One of the main distinguishing features of the modern Russian education system from the Soviet one is the wide variety of primary school education programs. If in Soviet schools all children studied using the same textbooks (and accordingly, the same curriculum), today teachers and parents can choose for themselves exactly how the student will receive the necessary knowledge.
One of the main distinguishing features of the modern Russian education system from the Soviet one is the great diversity primary school education programs. If in Soviet schools all children studied using the same textbooks (and accordingly, the same curriculum), today teachers and parents can choose for themselves exactly how the student will receive the necessary knowledge. Therefore, parents of future first-graders will have a difficult choice not only of the most suitable school for their child, but also of the best, in their opinion, educational program.
And the choice will indeed not be easy, since today different educational and methodological complexes (EMC) are used even within the same educational institution. In other words, all primary classes in the same school may work on completely different curriculums. To make your choice at least a little easier, we suggest you familiarize yourself with an overview of the main primary school educational programs existing today.
Traditional and developmental primary school programs
All modern primary school programs can be divided into traditional and developmental. Please note that it was not by chance that we used the word “conditionally”. Despite the fact that each of the programs has its own characteristics, they are all based on a developmental-active approach to teaching a child, and the traditional program is just as concerned with the development of the child’s personality as the developmental one. Naturally, you may have a reasonable question: “Why then is it necessary to classify training programs if they all solve the same problem?”
The fact is that the concept of “developmental education program” appeared in those days when all schools received education according to the same program. According to some experts, this program did not fully correspond to the age and psychological characteristics of children. Therefore, they developed their own educational systems, designed not only to provide basic knowledge, but also to develop imagination, thinking and memory in schoolchildren. As a result, all educational systems alternative to the classical program received the general name “developmental”.
At the same time, other specialists focused their efforts on updating the traditional program in accordance with modern requirements and trends. Thus, the traditional programs currently presented in Russian schools are practically no different from developmental ones, and in some cases even surpass them. It should be noted that both traditional and developmental primary school programs fully meet the requirements of the Federal State Educational Standard.
So, what are the main teaching materials presented in Russian primary schools today?
Program "School of Russia"
The National Education Program is the same program according to which all schoolchildren during the USSR studied, albeit with minor changes. The main idea of the program is to create a school of spiritual and moral development. This educational complex is based on problem-search and personality-oriented approaches, and the program module involves, first of all, the education of citizens. The program is aimed at developing interest in the history of one’s country and its significance on a global scale. The most important component of this training program is the development of an environmentally friendly “sense of home” in the child, as well as environmental ethics aimed at the moral and spiritual self-development of the student. It is designed for an intermediate level, so almost every child can master it.
Program "Primary school of the 21st century"
One of the most popular educational programs, which is used in most regions of Russia. Popularity programs Primary school of the 21st century This is largely due to the fact that the team of its developers was awarded the Presidential Prize of the Russian Federation. The main distinctive feature of this educational complex was the construction of a system of targeted pedagogical diagnostics for primary school students, which allows not only to determine the child’s readiness for school, but also to note the strength of assimilation of the acquired knowledge. The teaching principle of this program is built in accordance with the needs of children, as well as taking into account their individual characteristics and level of socialization. It is designed for an intermediate level, so almost every child can master it.
Program "Harmony"
A training program in which the authors combined basic traditional and developmental teaching methods. The main goal of this educational complex is the comprehensive development of the student and his preparation for further education. The program is aimed at developing the skills of analysis, comparison, classification and generalization of acquired knowledge, therefore in the classes a large number of problematic developmental tasks are given that form the student’s ability to think and the ability to draw independent conclusions. Designed for an above-average level, so most children can master it.
Program "School 2100"
Primary school program School 2100 is a personality-oriented system aimed at the comprehensive disclosure of a child’s personal qualities. The educational complex is designed in such a way that children have the opportunity to master material of varying levels of complexity. The program's educational materials contain a large amount of additional information that the child can study at his own discretion. The main advantage of "School 2100" is continuity and continuity of education. In other words, the program covers all levels of school education, from primary school to graduation. It is designed for a high level, so not all children can master it.
When choosing a school for a child, parents take into account many factors: location, traditions, educational focus of the school, reviews. Now this list has been supplemented with another important item: the training program.
Currently offering a variety of work programs for each level of the school from grades 1-11 . As a rule, general education institutions choose several educational programs, especially in the primary grades, and parallel classes are taught in different teaching materials.
Today it is important for parents to know: how to choose a suitable educational program and how do they differ? This question arises especially urgently in elementary school, because it determines how successfully the child will study.
Let's make a reservation right away: it is incorrect to divide programs into “bad and good”. All elementary school programs according to the Federal State Educational Standard are approved by the Ministry of Education of the Russian Federation. They are simply designed for different ways of perception and take into account the peculiarities of the child’s thinking. One thing in common: all programs allow the student to master the necessary minimum knowledge for elementary school. The difference is in the presentation of the material, in the organization of educational activities, in the variety of exercises.
Educational programs for primary school
1. Program "School of Russia"(edited by A. Pleshakov) is one of the oldest and time-tested programs. Since Soviet times, the program has been improved more than once and adapted to the realities of modern times.
Designed for all children and allows them to thoroughly develop writing, reading and counting skills.
2. Program "Primary school of the XXI century"(edited by N. F. Vinogradova). The material is complex, designed for erudite children. The program teaches independence, a lot of work is being done to cultivate interest in the educational process, the ability to properly organize studies. There are many additional materials and exercises aimed at developing memory , logic, outlook, imagination.Each student can learn at his chosen pace, since there are tasks of different levels of complexity and different directions.
The main goal of the program: to teach the child to learn.
3. Program "Primary Promising School". Features: there is no need to cram rules, theorems and axioms. The emphasis is on the development of logic, intelligence and analytical thinking. Additional hours are provided for drawing, music, and physical education.
Suitable for any child, regardless of his level of readiness for school.
4. Program "School 2100"(edited by A. A. Leontyev). This program is gaining more and more fans. An undoubted advantage of the program: continuity of education, since you can study it from the age of 3 until graduation.
Feature of the program: educational material is given to the maximum, varied, at different levels. The student himself chooses how much knowledge will be sufficient. An individual approach to each child is used.
Suitable for all children.
5. "Harmony"(edited by N. B. Istomin). The program involves close cooperation with parents. Many topics are suggested to be discussed at home first. Much attention is paid to the development of self-education skills.
Priority is given to students' independent work. The techniques of observation, selection, transformation and design are actively involved. All material is presented in a diverse manner, taking into account the students’ own experience and practical orientation of knowledge.
Suitable for children with analytical thinking and a penchant for technical sciences.
6. "Planet of Knowledge"- focused on the development of creative abilities. During the course, schoolchildren compose their own fairy tales, stage plays, complete projects, and make presentations.
Provides the necessary minimum knowledge, skills and abilities. Everything beyond the program is at the request of the students.
Suitable for children with a humanitarian bias.
7. Primary school program "Perspective". Here, much attention is paid to the issues of raising children as citizens of their country and the formation of moral positions.
Many tasks are aimed at developing logic and imagination. A huge amount of additional material is used, with several manuals for each subject. The teaching principle is dialectical. The presentation of the material is accessible, although sometimes boring.
Suitable for all children, regardless of their readiness for school.
8. Program by L. V. Zankov. There is a huge amount of material included in the system. All lessons are equivalent; great attention is paid to the development of logic, analytical thinking, and independent work skills. There are electives in computer science, economics, and foreign languages. Training is carried out at a fast pace.
Suitable for children well prepared for school.
9. Elkonin-Davydov program. A rather controversial program, but very interesting for children. Much attention is paid to theoretical thinking, the construction of tasks, problematic issues and the search for their resolution. Learning is slow. The only disadvantage we can note is the discrepancy in some of the terms studied. So, for example, the authors of textbooks call verbs action words, and nouns - object words. This creates certain difficulties in high school.
Parents choose a school for their first-grader very carefully. As a rule, they assign an important role in the selection list to training programs. Have you already studied existing primary school educational programs?
Educational programs for primary school
Today there are two types of educational programs for primary schools. These are traditional educational programs (“School of Russia”, “Classical Primary School”, “School 2100”, “Planet of Knowledge”, “Harmony”, “Primary School of the 21st Century”, “Perspective Primary School” and “Perspective”) and developmental educational programs programs (Elkonin - Davydov and Zankov).
In one school, it is possible to use different training programs in different classes, but, regardless of which training program is used in primary school, all students receive the knowledge that is provided for by the state standard (FSES).
Some traditional educational programs of primary schools (for example, “School 2100”, “Primary School of the XXI Century” or “Harmony”) have recently been refined in such a way that they widely use developmental teaching methods, in addition, additional tasks of advanced There are difficulties in any training program, and not just in developmental ones, as is commonly thought.
In this regard, parents should not immediately give preference to developmental programs, categorically rejecting traditional ones; they should approach the choice responsibly, weighing all the pros and cons.
Traditional Primary School Curricula
- "School of Russia"- an elementary school program familiar to many; more than one generation has studied with it. After 2000, the content of the program was seriously changed, but the learning objectives and goals remained the same.
- "Harmony"(edited by Istomina N.B.). The name of this project speaks for itself: this program quite harmoniously defines priorities in teaching methods and the form of organizing the learning process itself, and also identifies common tasks and goals for all subjects. In addition, the “Harmony” training system includes methods of developmental training by L.V. Zankova. (Natalya Borisovna Istomina also worked according to this system for quite a long time).
- "Primary School XXI"(edited by N.F. Vinogradova). In this system, special attention is paid to the problem of adaptation of younger schoolchildren at the very beginning of their educational activities. This is the only educational and methodological set that includes a parallel program “Educational Activities”. The 21st century school program also uses developmental teaching methods.
- "School 2100"(edited by Leontyev A.A.). About 12 years ago, teachers began teaching the subject “Literary Reading” using this system. Over the years, more and more teachers began to use this program in their work; it has become one of the most widespread. It is worth noting that this school program successfully solves the problem of continuity of preschool education and education in primary and secondary classes. All textbooks from grades 1 to 7 are certified by the Ministry of Education of the Russian Federation.
Curriculum "Primary School of the 21st Century" and "School 2100"
Primary school development programs
Zankov's developmental system has a teaching principle that is directly opposite to the traditional system. Here, priority is given to the independence of students, who must themselves draw theoretical conclusions based on the tasks offered to them. The acquired knowledge is consolidated through practical exercises.
The peculiarity of this system of education in primary school is the fairly rapid mastery of the material, with its high level of complexity, the leading role being given to theoretical knowledge. For example, students learn parts of speech already in the first grade and, thanks to an understanding of systemic relationships, successfully achieve independent comprehension of these concepts.
System D.B. Elkonina - V.V. Davydova is one of the controversial developmental systems that focuses mainly on the development of depth and unusual thinking in the child, paying special attention not so much to the acquired knowledge, but to the ways in which this goal is achieved. So, for example, it is allowed that a student may not remember any previously studied material, but at the same time he must know with what help and how to fill this gap in knowledge.
This system is also distinguished by the absence of assessment of the quality of knowledge, but at the same time, the teacher draws up a portfolio of students’ creative works (which should reflect their academic performance), and also, for the purpose of control, communicates all the necessary wishes and recommendations to parents.
One of the features of this developmental education system is that children not only study and assimilate school truths, but at the same time comprehend why, for example, two and two equals exactly four, in other words, knowledge of the rules is reinforced by an understanding of their reasons.
The authors of the program for the Elkonin-Davydov elementary school place another emphasis on developing communication skills in children, giving preference to teamwork. In small groups of 5-7 people, students conduct unique research, then discuss their results with the teacher and come to general conclusions.
Despite all the advantages, a significant drawback of the described developmental teaching systems of Elkonin - Davydov and Zankov is the lack of their appropriate continuation in the next stages of education at school (middle and high school). Parents who have chosen one of these educational systems for their child should be prepared for the fact that after finishing primary school, their child will still have to adapt to one of the traditional programs, which can create certain problems in their studies.
It is also important to note that when choosing an elementary school, you should pay attention not only to the education system used in it. When choosing a school, its equipment, the qualifications of teachers and the director, the degree of comfort of the classes, and the quality of knowledge should also play an important role. In this situation, reviews from parents of students can be of great benefit, and they are worth listening to, because regardless of the educational system used, a good, qualified teacher will give the child all the necessary knowledge, and at the same time, even the most “advanced” developmental system will not help a mediocre teacher.
Primary school programs
Currently, there are two systems for preparing children in primary school: traditional and developmental. Each has its own programs. The traditional programs include: “Primary School of the 21st Century”, “School 2100”, “School of Russia”, “Harmony”, “Prospective Primary School”, “Classical Primary School”, “Planet of Knowledge”, “Perspective”. Developmental systems include two programs: L.V. Zankova and D.B. Elkonina - V.V. Davydova.
Different programs may be used within the same school. Regardless of the program, the student has the opportunity to obtain the same knowledge required by the state standard. Tasks of increased difficulty, which are associated only with developmental systems, are included in all programs, but are not mandatory for study.
School of Russia
The traditional program “School of Russia” (edited by A. Pleshakov) has existed for decades. The Russian school is the program in which all Soviet schoolchildren studied. Of course, there have been major changes in terms of content, but the learning objectives remain the same. The most common misconception about this training program is that it is outdated. This is far from true. The program has been updated many times since 2000, improved and supplemented. This program allows you to thoroughly develop the academic skills (reading, writing, counting) that are necessary for successful learning in secondary school.
Program "Harmony"
Educational and methodological set “Harmony” (edited by N.B. Istomin (mathematics 3rd grade), M.S. Soloveichik and N.S. Kuzmenko (Russian language), O.V. Kubasov (literary reading), O. T. Poglazova (the world around us), N.M. Konysheva (labor training)) is successfully practiced in many schools. This program identifies common goals and objectives for all academic subjects, identifies priority teaching methods and forms of organizing educational activities.
Pros of this program :
advanced learning is underway, the included textbooks contain a methodological part, with the help of which parents can study and explain to the child the missed topic. The program uses new teaching technologies that allow you to develop your child’s logical thinking abilities. It is also noteworthy that the set offers tasks designed for children of different levels of preparedness. But there are also disadvantages: in mathematics, problem solving begins only in the second grade, and the tests are offered the same for all grades.
Primary school XXI century
Primary school XXI century edited by N.F. Vinogradova. This kit takes a very serious look at the problem of forming the educational activity of a primary school student, and this is the only kit that has a parallel program “Learning Activities”. The material in this program is designed for strong, erudite children. What knowledge a student will have when moving on 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 their individuality: children are placed in conditions where they can independently acquire knowledge, apply it, think, fantasize, play (special notebooks are provided “Learning to think and fantasize”, “Learning to understand the world around us”)
School 2100
School 2100 edited by A.A. Leontyev. This program, according to some estimates, is the most widespread in our region. Every year more and more teachers work in this educational program. The main advantage of this program is its deep continuity and continuity of education. Under this program, children can study from the age of three until they enter university. All textbooks in the program are built taking into account the psychological specifics of age. A characteristic feature of this educational program is the following principle: educational material is offered to students to the maximum, and the student must learn the material to a minimum standard. This way, each child has the opportunity to take as much as he can. The program teaches children to act independently and is aimed at developing logical thinking, speech, imagination, and memory.
: traditional and developmental. Each has its own programs. The traditional programs include: “Russian School”, “Harmony”, “Primary School of the 21st Century”, “School 2100”, “Classical Primary School”, “Prospective Primary School”, “Perspective”, “Planet of Knowledge”. Developmental systems include two programs: L.V. Zankova and D.B. Elkonina - V.V. Davydova.
In traditional programs, educational material is presented in such a way that the child follows the path “from simple to complex.” This material is reinforced with the help of a large number of similar tasks located page by page in the textbook. By solving them, the child remembers the method of solving problems of this type and confidently uses it. It is this teaching method that is criticized for the fact that many children, as a result, do not know how to apply knowledge in non-standard conditions. If the text of the task is formulated atypically, the child cannot use the existing skill. However, no one doubts the many years of experience and effectiveness of training in traditional programs.
Training systems L.V. Zankova and D.B. Elkonina - V.V. Davydov still raises many questions and discussions. There are most often two reasons for this. The first is that in most modern schools it is impossible to create conditions in which these educational systems will work as the authors intended. The second is that there are few enthusiastic teachers who are ready to follow the teaching technology, and without this it is impossible to achieve good results. The structure of these programs does not imply a clear division into topics, there is no usual selection of rules that need to be learned, there are no tasks of the same type arranged in a row. These training programs imply a completely new approach to the learning process - more creative, requiring children to be active and inquisitive. The teacher acts not as a mentor, but as a friend and assistant who guides the children's thinking. The purpose of these programs is to teach the child to think outside the box.
A general drawback of the Zankov and Elkonin-Davydov systems: they do not receive a worthy continuation at higher levels of school education. And if you choose one of them, be prepared that after primary school your child will still have to adapt to traditional teaching, and this may create problems for him at first.
So, let's look at all the programs.
Program "School of Russia"
The traditional program “School of Russia” (edited by A. Pleshakov) has existed for decades. “School of Russia” is the program according to which all Soviet schoolchildren studied. Of course, there have been major changes in terms of content, but the learning objectives remain the same. The most common misconception about this training program is that it is outdated. This is far from true. The program has been updated many times since 2000, improved and supplemented. This program allows you to thoroughly develop the academic skills (reading, writing, counting) that are necessary for successful learning in secondary school.
The program solves the following tasks:
· personal development of younger schoolchildren;· civic-oriented education of junior schoolchildren;
· formation of globally oriented thinking;
· providing environmentally adequate education.
Textbooks of the “School of Russia” program:
Teaching literacy and reading. Russian alphabet. Goretsky V.G., Kiryushkin V.A., Shanko A.F.
Russian language (2 lines). Zelenina L.M., Khokhlova T.E., Kanakina V.P., Goretsky V.G.
Literary reading. Klimanova L.F.
Mathematics. Moro M.I. and etc.
The world. Pleshakov A.A.
Fine Arts (2 lines):
· 1st line. Nemenskaya L.A. (1st grade and 4th grade); Koroteeva E.I. (2nd grade); Goryaeva N.A., Nemenskaya L.A., Piterskikh A.S. (3rd grade).
· 2nd line. Shpikalova T.Ya. (1 class); Shpikalova T.Ya., Ershova L.V. (2nd grade and 4th grade); Shpikalova T.Ya., Ershova L.V., Velichkina G.A. (3rd grade).
Program "Harmony"
Educational and methodological set “Harmony” (edited by N.B. Istomin (mathematics), M.S. Soloveichik and N.S. Kuzmenko (Russian language), O.V. Kubasov (literary reading), O.T. Poglazova (the world around us), N.M. Konysheva (labor training)) is successfully practiced in many schools. This program identifies common goals and objectives for all academic subjects, identifies priority teaching methods and forms of organizing educational activities.
The advantages of this program: there is advanced learning, the included textbooks contain a methodological part, with the help of which parents can study and explain to the child the missed topic. The program uses new teaching technologies that allow you to develop your child’s logical thinking abilities. It is also noteworthy that the set offers tasks designed for children of different levels of preparedness. But there are also disadvantages: in mathematics, problem solving begins only in the second grade, and the tests are offered the same for all grades.
The Harmony program successfully solves such problems as:
· formation of methods of mental activity - analysis, synthesis, comparison, classification, analogy, generalization;· priority of independent work of students;
· active involvement in cognitive activity through observation, selection, transformation, design;
maintaining a balance between intuition and knowledge;
· reliance on the child’s experience;
· unity of intellectual and special skills.
Textbooks of the “Harmony” program:
Russian language, Literacy, Primer. M.S. Soloveichik, N.S. Kuzmenko, N.M. Betenkova, O.E. Kurlygina.
Literary reading. O.V. Kubasova.
Mathematics. N.B. Istomina.
The world. FROM. Poglazova, N.I. Vorozheikina, V.D. Shilin.
Technology. N.M. Konysheva.
English language. M.Z. Biboletova, E.A. Lenskaya, N.V. Dobrynina and others.
Art. T.A. Koptseva, V.P. Koptsev, E.V. Koptsev
Music. M.S. Krasilnikova, O.N. Yashmolkina, O.I. Nekhaeva
Physical Culture. R.I. Tarnopolskaya, B.I. Mishin
Program "Primary school of the 21st century"
This program is the result of many years of research by a team of employees of the Primary School Center of the Institute of General Secondary Education of the Russian Academy of Education (now ISMO), as well as a number of employees of the Russian Academy of Education. Project manager – N.F. Vinogradova, corresponding member of the Russian Academy of Education, Doctor of Pedagogical Sciences, professor.
This program takes the problem of forming the educational activity of a primary school student very seriously, and this is the only set where there is a parallel program “Educational Activities”. The material in this program is designed for strong, erudite children. What knowledge a student will have when moving on 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 own individuality: children are placed in conditions where they can independently acquire knowledge, apply it, think, fantasize, and play.
The tasks that the “Primary School of the 21st Century” program solves:
· use of visual-figurative thinking appropriate for children of this age;· inclusion of game teaching methods.
Textbooks of the program “Primary school of the 21st century”
Taking into account all of the above, the team of authors created learning tools for students - textbooks, workbooks. And for the teacher, books, methodological recommendations, lesson planning, etc. There are special notebooks “Learning to think and fantasize”, “Learning to understand the world around us”.
Program "School 2100"
“School 2100” edited by A.A. Leontyev. This program, by some estimates, is the most widespread. Every year more and more teachers work in this educational program. The main advantage of this program is its deep continuity and continuity of education. Under this program, children can study from the age of three until they enter university. All textbooks in the program are built taking into account the psychological specifics of age. A characteristic feature of this educational program is the following principle: educational material is offered to students to the maximum, and the student must learn the material to a minimum standard. This way, each child has the opportunity to take as much as he can. The program teaches children to act independently and is aimed at developing logical thinking, speech, imagination, and memory.
Problems solved within the framework of the School 2100 program:
· continuity and continuity of education in all school subjects;· independent discovery of new knowledge by children;
· formation of a unified picture of the world;
· focus on creativity in educational activities;
· Opportunity for each child to progress at their own pace.
Textbooks of the School 2100 program:
Computer science in games and tasks. A. V. Goryachev, K. I. Gorina, T. O. Volkova.
Primer, Russian language, Copybook. R. N. Buneev, E. V. Buneeva, O. V. Pronina, M. A. Yakovleva.
The world. A. A. Vakhrushev, O. V. Bursky, A. S. Rautian, O. A. Kurevina.
Literary reading. R. N. Buneev, E. V. Buneeva.
Children's rhetoric. T. A. Ladyzhenskaya, N. V. Ladyzhenskaya, R. I. Nikolskaya, G. I. Sorokina.
Mathematics. T. E. Demidova, S. A. Kozlova, A. P. Tonkikh; etc.
Program "Classical Primary School"
The “Classical Primary School” program is based on a holistic system of teaching junior schoolchildren, built on uniform psychological and pedagogical foundations.
Why is the proposed model of teaching primary schoolchildren a classic? Because it is based on the classical principles of didactics, the most important theoretical principles, developed and tested by many years of practice. A classical primary school is a holistic system of educating junior schoolchildren, built on uniform psychological and pedagogical foundations.
Problems solved within the framework of the “Classical Primary School” program:
· to form knowledge, abilities, skills and even personality traits of the child that meet the individual needs of each and are necessary for their future life.Textbooks for the Classical Primary School program:
Literary reading. Reading and literature. Dzhezheley O.V.
Russian language. Ramzaeva T.G.
Mathematics. Alexandrova E.I.
The world. World and man. Vakhrushev A.A. and etc.
The world. Introduction to history (grades 3-4). Saplin A.I., Saplina E.V.
Art. Kubyshkina E.I., Kuzin V.S.
Technology. With my own hands. Malysheva N.A.
Music. Kichak T.N., Aleev V.V.
Promising Primary School Program
The main idea of the “Prospective Primary School” program is the optimal development of each child based on pedagogical support of his individuality (age, abilities, interests, inclinations, development) in the conditions of specially organized educational activities, where the student acts either as a student or as a teacher, then in the role of organizer of a learning situation.
Pedagogical support for the child’s individuality during learning brings to the fore the problem of the relationship between learning and development. A system of tasks of different levels of difficulty, a combination of a child’s individual educational activity with his work in small groups and participation in club work make it possible to provide conditions under which learning goes ahead of development, that is, in the zone of proximal development of each student based on taking into account the level of his actual development and personal interests. What a student cannot do individually, he can do with the help of a deskmate or in a small group. And what is difficult for a specific small group becomes understandable in the process of collective activity. A high degree of differentiation of questions and tasks and their number allow the primary school student to work in the conditions of his current development and create opportunities for his individual advancement.
Textbooks for the Prospective Primary School program:
ABC. Agarkova N.G., Agarkov Yu.A.
Russian language. Churakova N.A., Kalenchuk M.L., Malakhovskaya O.V., Baykova T.A.
Literary reading. Churakova N.A.
Mathematics. Chekin A.L.
The world. Fedotova O.N., Trafimova G.V., Trafimov S.A., Tsareva L.A.
Music (grades 1-2). Chelysheva T.V., Kuznetsova V.V.
Technology. Ragozina T.M., Grineva A.A., Golovanova I.L., Mylova I.B.
Computer science (grades 2-4). Benenson E.P., Pautova A.G.
Program "Perspective"
The “Perspective” program was created on a basis that reflects modern achievements in the field of psychology and pedagogy, while maintaining a close connection with the best traditions of classical school education. The program ensures the availability of knowledge and high-quality assimilation of program material, the comprehensive development of the personality of a primary school student, taking into account his age characteristics, interests and needs.
Objectives of the educational system "Perspective":
· formation of the ability to learn, inclusion of each child in independent cognitive activity;· changing the teaching method from explanatory to activity-based;
· development of logical and figurative thinking, imagination, intuition;
· formation of a system of values of humanism, creativity, self-development, morality as the basis for successful self-realization in life.
Textbooks for the Perspective program:
- Russian language. ABC. Klimanova L.F., Makeeva S.G., Babushkina T.V.
– Literary reading. Goretsky V.G., Klimanova L.F., Vinogradskaya L.A., Boykina M.V.
English language grades 2-4 “English in Focus” (“Spotlight”) and “Star English” (“Starlight”). Dooley D., Bykova N.I., Evans V., Pospelova M.D., Baranova K.M., Kopylova V.V., Milrud R.P.
– German language grades 2-4. Ryzhova L.I., Fomicheva L.M., Bim I.L.
– Spanish language grades 2-4. Bukharova Yu.A., Voinova A.A., Moreno K.V.
– French language grades 2-4. Beloselskaya T.V., Kasatkina N.M., Beregovskaya E.M.
- Mathematics. "Learning to learn." Guseva A.V. Peterson L.G.
- Computer science. Semyonova A.L., Rudchenko T.A.
- The world. Novitskaya M.Yu., Pleshakov A.A.
- Music. Sergeeva G.P., Kritskaya E.D., Shmagina T.S.
Program "Planet of Knowledge"
The main feature of this program lies in its integrity - in the unity of the structure of textbooks, in the unity of the forms of the educational process, in the unity of the educational schemes used, in the unity of through lines of standard tasks, in the unity of approaches to the organization of educational and extracurricular activities.
An important role in the formation of universal educational activities is played by the general structure of all textbooks in the set. Route sheets preceding each topic clearly represent the educational tasks facing primary schoolchildren. Highlighting invariant and variable content of the material on the pages of textbooks and a multi-level system of tasks provide the opportunity to organize the educational process taking into account the student population and create individual educational trajectories.
Objectives of the educational system “Planet of Knowledge”:
· ability to solve creative problems at the level of combinations and improvisations;· work with educational, artistic and popular science texts;
· master the initial skills of searching for the necessary information;
· independently establish a sequence of actions to solve a learning task;
· determine ways to monitor and evaluate activities;
· identify the causes of difficulties that arise and ways to eliminate them;
· ability to negotiate, distribute work, evaluate the overall result of activities and one’s contribution to it.
Textbooks of the “Planet of Knowledge” program:
– Teaching literacy and reading. Primer. Andrianova T.M.
- Russian language. Andrianova T.M. and Ilyukhina V.A. (1st grade), Zheltovskaya L.Ya. (grades 2-4) –
– Literary reading. Katz E.E.
- Mathematics. Bashmakov M.I., Nefedova M.G.
- The world. Potapov I.V., Ivchenkova G.G. (1-2 grades), Ivchenkova G.G., Potapov I.V., Saplin A.I., Saplina E.V. (3-4 grade).
– English (grades 2-4). Larkina S.V., Goryacheva N.Yu., Nasonovskaya E.V.
- Music. Baklanova T.I.
– Fine arts (grades 1-2). Sokolnikova N.M., Lomov S.P.
– Technology (1st grade). Nefedova E.A., Uzorova O.V.
Zankov system
Zankov's system relies on the student's independence and his creative comprehension of the material. The teacher does not give schoolchildren the truth, but forces them to “get to the bottom” themselves. The scheme here is the reverse of the traditional one. First, examples are given, and students themselves must draw theoretical conclusions. The learned material is also reinforced with practical assignments. The new didactic principles of this system are rapid mastery of the material, a high level of difficulty, the leading role of theoretical knowledge, and the passage of educational material “in a spiral.”
For example, schoolchildren are already introduced to the concept of “Parts of Speech” in the first year of study, and they must come to an understanding of these concepts on their own. The program is aimed at the comprehensive development of the child; it teaches children to obtain information themselves, rather than receive it ready-made.
Objectives of training according to the Zankov system:
· formation of a holistic, broad picture of the world through the means of science, literature, and art;· creating conditions for each student to understand the learning process;
· implementation of active forms of cognition: observation, experiments, discussion;
· updating the practical significance of the material being studied for students;
· development of information culture – carrying out research and design work.
System of D. B. Elkonin - V. V. Davydov
In this program, a special place is given to theoretical knowledge and the logical side of learning.
The level of subjects taught is extremely difficult. The Elkonin-Davydov education system involves the development of a large set of skills in primary school graduates. The child must learn to look for missing information when faced with a new task and 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 his own actions and the points of view of his partners. This system is suitable for those who want to develop in a child not so much the ability to analyze, but the ability to think unusually and deeply.
In this system, however, the lack of marks can be intimidating. 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 works. It serves as an indicator of progress instead of the usual diary.
In the Elkonin-Davydov system, the emphasis is not on the result - acquired knowledge, but on the methods of comprehending it. In other words, the student may not remember something, but he must know where and how, if necessary, to fill this gap. Another feature: children learn not only that two and two make four, but also why four and not seven, eight, nine or twelve. In 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 reasons, certainly stays stronger in the head.
Problems solved by the Elkonin-Davydov system:
· creating a comfortable learning atmosphere (no grades: assessment of students’ work occurs at a qualitative level in the form of recommendations);· children do not become overtired, overloading their memory with numerous new information;
· development of the ability to think unusually, deeply.
