.), Internet support and other resources in all subject areas of the GEF curriculum (FSES, section III, p. 19.3.). All this allows organizing various types of students' activities, effectively using modern methods and technologies for organizing educational work.

Another distinctive feature of the Perspektiva system of textbooks, which provides it with the status of the core of the information and educational environment for elementary school, is the developed special navigation system that allows the student to navigate both inside the teaching and learning center and go beyond it in search of other sources of information. Thus, the system of textbooks "Perspektiva" is integrated into a single ideological, didactic and methodological system that helps the teacher to meet the requirements of the modern educational process, determined by the Federal State Educational Standard.

For EMC "Perspektiva" a new methodological support has been developed - "Technological maps" that help the teacher to implement the requirements of the Federal State Educational Standard in the educational process. "Technological maps" is a new methodological toolkit that provides the teacher with high-quality teaching of a new curriculum by moving from lesson planning to designing the study of a topic. The "Technological maps" define tasks, planned results (personal and meta-subject), indicate possible interdisciplinary connections, propose an algorithm for passing the topic and diagnostic work (intermediate and final) to determine the level of mastering the topic by students. The maps are posted on the website of the publishing house "Prosveshchenie" in the "Perspective" for teachers section. In addition, additional Internet resources have been developed for teachers and parents, including lesson development, articles and comments, advisory support for teachers and parents (psychologists, teachers, and authors answer questions from parents and teachers).

In order to ensure the effectiveness of the use of the system of textbooks "Perspektiva" in the practical activities of teachers, a multi-level system of advanced training for teachers of different categories (teachers of primary and secondary schools, teachers of preschool educational institutions, head teachers, directors, methodologists, teachers of pedagogical colleges and pedagogical universities, psychologists, etc.) .), which creates conditions for the gradual mastering of the pedagogical tools of activity-based learning both at the federal level (in the Center for System-Activity Pedagogy "School 2000 ..." of the AIC and PPRO), and in the regions based on the principle of network interaction.

The created mechanisms for improving the quality of the work of teachers in accordance with the requirements of the Federal State Educational Standard on a unified ideological, didactic and methodological basis open up the prospect for a real transition of the school to the implementation of the new goals and values ​​of education and the construction of a single educational space for teaching, educating and protecting schoolchildren.

In December 2012, Russian legislation adopted the Federal Law. It is considered the main regulatory legal act in the field of education.

General education in Russia

Education in our country is aimed at personal development. And also in the learning process, the child must learn the basic knowledge, skills and abilities that will be useful to him in the future for adaptation among people and right choice professions.

Stages of general education:

• preschool;
• general primary (grades 1-4);
• basic general (grades 5-9);
• general secondary (grades 10-11).

Thus, it becomes clear that education in Russia is divided into 2 types:

• preschool - children receive it in kindergartens and schools;
• school - from grade 1 to grade 11, children study in educational institutions, schools, lyceums, gymnasiums.

Many children, coming to grade 1, begin to study according to the educational program "Perspective Primary School". Reviews about it are different, teachers and parents discuss the program in various forums.

The main provisions of the program include all requirements state standards about primary general education. The system-active approach to the development of the child's personality became the basis.

Promising Elementary School Program in Grade 1

Reviews of parents and teachers in elementary school about the program "Perspective" are diverse, but in order to understand its whole essence, you need to get to know it in more detail.

What the program is learning:

• philology;
• mathematics;
• informatics;
• social science;
• art;
• music.

The child, studying the program, as a whole can form his own opinion about the environment and get a complete scientific picture of the world.
The program "Perspective" has a number of textbooks. Among them:

• Russian language - alphabet;
• literary reading;
• mathematics;
• informatics and ICT;
• the world;
• foundations of religious cultures and secular ethics;
• art;
• music;
• technology;
• English language.

All textbooks included in the "Perspective Primary School" curriculum have been certified for compliance with the Federal State Educational Standard. And they were recommended by the Ministry of Education and Science for use in teaching children in educational institutions.

The main objective of the entire program "Perspective Primary School" is the full development of the child based on the support of teachers of his individual characteristics. At the same time, the program is designed to ensure that each student will be able to visit different roles. Thus, at one time he will be a student, at another - a teacher, and at certain moments - an organizer of the educational process.

Like any program, the "Promising Elementary School" has its own principles in teaching children. The main ones are:

• the development of each individual child must be continuous;
• in any situation, the child must formulate a holistic picture of the world;
• the teacher must take into account the characteristics of each student;
• the teacher protects and strengthens the physical and mental condition of the child;
• a student for education should receive a good example.

Main properties of the program "Perspective"

1. Completeness - at the time of learning, the child learns to find data from different sources. Such as a textbook, a reference book, the simplest equipment. Children develop business communication skills, as the program has developed joint tasks, working in pairs, solving problems in small and large teams. The teacher, while explaining new material, uses several points of view on one task, this helps the child to consider the situation from different angles. The textbooks have the main characters that help children learn to perceive information while playing.
2. Instrumentation - specially developed mechanisms for children that help to put into practice the acquired knowledge. It was made so that the child can outside help look for the necessary information not only in the textbook and dictionaries, but also beyond them, in various methodological manuals.
3. Interactivity - each textbook has its own Internet address, thanks to which the student can exchange letters with the heroes of the textbooks. This program is mainly used in schools where computers are widely used.
4. Integration - the program is designed so that the student can get a general picture of the world. For example, in the classroom of the world around the child will be able to obtain the necessary knowledge from different areas. Such as natural science, social science, geography, astronomy, life safety. And also the child receives an integrated course at the lessons of literary reading, since there the teaching of language, literature and art is included in the basis of education.

The main features of the program "Perspective"

For teachers, the developed methodological manuals have become great helpers, as lesson plans are detailed in them. Most parents and teachers are satisfied with the program.

Peculiarities:

• in addition to textbooks for each subject, an anthology, a workbook, an additional teaching aid for the teacher are attached;
• The curriculum for students consists of two parts. In the first part, the teacher is offered theoretical classes, while the second part helps the teacher to build a lesson plan separately for each lesson. And also in the methodological manual there are answers to all the questions that are asked in the textbook.

It should be understood that education in primary school is a very important process in which the child builds the foundation for all subsequent education. The curriculum "Perspective Primary School", reviews confirm this, has many positive aspects. The child is quite interested in getting new knowledge.

How do the authors see the future of their program?

When developing the program, the authors tried to include in it all the key points that will help the child in later life. After all, just in elementary school, children must learn to comprehend the correctness of their actions, to get a more complete picture of the world around them.

In our time, virtually all school programs are aimed at personal development. "Perspective" was no exception. Therefore, as teachers who have encountered work on this program say, there is nothing complicated about it. The main thing is that the child is engaged not only at school, but also at home.

Is it worth it to study this system?

Whether or not to go to school with the Promising Primary School program is up to each parent to decide for themselves. In any case, the child must receive primary education.

Teachers try not to leave negative feedback about the Promising Elementary School program, as they will continue to work with it. But the opinions of parents are ambiguous, some like it, some do not.

What you need to know about the Perspective program:

• the program is designed very close to traditional;
• should help the child to become independent;
• parents will not be able to relax, throughout the entire education the child will need their help.

A little about "Promising Primary School"

If a student is enrolled in an elementary school under the Perspective program, feedback for parents very often becomes a powerful argument to think about whether he will be able to understand all aspects of education.

The whole program is one big system related subroutines. At the same time, each discipline is a separate link and is responsible for a certain direction in activity. For many parents, reviews of the "Primary School Perspective" curriculum help to correctly assess their abilities and the abilities of their child.

• the child must be ready to develop independently;
• the child must comprehend and understand the basic values ​​in life;
• It is necessary to motivate the child to learn and learn.

For many parents, these goals seem out of place and quite difficult for first graders. That is why reviews of the training program "Perspective" (elementary school) are far from unambiguous. Some people like textbooks and the material presented in them, some do not. But this is true for all tutorials. Each of them has its pros and cons, and the task of parents is to understand what is more.

If we consider the program1 "Perspective Primary School", Grade 1, the feedback from the authors will help to understand the principles on which the entire educational process is built. What are the creators hoping for?

1. Personal development in this program is given the most attention. The child must understand which of the human values ​​should be above all.
2. Education of patriotism. From childhood, a child must be hardworking, respecting human rights and freedoms, showing love for others, nature, family, and the Motherland.
3. Unification of cultural and educational process. Protection national culture and understanding the significance of all cultures, different nations for the entire state as a whole.
4. Self-realization of personality. The child should be able to develop independently and participate in various creative tasks.
5. Formation of the correct point of view and a general picture of the world.
6. One of the main goals is to help the child learn to live in society with other people.

From the feedback on the "Primary School Perspective" program, you can understand how completely different children learn information and how adaptation takes place at school. It should be noted that this largely depends on the teacher (sometimes much more than on the program).

Achievements of schoolchildren

Primary school under the program "Perspective", reviews of employees of the Ministry of Education confirm this, contributes to the harmonious development of students.

Achievements:

1. In meta substantive results- students can easily cope with mastering
2. In the subject results - children learn new knowledge and try to apply it based on the general picture of the world.
3. Personal results - students easily study and find the necessary material on their own.

These are the main achievements aimed at by the elementary school with the "Perspective" program. Feedback on the project is more often positive, as parents notice changes in children in better side. Many become much more independent.

School program "Perspective elementary school": feedback from teachers

Despite the fact that the Perspektiva program appeared relatively recently, many teachers are already working on it.

It is very important for parents to have feedback on the program "Perspective Primary School" (Grade 1) from teachers. Since they work with her and know all the pitfalls that they will have to face.

With the advent of a large number of school programs for elementary school in the learning process, it is impossible to say unequivocally which one will be better. So in "Perspective" there are both minuses and pluses.

The pluses of the teacher include methodological aids for conducting lessons. They are divided into two parts, one of which contains theoretical material, the other - a detailed plan for conducting lessons on school curriculum"Perspective elementary school."

Parents of future first-graders think about the education of their children long before the first and most memorable Day of Knowledge. In search of a suitable educational program, many are dizzy: how to choose one that will help the development of the child's personality and at the same time meet all the requirements of state elementary school standards? According to reviews, the program "Perspective" is what is needed for the comprehensive and comprehensive development of the student.

The creators of the complex

Perhaps we should start with the fact that this educational project belongs to the traditional system of teaching primary school children. The complex was developed in 2006. Author teaching materials and the initiator of the creation was a teacher with many years of experience, Doctor of Pedagogical Sciences Lyudmila Peterson. Together with the Prosveshchenie publishing house and young scientists, she managed to create a unique school curriculum.

Reviews about the "Perspective" for elementary school are not always rosy, but, as you know, any project always has its critics and admirers. It is no coincidence that the authors of the program had to face difficulties in obtaining recommendations from the Ministry of Education and Science of the Russian Federation. For this reason, some materials had to be replaced and finalized in 2014, after which all stages of the approval of the curriculum for the Perspektiva elementary school were passed. Reviews of those parents whose children have already been engaged in the updated educational and methodological complex deserve attention.

How Parents Evaluate Perspective

In general, the project has more positive than negative feedback. The most important thing that parents of students say primary school- Their children are interested in learning. In contrast to this opinion, dissatisfied moms and dads come forward, who believe that any experiments with educational forms are doomed to failure. Next, we will take a closer look at the features of the school curriculum for the Perspektiva elementary school. Reviews from 2016 or earlier really help to get a feel for this. training course in general terms, but it is possible to understand objectively whether it is worth sending your child to study under this program only by delving into its content and principles.

What disciplines are included in the program

Like any other traditional projects, Perspective has the necessary theoretical and practical basis. Primary school students are trained in the areas of philology, mathematics, social science, art and modern technologies. The textbooks of the following authors help them in this:

• "ABC" for grade 1 and the course "Russian language" L. Klemanova.
• "Mathematics" G. Dorofeev.
• "Literary reading" by V. Goretsky.
• "Informatics" T. Rudnichenko.
• "The world around" A. Pleshakov.
• "Technology" by N. Rogovtseva.
• "Physical education" by A. Matveev or I. Viner (at the choice of the teacher).
• "Fine Arts" T. Shpikalova.
• "Music" by E. Kritskaya.
• "Fundamentals of Religious Cultures and Secular Ethics" by A. Shemshurina.

All teaching aids are written in an accessible way and are easily perceived by children, judging by the feedback from parents.

The Perspective program for elementary school in 2017 offers the study of several foreign languages ​​at once:

• English - according to standard or advanced courses in accordance with the Federal State Educational Standard, as well as the textbooks "In Focus" by Y. Vaulina and "Star" by K. Komissarov;
• French - according to the project of N. Kasatkina "In the future" or A. Kuligina "Your friend is French";
• Spanish and German in classical programs.

All textbooks and manuals that were included in the school program "Perspective" for elementary school, according to teachers, are designed for children with different levels of training. Educational materials have passed the certification procedure for compliance with the Federal State Educational Standard of the IEO, having received the appropriate reviews from the Ministry of Education.

The basic principles of "Perspective" for elementary grades

The goal pursued by the creators of the program is to enable the teacher to fully develop children and their individual abilities. At the same time, Perspektiva has its own principles for conducting the educational process in elementary school. These include the following provisions:

• continuity of learning;
• taking into account the personal qualities of students;
• the formation of a child's worldview, a holistic picture of what is happening;
• the presence of a worthy visual example for schoolchildren;
• maintaining the physical and mental condition of students.

It is interesting that Lyudmila Peterson based her educational project on the system of the activity approach developed by her earlier. By the way, in 2002 the President of the Russian Federation awarded Peterson with the State Prize in the field of education.

To give the child universal skills and abilities, to develop his ability to set the right goals, solve problems and take responsibility for results - this is the essence of the Perspective program for elementary school. Feedback from teachers indicates that it is not as difficult to introduce the complex into the educational process as it might seem at first glance. It is important to teach the child to study and discover new knowledge on their own, and not to provide him with ready-made information. Several directions are basic for this activity methodology of the school curriculum. Let's give a few words to each of them.

I want to study!

The teacher must maintain and constantly stir up the child's interest in everything unknown, develop his cognitive abilities with exciting tasks, instill the ability to plan his actions and achieve goals, objectively evaluate the results and correct mistakes.

Healthy body - healthy mind!

In the course of the educational process, it is extremely important to simultaneously teach the child to take care of himself, to observe the rules of personal hygiene, safety precautions. In addition, in their reviews of the school program "Perspective" for elementary school, teachers note that it is important to lay in the perception of the child the foundation of moral values, manifested in the ability to empathize, take care of others and protect nature.

I am in the world, the world is in me!

This principle helps the child to build his own "I", including to know himself through the prism of moral and ethical principles in society, to improve communication skills (to freely conduct a dialogue, to be able to listen to others, to identify suitable sources of information, to work with a book, etc.) .

What teachers say about this complex

Teachers in their conclusions about the "Perspective" are like-minded: training in this program is hardly difficult to call. If a child is engaged not only at school, but also devotes enough time to self-education, there will be no difficulties in mastering the material. Despite the fact that all children adapt in completely different ways in the lower grades, as evidenced by the feedback from parents, the Perspective program in elementary school is universal. It allows the teacher to find an individual educational approach to each child. To some extent, it all depends on the teacher, rather than on the type of curriculum.

Judging by the reviews, few people criticize the Perspective curriculum for elementary schools. Of course, there are also shortcomings in it, or rather, shortcomings - apparently, the authors of the project messed up something with manuals and materials. Imperfect moments of teachers and parents include:

• Preparation of prescriptions for first graders. It is difficult for students to adapt to the proposed notebooks, so capital and capital letters are written in almost the same size.
• The sequence of topics in the course "Mathematics". The study of the multiplication table, according to the textbook, is planned earlier than the acquaintance with numbers up to 100.
• The presence of grammatical errors in the "ABC".
• Exercises and assignments in books do not always correspond to the topics being studied.

At the same time, in their reviews of the “Perspektiva” program for elementary school, teachers note that, for example, the course “The World Around” is drawn up unusually, and the children read the textbook with great interest. True, doing homework in this subject, students rarely do without the help of their parents. The teachers did not disregard the "Mathematics", which is designed for children with different levels of knowledge and degree of preparation. Any of the topics involves solving several problems in the lesson (from 4 to 6), and at the end of the paragraph, tasks of the Olympiad type are offered.

What skills does the child get

The Perspective program for elementary school, according to its creators, was developed according to three fundamental principles:

• independence;
• instrumentality;
• integration.

The first involves the ability of the child in the learning process to use the proposed sources of information (textbook, reference book, dictionary, workbook etc.) to solve the tasks. The elementary skills of business communication, which are acquired by children as part of the development of the material, role-playing games, working in pairs, joint tasks, and discussions also help in this. It is important that the teacher, revealing a new topic, presents several possible solutions to the problem - this lays in children the ability to continue to look at the same situation from different angles.

The principle of instrumentality implies the introduction of specially designed mechanisms into the curriculum that contribute to easier perception and mastering of the material. According to the authors, what is more important is not how much information the child has comprehended, but whether he is able to apply the acquired knowledge in practice. For this, for example, in each textbook there are heroes, thanks to which, from the first to the last topic of the course, the material is studied in a playful way.

The Perspective program is designed in such a way that every elementary school student can get a general and comprehensive picture of the world. The most striking example is the integrated course "The World Around". During the lessons and doing homework, each child receives knowledge in geography, social science, natural science, astronomy, life safety.

Program Benefits

The teaching aids of the Perspektiva complex, as teachers admit, have become real helpers for them. Each course has detailed class plans. According to parents, the Perspektiva program for elementary schools in 2016 and 2017 pleased with the increase in educational materials: now, in addition to textbooks, each course is accompanied by an reader, notebooks for independent, control and verification work. It is also convenient that the annual process of studying any subject is conditionally divided into two parts - theoretical and practical.

What goals did the authors pursue when creating the Perspektiva elementary school program? According to teachers, the likely goal was to include in the project everything that will help the child in later life. After all, starting from the bench of the lower grades, schoolchildren should learn to analyze their actions, comprehend their correctness and draw appropriate conclusions. Most of the existing curricula are aimed at personal development. The creators of Perspektiva did not deviate from the main concept either. In the understanding of the creators of this project, students should develop creatively by regularly completing relevant tasks and participating in various thematic competitions.

And yet, if there are any significant differences between this educational complex and the rest, then they lie in unprincipled nuances. The primary task of teachers working under this program is not so much the conduct of the educational process as the ability to direct and motivate the child to study each subject independently.

It is important that from the first grade children understand which of the human values ​​are above all. This concept is based on the upbringing of a sense of patriotism - every schoolchild should be instilled with diligence, respect for the rights and freedoms of other people, manifestation of love and care for others, nature, family, and the state from an early age. An equally significant role is played by the unification of the educational and cultural process. Moreover, it is important that the child knows not only about their national traditions and customs, but also remains tolerant to representatives of other cultures. Thus, a simple conclusion suggests itself: the Perspektiva program teaches children to live in society and keep up with the modern world, but at the same time to be fair, to be able to defend and defend their position.

Conclusion

As you know, parents have the right to independently choose an educational institution for their child. Do you want your children to study in elementary school according to the educational program "Perspective"? Reviews about this project for most parents often serve as a significant argument, despite the ambiguity of opinions. The entire educational and methodological complex is a huge system of subprograms that are interdependent on each other. At the same time, each of the items is a separate direction, an indispensable link in educational activities students. The program does not differ fundamentally from traditional projects that comply with the Federal State Educational Standard. "Perspective" from the first grade helps the student to become more independent, but this does not mean that the child will not need the help of parents throughout the entire period of study.

This issue is especially acute for parents of future first-graders. Everyone wants not to harm either the child or themselves. A survey of acquaintances and the study of sites begins in the hope of finding an answer to the question of interest.

Parents face a choice educational program.

But whatever the program, a lot depends on the primary school teacher: teaching style, interest, responsibility, attitude towards children and work. It would probably be fair to say that in elementary school "you need to go to the teacher." So it’s worth learning more about the teachers who will recruit future first graders and.

Let's start by listing the existing programs for the 2017-2018 academic year in Russian schools:

It should also be noted that all curricula are developed in accordance with the CEO, which allows you to master the necessary minimum of knowledge (invariant part of teaching aids) or acceptable for the curious (variable part).

Let's analyze the pros and cons of each curriculum in elementary school:

OS "School 2100"

This program is continuous with kindergarten and up to grade 11. Covers a large amount of material. The teacher directs and controls the search activity of students. The most difficult subjects are mathematics Kozlova S. A. and the world around Vakhrusheva A. A.
At the moment, the program is limited in the use of schools, since the textbooks were not included in the Federal List, that is, they did not pass the examination of the Ministry of Education.

Pros: students are trained to learn and acquire knowledge. They can easily find the information they need. They write a lot of essays and presentations, essays, have a broad outlook of knowledge.

Minuses: tasks are feasible for mastering middle and high level students, requires control and help from parents. Another disadvantage is that not all middle and high school teachers are ready to continue their education in the 5th grade.

The traditional program, according to which many studied in the Soviet period, and today it remains relevant, involves the cultivation of patriots who want to learn, study the country in which you live, love nature, respect other people.

Pros: tasks are feasible for the development of students of even a very weak level.

Minuses: few developing tasks for logic, thinking, expanding the horizons of children. Here everything will depend on the teacher who is ready to go beyond the program, select developing, logical tasks. The horizon of knowledge of students will be insufficient for successful education in the middle link.

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

Elkonin D. B. and Davydov V. V. are well-known psychologists, founders of the developmental education system. The program is complex, but “brilliant”, fundamentally different from other systems as a whole.

Students should be in constant search of information, develop theoretical thinking and imagination. It is assumed that students go to school not for grades, but for knowledge. For evaluation, an evaluation ruler or scale is used for students and the teacher. As a result, the child develops self-esteem, self-control and self-education. The methodology is also characterized by a minimum of homework.

Pros: children strive for knowledge, not marks, they are highly motivated, have deep knowledge, a desire for non-standard thinking. Lessons are interesting, games are often used. And again, it all depends on the teacher, who knows exactly what to do.

Minuses: the complex level of the subjects taught, it is difficult to adapt to a different teaching system in the changed conditions.

Zankov L.V. - psychologist, developer of a developmental training program. Education under this program takes place in a creative form, unconventionally, at a fast pace, information from the middle classes is offered for review. Much attention is paid to the development of logic, thinking, independent extraction of knowledge.

Pros: children consciously learn, have to argue and prove their point of view, work in groups is used. Training takes place by virtue of its capabilities, since the program does not intend to reach the maximum.

Minuses: required for admission to school good preparation, and upon admission to the middle link, continuation is necessary, otherwise everything is in vain.

And again the problem is the lack of “smart” teachers who are sick of Zank ideas.

EMC "Planet of Knowledge"

A program with an emphasis on the development of creative abilities and thinking of primary school students. The teacher controls and helps to open the "planet of knowledge".

Pros: bright attractive textbooks, creative development of the child.

Minuses: when entering school, good preparation in counting and writing is necessary. A large amount of homework, as well as text errors in textbooks.

EMC "Perspective Primary School" or PNSh

Roza Churakova - head of the team of authors, candidate of pedagogical sciences, professor at the Academy for Advanced Studies of Educators. "PNSH" or Promising Primary School is a humanitarian program based on student-centered principles of the educational process.

Pros: textbooks in grades 1-4 are based on the life experience of the child, they teach to speak, read and observe.
At the end of elementary school, students move to the secondary level with a large store of knowledge prepared for further education. They independently search for information in different sources and use it, work with a large number of dictionaries.

Minuses: The program requires direct parental assistance and active participation. The course requires an experienced and trained teacher, with whom everything will be accessible and understandable.

EMC "Primary school of the XXI century"

One of the most widespread programs in Russia, awarded the Presidential Prize. Project Manager - Vinogradova N.F.

Pros: fully complies with the FGOS. Children show good results. Students learn self-control and self-esteem. Very strong textbook on literary reading, well presented classics, text analysis.

Minuses: many parents, and even teachers, are strained by other spellings of letters in the 1st grade, the listing of words with a small letter; a kind of presentation of material in mathematics, different from other programs. The program is developing, like many others, requires the direct participation of parents and a skilled teacher.

UMK "Perspective"

The name of the program promises a lot. The main thing is to educate a spiritually developed personality, a citizen. The author of the project is Doctor of Pedagogical Sciences Peterson L.

Pros: teaches children to keep up with the modern world, to be prepared, to defend their position.

Minuses: a large amount of information, requires the constant participation of parents.

Pros: a variety of educational material teaches students to independently search for the right decision, think logically, argue and discuss.

Minuses: requires good preparation for school, since in the future it implies close cooperation with parents, many topics are submitted for self-education.

• first of all, parents of future first-graders need to focus on the level of development of their child;
• take seriously the choice of a primary school teacher, because a competent, experienced teacher will make any program interesting and useful, and the child will definitely learn it;
• it is also necessary to remember that the success of education depends not only on the teacher, but also on the desire of parents to participate in the life of the student himself, to spend their time and energy.