Which program is better than the 21st century or perspective. School of Russia or Perspective? The main properties of the program "Perspective"

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

Feedback from parents and teachers in primary school about the program "Perspective" versatile, but to understand its whole essence, you need to get acquainted with 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"

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, 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.
2. 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.
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 used mainly in schools where computers are widely used.
4. 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, a workbook, an additional Toolkit 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 will be able to understand all aspects of learning.

The whole program is one large system interconnected routines. 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?

1. The greatest attention is paid to personality development in this program. The child must understand which of the human values ​​should be above all.
2. Education of patriotism. A child from childhood should be hardworking, respecting human rights and freedoms, show love for others, nature, family, and the Motherland.
3. 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.
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 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 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:

1. In metasubject results - students are quite easy to master
2. In objective results, children learn new knowledge and try to apply it based on the general picture of the world.
3. 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".

"School of Russia" or "Perspective" - ​​what should be the choice of parents of future first-graders? How do these programs differ from one another? Do they have something in common? How do you know which one is right for your future first grader? What parents and children can expect when choosing one of these curricula? You will find answers to all these questions in our article.

Similarities and differences between the School of Russia program and the Perspective program

	Perspective	School of Russia
general characteristics	UMK "Perspektiva" fully meets the requirements of the Federal State Educational Standard of the LEO, refers to the traditional training system. The author of the project is L.G. Peterson.	The head of this teaching materials department is A.A. Pleshakov, candidate of pedagogical sciences. Today it is one of the most famous and popular complex for grades 1-4.
Main content	The program is based on an activity approach that combines developmental and classical approaches through the development of learning to solve problems, set goals, be responsible for the result.	This program assumes a problem-search approach: a problem is created, evidence is found, a conclusion is formulated, the results are compared with a standard, and assumptions are made. This should make the child want to learn.
The main idea of ​​the program	The program is aimed at teaching the student to independently find new knowledge. The slogan of the teacher working on this program: "Heard - forgot, saw - remembered, fulfilled - learned!"	The program is aimed at the maximum spiritual and moral development of the student. The creators of the teaching materials talk about the need to develop a sense of patriotism, about respect for their people, other peoples of Russia, their language, culture, traditions and customs, symbolism. Since a child should be a whole person, both education and training should be of equal importance.
Typical program properties	You can highlight the following properties of the program. Completeness - it consists in the formation of the ability to work with a textbook, reference book and other equipment. Instrumentality implies teaching the ability to use dictionaries, reference books, teaching aids. Interactivity - the presence of Internet addresses in textbooks and teaching aids. Integration is a property that is expressed in the fact that in training courses concepts from different areas are competently combined.	Let's list the main properties of the program. The main thing is education. The nature of training is personality-oriented, activity-oriented. A skillful combination of an innovative approach with a traditional one. If a child has average, not outstanding abilities, then this program is for him. In addition, the age characteristics of the student are taken into account, and the textbook material is understandable and accessible for parents and children.
Features of the UMK	There is not only a textbook, but a reader and a workbook for the student to work at home.	Bright, well-illustrated textbooks, easy-to-read font.

Thus, the programs are somewhat similar to each other, but Perspective is still more complicated and incomprehensible for schoolchildren and their parents in comparison with the School of Russia, since Perspective is aimed at the child's search for material. “Perspective” is extremely close to the traditional one, its difficulty lies in the fact that it involves helping in the development of the child's independence through his search for materials on new topics. The School of Russia textbooks contain tasks that students with low abilities can do, the material in them is given almost ready-made, and there is no need to spend time and effort looking for it in additional sources.

What is better School of Russia or Perspective?

Educators are controversial when asked which program is better. So, there are good teaching aids for the textbooks of the "Perspective" program, which is a great help to any teacher. Some believe that the School of Russia program is the most accessible and most understandable for students with different levels of learning opportunities. Here's what the teachers say primary grades about both of these programs: “If you want to get the best result, then you will have to do homework with your child according to any program”, “I think that it is in the SR that the most literate and adaptive textbooks are, in the“ Perspective ”program there are quite serious psychological and pedagogical inconsistencies in the requirements to textbooks ”,“ The program is both good, there are tasks of different levels, but not enough. At the "School of Russia" good job on the development of speech, good printed workbooks. The textbooks are quite adaptable, so the teacher does not need to invent anything "," School of Russia "is sharpened for the OGE and USE", "Which program to choose depends on the child: someone is better than one thing, someone else is better", "Beware of the" Perspective " in primary school. It will be necessary to disentangle it in the middle link. "

The choice of parents is also controversial: “We study at the School of Russia. The material in the textbooks is practically "chewed". The child is able to complete most of the tasks on his own ”,“ Nothing complicated in “Perspective”. Parents can explain what the child does not understand "," My daughter studies at the "School of Russia", we are happy with everything "," Perspective "fully prepares for CDF". But there are sharply negative comments from parents about the Perspective program: “The program is terrible. Some tasks in the textbooks are formulated disgustingly, the texts for reading are strange "," Poor children studying in this program! ".

As we understood, "Perspective" involves a greater involvement of parents in the preparation and implementation of many tasks than the "School of Russia". Educators and parents alike favor a proven traditional curriculum. But, ultimately, dear parents, remember that you must decide for yourself what is more suitable for your baby. You are responsible for the child's future!

"Elementary School XXI century "

The development of the student's personality, the formation of general abilities and erudition in accordance with the individual capabilities and characteristics of each. 2. Formation of an elementary culture of activity, mastering the main components of educational activity. 3. Formation of readiness for self-education.

Provide spiritual and moral development and education of students;

Providing conditions for the individual development of all students; take into account the individual age, psychological and physiological characteristics of students;

Carry out the formation of the foundations of the ability to learn and the ability to organize their activities - the ability to accept, maintain goals and follow them in educational activities, plan their activities, monitor and evaluate them, interact with the teacher and peers in the educational process

Learning to read and write.

- Mathematics ... Authors: Rudnitskaya V.N. and etc.

- The world. Authors: Vinogradova N.F. and etc.

- Technology. Author Lutseva E.A.

- Music. Authors: Usacheva V.O., Shkolyar L.V.

- Art. Authors: Savenkova L.G., Ermolinskaya E.A.

Programs and textbooks in all subjects curriculum primary general education, study books for them, teaching aids, didactic materials (including electronic educational resources), programs and manuals for extracurricular activities. An integral part of the "Initial school XXI century "arepublications that provide a procedure for assessing the achievement of planned results and pedagogical diagnostics.

Accompanied by pedagogical diagnostics (obtaining objective data on the progress of the student in the formation of actions; qualitative assessment of the assimilation of the studied material by the students, including their ability to apply the mastered methods of action in standard and non-standard situations). In the learning process, an integrated approach is implemented (environmental friendliness, that is,meeting the needs of children of this age ). · In the course of training, a differentiated approach is implemented.Targeted pedagogical assistance and support for a student in a multi-level class. EMC "Primary School of the XXI century" implements in the educational process the child's right to his individuality (the ability to study at an individual pace ). Departure from orientation towards the average student. · In the learning process, various forms of organization of the educational process are widely used (first of all, group). ·Purposeful use modeling activities , · system of games with rules who develop the qualities necessary for learning.Role-playing game introduced as a mandatory component of the lessons around the world, for example. · Development of controlling and evaluating activities of students (heading "Check yourself", tasks "Compare your answer with the text", "Find mistakes", etc.).· The student's activity is aimed not at obtaining a result - an answer, but at the solution process . Provides a transition from the priority of reproductive activity to the priority of research and development. ·The problematic nature of the presentation of the material . · The cooperation of the student and teacher when using the kit helps to hear and understand each other.Constant dialogue creates cooperation. The authors use the capabilities of each subject to develop the skills of educational activities: to understand and solve an educational problem; analyze, compare and classify; establish causal relationships and dependencies, as well as the qualities and characteristics of objects (objects); work with models; exercise control and self-control, assessment and self-assessment.

The focus of the learning process, primarily on the formation of the most important neoplasm of this age period in younger schoolchildren - the ability to learn isthe basis for the integration of two traditionally different academic subjects: literacy (reading and writing) and mathematics into a single course "Diploma » (first half of the first year of study). Children learn to learn while at the same time acquiring knowledge of their mother tongue and mathematics. The method of teaching literacy is based on the age characteristics of six-year-old first-graders and is specifically focused on the intensive development of visual-figurative thinking through the construction and use of spatial models, as well as the gradual transition of children from play activities to the primary activity of the younger schoolchild - educational. This is what explainslong preparatory period , which ensures, among other things, the soft adaptation of children to schooling. The most important principle of building the course "Literacy" is a differentiated approach to learning, which is implemented with the help of assignments of different levels of complexity, aimed at solving the same educational tasks, includingintroduction to the textbook from the very beginning of learning interesting texts based on the material of the complete alphabet for well-read children ... Both teaching literacy and teaching mathematics in the course "Literacy" is an organic part of the continuous linguistic and mathematical education of students.A significant place occupied by phonemic (sound) analysis , the sequence of the introduction of letters is dictated by the focus of the course on the formation of a scientific approach to language as a system of signs in younger schoolchildren, on the introduction of children into language theory and the solution of various linguistic problems that provide propaedeutics of their future spelling literacy.

The novelty of approaches to building a course"Russian language" lies in the fact that it is the first stage of continuous linguistic education of students:teaching material is presented not concentrically, but linearly , realizing a scientific approach to the analysis of linguistic phenomena.

The Russian language course consists of three undoubtedly interconnected, but independentblocks : "How our language works" (acquaintance with basic linguistic knowledge),"Spelling" (formation of a competent letter) and"Development of speech" ( development of students' speech). These blocks are at the same time structural units of the textbook and represent a combination of lessons that implement a specific learning goal.

The leading idea of ​​the "Literary Hearing", which is part of the course "Literary reading ", is the deepening of the process of perceiving a work of art, support and development of interest in reading at a time when the student himself is not yet sufficiently proficient in the skill of independent reading (1 year of study). Proceeding from this, the lessons of literary listening solve not so much didactic problems associated with detailed "preparation" of the text, as they develop value judgments of first graders, and the ability to analyze emotional states caused by listening to a particular work. The design of the course "Literary Reading" was subordinated to the priority task - to deepen interest in reading and literature, the student's awareness of the importance of reading activity as a means of successful learning and human development, the formationskills to work with works of different genres, types and styles. Based on this, the course content was updated at the expense ofexpanding the range of classical and modern works , in the literary analysis of which special attention was paid tocomparison of works of different authors, genres and topics , aalso modeling student activities.

Updating course content "Mathematicians »Wentby enriching it with information from various mathematical disciplines (arithmetic, algebra, geometry, logic) with the aim of establishing the prospects for mathematical education and the formation of readiness for the systematic study of algebra and geometry in basic school. The principle of implementation of the activity approach waspresentation of material of a debatable nature, when students in the process of an educational dialogue determine a way to construct an educational problem, they discuss an algorithm for its solution. This approach allows you to significantly increase the level of mathematical education of schoolchildren, develop their thinking and foster a steady interest in mathematics.

Distinctive feature course design "The world" - its integrated and culturological nature, which allows taking into account the peculiarities of the perception of the world around by the younger schoolchildren, developing their general culture, erudition, and creative abilities. The basis for the integration of natural history and social science knowledge was the consideration of the place and role of man in nature and in society, and the leading idea of ​​updating the content is the selection of the most relevant knowledge for the child, allowing him to form his readiness for a variety of interactions with the world around him.In the teaching methodology, search and creative activity prevails: children are placed in conditions where they can independently acquire knowledge.

Pedagogical Landmarks: Personal Development .

Vthe sphere of personal UUD among graduatesthe internal position of the student, adequate motivation for educational activities, including educational and cognitive motives, orientation to moral norms and their implementation will be formed.

Self-education and self-organization

Vthe area of ​​regulatory ELMgraduates will master all types of educational activities aimed at organizing their work in educational institution and outside of it, including the ability to accept and maintain the educational goal and task, plan its implementation (including in the internal plan),monitor and evaluate your actions , make appropriate adjustments to their implementation.

Research culture

Vthe field of cognitive UUDgraduates will learnperceive and analyze messages and their most important components - texts, use sign-symbolic means, includingmaster the action of modeling , as well as a wide range of logical actions and operations, including general methods of solving problems.

Communication culture

Vthe field of communicative ECDgraduates will acquire the ability to take into account the position of the interlocutor (partner), organize and carry out cooperation and cooperation with the teacher and peers, adequately perceive and transmit information, display the subject content and conditions of activity in messages, the most important components of which are texts.

The whole program is quite intense. For many difficult, in my subjective opinion, topics, only 1 lesson is allocated. The introduction of pedagogical diagnostics during 4 primary grades allows you to see the dynamics of the development of schoolchildren in their studies, to respond in time and help, if necessary.

You often hear: "We are working on Vinogradova ...", "And we have a Perspective." Unfortunately, most parents can only name the author of the curriculum, others will say “we were praised for it,” and still others, perhaps, will talk about specific pros and cons. But in general, the average parent hardly understands how all these programs differ. And not surprising. It is really difficult to break through the scientific style and terminology of pedagogical texts. Parents, whose children are going to the first grade this year, are puzzled by the question, will their children start the educational path according to the traditional program or according to the developmental one? Indeed, it is important to choose the right school and curriculum, since it is the study in primary school that determines the child's subsequent attitude to the educational process. So what are traditional and developmental programs, what are their pros and cons, how do they differ from each other?

So let's figure it out together and try to understand.

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

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

Developing systems include two programs: L.V. Zankov and D.B. Elkonin - V.V. Davydov.

There are much more programs. In addition to the officially recognized federal state educational standards, there are many experimental systems, as well as copyright, intraschool ones.

There is a federal list of textbooks, according to which the school can choose the teaching materials. If textbooks are not part of the FP, the school has no right to teach from them. The list changes every year. If the textbook is deleted from the FP, the school moves from grade 1 to others, and the rest of the children learn from these textbooks up to grade 4.

Education systems

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

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

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

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

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

Primary school educational programs

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

Prospective Primary School Program (Akademkniga Publishing House);

"Planet of Knowledge" program (Astrel publishing house);

"Perspective" program (ed. Enlightenment);

The School of Russia program (Enlightenment publisher);

The program on the system of developing education by DB Elkonin-VV Davydov (Vita-press edition);

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

Program "Rhythm" (Ramzaeva - Russian, Muravin - mathematics, ed. Bustard)

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

Program "Spheres" (Publishing house "Enlightenment")

Primary Innovation School (Russkoe Slovo Publishing House)

Harmony (Publishing house "Association of the 21st century")

Program for children with disabilities.

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

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

"School of Russia" (Pleshakov)

This is the set for elementary school, which we all studied in Soviet times, with some changes.

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

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

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

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

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

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

Expert opinion

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

I believe that this program is needed, it has been, is and will always be. The traditional program allows you to carefully practice the learning skills (reading, writing, counting), which are necessary for successful learning in middle school. V last years interesting educational kits have been published that meet modern teaching requirements (mathematics - by MI Moro, Russian - by TK Ramzaeva), which are aimed at developing the cognitive abilities of the student.

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

"Perspective"

Scientific adviser, Doctor of Pedagogical Sciences, Director of the Center for System-Activity Pedagogy "School 2000" of the agro-industrial complex and PPRO, laureate of the President of the Russian Federation in the field of education L.G. Peterson. By the way, her personal textbooks are not included in this teaching material.

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

Objectives of the implementation of the educational program "Perspective":

The ideological basis of the teaching and learning method "Perspective" 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 the successful self-realization of a student in life and work and as a condition of safety and prosperity country.

The methodological basis is a set of modern methods and techniques of teaching and upbringing, implemented in the teaching and learning complex "Perspective" (project activities, work with information, the world of activity, etc.)

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

Mathematics Dorofeev, Mirakov, Buka.

English "Spotlight". Authors: Bykova N.I., Dooley D., Pospelova M.D., Evans V.

The educational-methodical complex of textbooks "Perspective" was created by a team of scientists and teachers Russian Academy Sciences, Russian Academy of Education, Federal Institute development of education in close cooperation with the publishing house "Education".

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

Parents' comments:

The program is too simple, poor mathematics, little time is devoted to writing. At the school of the future first grader, they studied Peterson, the child learned more than in the entire first grade in "Perspective". But it is perfect for children with whom they did not really work out before school. All topics are chewed up by the teacher for a long time. Homework is easy to complete without the participation of parents, except for the outside world. According to it, they systematically set reports or presentations that the child is unable to complete himself, I have to do everything.

Our opinion: the material in the textbooks of mathematics and the Russian language is presented inconsistently. They chew for a long time simple themes, after which complex tasks are given on a completely different topic without first studying the algorithm for their solution. There is a lot of "water" around the world. In the textbook, the crafts are not verified by the authors, step by step instructions and the templates are often not true.

Promising elementary school

The Standard is based on the system-activity approach.

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-methodological set "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 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.

Basic principles of the concept "promising primary school"

1. The principle of the continuous general development of each child presupposes the orientation of the content primary education on 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.
2. 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.
3. The principle of taking into account the individual capabilities and abilities of schoolchildren is focused on constant pedagogical support of all students (including those who, for one reason or another, cannot master the entire content of education presented). 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.
4. Principles of Strength and Visibility. These principles, on which the traditional school has been based for centuries, implement the leading idea of ​​the educational and methodological set: THROUGH 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, they stand out separate groups, then each newly studied animal (plant) is correlated with known groups. In "Literary Reading": one or another literary genre is singled out, and then, when reading each new text, its belonging to one of the genres of literature is determined, etc.
5. The principle of protecting and strengthening the mental and physical health of children. The implementation of this principle is associated with the formation of habits for cleanliness, order, 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.

TO distinctive features The teaching materials should include the maximum placement of the methodological apparatus, including the 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.

The main methodological features of the teaching materials:

EMC for each academic subject, as a rule, includes a textbook, a reader, a notebook for independent work, a methodological guide for a teacher (methodologist).

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

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

Our opinion: a simple, quite logically structured program, but in the Russian language, some rules contradict what children will study in grade 5.

Elkonin-Davydov education system

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

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

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

The formation of these abilities is revealed if:

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

Principles:

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

The subject of assimilation is general methods of action - methods of solving a class of problems. Mastering the subject begins with them. In the future, the general method of action is specified in relation to special cases. The program is arranged in such a way that in each subsequent section the already mastered method of action is concretized and developed.

The mastery of the general method begins with a substantive and practical action.

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

Features that will allow the child to successfully study in this program: the same ones that are described for the Zankov program. Exception: work in fast pace hardly necessary. Rather, solidity, attention to detail, the ability to generalize will come in handy.

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

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

Another feature of the Elkonin-Davydov program: elementary school students learn not only that twice two is four, but also why it is four, and not seven, eight, nine or twelve. In the classroom, the principles of constructing a language, the origin and structure of numbers, etc. are studied. Knowledge of the rules, based on an understanding of their reasons, of course, is held firmly in the head. And yet, whether it is necessary to immerse children in this jungle from an early age is perhaps a controversial question.

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

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

Developing education according to the system of D. B. Elkonin - V.V. Davydova

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

Parents' opinions on the Elkonin-Davydov program:

“We went to the first grade in 2010, chose the Elkonin-Davydov developmental method. It’s probably too early to talk about the results, but the fact that the program is very serious and we have to deal with the child constantly is a fact. The main emphasis, it seems to me, is placed on math. Although I have a very clever boy, some things need to be explained several times. In principle, we were ready for this, so we are working on ourselves, so to speak. Whoever wants to choose this program needs to be ready to study a lot with the child. "

Planet of Knowledge Program

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

Expert opinion

- The program is interesting, - comments the teacher of the elementary grades of the secondary school № 353 named after

A.S. Pushkin, Moscow Natalya Vladimirovna Chernosvitova. - Perfectly selected a variety of texts on the Russian language and reading. In addition to good reading texts, interesting questions that develop tasks have been compiled. The child must come up with a fairy tale, conjecture the text, draw a picture. Mathematics is interesting in that each task leads the student independently to the answer. Not like in the standard program: the teacher explained - the student did it. Here's a different approach. Let me draw your attention to the fact that there is a soft transition from the "Planet of Knowledge" to the traditional program. For fourth grade students, we introduce assignments from the fifth grade, therefore, in my opinion, this program has some advantages. As for reading, everyone says in unison: "Children read well."

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

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

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

• the formation of the main components of educational activity (if we discuss the student's position, then this is the answer to the questions “why am I studying”, “what should I do to solve this educational problem”, “in what way do I perform the educational task and how do I do it”, “ what are my successes and what I am failing ”).
• organization of the educational process in such a way as to ensure a situation of success for each student and the opportunity to learn at an individual pace.

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

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

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

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

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

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

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

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

Parents' Opinions on the 21st Century Elementary School Program

“We finished studying according to Vinogradova’s program. At first we waited a long time for the children to really start learning. By the second grade we realized that she was not that easy. , who still studied according to Soviet programs, do not like everything in the current education, so we find fault with trifles. "

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

Expert opinion

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

School 2000 (Peterson)

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

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

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

The program is aimed primarily at developing and improving the traditional content of education.
Objective: to ensure the natural and effective integration of the child into society.
Tasks:

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

Principles.

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

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

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

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

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

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

The principle of a semantic relationship to the world. The image of the world for a child is not abstract, cold knowledge about him. This is not knowledge for me, but this is my knowledge. This is not the world around me: it is the world of which I am a part and which in one way or another I experience and comprehend for myself.

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

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

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

Three cardinal and fundamental positions of the "School 2000" program:

Consistency. Children from 3 years old until graduation from school study in a holistic educational system that maximally helps the child to reveal their abilities, on accessible language gives the student answers to the most important questions: "Why study?", "What to learn?", "How to learn?", teaches how to effectively use their knowledge and skills. All textbooks and teaching aids are based on common approaches to content, retain methodological, didactic, psychological and methodological unity, they use the same basic educational technologies, which, without essentially changing, are transformed at each stage of training.

Continuity. "School 2000" is a set of subject courses from preschool education to high school... Continuity is understood as the presence of a sequential chain of educational tasks throughout the entire course of education, turning into each other and ensuring constant, objective and subjective progress of students forward at each of the successive time intervals.

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

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

Official site www.sch2000.ru

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

Spheres

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

Tutorials:

Bondarenko's primer

Mathematics Mirakov, Pchelintsev, Razumovsky

English Alekseev, Smirnova

Literary reading Kudin, Novlyanskaya

Russian language Zelenina, Khokhlova

Primary innovation school

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

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

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

The World Around Romanova N.E., Samkova V.A.

"Harmony" edited by N. B. Istomina

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

Purpose: the multifaceted development of the child, comfortable learning, prepares the child's thinking apparatus for further learning. Bridging the differences between traditional and developmental learning paths.

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

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

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

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

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

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

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

Speech therapist opinion

Due to social and pedagogical neglect, 80% of children with speech disorders go to the first grade of various kinds... “The problem is also the lack of time parents devote to study with their children.”

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

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

Expert opinion

“I have been working with children for the second year under the Harmony program,” comments Elena Borisovna Ivanova-Borodacheva, a primary school teacher at school No. 549 in Moscow. - I and the children really like this program. I think that all the material in the kit is well adapted for schoolchildren. Pros: first, there is anticipatory learning. Secondly, the textbooks included in the kit contain a methodological part, with the help of which parents can study and explain the missing topic to the child. The program uses new learning technologies to develop the child's ability to think logically. For example, in a word where a student does not know what letter to write, he puts a "window" (author Soloveichik MS). Then the child, together with the teacher, analyzes the questions that have arisen, recalls the rules and fills in the "window". It is also noteworthy that the set offers tasks designed for children of different levels of preparedness. But there are also disadvantages: in mathematics (by N.B. Istomina), problem solving begins only in the second grade, and tests are offered the same for all grades. Now the question of the content is being decided control works, their correspondence to programs and systems of education.

"School 2100"

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

The main advantage of the educational and methodological set "School 2100" lies in the deep continuity and continuity of education. Under this program, children can learn from preschool age and until the end of secondary school (mainly in the direction of the Russian language-literature).

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

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

Secondly, it would be available to mass schools, it would not require teachers to retrain;

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

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

The technology of problem-dialogical teaching has been developed, which allows replacing the lesson of "explaining" new material with the lesson of "discovering" knowledge. The problem dialogue technology is a detailed description of teaching methods and their relationships with the content, forms and means of teaching. This technology effective, since it provides a high quality of knowledge assimilation, effective development of intelligence and creativity, upbringing of an active personality while maintaining the health of students. The technology of problem dialogue is of a general pedagogical nature, i.e. implemented in any subject content and any educational level.

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

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

Expert opinion

“I have worked on different programs, I have been working with children using the“ School 2100 ”development system for the sixth year now,” says a primary school teacher at school No. 549 in Moscow, Titova Nadezhda Ivanovna. - I like. Children learn to act independently. There are no ready-made rules and conclusions given here. This program is aimed at developing logical thinking, speech, imagination, memory. I will mark the assignments in mathematics (by L.G. Peterson). They are very interesting, completing the task, the student can get Additional information: find out the proverb or the name of the highest mountain in the world, etc. An unusual approach to the study of topics is offered by a training kit for the Russian language (by R.N.Buneev), but, unfortunately, in the list literary works there is no Russian classical literature. There are difficulties in the study of certain topics in the surrounding world (by A.A. Vakhrushev). I prepare for lessons in this subject longer than for others, and sometimes I even turn to a geography teacher for help. Children are active in the classroom, they are passionate about their studies.

Website school2100.com

Zankov's education system

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

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

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

Systematic work is carried out on the general development of all students, including the strong and the weak. It is considered important that students understand their learning process.

Features that will allow the child to successfully study according to this program: the willingness to work at a high pace, the ability to reflect, to independently search and assimilate information, the willingness to show a creative approach in solving the task.

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

The following provisions remain fundamental in it:

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

Zankov's system is aimed at discovering and assimilating new knowledge;

Of particular importance is the organization of educational material in various forms of comparison, including for the formulation of problematic tasks. Textbooks ensure that such exercises are regularly included in the student's learning process;

The educational material is aimed at the formation of the skills of mental activity: to classify (objects and concepts through the formation of appropriate operations), to formulate conclusions, to analyze the conditions of tasks and tasks.

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

Parents' opinions about the Zankov program:

"We study according to Zankov. The first grade is given to us quite easily. We are not even very happy with some parents. The children studied for a very long time what they already knew. Now they seem to have stepped over this stage and the training is going on. Everyone was very scared of what would happen. it's hard to learn, but so far we've been doing well. "

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

But ... The whole class went to the courses of the future first-grader, and when the teacher offered the usual program or according to Zankov (I read on the Internet that it was difficult), I asked if the children would cope with it. She replied that they would cope, but the parents would have to help do homework and most agreed to this program. I helped my son for about six months, and then he began to cope himself, I was only checking. We took tests at the end of the year. Basically there were 5, a little 4. As the teacher explained to us, according to this program, children are looking for solutions different ways or there may be multiple solutions. So far, the result is not bad in my opinion. Let's see how it goes. "

Developing system L.V. Zankova is aimed at developing the mind, will, feelings, spiritual needs of junior schoolchildren, awakening their interest in learning a wide picture of the world, passion for learning, and the development of curiosity. The task of teaching is to give a general picture of the world based on science, literature, art. This program is aimed at providing conditions for self-realization, for the disclosure of the child's individuality, his inner world.

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

Expert opinion

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

- The program is aimed at the all-round development of the child, it teaches children to obtain information on their own, and not to receive ready-made information, - adds L.V. Zankova, head of the methodological association of teachers of elementary school No. 148 in Moscow, Tatyana Vladimirovna Korsakova. - Finishing primary school according to this system, children become more liberated, they have about three times more knowledge than their peers.

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

schools.keldysh.ru/UVK1690/zankov.htm

Other primary school programs

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

But still, the child will cope with any program, if he is helped by parents or a tutor.

"Our teacher insisted on parenting meetings, so that the child must do his homework in front of the parents in grade 1, because he must learn to work at home correctly from the very beginning. All these programs are difficult, first of all, for parents, because parents will have to delve into , but there all the same, everything is a little different than in the Soviet school. Usually, in schools where developmental programs, weekly meetings are arranged for parents at which they explain the material that the children are going through at the moment. In our school there is Elkonin's developmental method- Davydov, but we refused her. We went to the School of Russia. Precisely for reasons of my convenience, because I do not have the opportunity to be at school so often. If my daughter does not understand something, I can explain to her without the help of a teacher. And then, I tried to figure out the graphs in mathematics. So I think that she is wrong. And my daughter, she says to me: No, they explained it to us. I’ll do this. You, mother, were not in class. Well, I think, make a mistake, let's see

what will they give you. I look the other day, the teacher has not crossed out. In general, I left her math, reading and any drawing on her conscience. She did them while I was at work. And I kept the penmanship for myself. This was her weak point. We sat with her all the evenings over these recipes. It happened that to tears (and to mine too). As a result, I wrote the final test on the letter without a single mistake and blots, but in my favorite mathematics I made as many as 2 mistakes. "

So, dear parents of future first graders, whatever program you choose, study with the children at home, and then the child will cope with any program. I hope you and I managed to at least roughly figure out what is educational program

and which one is closer to your child. And now we will be able to consciously approach the choice of school, class, teacher. We can roughly imagine what questions to ask in order to assess whether a given teacher in a given school will be able to fully implement the principles of the chosen program ... We will be able to properly prepare the child for the start of school, taking into account, if possible, the inclinations and character of our little, but personalities. Good luck and great marks for your child! "

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

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 have to go to the teacher." So it is 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 LEO, which allows you to master the necessary minimum of knowledge (the invariant part of the textbooks) or acceptable for the curious (the variable part).

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

OS "School 2100"

This program is continuous with kindergarten and up to the 11th grade of the school. Covers a large amount of material. The teacher guides and controls the students' search activities. The most difficult subjects are mathematics Kozlova S.A. and the world around Vakhrushev A.A.
At the moment, the program is limited in the use of schools, since the teaching aids 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, abstracts, have a wide outlook of knowledge.

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

• 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 surely 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 the parents to participate in the life of the student himself, to spend their energy and time.