Umk harmony Russian language features presentation. “Presentation “Features of the educational complex “Harmony”

Preschool education Steps of childhood The “Steps of childhood” set is aimed at the comprehensive development of preschoolers 4-6 years old, taking into account the real requirements of the school for their preparation Primary school Set “Harmony” Educational and methodological sets for the main subjects of the Federal Basic Curriculum Literacy teaching Russian language Literary reading Mathematics The world around us Technology Basic school Mathematics Chemistry Computer science Natural history Literature Technology Secondary (high) school Chemistry (basic level) Computer science Pedagogical education Textbooks for high school and teacher training colleges

Features of the educational complex "HARMONY" 1. The desire to overcome the objectively established division of traditional and developmental education systems on the basis of an organic combination of the provisions of the traditional methodology that have confirmed the vitality and new approaches to solving methodological problems. 2. The set contains methodological embodiment of the main directions of modernization of school education (humanization, humanitarization, differentiation, activity-based and personality-oriented approach to the learning process)

3. Ensuring the relationship between teacher training at a university and his professional practical activities. 4. Careful elaboration of conceptual ideas in all textbooks of the “Harmony” set and equipping them with methodological recommendations that explain these ideas to the teacher allows us to consider the “Harmony” set as a means of increasing the level of professional competence of the teacher. 5. The teaching and learning complex “Harmony” is “open”. This means that the teacher retains the right to use in his work both an integral complex of educational and methodological sets “Harmony”, and to choose any methodological set from this complex.

Features of the educational complex “To the Secrets of Our Language” 1. Comprehensive solution to the problems of teaching the development of education Formation of conscious, controlled language and speech skills Improvement of linguistic intuition, development of linguistic thinking, educational independence (including the ability to work with a book, dictionaries, reference books) Support interest in learning the Russian language, instilling respect for the language and oneself as its native speaker, attention to the quality of one’s oral and written speech

3. The transition from the study of isolated spelling rules to the systematic formation of a complex of spelling skills to detect spelling patterns (spelling vigilance) to identify varieties of spelling patterns (and therefore the required rules) to apply various rules to carry out spelling self-control (checking what is written)

4. An activity-based approach to organizing learning, relying on the experience of practical language proficiency, including for motivating subsequent work and setting educational goals, including in the educational process actions for students to “obtain” new knowledge in the formation of each type of skill, targeted training in the necessary method of action consistent training in self-control when performing all types of academic work

The educational and methodological set “Harmony” was created at the Department of Primary Education Methods of the Moscow State Open Pedagogical University named after. M.A. Sholokhova Authors of the set: Doctor of Pedagogical Sciences, Professor Natalia Borisovna Istomina (mathematics);

Candidate of Pedagogical Sciences, Professor Marina Sergeevna Soloveychik; Candidate of Pedagogical Sciences, Associate Professor N.S. Kuzmenko (Russian language), candidate of pedagogical sciences, associate professor Olga Vladimirovna Kubasova (literary reading); Candidate of Pedagogical Sciences, Senior Lecturer O.T. Poglazova (the world around us); Doctor of Pedagogical Sciences Natalya Mikhailovna Konysheva (labor training).

One of the main tasks of the authors of the “Harmony” kit was to develop ways to organize the educational activities of primary schoolchildren, providing comfortable conditions for the development of the child in the process of acquiring knowledge, skills and abilities that correspond to the curriculum and the requirements of the primary educational standard. set "Harmony" The educational and methodological set "Harmony" implements: the educational and methodological set "Harmony" methods of organizing students' educational activities related to the formulation of an educational task, its solution, self-control and self-assessment; ways of organizing productive communication, which is a necessary condition for the formation of educational activities; methods of forming concepts that ensure awareness of cause-and-effect relationships, patterns and dependencies at a level accessible to primary school age.

Features of the educational complex "Harmony" Focus on overcoming the objectively established division of traditional and developmental education systems on the basis of an organic combination of the provisions of traditional methods that have confirmed their vitality and new approaches to solving methodological problems. Methodological implementation of the main directions of modernization of school education (humanization, humanitarization, differentiation, activity-based and personality-oriented approach to the learning process).

Ensuring the relationship between teacher training at a university and his professional practical activities. Careful elaboration of conceptual ideas in all textbooks of the set and equipping them with methodological recommendations that explain these ideas to the teacher allows us to consider the “Harmony” set as a means of increasing the level of professional competence of the teacher and forming a new pedagogical consciousness in him, adequate to modern trends in the development of primary education

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The authors of the “Harmony” set implemented in the system of educational tasks: the “Harmony” set the purposeful formation of methods of mental activity (analysis and synthesis, comparison, classification, analogy, generalization); the priority of students’ independent activity in mastering the content; active inclusion in cognitive activity of techniques of observation, selection, transformation and design;

Maintaining a balance between intuition and knowledge; diverse consideration of the same object; relying on the child’s experience; unity of intellectual and special skills; creating conditions for maximum emotional well-being for each child in the process of assimilating the knowledge provided for by the program.

Program "Harmony" The educational and methodological set "Harmony" implements: methods of organizing students' educational activities related to setting an educational task, its solution, self-control and self-assessment; ways of organizing productive communication, which is a necessary condition for the formation of educational activities; methods of forming concepts that ensure awareness of cause-and-effect relationships, patterns and dependencies at a level accessible to primary school age. Methodological interpretation as part of the set of modern trends in the development of primary education ensures: the child’s understanding of the issues being studied, conditions for harmonious relationships between the teacher and the student and children with each other, the creation for each student of a situation of success in cognitive activity.

Considering the educational books included in the set (textbook, textbook-notebook, notebooks with a printed base) as a model of the educational process that integrates subject content and types of cognitive activity, the authors of the “Harmony” set implemented in the system of educational tasks: – purposeful formation of methods of mental activity (analysis and synthesis, comparison, classification, analogy, generalization); – priority of students’ independent activity in mastering the content; – active inclusion in cognitive activity of techniques of observation, selection, transformation and design; – maintaining a balance between intuition and knowledge; – diverse consideration of the same object; – relying on the child’s experience; – parallel use of various models: subject, verbal, graphic, schematic and symbolic – and establishing correspondence between them; – the relationship between inductive and deductive reasoning; – unity of intellectual and special skills; – creating conditions for maximum emotional well-being for each child in the process of assimilating the knowledge provided for by the program. The specific content of all educational subjects is reflected in their methodological concepts and methods of their implementation.

2. Methodological concepts and methods of their implementation MATHEMATICS (N.B. Istomina) The course is based on a methodological concept of purposeful and systematic work on developing mental activity techniques in younger schoolchildren: analysis and synthesis, comparison, classification, analogy and generalization in the process of mastering mathematical content provided by the program.

The implementation of this concept is ensured by: 1. The thematic structure of the course, which creates conditions for students to understand the connections between new and previously learned concepts, for productive repetition, for the active use of mental activity techniques in the learning process. 2. A new methodological approach to the study of mathematical concepts, properties and methods of action, which is based on the establishment of correspondence between subject, verbal, graphic (schematic) and symbolic models, their selection, transformation and construction in accordance with given conditions. 3. A new methodological approach to the formation of computational skills and abilities, which creates conditions not only for improving the quality of computing activities of junior schoolchildren, but also for the development of their thinking.

4. A new methodological approach to teaching primary schoolchildren to solve word problems, according to which children are introduced to a word problem only after they have developed the knowledge, skills and abilities (reading skills, mastering the specific meaning of addition and subtraction operations, gaining experience in the correlation of subject, verbal, schematic and symbolic models, familiarity with the diagram as a method of modeling), which they need to master the ability to solve word problems. 5. By including in the textbook dialogues between two characters, Misha and Masha, with the help of which children are offered answer options for discussion, different points of view are expressed, methods of mathematical operations are commented on, and errors are analyzed. Dialogues help the teacher not only to attract students to discuss a particular issue, but also to get involved in this work himself, thereby taking the position of not controlling, but helping children and collaborating with them.

TEACHING LITERACY The process of learning initial reading and writing is implemented: – on the basis of the targeted formation of phonetic skills, relying on the syllable as a natural pronunciation unit; – with separate-parallel teaching of reading and writing as processes independent of each other; – through a three-time block introduction of letters for differentiated teaching of reading to children with different preschool levels; – in unity with the teaching of dialogic and monologue speech, pronunciation norms, and the culture of speech behavior.

RUSSIAN LANGUAGE (author M.S. Soloveichik) The conceptual provisions of the course are: 1. Creation of methodological conditions for the child to understand himself as a linguistic personality and on this basis the formation of his respect for the language and for himself as its carrier, and therefore a conscious attitude to your speech. 2. Implementation of a communicative approach to language learning, that is, the focus of educational work on the development (improvement) of all types of speech activity: speaking, listening, writing, reading. 3. The focus of education on the development of not only children’s linguistic thinking, but also their linguistic intuition, natural sense of words and interest in learning language. 4. Providing a basis for improving students’ literacy through the systematic development of their spelling vigilance and spelling self-control.

These conceptual provisions are implemented in a comprehensive manner - due to the special construction of the course and the organization of training, which are reflected in the content, structure and nature of the presentation of the material in the textbook "To the Secrets of Our Language". 1. The title of the textbook and many of its sections, the logic and methods of presenting the material emphasize the child’s continuous movement from the practical use of language to the “discovery” of its structure and conscious, and therefore more perfect mastery of it. 2. While the scope of traditionally studied linguistic concepts remains unchanged, clarifications and additions have been made to the interpretation of some, making the definitions more specific and understandable to children. In addition, the range of information about the methods of performing linguistic and speech actions has been expanded, thereby achieving their better awareness and mastery. For the same purpose, individual course topics were rearranged. 3. Language learning is organically combined with work on the culture of oral and written speech of primary schoolchildren. Special topics are also devoted to issues of speech culture. The textbook includes various types of dictionaries; teaching children how to use them is methodically provided.

4. The formation of competent writing is guided by a communicative motive and is carried out in unity with the education in schoolchildren of the desire to accurately express thoughts in Russian. To develop spelling skills and at the same time to relieve students psychologically (relieve the fear of making mistakes), a system of teaching a special way of writing is provided - writing “with windows”. 5. In combination with the textbook, a problem book is used - a teaching tool that allows not only to improve individual skills of schoolchildren, lay the foundations for their educational independence, but also to spend the time and energy of each student more economically. 6. Special means that ensure the combination of educational activities with communicative ones are: a form of dialogue between the authors of the textbook and the child; the use of characters (preschooler Anton and a foreign boy learning Russian; the use of tasks like “Tell me at home”; work on essays as learning to create texts of specific genres (notes, letters, congratulations, riddles, instructions, diary entries, stories about one’s life and etc.) 7. The range of didactic material used has been expanded: it includes the statements of the children themselves (successful, imperfect and even with errors), performing various functions of a teaching, developmental and educational nature.

LITERARY READING (author O.V. Kubasova) The conceptual provisions of the course are: 1. The active focus of the course on shaping the worldview of children. This is facilitated not only by the systematization of selected works on topics of spiritual and moral content, but also by the nature of the questions and assignments that are offered in textbooks after the texts. 2. Development of students’ creative abilities, which is facilitated by special tasks that teach illustration (graphic, verbal, musical), expressive reading and dramatization, the basics of verbal creativity (selection of rhymes, comparisons, creative retelling, composing a short statement in similarity, etc.) .

3. Enriching the mental potential of children through the purposeful formation in them of a type of correct reading activity, which consists of thinking about the upcoming reading, comprehending what is being read in the process and at the end of reading. This is ensured by a system of questions and tasks that develop the ability to predict what is being read (the reader’s quality of anticipation), to creatively interpret the information obtained through reading, assimilating not only the actual content of a literary work, but also the subtext and ideological intent (the semantic core). 4. Development of the emotional sphere. Awareness of emotions and feelings is facilitated by questions and tasks that attract children's attention to the author's remarks and to the analysis of the characteristics of the characters' speech and behavior. Adequate expression of the emotional state is facilitated by systematic work on the expressiveness of reading and the use of various forms of dramatization, which is directed in textbooks with special tasks (analysis of illustrations from the point of view of “emotional signs”, staging “living pictures”, pronouncing a character’s line using facial expressions and pantomimes, reading roles, detailed dramatization, etc.).

5. Development of the reader's speech. For this purpose, the textbooks include tasks on working on the title, outline, all types of retelling, on creating your own statements, on observing the correctness, accuracy, richness, and expressiveness of artistic speech. Determining for the development of speech is the formation in students of an attitude towards reading as a process of communication with the author. This is facilitated by the activation by methodological means of the motivational side of reading, the emphasis on attention to the personality of the writer, to his “presence” in the work, the development of a caring attitude towards the author’s intention and other methodological techniques. 6. An integrated approach to the formation of skills that provide a child with the ability to be a reader: the development of correctness, fluency, awareness, expressiveness of reading, the ability to work with texts of different genres, the ability to navigate in a book and in the world of books.

THE WORLD AROUND (Poglazova O.V.) The course “The World Around us” is integrative, combining knowledge about nature, man and society. The following conceptual provisions act as lines of integration of content: - the world around you is multifaceted, beautiful and changes all the time - observe and get to know it, be interested in what it was like; – the experience of humanity and your ancestors is rich and will be useful to you in life – respect and study it; – nature is vital to you and vulnerable – know this and take care of its beauty and harmony. These provisions are implemented in textbooks-notebooks, which, with their content, structure and system of developmental tasks, create conditions for familiarization with new educational material, for consolidating it in class and for independent work. The system of tasks is designed taking into account different levels of knowledge acquisition, which makes it possible to vary the individual load, ensuring the development of all students.

Textbooks-notebooks perform a system-forming, coordinating and actually integrating function, serve as a kind of “framework” that combines educational information and methodological apparatus (technology of assimilation), focused not on the transfer of ready-made knowledge acquired by many generations of people and which has become, as it were, static for students to assimilate, but on the independent process of students’ cognition of the world around them. Ready-made scientific knowledge is transformed into a form of transmission in which the child, independently (or with the help of a teacher) working with educational material, masters various ways and methods of understanding the world around him and various types of educational activities.

LABOR TRAINING (N. M. Konysheva) The peculiarity of the author’s course is that for the first time in the practice of a national school, it takes labor lessons out of the narrow framework of handicraft and technological training of students and introduces them to the general education system. Conceptual provisions of the course: 1. A feature of the course is its general cultural (worldview, spiritual and moral) orientation, which allows, through the practical activities of students, to form in them a system of knowledge and ideas about the surrounding reality, primarily about the connection between man and the cultural environment he creates with a unified and harmonious nature, about the socio-psychological and socio-historical information content of the world of things, etc. 2. The organization of students’ activities in the formation of spiritual and moral attitudes is carried out from the general to the specific, and in the formation of specific knowledge and methods of work - from the specific to the general.

3. The system of educational tasks is focused on the active work of the student as an integral person, while simultaneously including in the activity his rational-logical and spiritual-emotional spheres. This is achieved by the fact that the tasks included in the textbooks are built on the basis of design art and design activities, and a significant place among them is given to solving problems associated with the independent development of object designs, with the search and embodiment of an artistic image that meets the set conditions. The structure of the textbooks is developed in accordance with the block-thematic principle, which makes it easier for the teacher to plan lessons thematically for the academic year and quarter. The textbook materials not only include the content of each lesson, but also give a fairly clear idea of ​​the methodology for their organization.