In December 2012, Russian legislation was adopted by the Federal 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 master the basic knowledge, skills and abilities that will be useful to him in the future for adaptation among people and the right choice of profession.
General education levels:
- preschool;
- general primary (grades 1-4);
- basic general (grades 5-9);
- general secondary (grade 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 grades 1 to 11, children study in educational institutions, schools, lyceums, gymnasiums.
Many children, coming to grade 1, begin to study according to the educational program "Primary School Perspective". There are different reviews about it, teachers and parents discuss the program in various forums.
The main provisions of the program include all the requirements of state standards on primary general education. The basis was a systemic-active approach to the development of a child's personality.
Prospective Primary School Program in Grade 1
The opinions of parents and teachers in elementary school about the Perspective program are versatile, but in order to understand its whole essence, you need to get to know it in more detail.
What the program learns:
- philology;
- mathematics;
- informatics;
- Social Studies;
- art;
- music.
A child, studying the program, as a whole, can form his own opinion about the environment and get a complete scientific picture of the world.
There are a number of textbooks in the Perspective program. Among them:
- Russian language - alphabet;
- literary reading;
- maths;
- informatics and ICT;
- the world;
- foundations of religious cultures and secular ethics;
- art;
- music;
- technology;
- English.
All textbooks that are part of the "Prospective Primary School" curriculum have passed certification for compliance with the Federal State Educational Standard of the LEO. And they were recommended by the Ministry of Education and Science for use for teaching children in educational institutions.
The main task of the entire Prospective Primary School program is the full development of the child based on the support of teachers for his individual characteristics. At the same time, the program is designed so that each student will be able to visit different roles. Thus, at one time he will be a student, at another he will be a trainer, and at certain moments he will also be an organizer of the educational process.
Like any program, Prospective Primary School has its own principles for 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 state of the child;
- a student for education should receive a clear example.
The main properties of the program "Perspective"
- Completeness - at the time of learning, the child learns to find data from different sources. Such as a textbook, reference book, the simplest equipment. Children develop business communication skills, since the program has developed joint tasks, work in pairs, problem solving by small and large teams. The teacher, while explaining new material, uses several points of view about one task, this helps the child to consider the situation from different angles. The textbooks contain main characters who help children learn to perceive information while playing.
- Instrumentality - specially designed mechanisms for children that help to put the acquired knowledge into practice. It was made so that the child could, without outside help, look for the necessary information not only in the textbook and dictionaries, but also outside them, in various teaching aids.
- 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 used mainly in schools where computers are widely used.
- Integration - the program is designed so that the student can get a big picture of the world. For example, in the classroom of the surrounding world, the child will be able to acquire the necessary knowledge from different areas. Such as natural science, social science, geography, astronomy, life safety. And also the child receives an integrated course in literary reading lessons, 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 teaching aids have become great helpers, since lesson plans are detailed in them. Most of the parents and teachers are satisfied with the program.
Peculiarities:
- in addition to textbooks for each subject, a reader is attached, a workbook, an additional methodological manual for the teacher;
- the course for schoolchildren consists of two parts. In the first part, theoretical lessons are offered to the teacher, 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 gaining new knowledge.
How do authors see the perspective of their program?
When developing the program, the authors sought to include in it all the key points that will help the child in later life. Indeed, 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 is no exception. Therefore, as teachers say, who are faced with the work on this program, there is nothing complicated in it. The main thing is that the child does not only study at school, but also at home.
Is it worth learning according to this system?
Whether or not to go to school with the Prospective Primary School program is up to each parent to decide for themselves. In any case, the child should receive primary education.
Teachers try not to leave negative comments about the Prospective Primary School program, as they will continue to work with it. But the opinions of the parents are ambiguous, some like it, some don't.
What you need to know about the Perspective program:
- the program is designed very close to the traditional one;
- 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 the "Promising elementary school"
If a student enters a primary school in the Perspective program, feedback for parents very often becomes a powerful argument to think about whether he can understand all aspects of learning.
The entire program is one large system of interconnected subroutines. At the same time, each discipline is a separate link and is responsible for a certain direction in the activity. For many parents, feedback on the Primary School Perspective curriculum helps them assess their capabilities and their child's abilities.
- 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 irrelevant and rather difficult for first grade students. That is why the reviews about the "Perspective" training program (primary school) are far from unambiguous. Some people like textbooks and the material presented in them, some don't. But this is true for all tutorials. Each of them has its pluses and minuses, and the task of the parents is to understand what is more.
If we consider the programs1 "Prospective primary school", grade 1, the reviews of the authors will help to understand the principles on which the entire educational process is built. What are the creators hoping for?
- The greatest attention is paid to personality development in this program. The child must understand which of the human values should be above all.
- Education of patriotism. A child from childhood should be hardworking, respecting human rights and freedoms, show love for others, nature, family, and the Motherland.
- Combining the cultural and educational process. Protection of national culture and understanding of the importance of all cultures, different nations for the entire state as a whole.
- Self-realization of personality. The child should be able to develop independently and participate in various creative tasks.
- Formation of the correct point of view and general picture of the world.
- 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 goes in 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 "Perspective" program, reviews of employees of the Ministry of Education confirm this, contributes to the harmonious development of students.
Achievements:
- In metasubject results - students are quite easy to master
- In objective results, children learn new knowledge and try to apply it based on the general picture of the world.
- Personal results - students easily independently study and find the necessary material.
These are the main achievements towards which the Primary School with the Perspective program is directed. Reviews about the project are often positive, as parents notice changes in their children for the better. Many become much more self-reliant.
School Program "Primary School Perspective": Feedback from Teachers
Despite the fact that the "Perspective" program appeared relatively recently, many teachers are already working on it.
Feedback on the Prospective Primary School (Grade 1) program from teachers is very important for parents. Since they work with her and know all the pitfalls that will have to be faced.
With the appearance in the learning process of a large number of school programs for primary school, it is impossible to say unequivocally which one will be better. So in "Perspective" there are both minuses and pluses.
The teacher's pluses include teaching aids for teaching lessons. They are divided into two parts, in one of which there is theoretical material, in the other - a detailed plan of teaching lessons for the school curriculum "Primary School Perspective".
Conceptual provisions of a developing student-centered learning system "Promising elementary school" correlated with the requirements of the Federal State Educational Standard of Primary General Education (hereinafter referred to as the Standard).
All of the following provisions found their development in the didactic principles of the developing personality-oriented learning system "Perspective primary school" and in the typical properties of the educational and methodological kit (TMC) that implements this system.
The Standard is based on the system-activity approach, which assumes:
- education of personality traits that meet the requirements of the information society on the basis of respect for the multinational, multicultural and polyconfessional composition of the Russian society;
- orientation towards educational results as a system-forming component of the Standard, where the development of the student's personality on the basis of mastering universal educational actions (ULE), cognition and mastering of the surrounding world is the goal and the main result of education;
- guaranteed achievement of the planned results of mastering the basic educational program of primary education;
- recognition of the decisive role of the content of education, the ways of organizing the educational process and the interaction of participants in the educational process in achieving the goals of the personal, social and cognitive development of students;
- ensuring the continuity of preschool, primary general, basic and secondary (complete) general education;
- taking into account the individual age, psychological and physiological characteristics of students, the role and significance of activities and forms of communication to determine the goals of education and upbringing and ways to achieve them;
- a variety of organizational forms and taking into account the individual characteristics of each student (including gifted children and children with disabilities), ensuring the growth of creative potential, cognitive motives, enrichment of forms of interaction with peers and adults in cognitive activity (see Federal State Educational Standard of Primary General Education. - M .: Education, 2010, p. 4).
The main tasks of primary general education: development of the student's personality, his creative abilities, interest in learning, the formation of the desire and ability to learn; education of moral and aesthetic feelings, emotional-value positive attitude towards oneself and others.
The solution to these problems is possible if we proceed from a humanistic conviction based on the data of educational psychology: all children are able to successfully study in elementary school if the necessary conditions are created for them. And one of these conditions is a personality-oriented approach to the child based on his life experience.
The proposed educational and methodological package (TMC) "Perspective primary school" is based on the fact that the child's EXPERIENCE is not only his age, but also the image of the world, which is determined by his rootedness in the natural-subject environment. The EXPERIENCE of the child (the addressee of the UMC), which is important to consider, is not only the experience of urban life with a developed infrastructure, various sources of information, but also the experience of rural life - with a natural rhythm of life, preserving a holistic picture of the world, and remoteness from large cultural sites.
A junior schoolchild living in a village should feel that the world that surrounds him is taken into account by the authors of the teaching materials, that each manual in this set is addressed to him personally.
The concept that underlies the creation of a set of textbooks for grades 1-4, of course, could not have appeared without generalizing the experience of the functioning of those sets that are popular and effective in primary school today. These are, first of all, sets of textbooks on developing systems of education by L.V. Zankova, D.B. Elkonina-V.V. Davydov, a set of textbooks "School of the XXI century" edited by Academician N.F. Vinogradova, a set of textbooks "Harmony". It was only taking into account the strengths of all areas that it became possible to develop the concept of the teaching and learning method "Perspective primary school" and create a new educational and methodological set.
The main idea of the teaching and learning method "Perspective primary school" is the optimal development of each child on the basis of pedagogical support of his individuality (age, abilities, interests, inclinations, development) in a specially organized educational activity, where the student acts either as a learner or as a teacher. then in the role of the organizer of the learning situation.
Pedagogical support of a child's individuality in learning brings to the fore the problem of the relationship between learning and development. The system of assignments of different levels of difficulty, the combination of the child's individual learning activity with his work in small groups and participation in club work allows 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 specific small group becomes understandable in the process of collective activity.
A high degree of differentiation of questions and tasks and their number allow a younger student to work in the conditions of his current development and create opportunities for his individual advancement.
- the formation of the cognitive interests of schoolchildren and their readiness for self-educational activity based on taking into account individual inclinations to study a particular subject area; development of mental abilities, creative thinking; fostering a sense of respect for erudition and subject competence;
- education of socio-psychological adaptation to the educational process and to life in a team: willingness to take responsibility for oneself, make decisions and act, work in a team led and lead, communicate both in a team of peers and with elders, criticize and not be offended by criticism, help others, explain and prove your own opinion;
- upbringing of physical culture of primary schoolchildren: awareness of the value of a healthy lifestyle, understanding the harm of alcohol and drugs, raising awareness in different areas of physical culture, ensuring life safety;
- the formation of the aesthetic consciousness of junior schoolchildren and artistic taste: the aesthetic ability to feel the beauty of the surrounding world and understand the meaning and beauty of works of artistic culture; education of aesthetic sense;
- social and moral education of schoolchildren: the development of natural inclinations to sympathize and empathize with their neighbors, the formation of the ability to distinguish and analyze their own emotional experiences and the states and experiences of other people; fostering respect for the opinions of others, developing the ability to communicate in society and family, familiarity with ethical norms and their cultural and historical conditioning, awareness of their value and necessity.
Main content Educational complex "Perspective primary school" consists of such educational areas as philology, mathematics, computer science, natural science and social studies, art, music education.
The curriculum for each subject is based on an integrated framework that reflects the unity and integrity of the scientific picture of the world.
The author's team of the project set itself the task of creating such a teaching method, which systematically takes into account the modern DIFFICULTIES and ADVANTAGES OF THE EDUCATIONAL PROCESS IN THE PRIMARY SCHOOL. Moreover, as mentioned above, it means that this is not only a city school, but also a school located in the countryside.
In the selection of educational material, the development of the language of presentation of the material, the development of the methodological apparatus of the set, the following were taken into account provisions:
- the age of the student (a first grader can be either six or seven or eight years old);
- different levels of his development (a student who has not attended kindergarten often comes to school with unformed sensory standards);
- topographic affiliation of the student. This is not only an urban, but also a rural student. Consequently, it is necessary to take into account the life experience of a schoolchild living both in urban and rural areas. It is advisable to select a material that takes into account not only what a rural student is deprived of in comparison with an urban one, but also the advantages that life in rural areas gives: the richest natural environment, a holistic image of the world, rootedness in a natural-subject environment, natural rhythm of life, folk traditions and family way of life, as well as a high degree of social control;
- different levels of Russian language proficiency. This is not always a schoolboy who is a bearer of the Moscow pronunciation norm, and not always a schoolboy whose only language of communication is Russian. This, as a rule, is a student with a lot of speech therapy problems;
- features of the worldview of a student who often communicates with one carrier of knowledge - his teacher. The different occupancy of the class was also taken into account. This educational and methodological kit is intended not only for a student studying in a class with a full occupancy, but also for a student of a small and small school.
Basic principles of the concept "promising primary school"
The principle of continuous general development of each child presupposes the orientation of the content of primary education to the emotional, spiritual, moral and intellectual development and self-development of each child.
It is necessary to create such learning conditions that will give each child a "chance" to show independence and initiative in various types of educational or club activities.
The principle of the integrity of the picture of the world presupposes the selection of such educational content that will help the student to maintain and recreate the integrity of the picture of the world, will ensure the child's awareness of the various connections between his objects and phenomena.
One of the main ways to implement this principle is to take into account interdisciplinary connections and the development of integrated courses in the Russian language and literary reading, the surrounding world and technology.
The principle of taking into account the individual capabilities and abilities of schoolchildren focused on constant pedagogical support of all students (including those who, for one reason or another, cannot master all the presented educational content). Consequently, it is necessary to preserve the multilevel representation of knowledge during all years of primary education. Fulfillment of this requirement became possible in the context of the introduction of the Federal component of the state standard for general education.
The standard provides every child with the opportunity to master the entire content of education at the compulsory minimum level. At the same time, the "Requirements for the level of training of students who graduate from primary school" have been defined, which fix a satisfactory level of education.
Principles of Strength and Visibility. These principles, on which the traditional school has been based for centuries, implement the leading idea of the educational and methodological set: THROUGH the consideration of the PRIVATE (specific observation) to the understanding of the GENERAL (comprehension of the pattern), from the GENERAL, i.e. from the comprehended regularity, to the PRIVATE, i.e. . to the method of solving a specific educational problem. The very reproduction of this two-stage system, its transformation into a mechanism of learning activity in the conditions of VISUAL learning is the basis for the implementation of the principle of STRENGTH.
The principle of strength presupposes a well-thought-out system of repetition, that is, repeated return to the material already covered. However, the implementation of this provision on the basis of the constant development of the student leads to a fundamentally new special structure of teaching materials textbooks.
The implementation of the principles of strength and developmental learning requires a well-thought-out mechanism that meets the leading idea: each next return to the particular is productive only if the stage of generalization has been passed, which gave the students a tool for the next return to the particular.
For example, algorithms for subtraction, addition, multiplication, column division are first "discovered" by schoolchildren on the basis of appropriate actions with numbers in a line. Then they are formulated as regularities and, finally, are used as mechanisms of the corresponding mathematical operations. In the "World around": from the set of animals (plants), for one reason or another, separate groups are distinguished, then each newly studied animal (plant) is correlated with known groups. In "Literary Reading": one or another literary genre is singled out, and then, when reading each new text, its belonging to one of the genres of literature is determined, etc.
The principle of protecting and strengthening the mental and physical health of children. The implementation of this principle is associated with the formation of habits for cleanliness, order, neatness, adherence to the daily routine, to create conditions for the active participation of children in health-improving activities (morning exercises, dynamic pauses during classes at school, excursions to nature, etc.).
The practical implementation of the principles of DEVELOPING LEARNING and the principles of STRENGTH and VISIBILITY becomes possible through the methodological system, which is a unity of typical properties inherent in both the method of teaching literacy, the Russian language, literary reading, mathematics, and all other subjects. These typical properties, in turn, determine the special structure of the textbook, which is the same for the entire set.
Typical properties of the methodological system: completeness, instrumentality, interactivity and integration
COMPLETENESS as a typical property of teaching materials, first of all, the unity of the installation of the formation of such general educational skills as the ability to work with a textbook and with several sources of information (textbook, reference books, the simplest equipment), business communication skills (work in pairs, small and large teams). In addition, the methodological apparatus of all textbooks meets the system of uniform requirements. This is the exchange of information between textbooks. Demonstration of at least two points of view when explaining new material. Going beyond the textbook into the dictionary area. The presence of an external intrigue, the heroes of which are often brother and sister (Misha and Masha). General method of PROJECTS.
INSTRUMENTALITY- these are subject-methodological mechanisms that contribute to the practical application of the knowledge gained. This is not only the inclusion of dictionaries for various purposes in all textbooks, but also the creation of conditions for the need for their use in solving specific educational problems or as an additional source of information. This is a constant organization of special work to search for information within the textbook, the kit as a whole and beyond.
In addition, instrumentation is also a requirement for the use in the educational process of the simplest tools (magnifying glass, frames, rulers, compass, thermometer, colored pencils as markers, etc.) for solving specific educational problems. Instrumentality is not only the organization of the student's use of various instruments in all lessons, but also the preparation of "tools" in technology lessons for others.
Instrumentality is also a tool for perceiving reality (creating conditions for children to express two equal points of view, to work with several sources of information).
Instrumentality is also the maximum placement of the methodological apparatus in the body of the textbook, designed for both individual assignments and pair or group work; differentiation of educational tasks focused on the multilevel development of schoolchildren. This is a unified system of special emphasis on educational material in all textbooks.
INTERACTIVITY- a new requirement for the methodological system of a modern educational package. Interactivity is understood as the direct dialogue between the student and the textbook outside the lesson through access to a computer or through correspondence. The Internet addresses in the textbooks of the set are designed for the future development of the conditions for using a computer in all schools and the ability of schoolchildren to access these modern sources of information. However, since for many schools the use of Internet addresses is a prospect, the Teaching Materials Committee builds a system of interactive communication with schoolchildren through a systematic exchange of letters between textbook heroes and schoolchildren.
The psychological characteristics that characterize the heroes of textbooks are so convincing that they inspire confidence in students and the desire to communicate (correspond) with them. Those students who are experiencing a deficit of impressions and communication and need additional emotional support join the club and carry on active correspondence with the heroes of the textbooks. This, as shown by the experiment, is every fourth student in the class.
Interactivity is also a requirement for the implementation of interactive projects within such educational areas as "Language and Literary Reading" and "Natural Science. Social Science "and" Technology ".
INTEGRATION- the most important basis for the unity of the methodological system. This is, first of all, an understanding of the conventionality of a strict division of natural science and humanitarian knowledge into separate educational areas, the desire to create synthetic, integrated courses that give schoolchildren an idea of a holistic picture of the world. It is this typical pedagogical property that became the basis for the development of the integrated course "The World Around", in which ideas and concepts from such educational areas as natural science, social science, geography, astronomy, and life safety are organically coexisted and mutually linked. The same requirement is subject to the modern course of literary reading, where such educational areas as language, literature and art are integrated. The course "Literary Reading" is built as a synthetic one: it involves acquaintance with literature as the art of words, as one of the types of art among others (painting, graphics, music), as a phenomenon of artistic culture that grew out of myth and folklore.
Integration is the principle of unfolding subject material within each subject area. Each textbook creates not only its own, but also a general "picture of the world" - a picture of mathematical or linguistic laws that are accessible to the understanding of a younger student; a picture of the relationship and interdependence of animate and inanimate nature, nature and culture; a picture of the coexistence and mutual influence of different genres of folklore; a picture of the relationship between different techniques and technologies of applied creativity, etc.
Integration affects the methodology of each subject, which solves, both by general and by its own means, general subject tasks for the assimilation of sensory standards by younger schoolchildren and the formation of intellectual skills (observation activity, mental activity, educational actions, joint collective activity).
So, for example, intrigue in a textbook on the outside world is a way of integrating material from biology, geography and history. The heroes - brother and sister - are specific children with specific parents and a specific place of residence. As the characters grow up, they go beyond the boundaries of a particular place of residence into a larger-scale natural, social and historical environment. Intrigue in Russian language textbooks and literary reading allows you to practically master the plot-compositional features of the fairy tale genre; encourages students to constantly keep in mind two plans - a plan of intrigue and a plan for solving an educational problem, which is an important and useful psychological training. Integration allows you to establish a link between the knowledge gained about the world around you and the specific practical activities of students in the application of this knowledge. That is, to practically implement one of the requirements of the standard of primary education (section "Use of acquired knowledge and skills in practice and everyday life") for all subjects.
The distinctive features of the teaching materials include the maximum placement of the methodological apparatus, including organizational forms of work, in the body of the textbook itself; the use of a unified system of symbols throughout the teaching materials; a system of cross-referencing between textbooks; the use of uniform cross-cutting heroes (brother and sister); step-by-step introduction of terminology and motivated use of it.
Taking into account the fact that in our country there are a large number of small schools, it was necessary to maximize the placement of the methodological apparatus on the pages of the textbook. Expanded formulations of assignments, together with an indication of the organizational forms of performing the work (independently, in pairs, etc.) allow the student not to distract the teacher for a long time, who may be busy with another age group of students. The small school made it necessary to create a unified educational field for students in grades 2-4.
In our set, this problem is solved by the external intrigue, which is the same for all textbooks in the set. This allows schoolchildren of different educational ages, sitting in the same room, to be in the same field of intrigue (common heroes who communicate with them for 4 years) and to engage in similar types of educational activities (using the vocabulary part of the textbook in each class for solving a variety of educational problems).
A small and small school has the opportunity to use the heroes of the textbooks to "replenish the class", since they represent several more points of view.
It was the focus on the students of the small elementary school that prompted the developers of the kit to focus on increasing the role and status of students' independent work. Throughout all 4 years of study in all basic subjects (Russian, literary reading, mathematics, the world around), students are expected to work in "Notebooks for independent work" on a printed basis.
The main methodological features of teaching materials
The teaching materials for each academic subject, as a rule, include a textbook, a reader, a notebook for independent work, a methodological manual for a teacher (methodologist).
Each methodological manual consists of two parts:
- Theoretical, which can be used by a teacher as a theoretical basis for improving his qualifications.
- Directly lesson-thematic planning, where the course of each lesson is scheduled, its goals and objectives are formulated, and ideas for answers to ALL the questions asked in the textbook are contained.
The "Perspective" work program is quite popular in schools today. All textbooks are included in the Federal State Educational Standard. In this section of the site, you can download and print free textbooks, workbooks on a printed basis, teaching aids for the "Perspective" program for primary grades (grades 1, 2, 3, 4).
Students, graduate students, young scientists who use the knowledge base in their studies and work will be very grateful to you.
Posted on http://www.allbest.ru/
Introduction
Currently, the primary school is at the stage of modernization and renewal of the content of education. In this regard, the variability of educational programs and educational-methodical complexes is intensively developing. The need to develop an educational program for an elementary school is associated with the introduction of federal state educational standards of the third generation, designed to ensure the development of the education system in the face of changing needs of the individual and family, the expectations of society and the requirements of the state in the field of education. In modern society, the meaning and significance of education is changing. Now this is not just the assimilation of knowledge, but an impulse to develop the abilities and value attitudes of the student's personality. Today, the paradigm of education is changing - from the paradigm of knowledge, skills and abilities to the paradigm of the development of the student's personality. The school becomes an institution that forms the skills of self-education and self-education from the first grade.
Primary education is the most important means of self-realization and self-affirmation of a child as a subject who is already able to determine the purpose, meaning and value of the requirements of modern culture for educational, family and household, leisure activities of a person.
The significance of this work lies in the fact that the studied aspects will be able to help teachers learn about the essence and structure of teaching materials, which in the future can push them to create their own complexes.
The relevance lies in the need to create new teaching materials in order to increase the variability and expand the range of choice of educational programs for parents of future first graders.
The purpose of our research is to scientifically substantiate the content of forms and methods of designing an educational and methodological complex in primary school.
To achieve this goal, it is necessary to solve the following tasks:
Conduct a theoretical study on the development of the educational and methodological complex in the pedagogical and methodological literature;
Analyze the structure of educational and methodological complexes;
Investigate the UMK "Perspektiva" for compliance with the requirements for the design of the educational and methodological complex.
The object of the research is an educational and methodological complex.
The subject of the research is the ways and methods of designing the educational-methodical complex in elementary school.
Theoretical research was carried out based on the works of N.V. Chekaleva, N.Yu. Anufrieva, L.G. Peterson.
The structure and scope of the course work consists of an introduction, two chapters, a conclusion and a list of sources.
The first chapter examines the theoretical and methodological aspects of the development of an educational and methodological complex.
The second chapter provides an analysis of compliance with all aspects of the development of an educational and methodological complex on the example of the teaching and learning complex "Perspective".
Chapter 1. Theoretical and methodological aspects of the development of educational and methodological complex in the subject
1.1 The concept and essence of the educational and methodological complex in pedagogical theory and practice
The educational-methodical complex (TMC) is a set of systematized materials necessary for the implementation of the educational process, ensuring the success of students in cognitive, creative, communicative and other types of activity.
The educational and methodological complex should be considered as a system, the parts of which are interconnected.
Educational and methodological complexes, consisting of separate sets, economical and universal, are relevant and necessary in the realities of the present time - with chronic underfunding of schools, an acute shortage of educational, methodological and didactic materials, especially in remote regions of the Russian Federation, such as the Republic of Tyva, difficult material the position of teachers, for whom it is becoming a serious problem to acquire a large range of necessary methodological literature.
The educational demands of society that changed at the beginning of the 21st century stimulated the transformation of the educational and methodological complex (hereinafter - the EMC), turning it into a component of the open information and educational environment (hereinafter - IEE). The concept of "information and educational environment" is relatively new for Russian pedagogy, therefore it has not received an unambiguous interpretation and is characterized as an open system, a multicomponent complex, a unified information and educational space, a system of educational resources or a pedagogical system.
Based on the analysis of scientific ideas of a number of leading scientists (E.S. Polat, V.A. based on the use of information and communication technologies in order to promote the formation of the student's personality in the modern world.
The EMC model in Scheme 1 reflects its three-component composition: normative, educational and methodological components, and its three-level structure: an invariant kernel and variable shells (Appendix 1).
A distinctive feature of this model is its information redundancy, openness and mobility in a dynamically developing world, focus on the challenges of the information society, features of regional education systems and individual needs of the personality of schoolchildren. These principles are implemented using variable EMC shells that can quickly respond to changes in information and educational spaces. At the same time, the core of the model makes it possible to resist the “foundation” of the CMD when updating its shells.
The educational and methodological complex is a complex system consisting of many interrelated elements. The traditional linear interaction between individual elements inside the core or inside each shell (for example, a textbook is a workbook; a textbook is a book for a teacher, etc.) in modern teaching materials is complemented by radial connections with elements of auxiliary and additional resources (for example, a work program - textbook - educational didactic games - Internet resources).
The first component of the teaching materials - normative - determines the goals and content of education, taking into account the needs of society, the state and the individual, as well as the level of personnel and material and technical support of educational institutions.
The elements of the normative component have varying degrees of significance depending on their location: in the core or in the variable shells of the UMC. The core elements are subject and course concepts, sample and work programs. Supporting resources include guidelines and recommendations for implementing work programs. Additional resources include advanced training programs, elective courses, newsletters that provide variability in teaching materials at the regional and local levels (Appendix 2).
The concept of a subject or course sets targets, describes the content and structural distribution of educational material, determines educational achievements and the nature of the interaction of teaching materials. The first concepts of subject school education appeared already in the 1990s, during the restructuring of school education and the development of the first versions of standards; they reflected, to a greater extent, differences in views on school education in pedagogical schools, creative laboratories, and collectives of authors.
Today, the concept can predetermine the development of each component of the teaching materials: as an integral part of a single complex. It is this function that ensures the comprehensive nature of the entire teaching materials at the level of its development and use.
At the heart of any subject and course is an educational (curriculum) program developed in accordance with the requirements of the standard and concept.
Basic course programs belong to the main elements of the normative component of the teaching materials. And the elective and elective course programs add additional resources. Auxiliary - instructions and recommendations that help teachers adhere to the directions set in the concept.
In order to move from a general understanding of a subject or course to a specific methodological system, it is necessary to prepare a program in full accordance with the concept. Thus, it becomes a connecting link between pedagogical theory and the educational process. Considering the program as a stage in the embodiment of the theoretical concept in the norms of educational activity, one can single out its inherent functions:
a) in relation to the previous scientific and theoretical activity in the methodology - connecting and mediating;
b) in relation to the projected teaching aids - goal-setting and coordinating;
c) in relation to pedagogical reality - regulatory and directive.
The structure of the curriculum has undergone significant changes in recent years. The traditional program with a three-component structure (explanatory note, content, requirements for the level of training of students) in the context of the transition to the Federal State Educational Standard was transformed into program and methodological collections, which may include thematic planning, a list of references, topics of creative and research work, discussions, business games , summarizing lessons, conferences, didactic materials and sample questions for the final certification of schoolchildren.
Instructions and recommendations for the implementation of work programs are not only a methodological, but partly a normative tool that regulates the procedure for working with a work program; they contain materials that do not "have time" to enter the programs. This allows, without changing the program itself, to modify its sections, to make the necessary additions in connection with changes in the IEE and the conditions of a particular educational institution.
The normative component is designed on the principles of leading role, consistency and interaction with other components of the teaching materials, ensuring the integrity and creativity of the entire structure.
The second component of the teaching materials - educational - is aimed at the implementation of the system-integrative function of teaching materials and is responsible for the content of the subject or courses, includes teaching aids and materials necessary for mastering the program at the basic or advanced levels (Appendix 3).
The main elements of the educational component are teaching kits, textbooks and teaching aids, workbooks on a printed basis, problem books, atlases, outline maps, anthologies, electronic applications. Supporting resources include dictionaries, reference books, reading books, teaching aids, videos, and online resources for educational purposes. Additional resources include encyclopedias, popular science literature, collections of video and photographic materials, and educational games. The organization of the interaction of textbooks within the teaching materials is one of the tasks of the educational component, which is solved using links in the textbook (for example, to a reader, workbook, atlas, and vice versa), as well as through the system of cognitive tasks.
The central place in the teaching component of the teaching materials is a textbook (sometimes a teaching aid). A "textbook" is traditionally understood as a book that sets out the foundations of scientific knowledge in a specific academic subject in accordance with the learning objectives established by the program and the requirements of didactics.
1) based on the principle of scientific character and draw in their area of knowledge a broad scientific picture of the world, reflecting the hierarchy, subordination: laws and patterns, scientific theories, scientific concepts, scientific hypotheses, scientific concepts, scientific terms;
2) is focused on fundamental knowledge, which serve as the fundamental basis of lifelong education, the formation of practical skills and abilities;
3) based on the widespread use of the typological approach (typology of processes, phenomena and objects);
4) is aimed at the independent acquisition of knowledge by schoolchildren, the development of their creative, and not reproductive thinking (therefore, it should not contain traditional practical work, because the constant acquisition of knowledge is one permanent practical work; the teacher, when working with such a textbook, acts as a leader of the independent work of schoolchildren in acquiring knowledge);
5) is focused not on a certain average personality of the student, but to provide the necessary differentiated approach - both in the main text and in the system of tasks (a textbook should have two or three plans);
6) is based on a wide (taking into account the age of schoolchildren) use of the possibilities of problem presentation of material, problem approach, to reveal the struggle of scientific ideas;
Modern educational realities have made adjustments to this "portrait" of the textbook and supplemented it with new features-functions:
1) the organization of research, problematic, creative, practical activities of schoolchildren;
2) the balance of theoretical knowledge and pragmatic approaches to their assimilation (project method);
3) the integration of knowledge, allowing to solve the problems of the surrounding reality;
4) communicativeness, which presupposes the consideration of all education from the perspective of the psychology of communication.
Today, a new generation textbook is positioned, first of all, as the basis for the formation of self-education skills, a tool for organizing active cognitive activity of students, a means of demonstrating the use of new technologies that motivate a student to update knowledge in accordance with their needs. The textbook of the future is a system of differentiated tasks for the search, analysis and generalization of educational information presented in various forms (textual, illustrative, graphic, statistical, etc.) on various media (printed, electronic).
According to A.V. Khutorsky, the textbook is a complex information-activity model of the educational process taking place within the framework of the corresponding didactic system and including the necessary conditions for its implementation.
A new generation textbook is being transformed into a new design (modular, electronic textbook, etc.), which provides it with a more successful solution to the tasks set for the school in an open information environment. For example, in a modular textbook, each block of content is presented to a minimum, and in special appendices, extended and in-depth educational material is given. The capabilities of the electronic textbook are in expanding the student's information field, organizing a dialogue, introducing a training and control system, mobility of information: movement, layout, modeling, etc.
The second element of the educational component of the teaching materials is a workbook on a printed basis, which is understood as a type of textbook with tasks for students to work independently in it. The notebook performs the functions of managing independent activities, methodological assistance in the formation of educational skills and abilities, the integration of teaching materials elements (first of all: program - textbook - notebook).
The first type is a complex (multifunctional) notebook with a traditional set of questions and tasks of different levels of complexity, to consolidate the knowledge gained in the lesson, to practice practical skills (through practical work, building diagrams, schematic maps, filling out contour maps, tables, etc.) ), knowledge test on topics. It is recommended to use the proposed assignments both in the classroom and outside the classroom. Tasks in a notebook allow the teacher to significantly expand the independent work of students with various sources of information, satisfy individual cognitive interests and develop the creative abilities of students.
The second type is a specialized notebook designed to perform a specific function, for example, a practice notebook for the formation and development of practical skills, a training notebook to consolidate the knowledge and skills acquired and develop the experience of creative activity, a controller notebook to test theoretical knowledge and practical skills ...
Another type of workbooks on a printed basis, widespread in the regions, are workbooks, which are a system of practical and independent work, including a creative and entertaining one. They contain plans for describing or characterizing local objects, conducting workshops and projects in the field, in regional archives, museums, etc.
No less popular is this type of workbooks on a printed basis as a notebook-controller or notebook-examiner. The main function is to check the level of assimilation of the studied content and practical skills, which is implemented through a system of thematic and final control and verification works, both in tests and using open tasks.
The combined workbook performs both the functions of a simulator and a controller.
The presence of several types of workbooks in one teaching material allows the teacher to carry out an activity-based approach to teaching.
Electronic simulators, special digital editions have appeared in the educational component of the EMC, which allow teaching schoolchildren to perform actions necessary for the formation of special and metasubject skills using information and computer technologies.
As an addition to the textbook, the educational component also includes a reader (book for reading). Reader (from the Greek. "Useful" and "learn") is traditionally called an educational book, which is a collection of systematically selected materials on any branch of knowledge - fiction, memoir, scientific, journalistic works or excerpts from them, as well as various documents. As a rule, materials are selected in accordance with the objectives of the academic subject. The content of the anthology is intended, first of all, for the independent expansion of the horizons of schoolchildren, individual assignments, preparation of essays, messages at conferences, subject evenings, weeks, circle meetings, for repetition in preparation for tests and tests, exams. All this helps to carry out a differentiated approach to teaching.
The analysis of anthologies and books for reading allowed us to single out several types of aids of this type. The first type of anthology is a kind of artistic and literary addition to the textbook. History readers mainly include historical sources. The most common type of reader is short popular science essays. They contain excerpts from scientific papers and reference publications, therefore the authors recommend using some articles for reading in the classroom with subsequent discussion, others for homework when preparing advance assignments, and still others for compiling abstract summaries, systematizing tables and other types. transformation of information texts.
The third type of reader is its connection with a textbook, which is reflected in the teaching materials for correctional education.
The combination in one publication of two manuals at once, obligatory and additional material, makes it possible not only to make the anthology as accessible as a textbook, but also to organize with its help the independent work of schoolchildren during extracurricular hours.
The value of a reader (partly a book for reading) is determined by the opportunity to acquaint schoolchildren with different types of texts (scientific, publicistic presentation of material) and teach them to distinguish them, as well as to master new techniques for working with unadapted texts. Readers, as well as other modern textbooks, also have their electronic modifications for courses in history, literature, world art culture, fine arts, music, etc.
The most common auxiliary elements of the educational component of teaching materials are didactic materials containing initial information in various forms (maps, tables, sets of cards with text, numbers or pictures, reagents, models, etc.), on the basis of which students constructively work on educational and game tasks. Didactic materials are demonstration and handouts, since they are designed for direct work with schoolchildren themselves at various stages of learning: when studying and consolidating new educational material, for self-control, etc.
Modern didactic materials are divided into:
· Additional (reference) materials (educational materials, which are accompanied by informational texts, figures, tables and tasks for working with them);
· Collections of problems and exercises (accompanied by answers to provide additional information);
Problem books with entertaining questions (allow organizing the constructive work of schoolchildren to solve an educational or game problem);
Workshops for extracurricular activities (focused on the organization of independent research activities of schoolchildren);
· Reference books and determinants (used as sources of additional information, allowing to systematize, analyze objects and phenomena, carry out an assessment and forecast).
As an element of a new generation of teaching materials, didactic materials have not only been digitized and become electronic, but include a section "Development of teaching materials", which helps the teacher to develop their own teaching materials.
In addition, in the educational component of the teaching materials, a group of additional resources can be distinguished, which include encyclopedias, fiction and popular science literature, educational games, manuals for applicants to universities, Internet courses, collections of video and photographic materials, natural objects, museum exhibits, media materials (TV, newspapers, magazines, etc.).
Additional and support resources of the training component should be related to the program and concept (normative component).
In turn, the educational component is closely related not only to the concepts and the program, but also to the methodological component of the teaching materials. Currently, the methodological component, as a rule, performs the regulatory and prognostic functions of the CMB. The elements of this system should not only be organically interconnected, but also “work” towards the integrated integration of all ITS resources (Appendix 4).
The methodological component of the EMC includes the main elements (methodological manuals, methodological recommendations for individual courses, methodological recommendations for certain areas of work, didactic materials, flow charts, tasks for verification work); auxiliary resources (video tutorials, electronic presentations for lessons, materials from work experience); additional resources (essays on local lore, websites, videotapes of lectures, educational and methodological manuals of regional universities, regional journals).
The main element of the methodological component of the teaching materials is a methodological manual. In accordance with the set goal and certain conditions, it offers teachers recommendations for studying the course in compulsory or optional classes, at a basic or advanced level, etc. Most of the manuals include thematic planning, recommendations for individual lessons, reference and fun materials. These are the most important materials that provide methodological support for the teacher.
Some teaching aids also include didactic materials, a list of references, a dictionary. Didactic materials are presented in a variety of ways: in some cases, these are entertaining games, quiz questions, basic logic diagrams, schematic maps, didactic games and crosswords, in others - recommended forms of organizing training, cards with tasks of different difficulty levels.
The filling of the methodological manual with recommendations for extracurricular work is also varied: quizzes, games, evenings, excursions, plans for excursions to nature, to industrial and agricultural enterprises, questions of an intellectual kaleidoscope, etc.
In separate manuals, general questions of the methodology of studying a school subject are highlighted, methods and techniques of teaching are characterized, great attention is paid to the description of modern forms and means of teaching. In addition to the traditional course manuals, manuals have begun to be published highlighting the experience of leading teachers.
Thus, we can talk about three types of teaching aids:
2) manuals "from work experience" of teachers, the results of approbations, recommendations of the authors on working with the manual;
3) combined methodological manuals, in which the recommendations of the authors, and didactic materials, and additional, hard-to-reach sources, work experience of teachers, reference information, short dictionaries, scientific and methodological journals, etc. are presented.
The teaching aids of the new generation are distinguished, first of all, by the principle of independence of the subjects of the educational process inherent in them. From prescription manuals with instructions on how to conduct lessons, they have turned into manuals that orient teachers to the creative use of the proposed recommendations in specific pedagogical situations.
Another distinguishing feature of modern teaching aids is their variability. Many teaching materials contain not one, but two or three teaching aids, including lesson-based developments, final test control, a “constructor” of current control (didactic materials for composing and combining tasks), etc.
An important quality that distinguishes modern teaching aids is the mobility of additional materials. This is associated with the emergence of auxiliary elements of the methodological component of the teaching materials, including electronic attachments to teaching aids, video recordings of lessons using new pedagogical technologies, electronic presentations for lessons, materials from the experience of teachers (both on paper and on electronic media).
In addition, modern teaching aids are distinguished by integration with the educational component of the teaching materials. The combination of educational and methodological components is, of course, not entirely new; however, new options for their integration became possible thanks to information and computer technologies and the creation of complex electronic manuals of various types (interactive atlas, navigator, workshop-beaker, etc.).
Additional elements of the methodological component of the teaching materials include both traditional scientific and methodological journals, materials of scientific and practical conferences, teaching aids for universities, as well as modern ones: websites of subject communities, collections of methodological developments of lessons using various technologies, electronic journals, multimedia presentations, distance courses and seminars, etc.
Thus, the teaching materials of the new generation as a component of the information and educational environment have changed not only quantitatively and substantively. It retained a three-level structure: an invariant kernel and two variable shells. It focuses on the relationship, interpenetration and interaction of the main elements, auxiliary and additional resources in such combinations and proportions that correspond to the specifics of the educational process in specific educational institutions. The teaching and learning method of the new generation allows the teacher to take into account the level of training and educational needs of schoolchildren. Its application ensures the design of individual educational trajectories in an information-open world.
A modern teaching and learning method is a navigator in the educational environment, showing teachers and schoolchildren the relationship of educational resources that can be attracted to study the topic, section, training course as a whole. The tools (external symbols) of these relationships are direct links and pointers in textbooks to other elements of the teaching materials.
EMC as a component of an open IOS is distinguished by a set of the following features:
· A value-target attitude common to all components of the teaching and learning method (personal results of general education);
· General objects of study (events, phenomena, processes, problems, concepts, theories, etc.);
· Target, structural and content links of educational and methodological aids with exemplary and work programs;
· Methodological apparatus and problem situations, adequate to the goals and requiring the use of basic, auxiliary and additional resources of teaching materials and aimed at the formation of universal educational actions (meta-subject results of general education);
· The same orientation apparatus for all elements of the teaching materials (symbols, headers and footers, indexes, headings, preface, bibliography, table of contents, hyperlinks, etc.);
· A unified approach to the design of teaching aids and program and methodological materials;
· A unified approach to the creation of indicators of educational achievements and educational results.
At present, in the conditions of the information and educational environment, the subject-information model of the classical teaching materials, which includes educational and methodological publications with one-way linear connections between the components of teaching materials, is increasingly turning into a personality-oriented, system-activity model of teaching materials based on the ideas of "pedagogy development ".
1.3 Principles for the development of an educational and methodological complex in primary school
The teaching materials are developed by the teacher. When designing and developing the content of the educational and methodological complex, it is necessary to observe a certain sequence of stages. It is proposed to develop teaching materials for a discipline in the following order:
1. Study of the federal state educational standard of discipline, the formation of goals based on the requirements of the Federal State Educational Standard.
2. Analysis of the objects of study in terms of their significance for the realization of the goals of teaching the subject, the number of hours for certain types of classes according to the curriculum.
3. Conducting a comparative analysis of an exemplary curriculum, textbooks, teaching aids for the formation of the necessary knowledge and skills.
4. Registration of a working version of the content of the teaching materials of the subject and checking the quality of assimilation of the material in the process of experimental verification.
5. Correction of materials of teaching materials
6. Coordination and approval of the CMO.
After the creation of the teaching materials, they are tested in the educational process, during which, analyzing the results of the current control of students, adjustments are made. After approbation, the teaching materials, if necessary, are corrected, supplemented and approved, thus, it is constantly being improved.
In more detail, the stages of development of a working version of the EMC can be represented as follows
1. Development of the curriculum for the subject and its approval.
2. Development of a textbook, study guide, course or lecture notes according to topics, including electronic materials.
3. Development of the structure and content of practical, laboratory work and seminars (if available in the curriculum).
4. Development of didactic materials, technological maps, etc.
5. Development of control questions and tasks for each thematic block. Formation of examination tickets in the presence of an exam.
6. Planning of independent work and placement of points of current control of students' knowledge.
7. Development of tasks for control points.
The teaching materials of the discipline will be an effective means of improving the quality of the educational process, under the following conditions:
The structuring of the educational material and the selection technology are based on the implementation of the Federal State Educational Standard of OO;
The presentation of the educational material is logically consistent;
The use of modern methods and technical means in the educational process, allowing students to deeply master the educational material and gain skills in its application;
Compliance with modern scientific concepts in the subject area;
Providing interdisciplinary communications;
Using the possibility of constant updating and development of teaching materials.
The use for teachers and students is simple and affordable.
Designing teaching materials is a time consuming and creative business that takes quite a lot of time.
At the beginning of the development of teaching materials, the teacher analyzes the specific tasks of teaching, upbringing and development of students, the nature and amount of information to be assimilated, the initial level of training of students. It is also important to analyze the content of the training material, divide it into logical portions (information components) and justify the development logic for each component of the corresponding methodology.
Further, the teacher proceeds to the development and creation of guidelines, a selection of materials for individual support for the development of students, the development of questionnaires, questionnaires, memos for students and parents, the development of scenarios for mass events and activities, game techniques.
At the stage of improving and developing the teaching materials, the teacher creates educational and methodological manuals, a package of materials that provide individual support to the student in mastering the educational program, his social and professional definition.
Each teacher has the right to approach the preparation of teaching materials creatively, to develop its content at his own discretion, in accordance with the level of training of students and their educational needs.
EMC can be developed by an individual teacher or a team of teachers, depending on the specifics of the structural unit (studio, club) and the type of additional educational program. EMC is designed to solve a full range of problems that arise in the educational process.
Chapter 2. Educational-methodical set "Perspective"
educational methodological kit school
2.1 The concept of "educational and methodological kit"
An educational and methodological kit (TMC) is a set of educational products for one class in a specific subject, united by a single meaningful composition and intended for different target audiences (teacher, student).
An educational and methodological kit (TMC) is a set of educational and methodological materials and software and hardware tools that contribute to the effective mastering by students of the educational material included in the subject course program.
The central element of the teaching materials is a textbook around which other publications are grouped (teaching aids, workbooks, didactic materials, teaching aids, etc.).
Let us consider as an example the educational complex "Perspective".
UMK "Perspektiva" is one of the modern programs being developed. When it was created, not only the modern requirements of society were taken into account, but also the cultural and historical perspective of development. The new teaching and learning method ensures the availability of knowledge and high-quality assimilation of program material, the all-round development of the personality of a younger student, taking into account his age characteristics, interests and needs. The main goal is not the transfer of knowledge and social experience, but the development of the student's personality. The ability to learn, which is the basis of a student's personal development, means the ability to learn to cognize and transform the world, pose problems, seek and find new solutions; learn to cooperate with others on the basis of respect and equality.
The main tasks of the teaching and learning complex "Perspective" are: general cultural development, personal development, cognitive development, the formation of educational activities, the development of communicative competence.
Each of the EMC subjects not only provides knowledge, skills, and skills, but also helps to form universal educational skills: communication skills, the ability to use sign systems and symbols, perform logical actions of abstraction, comparison, finding common patterns, analysis, synthesis, etc. universal learning skills in primary school creates a good basis for self-study and self-education in secondary school. The principles of building the educational process: the humanistic principle, the principle of historicism, the communicative principle, the principle of creative activity.
All of the above tasks and principles of teaching are reflected in programs, textbooks, teaching and methodological manuals of the UMK "Perspective". The textbooks include blocks related to generalization, integration and application of knowledge in practice ("Behind the pages of the textbook"). A distinctive feature of the teaching materials is that the concepts of "culture", "communication", "cognition", "creativity" are the basis of all academic subjects.
An important condition for the successful implementation of the Perspective program is an individual approach to each student. Textbooks contain assignments of varying degrees of difficulty, providing an opportunity to vary assignments, taking into account the student's level of preparedness. The choice of tasks lying in the zone of the child's proximal development, that is, tasks, the implementation of which involves joint work with the teacher and at the same time requires the mobilization of their own efforts, allowing the student to experience a sense of success and pride in their achievements, makes learning truly developmental. Education in the zone of proximal development forms such personal qualities as purposefulness, perseverance, self-confidence, readiness to overcome difficulties.
Training on the "Perspective" package will allow each student to maintain self-respect and interest in learning and discovering new things. Cognitive activity and student initiative are encouraged. In textbooks, tasks are offered in such a way as to revive the cognitive activity, curiosity and cognitive interest of the child. The new system directs the child's activity into the sphere of culture and free creativity.
Another advantage of the teaching and learning complex "Perspective" is that, while studying according to this program, the student at each lesson reveals future topics of study for himself. Teaching 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 detailed study.
Each textbook is equipped with a system of tasks aimed at the development of both logical and figurative thinking, imagination, intuition of the child, the formation of the value worldview and moral position of the individual. The development of a sense of beauty, an understanding of the aesthetic value of the objects and events under study is the most important component of the "Perspektiva" teaching and learning complex. The ability to experience beauty, harmony, unity with the world and nature is no less important than the ability to read, write and count without mistakes. UMK "Perspektiva" opens up new opportunities for the integration of the cognitive and personal development of the child.
Much attention in the set "Perspective" is paid to the decoration of textbooks and teaching aids. All textbooks and workbooks are brightly designed, which not only corresponds to the age characteristics of primary school children, but also has a developmental and cognitive function. The presence of workbooks on mathematics, the world around, the Russian language, technology allows you to increase the pace of the lesson and its productivity.
In addition, the positive aspects of "Perspective" are also the fact that children enter the world of communication in a playful way. Themes of the lessons, tasks of textbooks reflect the needs of the student, help him to communicate competently with the world around him, which means that they form a positive motivation for learning. The process of communication is specially studied here by children.
The communicative and cognitive line can be traced in all textbooks of the set. The communicative orientation fosters a culture of relationships, develops an interest in the language, respect for the word. Through acquaintance with the world of people, numbers, nature, through knowledge of oneself, unity with the family, the school collective, a comprehensive harmonious development of the individual takes place.
The main goal of the Perspective textbook system is to create an information and educational environment that ensures the inclusion of each child in independent educational activities, in the process of which conditions are created for the reliable achievement of personal, meta-subject and subject results of mastering the basic educational program of primary general education through the formation of universal educational actions as the basis of the leading educational competence - the ability to learn.
The basic principles of the kit are: humanistic, the principle of historicism, communicative and the principle of creative activity. Such a principled approach makes it possible to organize the learning process, on the one hand, for the purpose of acquiring knowledge in accordance with the requirements of the new standard, on the other hand, as a means of forming universal educational skills and personal qualities, i.e. development and education of the child.
The ideological basis of the Perspective textbook system is the Concept of Spiritual and Moral Development and Upbringing of the Personality of a Citizen of Russia, aimed at forming in the younger generation a system of values of humanism, creativity, self-development, morality as the basis for a student's successful self-realization in life and work and as a safety and prosperity of the country.
The didactic basis of the system of textbooks "Perspective" is the didactic system of the activity method (L.G. Peterson), which synthesizes, 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 dated 14.07 .2006, Prize of the President of the Russian Federation in the field of education for 2002).
The methodological basis of the "Perspective" textbook system is a methodological toolkit of completed subject lines of textbooks and a specially developed system of information and educational resources.
Another advantage of teaching on EMC "Perspective" is that the system of building educational material allows each student to maintain and develop an interest in discovering and learning new things. In textbooks, tasks are offered in such a form that the cognitive activity, cognitive interest and curiosity of the child grow into the need to learn new things, to learn independently. The student at each lesson, as it were, reveals for himself the content of future topics. Teaching is based on a 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 logical and figurative thinking of the child, his imagination, intuition. In the textbooks, theoretical material is systematically built, to which practical, research and creative tasks are proposed, which make it possible to activate the child's activity, apply the knowledge gained in practical activity, and create conditions for the realization of the student's creative potential.
The next feature of the teaching and learning complex "Perspektiva" in the context of its compliance with the requirements of the Federal State Educational Standard is great opportunities for solving educational problems. The implementation of the Concept of Spiritual and Moral Development and Education of the Personality of a Citizen of Russia in the teaching materials is aimed at the formation of a value worldview, education and the formation of the moral position of the personality of a younger student. The teacher solves these tasks in the process of discussing a system of questions, problematic and practical situations, texts aimed at fostering the kindest feelings, love and interest in his family, small and large Motherland, traditions and customs of peoples living in Russia, their cultural and historical heritage.
The basis of the information and educational environment for primary school is the completed subject lines of the Perspective textbook system. Textbooks effectively supplement work and creative notebooks, dictionaries, books for reading, methodological recommendations for teachers, didactic materials, multimedia applications (DVD-videos; DVDs with scripts of lessons that implement the activity-based teaching method; CD-ROMs; presentation materials for multimedia projectors; software for an interactive whiteboard, etc.), Internet support and other resources in all subject areas of the FSES curriculum (FSES, section III, clause 19.3.). All this allows organizing various types of student activities, effectively using modern methods and technologies for organizing educational work.
Another distinctive feature of the Perspektiva textbook system, 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 within the teaching materials and go beyond it in search of other sources of information. Thus, the system of textbooks "Perspective" 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 the teaching and learning complex "Perspektiva", a new methodological support has been developed - "Technological maps", which 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 the topic. In the "Technological maps" tasks, planned results (personal and metasubject) are defined, possible intersubject connections are indicated, an algorithm for passing the topic and diagnostic work (intermediate and final) are proposed to determine the level of mastering the topic by students. The maps are posted on the website of the "Prosveshchenie" publishing house in the "Perspective" section for teachers. In addition, additional Internet resources have been developed for teachers and parents, including the development of lessons, articles and comments, advisory support for teachers and parents (psychologists, teachers, authors answer the questions of parents and teachers).
In order to ensure the effectiveness of the use of the Perspektiva textbook system in the practical activities of teachers, a multi-level system of professional development of teachers of different categories (teachers of elementary and secondary schools, educators of preschool educational institutions, head teachers, directors, methodologists, teachers of pedagogical colleges and pedagogical universities, psychologists, etc. .), which creates conditions for their gradual mastering of pedagogical tools of activity-based learning both at the federal level (at the Center for System-Activity Pedagogy "School 2000 ..." of the agro-industrial complex and PPRO) and in the regions on the basis of the principle of network interaction.
The mechanisms created to improve the quality of teachers' work in accordance with the requirements of the Federal State Educational Standard on uniform ideological, didactic and methodological grounds 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, upbringing and health preservation of schoolchildren.
2.3 Resource support for UMK "Perspektiva"
"Perspective" is an educational and methodological complex (TMC) for primary grades of educational institutions, which is a holistic information and educational environment that implements uniform ideological, didactic and methodological principles that meet the requirements of the Federal State Educational Standard (FSES).
UMK "Perspective" consists of the following completed subject lines of textbooks, which are included in the federal list of textbooks recommended for use in the implementation of state-accredited educational programs of primary general, basic general, secondary general education (order of the Ministry of Education and Science of Russia dated March 31, 2014 N 253) :
Physical education.
English "English in focus" ("Spotlight") (grades 1-4). Authors: Bykova N.I., Dooley D., Pospelova M.D., Evans V.
English "Starlight" (extended content of teaching a foreign language - grades 2-4). Authors: Baranova K.M., Dooley D., Kopylova V.V., Milrud R.P., Evans V.
Fundamentals of Religious Cultures and Secular Ethics (ORKSE) (grade 4). (Textbooks can be used as part of the textbook systems "School of Russia" and "Perspective").
ORKSE. Foundations of Orthodox culture.
ORKSE. Fundamentals of Buddhist Culture.
ORKSE. Foundations of world religious cultures. Authors: Beglov A.L., Saplina E.V., Tokareva E.S. and etc.
ORKSE. Fundamentals of secular ethics.
UMK "Perspective" also included completed subject lines of textbooks that are not included in the federal list of recommended textbooks (order of the Ministry of Education and Science of Russia dated March 31, 2014 N 253):
Mathematics "Learning to learn".
Fundamentals of Religious Cultures and Secular Ethics (grades 4-5). (Textbooks can be used as part of the textbook systems "School of Russia" and "Perspective").
Foundations of Orthodox culture.
Fundamentals of Buddhist Culture.
Similar documents
The general concept and principles of the educational and methodological complex. Building the structure of training modules (highlighting training elements). The structure of the educational-methodical complex of the discipline. Requirements for the structural elements of the educational-methodical complex of the discipline.
term paper, added 04/05/2012
The main problems of the components of a modern educational and methodological complex in history, ways of solving them in the future. Prospects for the development of the methodological complex of national history as a factor in enhancing the cognitive activity of a schoolchild.
term paper added 05/29/2016
The composition of educational and methodological complexes, their types. Teaching methods as an integral part of the educational-methodical complex, a lesson as its element. Software and methodological support of the educational area "Technology". Teaching the section "Embroidery" Hardanger ".
thesis, added 11/04/2015
Comprehensive educational and methodological support (KUMO) of the educational process: concept, essence. Didactic teaching aids. Designing an educational and methodological complex on the basics of logic for 1st year students, its structure and stages of development.
term paper, added 10/08/2010
Requirements for the quality and assessment of the effectiveness of a foreign language textbook. Analysis of educational and methodological complexes in the English language used in primary school. Didactic parameters for assessing the educational-methodical complex in a foreign language.
thesis, added 07/18/2014
Characteristics of the music program for elementary grades. Educational-methodical complexes for music in elementary school: opportunities in the implementation of the requirements of the State Standard for music. Thematic planning, recommendations for equipping the educational process.
term paper, added 05/27/2012
Analysis of the general requirements for the content and design of the work program and the educational and methodological complex of the discipline "Competitiveness of the company". Development of a plan for a problem-oriented training session for the formation of knowledge competencies.
thesis, added 05/30/2016
Introduce into the curriculum the discipline "Forming" of the sections "Basics of volumetric-spatial composition" and "Layout": a course of lectures; educational-thematic plan of practical training; a list of questions to be tested; a set of presentations for lectures.
thesis, added 05/23/2012
Educational-methodical complex as an electronic educational resource. The structure of the electronic educational and methodological complex and the requirements for it. Development of an educational information system, its functional features, as well as goals and objectives.
thesis, added 12/13/2017
Features of the educational-methodical set "Harmony". Directions of modernization of the educational process in the "School of Russia" project. Development of a child's personality with the help of textbooks "Primary school of the XXI century". Primary education system L.V. Zankova.
"Perspective" is an educational and methodological complex (TMC) for primary grades of educational institutions, which is an integral information and educational environment that implements uniform ideological, didactic and methodological principles that meet the requirements of the Federal State Educational Standard (FSES).
Textbooks for studying the subject area "Fundamentals of Religious Cultures and Secular Ethics" (ORKSE) in grade 4 (can be used as part of the textbook systems "School of Russia" and "Perspective"):
ORKSE. Foundations of Orthodox culture. Kuraev A.V.
- ORKSE. Foundations of Islamic culture. Authors: Latyshina D.I., Murtazin M.F.
- ORKSE. Foundations of Jewish culture. Authors: Chlenov M.A., Mindrina G.A., Glotser A.V.
- ORKSE. Fundamentals of Buddhist Culture. Chimitdorzhiev V.L.
- ORKSE. Foundations of world religious cultures. Authors: Beglov A.L., Saplina E.V., Tokareva E.S. and etc.
- ORKSE. Fundamentals of secular ethics. Shemshurina A.I.
Learning foreign languages according to the following teaching materials of the "Prosveshchenie" publishing house: