Comparison table of primary school programs. The main methodological features of the teaching materials. “The fact is,” explains Galina Sergeevna, “that each educational program has its own strengths and weaknesses. For example, traditional programs guarantee

You often hear: "We are studying according to Vinogradova ..", "And in our class they are taught according to Zankov." Unfortunately, most parents can only name the author of the curriculum, others will say “we were praised,” others may talk about specific pros and cons. But on the whole, the average parent hardly understands how all these programs differ. And no wonder. It is really difficult to get through the scientific style and terminology of pedagogical texts.

So let's get together and try to understand.

Firstly, there is a pedagogical SYSTEM and a pedagogical PROGRAM.

There are only three systems:

zankov system (developing),
elkonin-Davydov system (developing)
traditional (see ORDER of the Ministry of Education and Science of the Russian Federation of October 21, 2004 N 93).

There are much more programs. In addition to officially recognized, there are many experimental systems, as well as copyright, intraschool, which we will not consider in this article.

Schematically, everything will look something like this:

Sign System:

Znakova's program in mathematics

Znakova program in Russian

Znakova's program for ...

Elkonin-Davydov system:

Elkonin-Davydov program in mathematics

Elkonin-Davydov program in Russian

Elkonin-Davydov program for ...

Traditional system:

Program "School of Russia":

Program "School of Russia" Mathematics

Program "School of Russia" Russian language

The program "School of Russia" ...

Harmony Program

Program "School 2100"

Grape program

(Please note that the Zankov system and the Elkonin-Davydov system are called “developing.” And the experimental programs “Harmony”, “School 2100”, and the Vinogradova program fall into the “traditional” category, which also contains the “true” traditional program “School of Russia” "Because of this, confusion often occurs, and many teachers and parents believe that the Harmony and School 2100 programs belong to the developmental class.)

All systems and programs approved by the Ministry of Education and Science meet the main requirement: they allow the student to learn the MANDATORY MINIMUM of knowledge. Authorship is manifested in ways of presenting material, additional information, and organizing educational activities.

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

The goal (i.e., the result that should be obtained, those qualities that, as a result, graduates who have studied in a particular program should possess)

Tasks (i.e. the 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 during the learning process. For example, the content of education in philology, mathematics, social studies and natural sciences. In this part of the program, they differ in that some are limited to the state standard minimum, others include various additional knowledge, concepts, literature, as well as the order in which teaching material is presented, which is inextricably linked with the principles.)

All the programs discussed in the article are approved by the Ministry of Education. Each system is designed for a specific mindset, or, in other words, a way of perception and mental processing of information. And these processes are individual for each child. Like metabolism, or say, hair color. Therefore, in the description of each program, we introduced the section “Features that will allow the child to successfully study under this program”, where we will describe the qualities that it is desirable for the child to possess in order to show high results without overstressing.

Below we will sometimes give examples of schools teaching in a particular program, but in fact, different classes of the same school can study in different programs, especially where teachers choose the program. And that’s even good. Different programs and systems require different initial knowledge and skills from children, and the teacher depends on the personal qualities of a teacher to see if he can fully implement the program. Therefore, the teacher chooses a program that will allow him to work precisely in the current situation with this particular team.

Zankov's education system

For example, they study in schools No. 35, No. 70 and many other schools.

In 1995 - 1996 L.V. system Zankova is recognized as a parallel state system of primary education.

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

Tasks: One of the most important tasks is to educate a younger schoolchild in treating himself as a value. Education should be focused not so much on the whole class as a whole, but on each individual student. In this case, the goal is not to “pull up” weak students to the level of strong students, but to reveal individuality and optimally develop each student, regardless of whether he is considered to be “strong” or “weak” in the classroom.

Principles: student independence, creative comprehension of the material. The teacher does not tell the students the truth, but makes them "dig" themselves. The reverse scheme is traditional: first, examples are given, and students themselves must draw theoretical conclusions. The acquired material is also fixed by practical tasks. The new didactic principles of this system are the rapid development of the material, a high level of difficulty, and the leading role of theoretical knowledge. The comprehension of concepts should occur in the understanding of systemic relationships.

Systematic work is underway on the overall development of all students, including strong and weak. It is considered important for students to realize their learning process.

Features that will allow the child to successfully learn in this program: willingness to work at a high pace, the ability to reflection, independent search and assimilation of information, willingness to be creative in solving the problem.

Zankov's system relies on the independence of the student, his creative comprehension of the material. The teacher does not tell the students the truth, but makes them "dig" themselves. The scheme here is the opposite of traditional. First, examples are given, and students themselves must draw theoretical conclusions. The acquired material is also fixed by practical tasks. The new didactic principles of this system are the rapid development of the material, a high level of difficulty, and the leading role of theoretical knowledge. For example, students in the first year of study are introduced to the concept of “Parts of speech”, and they must come to an understanding of these concepts on their own. The comprehension of concepts should occur in the understanding of systemic relationships.

http://www.zankov.ru/article.asp?edition\u003d5&heading\u003d26&article\u003d26 - the system is clearly and fully described, you can’t better say

http://www.zankov.ru/

http://schools.keldysh.ru/UVK1690/zankov.htm

Cons of the program - a large number of errors and typos in textbooks. Also, for a good result you need a competent teacher who understands the features of this approach to learning.

Elkonin-Davydov education system

Schools No. 9, No. 110, "Mentality", etc.

If Zankov teaches at high speed, then Davydov follows the proverb "Slower you go - you will continue."

Educational system Elkonina-V.V. Davydova already has a history of more than 40 years: 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 educational system of Elkonin-Davydov was recognized as one of the three state systems, along with the traditional system and the system of developing education L. V. Zankova.

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 the ability of reflection among elementary school graduates, which at primary school age reveals itself through:
knowledge of one’s ignorance, the ability to distinguish between known and unknown;
the ability to indicate in an undetermined situation what knowledge and skills are not enough for a successful operation;
the ability to consider and evaluate one’s own thoughts and actions “from the side”, not considering their own point of view the only possible one;
the ability to critically, but not categorically evaluate the thoughts and actions of other people, referring to their foundations.
develop abilities for meaningful analysis and meaningful planning.
The formation of these abilities is detected if:

students can distinguish a system of tasks of one class that have a single principle of their construction, but differ in external features of the conditions (meaningful analysis);
students can mentally build a chain of actions, and then integrate and accurately perform them.

develop creativity, student’s imagination.

Principles:

The main principle of this system is to teach children to receive knowledge, to search for them independently, and not to memorize school truths.

The subject of assimilation is the general methods of action - methods of solving the class of problems. With them begins the development of the subject. In the future, the general mode of action is concretized in relation to special cases. The program is designed so that in each subsequent section, the already mastered mode of action is specified and developed.

Mastering the general method begins with substantive and practical action.

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

Features that will allow the child to successfully study under this program: those that were described for the Zankov program. Exception: working at a fast pace is unlikely to be necessary. Rather, thoroughness, attention to detail, the ability to generalize will come in handy.

The system of D. B. Elkonin - V. V. Davydov is suitable for those who want to develop in the child not only the ability to analyze, but also the ability to think extra deeply. In this system, however, the lack of marks can scare 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 ways of comprehending it. In other words, the student may not remember something, but must know where and how to fill this gap if necessary. Another feature: children learn not only that twice two four, but also why exactly four, and not seven, eight, nine or twelve. In the class, the principles of language construction, the origin and structure of numbers, etc. are studied. Knowledge of the rules, based on an understanding of their causes, certainly holds on to the head.

The authors of the system made a great emphasis on teamwork and developing communication skills: children conduct their mini-studies in groups of 5 to 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 training on the other mentioned systems.

http://www.centr-ro.ru/school.html

http://altai.fio.ru/projects/GROUP1/potok14/site/Site2/3.htm - here you can see an example of a lesson

The disadvantages of systems systems Zankova and Elkonin - Davydov

A common drawback of the Zankov and Elkonin-Davydov systems: 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 readjust to traditional teaching, and this may create problems for him at first.

In addition, you should not put only the education system in primary grades at the forefront. No less important are the material base of the school, the advancement of teachers and principals, feedback from parents of students: how much, in their opinion, is it comfortable for children to learn, do they provide solid knowledge. Anyway good teacher in a good school, he will teach the child everything that is supposed to be, while in a bad one, none of the most advanced programs can save.

School 2100 (School 2000, Peterson Program)

The program is primarily aimed at developing and improving the traditional content of education.

(Attention to parents! The training scheme, training materials and the result are directly opposed to the declared principles).

Purpose: to ensure the natural and effective integration of the child in society.

build willingness for productive work
to form a readiness for further education and - more broadly - generally for continuing education.
to grow a natural-scientific and general humanitarian outlook.
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 characteristics that ensure its 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 to creative activity and skills of creative activity
to form the 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, and on the other, to flexibly respond to socio-cultural changes in the environment.

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

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

The principle of the image of the world. The schoolchild's idea of \u200b\u200bthe objective and social world should be unified and holistic. As a result of the teaching, he should have a kind of pattern of world order, of the universe, in which specific, objective knowledge occupies a specific 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 personal and intellectual development of the child and adolescent, and be part of the general system of continuing education.

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

The principle of the approximate function of knowledge. The task of general education is to help the student develop an indicative framework that he can and should use in various types of his cognitive and productive activities.

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

http://www.school2100.ru/

"School of Russia" (Pleshakov)

They study it, for example, in school number 84.

This is the primary school kit we all studied in, with some modifications.

Purpose: Raising schoolchildren as citizens of Russia. The school of Russia should become a school of spiritual and moral development.

Tasks: According to the authors, the main purpose of primary school is educational. Hence the tasks:

development of the child’s human qualities that correspond to the ideas of true humanity: kindness, tolerance, responsibility, empathy, willingness to help another
teaching a child to consciously read, write and count, correct speech, instill certain labor and health-saving skills, teach the basics of safe life
the formation of the natural motivation of learning

Principles: Fundamental, reliable, stable, open to new.

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

Features that will allow the child to learn successfully under 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 (and this is good).

More detailed information:

Unfortunately, the authors of this program do not have their own site. Therefore, we’ll go to Yandex, ask in the search “School of Russia” and look at everything that can be found - from the justification of the draft of this curriculum to examples of lessons

Harmony (edited by NB Istomina)

(Parents' attention! The basic principle that is presented to children in this program is: "To be successful, the main thing is to be able to communicate! Knowledge is not important!")

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

Purpose: multilateral development of the child, comfortable learning, prepares the child’s mental apparatus for further education. Bridging the differences between traditional and developing learning patterns.

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

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

Features that will allow the child to learn successfully under this program: requirements for the features of the child’s thought process follow from the author’s connection with the Zankov system. But like any traditional system, this program mitigates the requirements for a student with Zankov’s program.

http://nsc.1september.ru/articlef.php?ID\u003d200300905 - very well, with examples, information about the program is presented.

http://www.krsk-obr.ru/info/roditel/12

http://www.igpk.ru/rc/tutor/russki/osobennosti.doc - also quite useful information about the features of individual courses of the program (and for other programs too)

"Elementary school of the 21st century" (Grape)

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

(Parents' attention! Training on this system forms a mosaic picture of the world, does not encourage concentration, does not require achievement of the result).

the formation of the main components of educational activity (if we discuss the student’s position, this is the answer to the questions "why am I studying", "what should I do to solve this educational task", "in what way do I carry out the educational task and how do I do it", " what are my successes and what I can’t do ").

organization of the educational process in such a way as to provide a situation of success for each student and the opportunity to learn at an individual pace.

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

Content: in accordance with the main principle (nature compatibility), the authors paid special attention to the implementation of the function of “soft” adaptation of children to new activities. A system has been developed for using role-playing games in training, which makes it possible to develop various facets of role-playing behavior, which means the student’s imagination and creativity. All textbooks provide additional educational content, enabling everyone to work according to their abilities (for example, introducing interesting texts into the textbook from the very beginning of training on the material of the full alphabet for well-reading children).

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

http://www.igpk.ru/rc/tutor/russki/osobennosti.doc - here is about this program too

You often hear: "We are studying according to Vinogradova ..", "And in our class they are taught according to Zankov."

Unfortunately, most parents can only name the author of the curriculum, others will say “we were praised,” others may talk about specific pros and cons. But on the whole, the average parent hardly understands how all these programs differ. And no wonder. It is really difficult to get through the scientific style and terminology of pedagogical texts.

Firstly, there are two different concepts.— PEDAGOGICAL SYSTEM andPEDAGOGICAL PROGRAMMA. There are only three systems: zankov system (developing) elkonin-Davydov system (developing) and traditional. There are much more programs. In addition to officially recognized, there are many experimental systems, as well as copyright, intraschool, which we will not consider in this article.

All systems and programs approved by the Ministry of Education and Science meet the main requirement: they allow the student to learn the MANDATORY MINIMUM of knowledge. Authorship is manifested in ways of presenting material, additional information, and organizing educational activities.

goal — those. the result that should be obtained, the qualities that graduates who have studied in a particular program should possess in the end.

Tasks — those. those steps by which the goal is achieved.

Principles — those. features of the organization of training, the presentation of material, the 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. In this part of the program, they are distinguished by the fact that some are limited to the state standard minimum, others include various additional knowledge, concepts, literature, as well as the order in which educational material is presented, which is inextricably linked with principles.

There are no bad or good programs. All the programs discussed in the article are approved by the Ministry of Education. And the developing system is no better and no worse than the traditional one. In fact, each system is designed for a certain mindset or, in other words, a way of perceiving and mental processing of information. And these processes are individual for each child. Like metabolism or, say, hair color.

The educational system of L.V. Zankova

In 1995-1996 L.V. system Zankova is recognized as parallel to the state primary education system.

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

Tasks: one of the most important tasks— the education of a primary school student's attitude toward himself as a value. Education should be focused not so much on the whole class as a whole, but on each individual student. In this case, the goal is not"Pull up" weak students to the level of strong ones, and to reveal individuality and optimally develop each student, regardless of whether he is considered in the classroom“Strong” or “weak”.

Principles:student independence, creative comprehension of the material. The teacher does not tell the students the truth, but makes them "dig" themselves. The reverse scheme is traditional: first, examples are given, and students themselves must draw theoretical conclusions. The acquired material is also fixed by practical tasks. The new didactic principles of this system are the rapid development of the material, a high level of difficulty, and the leading role of theoretical knowledge. The comprehension of concepts should occur in the understanding of systemic relationships. Systematic work is underway on the overall development of all students, including strong and weak. It is considered important for students to realize their learning process.

willingness to work at a high pace, the ability to reflection, independent search and assimilation of information, willingness to be creative in solving the problem.

Elkonin-Davydov education system

If Zankov teaches at high speed, then Davydov follows the saying" the quieter you go, the further you'll get " .

The educational system of Elkonin-Davydov has a history of more than 40 years: 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 educational system of Elkonin-Davydov was recognized as one of three state systems, along with the traditional system and system developing education L.V. Zankova.

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

Tasks:

form at elementary school graduates ability to reflect which at primary school age discovers itself through:

— knowledge of one’s ignorance, the ability to distinguish between known and unknown;

— the ability in a certain situation to indicate what knowledge and skills are not enough for a successful operation;

— the ability to consider and evaluate one’s own thoughts and actions “from the side”, not considering their own point of view the only possible one;

— the ability to critically, but not categorically evaluate the thoughts and actions of other people, referring to their foundations.

develop abilities to meaningful analysis and meaningful planning.

to develop creativity, imagination student .

Principle: to teach children to get knowledge, to search for them on their own, and not to memorize school truths.

The subject of assimilation is the general modes of action.— ways to solve the class of problems. With them begins the development of the subject. In the future, the general mode of action is concretized in relation to special cases. The program is designed so that in each subsequent section, the already mastered mode of action is specified and developed.

Mastering the general method begins with substantive and practical action.

Features that will allow the child to successfully learn in this program:those that were described for the Zankov program. Exception: working at a fast pace is unlikely to be necessary. Rather, thoroughness, attention to detail, the ability to generalize will come in handy.

School 2100 (School 2000, program L. G. Peterson)

The program is aimed primarily at developing and improving the traditional content of education.

Goal:to ensure the natural and effective integration of the child in society.

Tasks:

to form readiness for productive work

to form readiness for further training and- more broadly - generally to continuing education.

to grow natural-scientific and general humanitarian outlook.

provide a certain level general cultural development. An example is the formation (cultivation) of a student’s skills of adequate artistic perception of at least literature

form certain personal characteristics that ensure its successful socio-psychological adaptation in society, successful social activity and successful social and personal development

provide maximum opportunities for the formation of the student installation on creative activity and skills of creative activity

to form the knowledge, attitudes and basic skills of pedagogical activity.

Principles:

Adaptability principle. The school seeks, on the one hand, to adapt as much as possible to students with their individual characteristics, on the other— as flexible as possible to respond to sociocultural environmental changes.

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

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

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

Systematic principle. Education should be systematic, consistent with the laws of personal and intellectual development of the child and adolescent, and be part of the general system of continuing education.

The principle of semantic attitude to the world. The image of the world for the child— it is not abstract, cold knowledge of him. This is not knowledge. for me: this is my knowledge. Is not the world around me: it's a world part whom i I am and which one way or another i worry and comprehend for myself.

The principle of the approximate function of knowledge. General education challenge— help the student to form an indicative framework that he can and should use in various types of his cognitive and productive activities.

Features that will allow the child to successfully learn in 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 above will come in handy. But since this is still a traditional program designed for the "average student", almost any child will be able to successfully learn from it.

Now in this program, mathematics are Tonkikh and Demidova, and L.V. Peterson is in “Perspective primary school", But many schools use the textbook L. V. Peterson.

"School of Russia" (Pleshakov)

This is the primary school kit we all studied in, with some modifications.

Goal: Education of schoolchildren as citizens of Russia. The school of Russia should become a school of spiritual and moral development.

Tasks:The main purpose of primary school, according to the authors— educational. Hence the tasks:

development of the child’s human qualities that correspond to the ideas of true humanity: kindness, tolerance, responsibility, empathy, willingness to help another

teaching a child to consciously read, write and count, correct speech, instill certain labor and health-saving skills, teach the basics of safe life

the formation of the natural motivation of learning

Principles:fundamentality, reliability, stability, openness to new. Problem-search approach. It provides for the creation of problematic situations, making assumptions, searching for evidence, formulating conclusions, comparing results with the standard.

Features that will allow the child to successfully learn 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.

More detailed information:

Unfortunately, the authors of this program do not have their own site. Therefore, we go to Yandex, ask in the search for "School of Russia" and look at everything there is— from the rationale for the design of this curriculum to sample lessons.

“Harmony” edited by NB Istomina

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

Goal: multilateral development of the child, comfortable learning, prepares the child’s mental apparatus for further learning. Bridging the differences between traditional and developing learning patterns.

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

Principles:

— the organization of educational activities of students associated with the formulation of the educational task, with its solution, self-control and self-esteem;

— organization of productive communication, which is a prerequisite for the formation of educational activities;

— the formation of concepts that provide, at an accessible level for primary school age, an awareness of cause and effect relationships, patterns and dependencies.

Features that will allow the child to successfully learn in this program:requirements for the characteristics of the child’s thought process follow from the author’s connection with the Zankov system. But like any traditional system, this program mitigates the requirements for a student with Zankov’s program.

More information can be read here:

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

Goal: the organization of educational activities of primary school children in such a way as to provide comfortable conditions for the development of the child in the process of assimilation of knowledge, skills.

Tasks:

the formation of the main components of educational activity (if we discuss the student’s position, this is the answer to questions"Why am I studying", " what should i do to solve this training problem» , « how do i do the learning task and how do i do it» , « what are my successes and what I can’t do» ).

organization of the educational process in such a way as to provide a situation of success for each student and the opportunity to learn at an individual pace.

Principles:the elementary school should be nature-friendly, that is, it should correspond to 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. Schoolboy- not just a “spectator”, “a listener”, but a “researcher”.

Content: In accordance with the main principle (nature compatibility), the authors paid special attention to the implementation of the functionSoft adaptation of children to new activities. A system has been developed for using role-playing games in training, which makes it possible to develop various facets of role-playing behavior, which means the student’s imagination and creativity. All textbooks provide additional educational content, enabling everyone to work according to their abilities (for example, introducing interesting texts into the textbook from the very beginning of training on the material of the full alphabet for well-reading children).

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

So, the choice is ours. I hope you and I were able to figure out at least "what kind of beast is this"— PROGRAM. And now we can consciously approach the choice of school, class, teacher. We roughly imagine what questions to ask in order to assess whether a given teacher in this school will be able to fully implement the principles of the chosen program ... We can properly prepare the child for the start of school, if possible taking into account the tendencies and character of our small but personalities.

All training models have a common goal - the development of the student’s personality, the formation of his desire and ability to learn. We will try to help parents choose the right program for their baby.

Parents, whose children are going to first grade this year, are puzzled by the question, will their children begin the educational path according to the traditional program or the developing one? Indeed, it is important to choose the right school and curriculum, since it is the study in elementary school that determines the subsequent attitude of the child to the educational process. So what are traditional and developmental programs, what are their pros and cons, how do they differ from each other?

The traditional programs include: “School of Russia”, “Elementary School of the XXI Century”, “School 2100”, “Harmony”, “Promising Primary School,“ Classical Primary School ”,“ Planet of Knowledge ”,“ Perspective ”. Two programs belong to developing systems: L.V. Zankova and D. B. Elkonin - V.V. Davydova.

The traditional program “School of Russia” (edited by A. Pleshakov) has been around for decades. The author himself emphasizes that this kit was created in Russia and for Russia. The main goal of the program is "to develop a child's interest in knowing his country and its spiritual greatness, its significance on a global scale."

Expert opinion

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

I believe that this program is needed, it was, is and will always be. The traditional program allows you to carefully develop the skills of educational activities (reading, writing, counting), which are necessary for successful education in high school. In recent years, interesting educational kits have been published that meet modern teaching requirements (mathematics - author M.I. Moro, Russian language - author T.K. Ramzaeva), which are aimed at developing the cognitive abilities of the student.

The training package “Harmony” (edited by N. B. Istomin (mathematics), M. S. Soloveichik and N. S. Kuzmenko (Russian), O. V. Kubasova (literary reading), O. T. Poglazova (the world around), N. M. Konysheva (labor training)) has been successfully practiced in many schools. The methodological equipment of the “Harmony” set has been experimentally tested at different scales: at the level of diploma research, which was led by the authors of subject sets, at the level of candidate and doctoral studies, and at the level of mass verification in school practice.

Speech Therapist Opinion

Due to socio-pedagogical neglect, 80% of children with various types of speech disorders go to first grade. “The problem is also the lack of time that parents devote to classes with their children.”

The educational-methodical set in mathematics for a four-year primary school N. B. Istomina was awarded the prize of the Government of the Russian Federation in the field of education for 1999.

According to experts, the main idea of \u200b\u200bthe program is the comprehensive development of the child, preservation and strengthening of physical and mental health, the development of intellectual, creative, emotional and moral-volitional spheres of the personality. 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, and children with each other.

Expert opinion

“According to the Harmony program, I have been working with children for the second year,” said Elena Borisovna Ivanova-Borodacheva, a primary school teacher at Moscow School No. 549. - I and the children really like this program. I believe that all the material in the kit is well adapted for students. Pros: firstly, there is advanced training. Secondly, the textbooks included in the kit contain a methodological part, with the help of which parents can study and explain to the child a missing topic. The program uses new teaching technologies that allow you to develop the child's ability to logical thinking. For example, in a word where the student does not know which letter to write, he puts a “window” (author M. Soloveichik S.). Further, the child, together with the teacher, analyzes the questions that have arisen, remembers the rules and fills in the “window”. It is also noteworthy that the kit offers tasks designed for children of different levels of preparedness. But there are also disadvantages: in mathematics (author Istomina N. B.), the solution of problems begins only in the second grade, and tests are offered the same for all classes. Now the issue of the content of the tests, their compliance with the programs and training systems is being decided.

The main advantage of the School 2100 training kit (edited by A. A. Leontyev) is its deep continuity and continuity of education. Under this program, children can learn from the age of three (a training 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 specificity of age. A characteristic feature of this educational program is the following principle: the educational material is offered to students to the maximum, and the student must learn the material to a minimum standard. Thus, each child has the opportunity to take as much as he can.

Expert opinion

“I worked on various programs, I’ve been studying with children for the sixth year on the School 2100 development system,” says Nova Nadezhda Ivanovna, an elementary school teacher at school No. 549 in Moscow. - I like. Children learn to act independently. Ready rules and conclusions are not given here. This program is aimed at the development of logical thinking, speech, imagination, memory. I note the tasks in mathematics (author L. G Peterson). They are very interesting, completing the assignment, the student can get additional information: find out a proverb or the name of the highest mountain in the world, etc. An unusual approach to learning topics offers a Russian language training kit (author R. N. Buneev), but unfortunately , in the list of literary works there is no Russian classical literature. There are difficulties in studying individual topics around the world (author A. A. Vakhrushev). I prepare for lessons in this subject longer than others, and sometimes I even turn to a geography teacher for help. Children are active in the lessons, they are passionate about learning.

The educational and methodological kit “Elementary School of the XXI Century” (edited by N. Vinogradova) is aimed at providing “soft” adaptation of children to the new conditions of school life for them.

Expert opinion

“I’ve been working on this program for the third year, I really like it,” says Irina 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 go to high school depends on the primary school teacher. Therefore, the main goal is to teach the child to learn. It is important that Vinogradova’s kit realizes the child’s right to her individuality: children are placed in conditions where they can independently acquire knowledge, apply it, think, fantasize, play (special notebooks “Learn to think and fantasize”, “Learn to learn the world around us” are provided).

The first set of textbooks and programs for elementary schools, 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,” commented the elementary school teacher at secondary school No. 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 and developing tasks have been compiled. The child must invent a fairy tale, conceive a text, make a drawing. Mathematics is interesting in that each task leads the student to an answer on their own. Not like in the standard program: the teacher explained - the student completed. Here's a different approach. I will draw attention to the fact that there is a soft transition from the "Planet of Knowledge" to the traditional program. For students of the fourth grade, we introduce assignments from the fifth grade, therefore, in my opinion, this program has some advantages. As for reading, everyone says in chorus: "Children read well."

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

Developmental system

L.V. Zankova is aimed at developing the mind, will, feelings, spiritual needs of younger schoolchildren, awakening their interest in knowing a broad picture of the world, passion for learning, and developing curiosity. The task of training is to give a general picture of the world on the basis of science, literature, and art. This program is aimed at providing conditions for self-realization, for disclosing the individuality of the child, his inner world.

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

Expert opinion

“I love the system of L. V. Zankov,” says Nadezhda Vladimirovna Kazakova, deputy director for educational work at secondary school No. 148 in Moscow. “The children I taught under this program are now in seventh grade.” As a specialist, I see excellent results in my studies. Pupils are well able to reason, argue, the development of their horizons compares favorably with their peers, they have higher working capacity.

“The program is aimed at the comprehensive development of the child, it teaches children to get information on their own, rather than getting ready,” Tatyana Vladimirovna Korsakova, head of the methodological association of teachers of elementary school No. 148 in Moscow, adds to the system. - Finishing elementary school in this system, children become more liberated, they have about three times more knowledge than their peers.

Developing training in the system of D. B. Elkonin - V. V. Davydov

A special place is given to theoretical knowledge and the logical side of learning. The level of subjects taught is extremely difficult. The Elkonin-Davydov training system involves the formation of a large set of skills among elementary school graduates. The child must learn to look for the missing information when confronted with a new task, to test their own hypotheses. Moreover, the system assumes that the younger student will independently organize interaction with the teacher and other students, analyze and critically evaluate their own actions and points of view of partners.

Source http://www.nnmama.ru/content/ucheba/razviv/

How to understand the difference between the curricula offered by elementary school today? What to choose in order not to overload the child with studies? The experience is shared by the author of manuals for elementary school, teacher-practitioner Olga Uzorova.

Many parents of children going to first grade do not understand the difference between the curriculum that primary schools offer today. There are eight programs in the list of the Ministry of Education and Science of Russia. So which school curriculum to choose for a first grader? The author of "Letidora" talked about the most popular of them with the famous author of manuals for elementary school, practical teacher Olga Uzorova.

The program "Schools of Russia"

Olga, what can you say about her?

This is a classic. Parents of current first-graders studied at the School of Russia. Children who go to school under this program have full right come to 1st grade without knowing anything at all. Of course, they saw letters and numbers, but so far did not pay much attention to them. But such children, as a rule, have well-developed speech. Before school, relatives and friends baked cakes with them, rode a bicycle, walked a lot, and discussed all this.

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

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

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

Yes, it’s easier if the teacher gives a good base. However, it is almost impossible for a teacher to take a clean program and study only one textbook. For example, I alternate a classical program with mathematics according to L.G. Peterson. I’m adding a little more from “Harmony”, a little from “System DB Elkonina - V.V. Davydova. "

Most methodologists say that this should not be done in any case. But I have a lot of experience at school. And, as practice shows, there are no universal solutions for different children. Of my three graduations in elementary school, we have never repeated textbook sets. And the topics that I chose for the same Peterson were very different for each class.

The modern elementary school offers two systems of teaching children: the traditional one, which includes seven programs: School of Russia, School 2100, Primary School of the 21st Century, Harmony, Classical Primary School, and Promising Primary School , "Planet of knowledge", and developing, including two programs: L.V. Zankova and D.B. Elkonina - V.V. Davydova.

Lately some traditional elementary school programs have undergone significant changes, have been greatly improved and they can already be attributed to development programs.

The traditional program "School of Russia" - the name speaks for itself. This educational complex has been created specifically for the education of children living in Russia, introducing them to the traditions and culture of their great country. This is a kind of school of spiritual and moral development. The “School of Russia” program is focused on bringing up in children such qualities as kindness, responsibility, empathy, and assistance in difficult times. It develops among schoolchildren an interest in studying their homeland, its nature, history, thereby raising such an important and rare quality in our time as patriotism.

The authors, creating this program, relied on the many years of pedagogical experience of the Soviet, and subsequently Russian, school. Training is based on a smooth transition from simple to complex. The program carefully develops reading, writing and numeracy skills, which is the basis for further successful learning.

Textbooks under the program "School of Russia" are very modern, colorful and interesting for the child, perfectly stimulate cognitive activity.

The School 2100 program is the only one of all that represents a continuing education system from preschool age until graduation. According to her benefits, children can be engaged, starting from the age of three and ending with the graduation class. The program clearly goes beyond the traditional, including the elements of a developing program.

The educational and methodological complex of the program "School 2100" is focused on the development of the child as a person, the identification and development of his creative abilities and interest in learning. Develops in children such qualities as decisiveness, independence, decision-making ability, analysis ability, logical thinking, imagination and speech.

Education is based on the fact that the basic concepts, rules and conclusions are not given to children in a finished form, they must reach them themselves, the teacher only guides the child in the right direction. That is, children learn to act independently. Many tasks are based on obtaining information from sources other than educational literature.

The educational program "School of the XXI Century" refers to traditional programs, however, it is also essentially developmental. She is the easiest way to adapt former preschoolers to a new field of activity for them - schooling. Training is built in the form of a game. Most teachers in Russia prefer to attend this particular program. The program is aimed at the harmonious development of the personality, at the development of motivation for learning activities and self-education. It helps the child understand why you need to learn at all, why you need to take your education seriously.

Pursuing this program, children learn to independently acquire knowledge through reflection, analysis, and fantasy. They can evaluate their successes and failures in studies. The teacher with children in the class behaves on an equal footing, allowing the children themselves to think, discuss and, thus, achieve the truth.

Each student has the opportunity to learn at an individual pace, because the training material contains tasks of different levels. The set of textbooks includes so-called notebooks for the correctional and developmental work of the student, according to which you can additionally deal with the child in case of lag and misunderstanding of the material. Attention is paid not to the correct answer, but to the decision process itself.

A set of textbooks for the program "Elementary school of the XXI century" was awarded the Prize of the President of the Russian Federation in the field of education, is the winner of the "competition to create a new generation of textbooks for elementary school."

“Harmony” is a program combining traditional education methods with developing ones. The name suggests that the program is aimed at developing harmonious relations between teachers and students and children. The program helps to develop logical thinking, creative abilities. It is aimed at strengthening the physical and mental health of the child.

The educational material is very interesting, the emphasis is on advanced learning, new promising technologies are used in teaching children of different levels of development. Children do not cram rules, but with their own mind, using special exercises, they come to the right conclusions.

The kit includes textbooks containing a methodological part, so parents themselves at home can explain the topic to their child, help cope with their homework. Children who have received primary education in the Harmony program are highly literate.

The educational and methodological set in mathematics of the Harmony program was awarded the Prize of the Government of the Russian Federation in the field of education.

Classical Primary School is a traditional program that is almost identical to the School of Russia program. It differs from it in its set of textbooks. This is the most classic, effective over the years, developed program for elementary education. Fully built on traditional methods, but with the introduction of modern scientific pedagogical approaches. Thanks to the gradual study and solidification of reading, writing and numeracy, it gives children a good basis for continuing their education in high school. The program from the first days of classes is aimed at making children interested in further education.

All textbooks and notebooks are decorated with colorful illustrations. The lessons are filled with various contests, games and quizzes. Part of the tasks is aimed at working with parents, thereby introducing them to the exciting process of educating their children. The program helps the child to love the book and teaches to work with it. Knowledge on the program is not given in finished form, but should be acquired jointly by students and the teacher, that is, the program contributes to the development of logical thinking.

The “Promising Primary School” program is the most successful of all the existing ones, suitable for rural schools, where students in grades 1–4 study at the same time. It contains all the important methods from all existing programs. The program was created taking into account the age categories of students, whether it is a six-year-old first-grader or an eight-year-old, and takes into account the different level of preparation of the student. The emphasis is on both the individual activities of the child and the joint work of the students, contributing to the development of dialogue between them. Teaches to work not only with the textbook, but also with various reference books. The teacher gives a task to a group of students, he leaves to work with another group. Thus, students develop independence, the ability to work and live in a team, that is, to help others, to criticize and adequately respond to criticism, to be able to explain and defend their point of view.

The program is built strictly according to the principle of complexity of educational material. Under this program, children are the fastest to learn fluent reading, writing and numeracy skills.

The textbooks are filled with interesting fabulous material that helps to develop creative thinking, logic and memory. A lot of time is devoted to the physical health of children, accustoming the child to cleanliness, order, gymnastics and daily routine. Learning assignments involve parents in completing assignments.

The traditional Planet of Knowledge program is good because even the smallest children can learn from it. The approach to learning is non-standard and departs from the classics "the teacher explains the assignment, the children perform." All tasks are developmental in nature. The program is focused on the development of children's creative abilities. For each child enrolled in the Planet of Knowledge program, there is a teaching method that helps him to master the material perfectly. The program stimulates the manifestation of independence, initiative, helps to see the same subject in different ways.

A set of educational literature is interesting in that before the beginning of each section there is a plan for further training. Thus, the child sees what he will study in the future. After studying, each section ends with test work and a test sheet that allow the teacher, as well as the student himself, to test their knowledge of this section. Textbooks contain many tasks of various difficulty levels, which allows students to choose a task for themselves. Many exercises are focused on working with reference books and group work, forming children's communication skills in society.

Educational program L.V. Zankova is the exact opposite of traditional programs. It is based on the trust of the teacher and student. The teacher first offers to complete the tasks, and the students should reach the theory by their own mind through various discussions, obtaining information from various sources, thoughts and disputes. The program perfectly reveals the individual abilities of each child. It is focused on the awakening of interest in learning, on the development of intelligence and curiosity. Being quite difficult, because the learning process is proceeding rapidly, at the same time it is very attractive and fascinating for children.

In addition to school lessons, the program involves close communication between the teacher and children and outside the school through joint visits to various cultural events, walks and excursions. Children enrolled in the L.V. program Zankova, excellent interlocutors, have the broadest horizons and their knowledge is much higher than that of children engaged in traditional systems.

The developing program Elkonina - V.V. Davydova is focused on the development of strong theoretical knowledge in children, that is, the rules and concepts here occupy a dominant position, but they are not given in the form of ready-made truths. Children must reach them by themselves. logical thinkingworking in a group or individually, discussing, arguing among themselves and discussing the results. And only then with the help of a teacher to draw the right conclusions. The program develops in the child the ability to think deeply and unconventionally.

The program is much more saturated than usual traditional programs. The children who studied on it are very sociable, respect the opinions of others, but they do not accept all words on faith, they require mandatory evidence.

According to this program, there is little homework, everything is decided in the classroom, where the children are loaded with interesting work, but at home they relax.

Many textbooks are winners of new generation textbook contests.

The program is considered difficult, but only because there are very few competent teachers who can work on this program.