Abdulaev en. History course as a system of educational tasks

The history course is viewed as a unified solution system learning objectives... This author's approach to the study of history provides the student with the opportunity active participation in the process of cognition, allows you to develop interest in the subject under study. The approach is based on a learning task containing an internal contradiction. In the process of solving an educational problem, the student performs a certain algorithm training activities, examines the required amount of material. Thus, not only educational, but also developmental learning goals are achieved. The main structural elements the learning process becomes:
1.General modeling stage
To solve thematic educational tasks, as an approximate basis for actions, preliminary generalization blocks are used, on which the most important events and the phenomena of the period.

(For more details, see Fomin S.A. Materials for preparing for the Unified State Exam on the topic "Russia in 1917-1921" // Teaching history at school. - 2007. - No. 10 - P. 50)

& nbsp
(drawing Molotov-Ribbentrop Pact)

(For more details see Abdulaev E.N., Morozov A.Yu. World War II in the school history course // Teaching history at school. - 2009. - No. 7 - P. 15)

2. Searching for contradictions in content or looking for intrigue
These can be external (comparison of two topics) or internal contradictions (as an example, we can cite a lesson on the topic "Russia between East and West"). Formulation of the problem (task): why were the fragmented Russian principalities and lands able to resist the West and submit to the East?

Russian Historical Society, to which I was invited as the editor-in-chief of the journal "Teaching History at School". So, alas, it turned out that attempts to organize a professional community of history teachers from below and to make the Association of History and Social Science Teachers a body capable of representing the interests and views of a really wide teacher community, organizing it and really influencing those accepted in professional field decisions were unsuccessful. I will not now analyze the reasons for this sad, but in many respects natural phenomenon. As a rule, decisions on important professional issues that significantly affect the work of the mass of teachers and methodologists who are forced to fulfill them are made upstairs, and the professional community is only confronted with the fact of the decision. Due to the established practice, it would be very interesting to hear the opinion top on a number of significant issues, for which I decided to use the invitation and attend the RIO meeting. Of course, I was curious about the historical part of the speeches, and I listened with interest and great attention to the report by A. G. Zvyagintsev on the Nuremberg trials, to the 70th anniversary of which the RIO meeting was timed. But as a teacher and methodologist, I was more interested in the assessment. educational activities society, with a brief report on which was made by Academician A.O. Chubaryan.

One of the main merits of the RIO is the development of the IKS (historical and cultural standard for the history of the Fatherland).

It is planned to hold a joint conference (extended session) with the Association of History and Social Science Teachers on the results of the year of teaching in ICS.

The plans are to assist the Ministry of Education and Science in improving educational process(the discussion of a new concept in social science was mentioned), as well as the improvement of programs for higher education.

I was really looking forward to the continuation educational theme, but, alas, it did not follow. There are many more questions in education that concern RIO than answers. But the information of interest to me was not announced. I will try to list the questions, the answers to which I hoped to receive, but never heard.

Question about ICS. It was touched upon in the speech of A.O. Chubaryan, but its scant coverage raised only new questions. ICS to national history there are many problems. A significant, I would say, overwhelming, part of practicing teachers consider the ICS in history to be very overloaded and unrealizable in teaching. This, in my opinion, is because historians are primarily involved in the compilation of the IKS, and teachers, methodologists, teachers, that is, those who have to implement it, as a rule, are either on the sidelines, or are completely pushed aside. side. However, it is important to understand one psychological point. The fact is that historians go in their work "from the particular to the general", from the details restoring an integral picture of a historical period or phenomenon. For them, particulars are super important, it is extremely difficult for them to refuse them, and the teacher goes in his work from the already existing general picture, which he must form in the minds of his students. The particulars are not so important and essential for him. And where the historian enters ten particulars, two or three are enough for the teacher. But the last word belongs to historians, and from this comes the "overload of the standard". It is also necessary to take into account the presence of a regional lobby, for which “a matter of honor, valor and heroism” is to insert “their” heroes into the IKS. And for the future, it should be borne in mind that a discussion of ICS in history with real taking into account the opinions of the teaching community may lead to the recognition of the fact that in its current form it is unrealizable, and it should either be significantly reduced (and changed programs), or significantly increased the number of hours for teaching stories at school. It would be interesting to know in advance the opinion of RIO on this issue: is it ready to change the format of the development of IKSs or is it ready to come up with an initiative (and consistently seek its implementation by the Ministry of Education) to increase the number of hours for teaching history? By the way, nothing was said either about the problems with the development of the ICS in social science, or about the colossal problems with the ICS on world history, which initially, as one of the participants in the meeting to discuss them, said, were simply monstrous. In general, a sad trend has been observed more and more recently: programs, ICSs and other important documents for the educational sphere are accepted by absolutely not those who will have to implement them in classrooms and classrooms. And this seriously affects the quality and content of documents, and decisions made on them. Declarations must be supported by practical solutions, and in our professional community there is no common point view on what the system-activity approach in teaching history is in practice, and how it should be implemented in specific programs and textbooks. However, about the textbooks below. In addition, in his speech, A.O. Chubaryan said that RIO is going to sum up the results of the first year of teaching on ICS together with the Association of Teachers of History and Social Science, which also raises a reasonable question about what empirical materials and research will form the basis of this discussion ... It is advisable to hear the answer to this question not on the opening day of the corresponding conference and meeting. I would like to take this opportunity to say that our journal Teaching History at School is ready to publish practice-oriented materials on this topic.

The question of interaction between RIO and the Association of History Teachers is largely related to the previous question. At the last, III congress of the Association, it was planned to create permanent working groups on a number of urgent problems for the teaching community. This, as stated above, is the problem of participation of the professional teaching community in the development of ICS, the problem of control over the development and improvement of the CIMs of the USE in history, the problem of the development and testing of new generation textbooks, and a number of others, no less urgent problems... However, the idea of ​​creating working groups was not implemented in practice. This, in my opinion, deprives both the RIO and the professional community of teachers of the opportunity to quickly interact and take into account the opinion of not only historians, but also practicing teachers and methodologists. However, not a word was given to the problems of interaction between RIO and the Association of Teachers of History and Social Science. But it is the teachers who are assigned the difficult function of implementing in practice many historical concepts and projects.

So called difficult questions stories. The Institute of General History, together with GAUGN and the Association of History Teachers, began to implement a rather powerful project aimed at the scientific and methodological study of problematic issues within the framework of the new ICS, which could help teachers in teaching. A number of interesting textbooks have been published, developed jointly by historians and methodologists. However, the work on this project made it possible to accumulate experience that revealed not only achievements, but also problems in this area, which relate primarily to the interaction of historians and methodologists within the framework of this project, as well as the editions of the published manuals and options for their wide testing. In solving these problems, the role of RIO with its capabilities can hardly be overestimated.

One of the most important and most painful questions is the question of three new lines of history textbooks, developed and published by the publishing houses "Prosveshchenie", "Drofa" and " Russian word". Looking through the materials for the general meeting of the Russian Historical Society, received before the meeting, I read a very interesting phrase: “Based on the results of approbation of new textbooks at school, the RIO Commission decided to recommend a line of textbooks edited by Academician A.V. Torkunov (that is, a line of textbooks publishing house "Education") as a textbook RIO ". Considering the fact that the textbook "Enlightenment" (as, incidentally, the textbooks of two other publishing houses admitted to the publication of history textbooks) was repeatedly criticized by the professional community, which is quite understandable and understandable, and approbation and its criteria and format remained unknown for most of the professional community, I would like to know in more detail, on the basis of what the RIO made a choice in favor of the textbook edited by A. V. Torkunov, who is the co-chairman of the Russian Historical Society? An important and relevant question is when and how licensing of new lines of textbooks prepared by publishers will take place. The authors and methodologists have repeatedly raised the issue of providing publishers with a longer period of time for development and postponing strict licensing terms, but, unfortunately, the problem of textbooks remained outside the scope of the speech, and the format of the meeting did not provide for the opportunity to ask questions, let alone arrange a discussion. Inquiries "on the sidelines" only confirmed that the decision of the RIO on the textbook "Enlightenment" was made, but details were never obtained. The problem of textbooks is further complicated by the fact that from a methodological point of view (which, by default or for other reasons unknown to me, is taken out of the discussion of RIO), they only formally correspond to the principles that are laid down in the federal state educational standards of the new generation and this can seriously reduce their role in solving the problem of modernizing history education. Formulate an opinion what is new generation textbook not only from the point of view of content, but also from the point of view of methodology, now, in my opinion, it is necessary. Since RIO participates in the examination of textbooks, its position and opinion on this issue would also be interesting to know.

In conclusion, I would like to say that, realizing what an important role RIO plays in the organization and development of historical and social science education and decision-making within its framework, I would very much like to see new opportunities for more intensive, and most importantly, productive dialogue between the Russian historical society and the rest of the professional community.

What is X equal? Reflections of the participant of the meeting of RHS

Abdullaev Enver N... - Chief editor of the journal “Prepodavanie istorii v shkole” (Moscow)

Abdulaev E.N., 2016

Abdulaev Enver Nazhmutinovich- Editor-in-chief of the journal Teaching History at School (Moscow); [email protected]

Title: Unified State Exam. Workshop on history. Preparation for execution 2 (B).

History workshop geared towards preparing students high school to successfully pass the Unified State Exam.
The book contains detailed analysis all types of tasks of part 2 (B), more than 120 test items level B for practicing each type of assignment on the material of the entire school course in the history of Russia, as well as answers to all assignments.
The workshop is focused on classes during school year, however, if necessary, it will allow, as soon as possible, just a few days before the exam, to identify gaps in the student's knowledge and work out those tasks in which the most mistakes are made.
The book is intended for history teachers, parents, tutors, and high school students.

The easiest way to type maximum score in part 2 (B) - knowing the correct answer. Part B, in contrast to Part C, does not imply an active and large-scale operation of the existing knowledge base, almost does not imply the transformation of factual information into a set of theses or more or less broad historical generalizations. Except, perhaps, working with a piece of text, Part B can be done almost mechanically. Indeed, what could be easier than building a chronological sequence of events Northern War if you have a good idea of ​​its stages both on land and at sea ?! You just need to know, and that's it! But what if you do not have the knowledge to answer the question? Or is there, but they are not enough? However, if the student does not possess necessary information, this does not mean that he does not know anything at all. Probably, he has some other information, some other knowledge about some other period. This is what should be guided by when performing the tasks of part B unified exam: we do not know the correct answer, but we are trying to derive it, using other knowledge we have.
We proceed from the following position: the student has some knowledge of the subject. Perhaps episodic and scattered, not learned in the classroom, but as a result of surfing the Internet, in forums and in communities. They do not fit into a single picture, they do not form a plot historical canvas, but these units of information can help to come to the correct answer. The information can be very different, and the sources of information are the most incredible.

CONTENT
Introduction 4
Analysis of all types of tasks part 2 (B) 9
Tasks for restoring chronological sequence (Bl, B5, B15) 9
Identification assignments characteristic features(facts) of the historical period (phenomenon), three out of six (B2, B6, B9, B12) 15
Tasks for correlating two series of information (OT, B7, BIO, B13) 22
Tasks for the analysis of a historical source / historiographic text (B4, B8, Bll, B14) 30
Assignments for self-preparation 37
Training tasks level B. Set 1 37
History of Russia from antiquity to the end of the 16th century. (early 17th century) 37
History Russia XVII-XVIII cc 42
Russia in the XIX century 46
Russia in XX - early XXI in 49
Training tasks level B. Set 2 60
History of Russia from antiquity to the end of the 16th century. (early 17th century) 60
History of Russia XVII-XVIII centuries 65
Russia in the XIX century 71
Russia in XX - early XXI in 76
84 responses
Level B Training Activities Set 1 84
Training tasks level B. Set 2 86
Description of the forms of the Unified State Exam 88
Extract from instructions for filling out forms 88

Free download e-book in a convenient format, watch and read:
Download the Unified State Exam book. Workshop on history. Preparation for execution 2 (B). Abdulaev E.N., Morozov A.Yu., Puchkov P.A. 2011 - fileskachat.com, fast and free download.

• Unified State Exam, Workshop on History, Preparation for Part 2 (B), Abdulaev E.N., Morozov A.Yu., Puchkov P.A., 2011
• OGE, Cartographic workshop on the history of Russia XX-early XXI century, grades 9-11, Morozov A.Yu., Abdulaev E.N., Sdvizhkov O.V., 2016
• OGE, Cartographic workshop on the history of Russia, XIX-early XX century, grades 9-11, Morozov A.Yu., Abdulaev E.N., Sdvizhkov O.V., 2015
• OGE, Cartographic workshop on the history of Russia from ancient times to the end of the 18th century, grades 9-11, Morozov A.Yu., Abdulaev E.N., Sdvizhkov O.V., 2016

We share our experience in the implementation of the Federal State Educational Standard

Abdulaev Enver Nazhmutinovich

editor-in-chief, Teaching History at School magazine

Moscow city

Email: [email protected]

ACTIVE APPROACH

IN TEACHING HISTORY WITHIN THE FRAMEWORK

REQUIREMENTS OF THE NEW STANDARD

What are the main stages in the formulation of an educational task and its implementation based on the activity approach?

S ______________________________________________________________ g

Abstract: The author of the article, based on the new generation standard, clearly defines the quality metasubject results studying history in basic school, the formation of such qualities in students as the ability to consciously organize and regulate their activities.

Key words: competence-based and activity-based process, consistency, general modeling, initial contradictions, formulation, planning, organization of educational activities.

The new generation standard exists, perplexes, asks questions. If we try to identify the main methodological innovations of the new generation standard, then, first of all, two principles, two approaches to the organization educational process- competence and activity. In the section "Characteristics of the content of the main general education on history " Explanatory note to the Model Program for History of Grades 5-9 it is said that “the content of the preparation of schoolchildren in history at the level of basic general education is determined taking into account the activity-based and competence-based approaches, in the interaction of the categories of“ knowledge ”, attitude”, “activity”. It provides for both the mastery of key knowledge, skills, methods of activity, and the readiness to apply them to solve practical, including new tasks. " Within the framework of this article, we want to dwell on the consideration of the implementation of the activity approach in teaching history courses at school.

The concept of the activity approach as a principle of organizing the educational process, in our opinion, presupposes that it is systematic, that is, the introduction of individual, particular creative questions, exercises and tasks into the learning process does not lead to implementation. this approach... The program clearly defines the formation of such qualities as "the ability to consciously organize and regulate their activities" in students as the meta-subject results of studying history in basic school. ( Sample programs

on academic subjects... History 5-9 grades. Moscow, 2010, p. 6). What can serve as the basis for creating a system of educational activities? In my opinion, the basis for the methodological structure of this approach can be the formulation and implementation of a system of educational tasks for the studied history course. By a learning task, we mean a problem, that is, a question containing an internal contradiction, by solving which the student masters all necessary knowledge on the studied course or topic and gets the opportunity to develop. You can, in addition, highlight a number of features, functions of the educational task.

First, the educational task should localize the material being studied and the activities associated with its study. So to the question: "What does it mean to study a given course or topic?" we assume the answer: "It means to solve some problem formulated for a given topic or course." In the journal Teaching History at School, we examined the system of educational tasks for the course in the history of Russia in the twentieth century. (See A. Yu. Morozov "Course of the history of Russia of the twentieth century as a system of educational tasks" NSP 2009, №№ 1-5) This material can serve as an illustration of the above thesis.

Secondly, the educational task should be universal, that is, its solution is impossible without mastering the entire volume of knowledge in the course or topic being studied. For example, the problem "Why were the Bolsheviks able to take and retain power?" is inapplicable as an educational task for the course of history of the entire twentieth century, but it may well serve as an educational task for the topic "Russia in the period 1917-1921."

We share our experience in the implementation of the Federal State Educational Standard

Thirdly, the educational task should provide objective motivation and form one's own idea of ​​educational activity in the subject (“To study history means to pose and seek solutions to certain problems”).

As soon as the educational task is the core of the methodological structure of the course being studied, it is necessary to designate it in this capacity and to start from it in the organization of educational activity. In connection with these, the following stages of the formulation of the educational task and the implementation of the activity approach on its basis are possible.

First stage: general modeling.

At this stage, our task is to show the entire course or topic from a bird's eye view. We show students the entire volume of material to be studied, and then focus their attention on individual details that students perceive in an interconnected, complex way. When modeling, it is possible to use two options. The first is a block of preliminary generalization, when time is postponed horizontally, the main problems or areas of activity, which are the classification of content, are placed horizontally, and the main events or phenomena of the topic or course being studied are located at their intersection. The material in the journal Teaching History at School is devoted to this technique of modeling (see V. V. Sukhov “Blocks of preliminary generalization (to the tenth anniversary of the concept)” NSP 2004 No. 9). The second is creative or imaginative modeling, when an image appears in the form of a model. For example, in the theme "Russia between East and West" the following scheme can act as such a model:

Schema comment:

At the beginning of the 13th century, fragmented Russia was attacked by the Mongols from the east and German crusaders and Swedish knights from the west. The war with the Mongols ends with the defeat of the Russian principalities and the establishment of the dependence of Russia on the state of the Golden Horde formed by Batu, and attacks from the west were repulsed and the expansion was stopped.

Second stage: highlighting the original contradiction or intrigue.

At this stage, we carry out the initial generalization of the material and form the basis for the formulation of the educational problem. The original contradiction can be both external and internal. By external character, I mean a variant when a contradiction is formulated when comparing two different topics or courses. Internal contradiction is formulated on the basis of the direct content of the studied course or topic. For example, having studied the main events of the Time of Troubles, one can formulate a contradiction between the two provisions: A. Russia in the era of the Time of Troubles was subjected to all the destructive influences that the state could have undergone at that time. B., Despite this state, survived and overcame the Troubles. In the topic "Russia between East and West", students can draw the attention of students to the contradiction between the results of the struggle of the Russian principalities against the Mongol invasion (Russia for almost a quarter of a millennium falls into dependence on the Horde) and repulsing the aggression of the Swedes and Crusaders (the expansion of the West was stopped). As an example of the formulation of intrigue, we can cite the intrigue to the theme “The Epoch palace coups": Peter I dies, not having time to write a will and leaving on a sheet of paper only two words" Give everything ... "After Peter ruled 6 emperors and empresses. How do you think of whose name from the list of his followers Peter would have inserted into his will? In the case of intrigue, we smoothly move on to the third stage already at the second stage.

The third stage: the formulation of the educational task and planning of educational activities.

Based on the initial contradiction or intrigue, we deduce the formulation of the educational problem, which, as a rule, is interrogative in nature. Continuing the theme of the Time of Troubles, we will give an example of such a task: "Why was Russia able to overcome the Time of Troubles?" In the already mentioned topic "Russia between East and West", the educational task will be the question "Why fragmented Russia submitted to the East and was able to repel an attack from the West?" At the same stage, preliminary planning of educational activities is carried out, which is a system of logically related questions. For example, in the topic "Russia between East and West" we single out three main questions:

1. What were the Russian principalities in the period of fragmentation on the eve of the invasion?

2. What were the enemies of Russia, the knights and the Mongols, respectively?

3. What is the difference between the course of dealing with Mongol invasion and resistance to invasion from the west?

As part of the questions posed, we move on to the next, fourth stage.

Experiment and innovation in school 2012/2

We share our experience in the implementation of the Federal State Educational Standard

The fourth stage: the organization of educational activities.

At this stage, within the framework of the questions posed, we invite students to complete educational tasks that have a certain motivation, an algorithm and a system for fixing the result. In this case, the concept of a study assignment coincides with the concept formulated in the article

E. N. Belsky "Development study assignments on history "(NSP 2007 No. 10). To answer the first question posed, students must collect data on the largest specific centers in a table:

Regularities of feosic disagreement

\ L G1. FERTILIZED LAND W / V J Ya.

JL__L I H LACK OF STRONG EXTERNAL BPAIA

^ 4. STRONG CENTRAL GOVERNMENT ^

"s \ KHaw-eo, CRITERIA ^. Novgorod land Lladimiro-Suzaal principality Galicia-Volyn principality Kiev principality

I. KDE Geographers SITUATION AND CONDITIONS

T.EASURES OF THE RESIDENTS (on the farm)

G. Social structure (perceptibly)

G. Political development

Total trend

We divide the second question into a series of questions that students must answer, using both the material already studied (course in the History of the Middle Ages, grade 6) and new information contained in the textbook or in the teacher's story:

What are the goals crusades?

What types of weapons and tactics did the crusaders use?

Why did it arise Mongol Empire?

What is the reason for the Mongols' victories?

What do the enemies of Russia in the east and in the west have in common?

In order to answer the third point-question of the plan, students must step by step study the course of events in the east (Batu's invasion of North-Eastern and Southern Russia) and in the west (the seizure of the Baltic states by knightly orders, the Battle of the Neva, the Battle of the Ice, the personality and activities of Prince Alexander Nevsky ). After studying, you need to try to highlight the features of the events and analyze them. The results of the analysis will lead the students, as shown by the approbation of work with this approach within the framework of the indicated topic, to solve the set educational problem.

Thus, the activity approach implemented in this variant allows us to organize a systemic learning activities in the course of which students will purposefully extract and study all the most important information within the framework of this topic and apply it to solve the problems posed, which, in our opinion, will contribute to the formation of their ability to apply historical knowledge and to solve creative problems specified in the framework of the requirements of the new standard.

Literature

1. Verbitsky A.A. Competence approach: problems and conditions for implementation. // Innovative projects and programs in education. - 2009. - No. 2.

2. Verbitsky A.A. Grounds for the implementation of a competency-based approach in education // Municipality: innovation and experiment. - 2009. - No. 3.

3. Sidenko A.S. Guide to the website of the Federal State Educational standard second generation: basic functions and content. // Innovative projects and programs in education. - 2010. - No. 2

4. Sidenko A.S. Master Class: " Innovative activity teachers in the context of the introduction of the second generation FSES "// Municipal education: innovations and experiment - 2010. - №4.

5. Chernushevich V.A. Context-activity approach to the analysis of the problems of the educational process. // Innovative projects and programs in education. - 2011. - No. 2.

6. Shibaeva S.N. Implementation of educational cooperation within the framework of a competence-based approach. // Municipal formation: innovation and experiment. - 2011. - No. 2.

Experiment and innovation in school 2012/2

• Yu.A. Ovchinnikov, V.T. Ivanov
  1978
• M.N. Kolosov, E. D. Sverdlov
  For a cycle of work in the field molecular biology, 1984

State prizes of the USSR and the Russian Federation in the field of science and technology

• Yu.A. Ovchinnikov, E. D. Sverdlov, V.M. Lipkin, N.N. Modyanov, G.S. Monastyrskaya, etc.
  For a series of works on the structure and genetics of RNA polymerase, 1982
• VC. Antonov and others.
  For the cycle of works "Chemical foundations of biological catalysis", 1984
• V.F. Bystrov, V.T. Ivanov and V.I. Tsetlin, E.V. Grishin and others.
  For the cycle of works "Neurotoxins as a tool for studying the molecular mechanisms of nerve impulse generation", 1985
• L. D. Bergelson, E.V. Dyatlovitskaya, Yu.G. Molotkovsky and others.
  For a cycle of works 1965-1983. "The structure and function of lipids", 1985
• N.G. Abdulaev and others.
  For a series of works on the study of transmembrane ion channels, 1986
• Yu.A. Ovchinnikov, E. D. Sverdlov, N.N. Modyanov, N.A. Aldanova, G.S. Monastyrskaya, N.E. Brode, N.V. Vladimirova, K.N. Janjugazyan, K.E. Petrukhin, Yu.A. Ushkarev and others.
  For the work "Molecular genetic foundations of the organization of systems for active transport of cell ions", 1989
• V.P. Demushkin
  For the creation of elements of special equipment, 1991
• M.P. Kirpichnikov, D.A. Dolgikh and others.
  For the work "Principles of the structural organization of proteins and their application to the design of new protein molecules: theory and experiment", 1999
• A.A. Formanovsky and others.
  For the work "Crown compounds in chemistry and technology", 2000
• R.V. Petrov and others.
  For the work "Conjugated polymer-subunit immunogens and vaccines", 2001
• E. D. Sverdlov, S.A. Lukyanov
  For the development and implementation of a set of technologies for analyzing the structure and functions of complex genomes, 2015

Prizes of the Government of the Russian Federation in the field of science and technology

• V.T. Ivanov, T.M. Andronova, M.V. Bezrukov, V.P. Malkova, A.I. Miroshnikov, V.A. Nesmeyanov, Yu.A. Ovchinnikov, L.I. Rostovtseva, I.B. Sorokina and others.
  For the development and creation of biotechnological production of lycopid for a new immunocorrective drug, 1996
• R.V. Petrov, A.A. Mikhailova, L.A. Fonina and others.
  For the development, introduction into industrial production and clinical practice of a new type of immunocorrective drugs of peptide nature: taktivin and myelopid, 1997
• V.G. Korobko, G.S. Monastyrskaya, etc.
  2000
• A.A. Mikhailova, L.A. Fonina
  For a cycle of experimental and clinical studies in the field of biotherapy and immunodiagnostics of malignant neoplasms, 2005
• A.I. Miroshnikov, D.I. Bairamashvili, A.A. Zinchenko, V.T. Ivanov, S.A. Kosarev, T.I. Kostromina, N.V. Sizov, V.A. Lasman, V.G. Korobko and others.
  For the creation of production and implementation of genetically engineered human insulin into the practice of domestic health care, 2005

Prize of the Government of the Russian Federation in the field of education

• V.T. Ivanov, T.V. Ovchinnikova and others.
  For the creation of a scientific and practical development "Russian innovative educational and scientific complex for training personnel in the field of biotechnology" for educational institutions higher vocational education, 2007

Prize of the Government of the Russian Federation "Gratitude of the President of Russia"

• T.I. Sorkina, 2010

Lenin Komsomol Prize

• E.V. Grishin, A.P. Kiselev, V.M. Lipkin, N.N. Modyanov and others.
  For work on the primary structure of cytoplasmic aspartate aminotransferase, 1975

Great Gold Medal named after M.V. Lomonosov Russian Academy of Sciences

• V.T. Ivanov
  For Outstanding Contribution to the Development of Bioorganic Chemistry, 2010

Gold medal named after V.A. Engelhardt RAS

• E. D. Sverdlov
  For the cycle of works "Structural, functional and evolutionary analysis of genomes of pro- and eukaryotes, including humans: development of methodological foundations and ways to use the results in medicine", 2014

CRSSA Institute Medal

• A.G. Habibov
  For his contribution to the development of biochemistry and medical toxicology, 2013

Medal of the European Academy

• A.O. Chugunov
  For the work "Computer modeling of the structure and functions of biomembranes and membrane proteins", 2013
• A.A. Polyansky
  For the work "In silico analysis of structural and functional aspects of dimerization of transmembrane domains of bitopic proteins", 2014
• M.A. Turchaninov
  For the work "Analysis of T-cell receptor repertoires using emulsion PCR with reverse transcription and massive sequencing",
  2014

Prizes of the Academy of Sciences of the USSR and the Russian Academy of Sciences named after M.M. Shemyakina

• Yu.A. Ovchinnikov
  For the cycle of works "Research in the field of protein chemistry", 1980
• M.N. Kolosov, V.G. Korobko, V.N. Dobrynin
  For the cycle of works 1977-1982. "Synthesis of artificial genes", 1983
• N.G. Abdulaev
  For the work "Bioorganic chemistry of rhodopsins", 1983
• V.F. Bystrov, A.S. Arseniev
  For the cycle of works "Study of the structure and function of membrane peptides and proteins by NMR spectrometry", 1993
• V.P. Teeth
  For the work "Polymeric materials for biology and biotechnology", 1998
• IN AND. Tsetlin
  For the series of articles "α-Conotoxins, tools for research of nicotinic receptors and the basis for the creation of new diagnostic and drug products", 2010
• CM. Deev
  Per cycle of work "Supramolecular agents for theranostics""Supramolecular Agents for Theranostics", 2016

Prize of the Russian Academy of Sciences named after Yu.A. Ovchinnikov and a personalized gold medal

• V.T. Ivanov Gold medal of the Russian Academy of Sciences Yu.A. Ovchinnikova
  For the cycle of works "Peptide preparations for medicine and veterinary medicine", 1992
• E.V. Grishin
  For the work "Molecular basis of the interaction of natural toxins with the cell membrane", 1994
• V.M. Lipkin
  For the cycle of works "Molecular mechanisms of phototransduction: phosphodiesterase cGMP and recoverin", 1997
• S. A. Lukyanov
  For the work "Fluorescent proteins: search, research and application in biotechnology", 2006

RAS Prize named after A.N. Bach

• V.V. Mesyanzhinov
  For the work "The structure and mechanisms of folding of fibrillar supercoiled proteins", 1999

RAS Prize named after A.O. Kovalevsky

• A.G. Zaraisky
  For the work "Homeobox genes of the class ANF regulators early development vertebrate brain ", 2006

Prize of the Russian Academy of Sciences named after I.I. Mechnikov

• CM. Deev
  For the cycle of works "Recombinant antibodies and their derivatives for targeting tumor cells", 2014

Prize of the Russian Academy of Sciences named after A.A. Baeva

• M.P. Kirpichnikov
  For the cycle of works "Recombinant proteins as a modern tool for structural biology, biophysics and molecular biology", 2016

RUSNANOPRISE International Nanotechnology Award

• S.A. Lukyanov
  For the work "Fluorescent proteins: search, research and application in biotechnology", 2012

L.S. Lahiri

• Yu.N. Utkin
  Achievement in Research on Natural Poisons and Toxins, 2014

President's Science and Innovation Award for Young Scientists

• D.M. Chudakov
  For the development of genetically encoded fluorescent markers for visualizing objects and processes in biomedical research, 2012
• M.P. Nikitin
  For the development of new generation smart nanomaterials for biomedical applications and the development of the fundamental foundations of autonomous biomolecular computing systems for theranostics, 2017

Moscow Government Prize for Young Scientists

• A.A. Buzdin
  For the cycle of work on the creation of a system for large-scale analysis of gene expression "OncoFinder", 2016
• A.A. Vasilevsky, A.I. Kuzmenkov, K.S. Kudryashova
  For his study of the diversity of natural potassium channel blockers and the creation of molecular tools for basic research and screening systems based on them, 2016
• M.A. Shulepko, I. V. Shelukhina, D.S. Kudryavtsev
  For the development of methods for biotechnological production and analysis of the mechanisms of action of pharmacologically promising ligands of human neuroreceptors, 2016
• A.S. Mishin, K.S. Sargsyan
  For the development of reporter systems for fluorescent labeling of proteins in living cells, 2017
• K.S. Mineev
  For the study of the spatial structure of cell receptors with one transmembrane segment, 2018
• Ya.A. Lomakin, A.A. Belogurov, A.V. Stepanov
  For the work of the first original domestic therapeutic agent for treatment multiple sclerosis, 2018

RAS medals for young scientists and students with a prize

• A.A. Buzdin
  For the work "Genome-wide identification of mobile elements specific for human DNA", 2003
• D.M. Chudakov
  For the work "Fluorescent and photoactivated fluorescent proteins", 2004
• FROM. Mamedov
  For the work "Identification of insertional variability of retroelements in the genome of humans and primates", 2005
• A.S. Paramonov, Z.O. Shenkarev, E.N. Lyukmanova
  For the work "The structure and molecular mechanisms of the interaction of biologically active peptides with cell membranes and membrane receptors", 2010
• A.M. Bogdanov
  For the work "Light-dependent redox reactions with the participation of green fluorescent proteins: fundamental and applied aspects", 2010
• M.P. Nikitin
  For the work "Multifunctional nanoparticles based on the protein module barnase-barstar and methods for studying their behavior in vivo", 2011
• IN. Shipunova
  For the work "Comprehensive study of multifunctional supramolecular complexes that controllably affect eukaryotic cells in order to create effective agents for theranostics", 2017