When choosing a school for a child, parents take into account many factors: location, traditions, educational bias of the school, reviews. Now this list has been replenished with one more important item: the training program.

Various work programs for each link of the school from grades 1-11 ... As a rule, general education institutions choose several educational programs, especially in primary grades, and parallel classes are taught according to different teaching materials.

Today it is important for parents to know: how to choose a suitable educational program and how do they differ? This issue is especially relevant in elementary school, because it depends on how successfully the child will study.

Let's make a reservation right away: it is incorrect to divide programs into "bad and good". All primary 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 required minimum of knowledge for primary school. The difference is in the presentation of the material, in the organization of educational activities, in the variety of exercises.

Primary School Education Programs

1. School of Russia program (edited by A. Pleshakov) - one of the oldest and time-tested programs. Since Soviet times, the program has been repeatedly improved and adapted to the realities of the new time.

Designed for all children and allows you to carefully work out your writing, reading and counting skills.

2. The program "Primary school of the XXI century"(edited by NF Vinogradova). The material is complex, designed for erudite children. The program teaches independence, a lot of work is underway to foster interest in the educational process, the ability to properly organize learning. There are many additional materials and exercises aimed at developing memory , logic, outlook, imagination.Each student can study at the chosen pace, as provided for tasks of different levels of complexity and different directions.

The main goal of the program: to teach the child to learn.

3. Primary promising school program... Features: no need to cram rules, theorems and axioms. The emphasis is on the development of logic, intelligence and analytical thinking. Additional hours for drawing, music, physical education are provided.

Suitable for any child, regardless of his level of preparedness for school.

4. School 2100 program (under the editorship of A. A. Leontiev). This program is gaining more and more fans. The undoubted plus of the program: the continuity of education, since it can be used from the age of 3 to graduation.

Feature of the program: the educational material is given to the maximum, diverse, multi-level. The student himself chooses how much knowledge will be sufficient. An individual approach to each child is used.

Suitable for all children.

5. "Harmony" (under the editorship of N. B. Istomin). The program involves close cooperation with parents. Many topics are encouraged to be discussed first at home. Much attention is paid to the development of self-education skills.

Priority is given to students' independent work. Techniques of observation, selection, transformation and design are actively involved. All material is presented in different ways, taking into account the students' own experience, the practical orientation of knowledge.

Suitable for children with analytical thinking and technical aptitude.

6. "Planet of Knowledge" - focused on the development of creative abilities. During the training, schoolchildren compose fairy tales themselves, stage plays, carry out projects, and make presentations.

Gives the necessary minimum of 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, the formation of moral positions.

Many tasks are aimed at developing logic and imagination. A huge amount of additional material is used, for each subject there are several manuals. The teaching principle is dialectical. The presentation of the material is accessible, although sometimes boring.

Suitable for all children, regardless of their preparedness for school.

8. L. V. Zankov's program... The system includes a huge amount of material. All lessons are equal, great attention is paid to the development of logic, analytical thinking, skills of independent work. There are electives in computer science, economics, foreign languages. Training is conducted 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 problems, problematic issues and the search for their solution. Learning is slow. Of the minuses, only a discrepancy in some of the terms studied can be noted. So, for example, the authors of textbooks call verbs words of action, and nouns - words-objects. This creates some difficulties in high school .. We hope that she will help you with your work!

Above. It made it possible to teach and educate a child who approached high school fully armed.

In the early 1990s, the relevant services began to pay special attention to programs. As a result, many options for teaching first graders were born. Currently, about ten major programs are offered to help children develop their inherent inclinations. At least that's how it looks on paper.

According to the Law on Education, each school has the right to independently choose one or another program. Parents, on the other hand, have the opportunity to choose a training option based on the child's abilities and level of learning, since there are complex programs, and there are simpler ones.

"School of Russia"

The most traditional school curriculum is the School of Russia. It was used for training in Soviet times. It is designed for almost all students. Naturally, they modernized it, added new knowledge to develop logic. Moreover, it is easy to digest. Probably, it is the “School of Russia” that acts as the most universal and best program for most children.

Zankov's developmental program

This program is designed to give the child the maximum of theory, then at a certain moment he will have an impetus in development. The material is given as quickly as possible, practically in all areas of life.

There are no main and secondary subjects here. Each lesson is built in the form of a dialogue, there are search and creative tasks. The program is given harder than the School of Russia. Students must be developed and prepared. If the child has not attended kindergarten, it will be difficult for him to master this version of the program.

Elkonin - Davydov developmental program

A very complex program aimed at developing theoretical thinking in children. The student is taught to change independently, putting forward simple hypotheses, looking for evidence and arguments. This is good for memory. Suitable for children who are slightly ahead of their peers in development.

"School-2100"

Educators believe that this program is designed to teach how to learn. A lot of tasks are given that develop logic and intelligence. Many problems are presented in a ready-made printed form so that the student can finish drawing them by entering the necessary icons or numbers in the cells.

The system is interesting in that it is multi-level, that is, tasks are given separately for strong and lagging children. This approach allows you to take into account the development of each student individually.

"Primary school of the 21st century"

It is a gentle program with a long adaptive period. The authors believe that children adapt to school life only by the end of the first grade. Study programs develop thinking, imagination. However, some items can be combined into one. For example, "Gramota" includes the Russian language and literature. The program can be suitable for any child.

This program is one of the most painless for children to adapt to school.

"Harmony"

It is very similar to the Zankov program, but a little simpler. The program is designed to develop the child in many ways - logic, intellect, artistic creativity, emotional abilities. The role of the teacher is to create a comfortable attitude in all parameters among students.

"Promising Primary School"

The program focuses on supra-subject competencies, but not on skills, knowledge and logic. For example, mathematics develops logic and intelligence.

The student will not cram theorems and all kinds of axioms. But children will be asked to do extracurricular work. For example, first graders will be a plus for drawing 10 hours a year, like music and sports. The program is designed for ordinary children and will suit most first graders.

It is impossible to unambiguously single out the best program, since everything depends on the characteristics of the child's development, his predispositions. To make the right choice, it is better to talk to teachers who will give recommendations. Do not think that studying according to Zankov's program, a child will be smarter than the one who chose School 2100. It all depends on himself and his innate talents and dispositions.

The end of the preschool period of childhood in a child is another reason for parents to worry. Yesterday's kid goes to school, and in this regard, a huge number of questions arise. Which school to send, how to enroll in this particular class, which program to choose? .. 20 years ago, everyone studied according to the same scheme, textbooks written by the same authors. Today the situation has changed dramatically: schools offer a choice of several training programs. And the task of parents is to correctly determine what exactly suits their child.

Instructions

Take a closer look at your child. To choose the right training system for him, you need to understand what he has a pronounced interest in. If you are adherents of the traditional education system, then there are two programs for you to choose from: "School 2000" and "School of Russia". Of course, they were also affected by small changes. But in general, these programs are exactly what the parents themselves taught.

The purpose of these programs is the socialization of the child and the upbringing of children as true patriots of their country. According to experts, these training programs work successfully even when the child is not yet very well prepared for. This is due to the fact that they both involve rather long periods of adaptation at the beginning of each course.

Among the advantages of these programs, you can highlight the fact that children can learn a systematic and fundamental approach to learning. Teachers, on the other hand, develop the abilities of kids so that they know how to find a way out of difficult situations, learn to think and make independent responsible decisions in this or that case. Teamwork is also important in these programs, which teaches the child to interact with other people.

If you are a lover of innovations and think that there is no one better than your child, then the choice is best to stop at the Zankov educational program. It is aimed at making the child aware of himself as a value. Such a teaching principle is suitable for children who do not know how to think and work in a team, since the program is more focused on personal work with each student. And practically not designed to work with the class as a whole.

Another popular program among modern schoolchildren is Elkonina-Davydova. Works "the quieter you go - the further you will be." The purpose of this program is not to teach a child to simply memorize certain school postulates that will eventually be forgotten, but to show how to search and analyze knowledge on their own.

Working with this program assumes that the child has independence. It is designed for young children due to their characteristics. The principle of teaching is based on the fact that first-graders have a more developed sense of curiosity, there is a love of building cause-and-effect relationships, and there is no categorical judgment. This helps the child's brain to respond more flexibly to learning and to develop the creativity of the younger student more effectively.

Istomina's Harmony program presupposes the complex all-round development of the child. The main goal of this project is comfortable teaching of the student, which helps the student to gently prepare himself for the perception of new educational information. The tasks of the teacher working on this program include the obligatory establishment of harmonious relations with the student - after all, this is the only way the teacher can show the child how to act in a given situation.

Explore all the programs offered in schools and choose the one that suits you. Then you can safely enroll in that school or in the class where the teacher works according to the system you have chosen.

Tip 3: Which Primary School Program Is Best

Currently, there are over a hundred programs for primary general education. Each of them can be divided into two categories: traditional and developmental.

Instructions

L.V. Zankov's program is developmental and is designed to give each child a complete picture of the world. This happens through the use of literature, art, science. The strength of this program is the emphasis on learning mathematical foundations. Teachers who work on this program try to pay attention to the development of logic and thinking. The desire of the child for self-development is very important. Kids who do not want to read a lot are unlikely to appreciate this program. The program fully provides children with universal learning activities that they can use at the next stage of education.

School 2100 is one of the most popular traditional programs. Its main advantage lies in the observance of the continuity of education. The system is designed in such a way that the child can continue education from the nursery before entering the university. The authors of the program took into account all age characteristics of children, their leading activities at each stage and, of course, sensitive periods for the formation of certain skills and abilities. The program does not divide children into strengths and weaknesses. Each student is offered the full scope of the educational program, and the child chooses for himself how many and which tasks he can solve. The program is aimed at developing an adequate self-esteem of the child, the ability to regulate their activities without the help of an adult.

The RHYTHM program is aimed at the individual development of each child. Its main advantages are the inclusion of problematic tasks and situations in the learning process. The child learns to think logically by developing his thinking. While solving practical problems, children not only acquire dry theoretical knowledge, but also begin to realize the essence of the learning process, its benefits in real life. The basis of this program was created based on the works of the great Russian teacher Ushinsky K.D. The disadvantage of the program is the lack of a smooth transition of textbooks to the level of basic general education.

The Rainbow program is a symbiosis of developmental and traditional orientation. Its main advantage is the emphasis on the creative development of the child. Teachers who use this program try to avoid meaningless memorization of theoretical foundations. Much attention is paid to the development of the child's imagination and speech. The program provides for various forms of presenting material: dramatization, watching films, excursions, round tables.

Sources:

Primary school programs

You often hear: "We are working on Vinogradova ...", "And we have a Perspective." Unfortunately, most parents can only name the author of the curriculum, others will say “we were praised for it,” and still others, perhaps, will talk about specific pros and cons. But in general, the average parent hardly understands how all these programs differ. And no wonder. It is really difficult to break through the scientific style and terminology of pedagogical texts. Parents, whose children are going to the first grade this year, are puzzled by the question, will their children start the educational path according to the traditional program or the developmental one? Indeed, it is important to choose the right school and curriculum, since it is the study in primary school that determines the child's subsequent attitude to the educational process. So what are traditional and developmental programs, what are their pros and cons, how do they differ from each other?

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

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

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

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

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

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

Education systems

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

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

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

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

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

Primary school educational programs

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

Prospective Primary School Program (Akademkniga Publishing House);

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

"Perspective" program (ed. Education);

The School of Russia program (Enlightenment publishing house);

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

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

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

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

Program "Spheres" (Publishing House "Education")

Primary innovation school (Russkoe slovo publishing house)

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

Program for children with disabilities.

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

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

"School of Russia" (Pleshakov)

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

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

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

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

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

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

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

Expert opinion

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

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

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

"Perspective"

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

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

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

The ideological basis of the teaching and learning method "Perspective" is the "Concept of spiritual and moral development and upbringing of the personality of a citizen of Russia", aimed at the formation of the rising generation of a system of values \u200b\u200bof humanism, creativity, self-development, morality as the basis for the successful self-realization of a student in life and work and as a condition of safety and prosperity countries.

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

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

Mathematics Dorofeev, Mirakov, Buka.

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

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

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

Feedback from parents:

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

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

Promising elementary school

The Standard is based on the system-activity approach.

The main tasks of primary general education: development of the student's personality, his creative abilities, interest in learning, the formation of the desire and ability to learn; education of moral and aesthetic feelings, emotional-value positive attitude towards oneself and others. The solution to these problems is possible if we proceed from a humanistic conviction based on the data of educational psychology: all children are able to successfully study in elementary school if the necessary conditions are created for them. And one of these conditions is a personality-oriented approach to the child based on his life experience.

The proposed educational-methodological set "Perspective primary school" is based on the fact that the child's EXPERIENCE is not only his age, but also the image of the world, which is determined by his rootedness in the natural-subject environment. The EXPERIENCE of the child (the addressee of the UMC), which is important to take into account, is not only the experience of urban life with a developed infrastructure, various sources of information, but also the experience of rural life - with a natural rhythm of life, preservation of a holistic picture of the world, remoteness from large cultural sites.

The younger schoolchild living in the village should feel that the world that surrounds him is taken into account by the authors of the teaching materials, that each manual in this set is addressed to him personally.

The main idea of \u200b\u200bthe teaching and learning method "Perspective primary school" is the optimal development of each child based on pedagogical support of his individuality (age, abilities, interests, inclinations, development) in the context of specially organized educational activities, where the student acts either as a learner or as a teacher. then in the role of the organizer of the learning situation.

Basic principles of the concept "promising primary school"

The principle of the continuous general development of each child presupposes the orientation of the content of primary education towards the emotional, spiritual, moral and intellectual development and self-development of each child. It is necessary to create such learning conditions that will give each child a "chance" to show independence and initiative in various types of educational or club activities.
The principle of the integrity of the picture of the world presupposes the selection of such educational content that will help the student to maintain and recreate the integrity of the picture of the world, will ensure the child's awareness of the various connections between his objects and phenomena. One of the main ways to implement this principle is to take into account interdisciplinary relationships and develop integrated courses in the Russian language and literary reading, the world around us and technology.
The principle of taking into account the individual capabilities and abilities of schoolchildren is focused on the constant pedagogical support of all students (including those who, for one reason or another, cannot master the entire content of education presented). Consequently, it is necessary to preserve the multilevel representation of knowledge throughout all years of primary education. The fulfillment of this requirement became possible in the context of the introduction of the Federal component of the state standard for general education. The standard provides every child with the opportunity to master the entire content of education at the level of the compulsory minimum. At the same time, the "Requirements for the level of training of pupils who graduate from primary school" are defined, which fix a satisfactory level of training.
The principles of strength and visibility. These principles, on which the traditional school has been based for centuries, implement the leading idea of \u200b\u200bthe educational and methodological set: THROUGH the consideration of the PRIVATE (specific observation) to the understanding of the GENERAL (comprehension of the pattern), from the GENERAL, i.e. from the comprehended pattern, to the PRIVATE, i.e. . to the method of solving a specific educational problem. The very reproduction of this two-stage, its transformation into a mechanism of learning activity in the conditions of VISUAL learning is the basis for the implementation of the principle of STRENGTH. The principle of strength presupposes a well-thought-out system of repetition, that is, repeated return to the material already covered. However, the implementation of this provision on the basis of the constant development of the student leads to a fundamentally new special structure of the teaching materials textbooks.
The implementation of the principles of strength and developmental learning requires a well-thought-out mechanism that meets the leading idea: each next return to the particular is productive only if the stage of generalization has been passed, which gave the students a tool for another return to the particular.
For example, algorithms for subtraction, addition, multiplication, division by a column are first "discovered" by schoolchildren on the basis of appropriate actions with numbers in a line. Then they are formulated as regularities and, finally, are used as mechanisms of the corresponding mathematical operations. In the "World around": from a multitude of animals (plants) for one reason or another, separate groups are distinguished, then each newly studied animal (plant) is correlated with known groups. In "Literary reading": one or another literary genre is singled out, and then, when reading each new text, it is determined whether it belongs to one of the genres of literature, etc.
The principle of protecting and strengthening the mental and physical health of children. The implementation of this principle is associated with the formation of habits for cleanliness, order, neatness, adherence to the daily routine, to create conditions for the active participation of children in health-improving activities (morning exercises, dynamic pauses during school, excursions to nature, etc.).

The practical implementation of the principles of DEVELOPING LEARNING and the principles of STRENGTH and VISIBILITY becomes possible through a methodological system, which is a unity of typical properties inherent in both the method of teaching literacy, the Russian language, literary reading, mathematics, and all other subjects. These typical properties, in turn, determine the special structure of the textbook, which is the same for the entire set.

The distinctive features of the teaching materials include the maximum placement of the methodological apparatus, including organizational forms of work, in the body of the textbook itself; the use of a single system of symbols throughout the teaching materials; a system of cross-referencing between textbooks; the use of uniform cross-cutting heroes (brother and sister); step-by-step introduction of terminology and motivated use of it.

The main methodological features of the teaching materials:

The teaching materials for each academic subject, as a rule, include a textbook, a reader, a notebook for independent work, a methodological manual for a teacher (methodologist).

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

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

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

Elkonin-Davydov education system

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

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

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

The formation of these abilities is revealed if:

students can single out a system of tasks of one class, having a single principle of their construction, but differing in external features of the conditions (meaningful analysis);
students can mentally build a chain of actions, and then complete them seamlessly and accurately.
develop creativity, student's imagination.

Principles:

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

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

Mastering the general method begins with a substantive and practical action.

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

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

The program of elementary school according to the system of developmental education of DB Elkonin - VV Davydov The system of DB Elkonin - VV Davydov is suitable for those who want to develop in a child not so much the ability to analyze as the ability to think unusually, deeply.

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

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

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

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

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

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

Parents' opinions on the Elkonin-Davydov program:

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

Planet of Knowledge Program

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

Expert opinion

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

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 are compiled, developing tasks. The child must come up with a fairy tale, conjecture the text, draw a picture. Mathematics is interesting in that each task leads the student independently to the answer. Not like in a standard program: the teacher explained - the student did it. Here's a different approach. Let me draw your attention to the fact that there is a soft transition from the "Planet of Knowledge" to the traditional program. For fourth grade students, we introduce assignments from the fifth grade, therefore, in my opinion, this program has some advantages. As for reading, everyone says in unison: "Children read well."

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

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

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

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

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

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

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

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

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

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

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

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

Parents' Opinions on the 21st Century Elementary School Program

"We finished studying according to Vinogradova's program. At first we waited a long time for the children to really start learning. By the second grade we realized that she was not so easy. She also has some disadvantages: a large number of notebooks that they do not have time to complete. who still studied according to Soviet programs do not like everything about the current education, so we find fault with the little things. "

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

Expert opinion

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

School 2000 (Peterson)

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

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

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

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

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

Principles.

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

Development principle. 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 personality for further development.

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

The principle of the image of the world. The student's idea of \u200b\u200bthe objective and social world should be unified and holistic. As a result of the teaching, he should develop a kind of scheme of the world order, the universe, in which concrete, subject knowledge takes its definite place.

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

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

The principle of a semantic relationship to the world. The image of the world for a child is not abstract, cold knowledge about him. This is not knowledge for me, but 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 I experience and comprehend for myself.

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

Features that will allow the child to successfully study 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 below will be useful. But since this is still a traditional program designed for the "average student", almost any child will be able to successfully study with it.

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

Three cardinal and fundamental positions of the School 2000 program:

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

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

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

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

Official site www.sch2000.ru

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

Spheres

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

Tutorials:

Bondarenko's primer

Mathematics Mirakov, Pchelintsev, Razumovsky

English Alekseev, Smirnova

Literary reading Kudin, Novlyanskaya

Russian language Zelenina, Khokhlova

Primary innovation school

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

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

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

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

"Harmony" edited by N. B. Istomina

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

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

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

Principles: the organization of educational activities of students, associated with the formulation of an 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 an awareness of cause-and-effect relationships, patterns and dependencies at a level accessible to primary school age.

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

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

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

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

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

Speech therapist opinion

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

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

According to experts, the main idea of \u200b\u200bthe program is the comprehensive development of the child, the preservation and strengthening of physical and mental health, the development of the intellectual, creative, emotional and moral-volitional spheres of the individual. Much attention is paid to creating conditions for the child to understand the issues being studied, for harmonious relations between the teacher and the student, children with each other.

Expert opinion

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

"School 2100"

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

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

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

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

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

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

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

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

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

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

Expert opinion

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

Website school2100.com

Zankov's education system

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

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

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

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

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

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

The following provisions remain fundamental in it:

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

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

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

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

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

Parents' opinions about the Zankov program:

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

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

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

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

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

Expert opinion

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

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

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

schools.keldysh.ru/UVK1690/zankov.htm

Other primary school programs

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

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

"Our teacher insisted on parenting meetings, so that the child must do his homework in front of the parents in grade 1, because he must learn to work at home correctly from the very beginning. All these programs are difficult, first of all, for parents, because parents will have to delve into , but there all the same, everything is a little different than in the Soviet school. Usually, in schools where developmental programs, weekly meetings are arranged for parents at which they explain the material that children are going through at the moment. In our school there is Elkonin's developmental method- Davydov, but we refused her. We went to the School of Russia. Precisely for reasons of my convenience, because I do not have the opportunity to be at school so often. If my daughter does not understand something, I can explain to her without the help of a teacher. And then, I tried to figure out the graphs in mathematics. So I think that she is wrong. And my daughter says to me: No, they explained it to us. I’ll do this. You, mother, were not in class. Well, I think, make a mistake, let's see what will they give you. I look the other day, the teacher did not cross out. In general, I left her math, reading and any drawing on her conscience. She did them while I was at work. I kept the penmanship for myself. This was her weak point. We sat with her all the evenings over these recipes. It happened that to tears (and to mine too). As a result, I wrote the final control letter without a single mistake and blots, but in my favorite mathematics I made as many as 2 mistakes. "

So, dear parents of future first graders, no matter what program you choose, study with the children at home, and then the child will cope with any program.

I hope you and I managed to sort out at least approximately what an educational program is and which one is closer to your child. And now we will be able to consciously approach the choice of school, class, teacher. We can roughly imagine what questions to ask in order to assess whether a given teacher in 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, taking into account, if possible, the inclinations and character of our little but personalities. Good luck and great marks for your child! "

Hello, friends! Welcome to the blog pages! Don't you think that when our parents sent us to first grade, it was much easier for them than for you and me? The main concern was the purchase of school uniforms, a briefcase and all the necessary supplies. Today we face a more serious and responsible choice. Among other things, you also need to decide on what program the child will study, how and what he will be taught at school.

September is just around the corner, and poor parents, in turmoil and anxiety, are studying websites about educational programs for younger students, looking through reviews and in a fit of despair on various forums asking: "Which is better?"

To save you from such a situation and to give confidence in the future of your child, I tried in this review article to tell you in an accessible and simple way about the main curricula in the primary grades of our Russian schools for the 2016-2017 academic year. And be sure to watch the video at the end of the article, you will learn a lot)

Lesson plan:

"School 2100"

This is one of the few programs that is continuous, that is, children can learn from it, from kindergarten to the eleventh grade. has existed for 20 years and is widespread in Russian schools.

During the training, children master a large amount of material. The program assumes the independent activity of students, when the teacher does not teach, but directs and controls the learning process. At the same time, the teacher finds an individual approach to everyone. There is creativity in teaching.

"School of Russia"

This is a program that our parents and some of us also studied. The 21st century is already in the yard, and it still remains relevant.

The program is called for a reason. If you want your child to become part of a generation of true patriots, then this program will be the perfect solution to this issue. Education, in particular, is aimed at developing in every child an interest in the country in which he lives, to cause a desire for its further study and cognition. The program involves the upbringing of a person who will glorify his homeland, love and respect people, and also treat nature with trepidation, love and care.

System of D. B. Elkonin - V. V. Davydov

It should be noted right away that learning is quite difficult. Its slogan can be made the saying "Patience and work will grind everything." Information is not given to students in a finished form - students must learn to find it on their own by studying the causes of a particular phenomenon.

The system does not provide for marking. Instead, the teacher provides parents with information about their child's educational and creative success in the form of a portfolio. The main focus is not on the result, but on the way to achieve it. This is effective because it allows you to better remember the information that the student "chews" and "swallows" on their own.

"Promising Primary School"

Teachers teaching in this program, in their work, pay special attention to the individuality of each child. At the same time, they take into account how old the students are, what level of development they have, and most importantly, their interests. It is well known that absolutely each of us is talented, you just need to give this talent a boost. The task of the teacher is to awaken the child's abilities and direct them in the right direction.

A promising elementary school assumes that during learning, children play the roles of not only those who learn something, but also the organizers of educational activities. It is important that students work both independently, alone, and in groups. Particular attention is paid to the information retrieval process. The program also involves the combination of academic subjects in one discipline, which allows you to form a holistic picture of the world.

"Primary school XXI century"

Studying, children learn to be independent, they develop the ability to control themselves without someone's help and correctly assess themselves (which is also very important). The teacher tries to conduct classes in dialogue, giving his students the right to their own opinion, without punishing or blaming for mistakes. So here you should not be afraid that your child will develop the so-called "excellent student syndrome".

It is not the result itself that is evaluated, but how the student came to him. Education also involves the development of the ability to argue their opinion already at school, starting from the first days at the desk.

"Perspective"

The very name of the program promises a lot to parents. The main task is to bring up a spiritually developed personality in a child, the personality of a citizen.

Younger schoolchildren from the first grade form a system of values \u200b\u200bof humanism and morality. "Perspective" is aimed at awakening in every child an interest in learning something new, which ultimately develops into independence. The teacher, before giving ready-made information, shows the problem, the solution of which will be new knowledge.

"Planet of Knowledge"

The training is structured as follows. Students are given tasks, and not simple tasks, but creative ones. Children must learn to solve them on their own, but not without the help of a teacher who guides and supervises his students.

Students must master the primary skills of searching for information, learn to consistently act when solving problems, find the causes and ways to eliminate them. There is a lot of information on "" (it is not for nothing that it is called that), and the task of the teacher is to help the "space travelers" master them, who first found themselves in the open space of knowledge.

Zankov system

The learning process does not take place traditionally, when the teacher tells and the children remember. The task of the teacher is to assimilate new material in a creative way. Based on the examples given by the teacher, students must "get to the bottom" of the truth on their own. That is why special attention is paid to the practical application of the knowledge gained. However, the theoretical part does not stand aside and is of no less importance in the learning process.

Despite the high level of difficulty, the system assumes rapid mastery of the material.

Russian literary critic Mikhail Gasparov said in one of his works that the school must meet the requirements that will be relevant in 20 years. And our task is to choose the school and the program that will cope with this task, if, of course, you are given the right to such a choice. It is also worth considering the characteristics of your child, the level of his development and interests.

Personally, I prefer the School of Russia. My daughter has been studying under this program for the fourth year. And next year my son will study on it. And I'm happy with everything.

The topic of training programs is so relevant that even whole TV shows are devoted to it. One of them is below. Watch the video. A lot of information.

And remember, ShkolaLa is always there and is always ready to help with good advice.

All the best!

Always yours, Evgenia Klimkovich!

Computer training program is a software tool designed to solve certain pedagogical problems, which has subject content and is focused on interacting with the student.

The above definition fixes the fact that a computer training program is a means specially created for solving pedagogical problems, i.e. use in the educational process is its main purpose.

The following main pedagogical tasks can be distinguished, solved with the help of computer training programs:

1) initial acquaintance with the subject area, mastering its basic concepts and concepts;

2) basic training at different levels of depth and detail;

3) development of skills and abilities for solving typical practical problems in a given subject area;

4) development of skills in analysis and decision-making in non-standard (atypical) problem situations;

5) development of abilities for certain types of activities;

6) conducting educational and research experiments with models of the studied objects, processes and environment of activity;

7) restoration of knowledge, abilities and skills (for rare situations, tasks and technological operations);

8) control and assessment of knowledge and skills levels.

A computer training program is a product for the learner. The solution of pedagogical problems is carried out in the process of interaction of the latter with a computer training program.

math tutorial

Advantages and disadvantages of computer training programs

Computer training programs constitute a vast class of educational information technology tools. Today, they provide support for the educational process on a par with traditional educational and methodological tools. However, in comparison with traditional educational and methodological tools, computer training programs provide new opportunities, and many existing functions are implemented with a higher quality.

Advantages of computer training programs:

The ability to concentrate materials of a different nature in one place and provide the ability to easily move between educational materials through hypertext links.

The ability to create materials in an easy-to-understand form (tables, graphs, animation) and provide the ability to manipulate data - printing, copying, duplication.

The relative cheapness of creating electronic textbooks, educational materials, ensuring the possibility of their easy proofreading.

The ability to replicate and ensure the availability of educational materials (due to the high cost of books, the lack of teaching aids in libraries).

The possibility of self-control and prompt consultation of trainees.

The ability to ensure the transition to progressive teaching methods (elimination of time loss for lectures). Those. trainees prepare independently, and when communicating with the teacher, they discuss only incomprehensible and difficult to understand materials.

Reduced teaching costs.

The presence of a large number of positive aspects makes it possible to conclude about the need for such systems, their convenience and practicality in use.

Such an advantage of computer training programs cannot be understood in the sense that they will completely replace and replace traditional means. It is all the more wrong to think that computer training programs consist of some advantages and do not have disadvantages.

Disadvantages of computer training programs

the need to have a computer (in some cases with Internet access) and appropriate software for working with computer training programs;

the need to have computer skills;

the difficulty of perceiving large volumes of text material from the display screen;

insufficient interactivity of the CPC (significantly greater compared to the book, but less than with full-time training);

lack of direct and regular control over the progress of the curriculum.

Classification of computer training programs

By now, thousands of training programs have been created, but there is no generally accepted classification.

According to the first classification, out of a variety of computer training programs, three can be distinguished, the most important and most widespread:

1) specialized training programs;

2) computer models;

3) automated training systems.

Ready-to-use, specialized training programs that are specially written to assist the student and teacher in learning. The word "specialized" means that they are designed to solve a special teaching problem: teaching a separate issue of a training course, studying a particular concept.

The teacher cannot interfere with the content of a specialized training program, since usually nothing can be changed in such programs. You can only somehow dose them, integrating them into the general teaching system, methodically adapting to the way of presentation, which is adopted in each of these programs. They do not allow any modifications, and the teacher uses them as a ready-made teaching tool.

Their completeness can be a disadvantage, since they place a great responsibility on the developer in terms of relying on educational standards and typical curricula. If this does not happen, specialized programs lose their flexibility and the entire presentation of educational material must be subordinated to the logic of building such a program.

Using a computer model, the student studies a particular educational phenomenon, scientific position, etc. The popularity of modeling can be explained by the fact that, without being constrained by the rigid framework of instructions on the sequence of actions, the student can most fully realize his educational interests, take the initiative in conducting experiments with the model. The realization of the capabilities of computer models depends on how well the model reflects the phenomena being modeled (knowledge of the subject area), how successful the model is in didactic terms (knowledge of the learning strategy). Computer models are part of a variety of simulators.

Automated learning systems are a software shell that involves filling it with subject content. Automated training systems can be defined as an organized complex of technical, educational and methodological and software tools designed for interactive educational interaction and forming a software shell adapted to fill out educational material by a non-programmer user. In contrast to specialized training programs, automated training systems suggest the possibility of active intervention of the teacher in the content of the finished educational material or filling it with his own didactic materials. As a result of this work, an automated training course appears, which can then be edited. The advantage of automated teaching systems is that a teacher, having tools, can create a training course in accordance with his needs, his teaching methodology. Automated learning systems can accumulate information about the student's progress through the entire course, its individual parts, and then use this data to build dialogues, tips and help.

The classification of computer training systems, depending on the pedagogical tasks to be solved, divides them into four classes:

means of theoretical and technological training;

practical training tools;

auxiliary aids;

complex means.

The first class includes the following types of computer training programs.

Computer textbook - a computer training program for basic training for a certain course (discipline), the content of which is characterized by relative completeness and presented in the form of a textbook (book).

Computer training system is a computer training program for basic training in one or more sections (topics) of the course (discipline).

A computerized knowledge control system is a computer training program for determining the level of knowledge of a student (tested) in a given discipline, course, section, topic or fragment of the subject area and its assessment, taking into account the established qualification requirements.

The class of practical training tools includes two types of computer training programs:

A computer problem book, or a computer workshop, is a computer training program for developing skills and abilities for solving typical practical problems in a given subject area, as well as developing related abilities.

Computer simulator - a computer training program for the development of skills and abilities of a certain activity, as well as the development of related abilities.

Auxiliary tools include computer training programs that contribute to solving problems of theoretical, technological or practical training, but in an independent capacity are not sufficient to achieve the corresponding goals. This class combines the following types of computer training programs:

Computer laboratory practice - a computer training program to support automated laboratory work, in which the studied objects, processes and the environment of activity are investigated through experiments with their models

Computer reference book - a computer training program containing a reference information base for a specific discipline, course, providing the possibility of its use in the educational process

Multimedia training lesson - a computer training program, the main content of which is a multimedia recording of a real training lesson or event (lecture, seminar, demonstration).

In the class of complex tools covering a wide range of pedagogical tasks, there are two types of computer training programs.

Computer training course is a computer training program for training in a specific course (discipline), in which functions or tools are integrated to solve the main problems of theoretical, technological and practical training.

Computer recovery course - a computer training program for the restoration of knowledge and skills within a specific course, in which functions or tools are integrated that support different stages of the professional development process.

Types of tutorials

There are the following types of training programs:

1) programs designed to consolidate skills and abilities. They can be used after mastering certain theoretical material within the framework of the traditional teaching system.

2) programs focused mainly on the assimilation of new concepts in a mode close to programmed learning. Most of them have limited didactic capabilities. Teaching programs that implement problem-based learning predominate, especially "intellectual" training programs (they owe their name to the fact that the ideas of "artificial intelligence" were used in their development). These systems carry out reflexive control of educational activity, which implies the construction of a student's model. Many of them generate educational influences (educational texts, tasks, questions, tips). Such systems, as a rule, take into account the correctness of the answer, but the method of solution can also evaluate it, and some can improve the learning strategy taking into account the accumulated experience.

3) programs involving modeling and analysis of specific situations. Such programs are especially useful in labor and vocational training, as they contribute to the formation of the ability to make decisions in various situations, including extreme ones. The number of such programs has increased recently.

4) programs, learning according to which is built in the form of a game. They contribute to an increase in motivation for learning (although it should be noted that competitive motives, the desire to win, by all means, sometimes prevail here over cognitive motives, which is hardly pedagogically justified). The game stimulates initiative and creative thinking, promotes the formation of skills to act jointly (especially in cooperative games), subordinate one's interests to common goals. In addition, the game allows you to go beyond a specific academic subject, encouraging students to acquire knowledge in related areas and practical activities. Games create the preconditions for the formation of various strategies for solving problems and a structure of knowledge in trainees, which can be successfully applied in various fields. It is also important that the student is free to make decisions - both right and wrong - and at the same time sees what each decision leads to.Such teaching is very attractive for schoolchildren, and many like it so much that they would like to carry out all the teachings in form of the game.

Forms of training programs

1) Electronic textbook (EU);

2) Automated training system (AOS);

3) Testing program.

Groups of computer training programs

In general, computer programs for educational purposes can be divided into the following groups:

1) computer textbooks;

2) subject-oriented environments (microworlds, modeling programs, training packages);

3) laboratory workshops;

4) simulators;

5) control programs.