Comparison of educational programs in primary schools. Primary school curriculum overview

During the Soviet era, schools offered the only educational program that was established for everyone from above. Since the nineties, the idea of ​​diversity was born in the education system educational programs... Today, schools choose the most popular forms and programs of education, and parents, in turn, choose schools that are suitable for their children. What educational programs are offered today to first graders and their parents?

Primary school program School of Russia - classical general education program

The classic program, known to all students from the Land of the Soviets. There are no exceptions - it is designed for everyone. A little modernized with non-standard tasks and tasks that develop logical thinking, it is easily assimilated by children and does not present any special problems. The goal is to educate the spiritual and moral principle in young citizens of Russia.

Features of the program School of Russia

• Development of such qualities as responsibility, tolerance, empathy, kindness, mutual assistance.
• Instilling skills related to work, health, life safety.
• Creature problem situations to search for evidence, to make assumptions and formulate their conclusions, for the subsequent comparison of the results obtained with the standard.

It is not necessary for a child to be a child prodigy - the program is available to everyone. However, the willingness to work in any situation and the ability to self-esteem come in handy.

Zankov primary school program develops the student's personality

The goal of the program is to stimulate the development of a child at a certain stage of learning, to reveal individuality.

Features of the Zankov system program

• A large amount of theoretical knowledge that is given to the student.
• Fast feed rate.
• Equal importance of all items (there are no primary and less significant items).
• Building lessons through dialogue, search tasks, creative.
• Lots of logical tasks in a math course.
• Teaching the classification of subjects, highlighting the main and the secondary.
• The presence of electives in computer science, foreign languages, economy.

For such a program, an excellent preparedness of the student is required. At a minimum, the child had to attend kindergarten.

Primary school program 2013 Elkonin-Davydov - for and against

Quite difficult, but an interesting program for children. The goal is the formation of theoretical thinking. Learning to change oneself, formulate hypotheses, search for evidence and reasoning. As a consequence, the development of memory.

Features of the Elkonin - Davydov program

• Studying numbers in different number systems in a math course.
• Changes in words in Russian: instead of a verb - words-actions, instead of a noun - words-objects, etc.
• Learning to look at your actions and thoughts from the outside.
• Independent search for knowledge, not memorizing school axioms.
• Considering the child's personal judgment as a test of thought, not an error.
• Slow pace of work.

Needed: attentiveness to the little things, thoroughness, the ability to generalize.

The 2100 Primary School Program develops the intellectual abilities of students

This program is, first of all, the development of intelligence and ensuring the effective integration of the student into society.

Features of the program School 2100

• Most of the tasks are in print format. It is required, for example, to finish drawing something, to enter the desired icon into the box, etc.
• Lots of logic problems.
• Training has several levels - for weak and strong students, taking into account individual development everyone. There is no developmental comparison of children.
• Formation of readiness for work and continuing education, artistic perception, personality traits for successful adaptation in society.
• Teaching the development of a general humanitarian and natural scientific worldview.

The program assumes the elimination of stress factors in the learning process, the creation of a comfortable environment for stimulating creative activity, the interconnection of all subjects with each other.

Comfortable adaptation of first graders with the Primary School program of the 21st century

The program is a gentle training option that has a very long adaptation period for first graders. It is considered the least painful for children. According to the authors, the adaptation of the child occurs only by the end of the first grade, therefore, for the most part, in this period there will be drawing and coloring, a minimum of reading and math.

Features of the Primary School of the XXI century program

• The main focus is on the development of thinking and imagination, in contrast to the classical school curriculum (memory and perception).
• Individual subjects combine with each other (for example, Russian with literature).
• A lot of activities for the collective and team solution of certain problems.
• A large number of tasks, the purpose of which is to relieve stress in children.

Harmony program for primary school - for the diversified development of the child

A program similar to the Zankov system, but simplified.

Features of the Harmony program

• Emphasis on versatile personality development, including logic, intelligence, creative and emotional development.
• Building student / teacher trust.
• Teaching reasoning, building cause-and-effect relationships.
• More complex program in a math course.

There is an opinion that such a program is not suitable for a child who has difficulty with logic.

Prospective Primary School Program - Is It Right for Your Child?

The goal is the development of logic and intelligence.

Features of the Advanced Primary School program

• No need to cram theorems / axioms of modern textbooks.
• Additional extracurricular activities.
• In addition to the main subjects - ten more hours of sports, music, painting.

Superpowers of the child are not required for this program - it will suit anyone.

The Planet of Knowledge program is aimed at developing the creative abilities of children

The main focus is on creative development, humanitarian sciences, independence.

Features of the Planet of Knowledge program

• Writing fairy tales by children and independent creation of illustrations for them.
• Creation of more serious projects - for example, presentations on certain topics.
• Division of tasks into a mandatory minimum and an educational part for those who wish.

Parents are very careful in choosing the school for their first grader. As a rule, they assign an important role in the selection list to training programs. Have you already studied the existing educational programs of elementary school?

Primary School Teaching Programs

Today there are two types of educational programs for primary schools. These are traditional educational programs (School of Russia, Classical Primary School, School 2100, Planet of Knowledge, Harmony, Primary School of the 21st Century, Prospective Primary School and Perspective) and developing educational programs (Elkonin - Davydova and Zankova).

In one school, it is possible to use different training programs in different classes, but, regardless of which training program in primary school applies, all students receive the knowledge that is provided state standard(FSES).

Some traditional educational programs of primary school (for example, School 2100, Primary School of the XXI century or Harmony) have recently been refined in such a way that they also widely use developmental teaching methods, in addition, additional tasks increased difficulty is in any training program, and not only in developmental ones, as is commonly thought.

In this regard, parents should not immediately give preference to developmental programs, categorically rejecting the traditional ones; the choice should be approached responsibly, having weighed all the pros and cons.

Traditional primary school curricula

1. "School of Russia"- the elementary school program, familiar to many, more than one generation studied according to it. After 2000, the content of the program was seriously changed, but the objectives of the training and its goals remained the same.
2. "Harmony"(under the editorship of N.B. Istomina). The name of this project speaks for itself: in this program, priorities in teaching methods and the form of organization of the learning process itself are quite harmoniously defined, and common tasks and goals are highlighted for all subjects. In addition, the training system "Harmony" includes methods of developmental education Zankova L.V. (Natalya Borisovna Istomina also worked according to this system for quite a long time).
3. "Primary School XXI"(under the editorship of N.F. Vinogradova). In this system, special attention is paid to the problem of adaptation of primary schoolchildren at the very beginning of educational activity. This is the only educational and methodological package that includes a parallel program "Learning Activities". The school curriculum for the 21st century also uses developmental teaching methods.
4. "School 2100"(under the editorship of A.A. Leontyev). About 12 years ago, according to this system, teachers began to teach the subject “ Literary reading". Over the years, more and more teachers began to use this program in their work, it has become one of the most widespread. It should be noted that this school program successfully solves the problem of continuity preschool education and education in primary and secondary schools. All textbooks from grades 1 to 7 are stamped by the Ministry of Education of the Russian Federation.

Primary School of the 21st Century and School 2100 Curriculum

Primary school development programs

Zankov's developmental system has a teaching principle that is exactly the opposite of the traditional system. Here, priority is given to the independence of students, who must themselves draw theoretical conclusions based on the tasks offered to them. The acquired knowledge is consolidated through practical exercises.

The peculiarity of this system of education in primary school lies in the rather rapid mastering of the material, with its high level of complexity, while the leading role is given to theoretical knowledge. For example, students learn parts of speech already in the first grade and, thanks to an understanding of systemic relationships, successfully achieve independent comprehension of these concepts.

The system of D.B. Elkonin - V.V. Davydova- one of the controversial developmental systems, which focuses mainly on the development of the depth and unusualness of thinking in the child, paying special attention not so much to the acquired knowledge, but to the ways in which this goal is achieved. So, for example, it is assumed that a student may not remember any previously studied material, but at the same time he must know with the help of what, how to fill this gap in knowledge.

This system is distinguished by the absence of assessing the quality of knowledge, but at the same time the teacher compiles a portfolio of students' creative works (which should reflect their academic performance), and also, for the purpose of control, communicates all the necessary wishes and recommendations to parents.

One of the features of this developing learning system is that children not only study and assimilate school truths, but at the same time comprehend why, for example, twice two will be exactly four, in other words, knowledge of the rules is supported by an understanding of their causes.

The authors of the program for the Elkonin-Davydov elementary school make another emphasis on the development of communication skills in children, giving preference to teamwork. In small groups of 5-7 people, students conduct a kind of research, then discuss their results with the teacher and come to general conclusions.

With all the advantages, a significant disadvantage of the described developmental learning systems of Elkonin - Davydov and Zankov is the lack of their appropriate continuation in the next stages of education in school (middle and senior). Parents who have chosen one of these educational systems for their child should be prepared for the fact that after graduating from primary school, their child will still have to adapt to one of the traditional programs, which can create certain problems in learning.

It is also important to note that when choosing an elementary school, one should pay attention not only to the teaching system used in it. An important role in choosing a school should be played by its equipment, qualifications of teachers and principals, the degree of class comfort, and the quality of knowledge. In this situation, the feedback from the parents of the students can be of great benefit, to which it is worth listening, because regardless of the teaching system used, a good, qualified teacher will give the child everything. necessary knowledge And at the same time, even the most "advanced" developmental system will not help a mediocre teacher.

Primary school programs

One of the main distinguishing features of the modern Russian education system from the Soviet one is a wide variety of primary school curricula. If in Soviet schools all children studied according to the same textbooks (respectively, and according to the same curriculum), today teachers and parents can choose for themselves how the student will receive the necessary knowledge.

One of the main distinguishing features of the modern Russian education system from the Soviet one is a wide variety primary school curricula... If in Soviet schools all children studied according to the same textbooks (respectively, and according to the same curriculum), then today teachers and parents can choose for themselves how the student will receive the necessary knowledge. Therefore, parents of future first-graders will have to choose not only the most suitable school for their child, but also the best, in their opinion, educational program.

And the choice will be really difficult, because today there are different educational and methodological complexes(UMC) are used even within the same educational institution... In other words, everything primary classes in one and the same school they can work according to completely different educational programs. To make your choice at least a little easier, we suggest that you familiarize yourself with an overview of the main primary school educational programs existing today.

Traditional and developmental primary school programs

Everything modern programs primary grades can be roughly divided into traditional and developmental. Please note that we did not accidentally use the word "conditionally". Despite the fact that each of the programs has its own characteristics, they are all based on a developmental-active approach to teaching a child, and the traditional program is just as concerned with the development of the child's personality as the developmental one. Naturally, you may have a reasonable question: "Why, then, do you need to classify training programs if they all solve the same problem?"

The fact is that the concept of "developing curriculum" appeared at a time when all schools received education according to one program. According to some experts, this program did not fully correspond to age and psychological characteristics children. Therefore, they have developed their own learning systems designed not only to provide basic knowledge, but also to develop students' imagination, thinking and memory. As a result, all educational systems alternative to the classical curriculum have received the general name "developmental".

At the same time, other specialists focused their efforts on updating the traditional program in accordance with modern requirements and trends. Thus, the traditional programs currently presented in Russian schools practically do not differ from developing ones, and in some cases even surpass them. It should be noted that both traditional and developmental primary school programs fully meet the requirements of the Federal State Educational Standard.

So, what are the main teaching materials presented in Russian primary schools today?

School of Russia program

The National Education Program is the same program that all schoolchildren of the Soviet era studied according to, albeit with minor changes. The main idea of ​​the program is to create a school for spiritual and moral development. This teaching and learning method is based on problem-search and personality-oriented approaches, and the program module presupposes, first of all, the education of citizens. The program is aimed at developing interest in the history of their country and its significance on a global scale. The most important component of this training program is the development of the child's nature-saving "sense of home", as well as environmental ethics aimed at the moral and spiritual self-development of the student. Designed for average level, so almost every child can master it.

Primary School of the 21st Century Program

One of the most popular educational programs that is used in most regions of Russia. Popularity 21st century primary school programs mostly due to the fact that the authors' team of its developers was awarded the prize of the President of the Russian Federation. The main distinctive feature of this teaching and learning method was the construction of a system of purposeful pedagogical diagnostics primary school students, which allows not only to determine the child's readiness for school, but also to note the strength of the assimilation of the acquired knowledge. The principle of teaching this program is built in accordance with the needs of children, as well as taking into account their individual characteristics and level of socialization. Designed for an intermediate level, so almost every child can master it.

Harmony program

A training program in which the authors have combined the main traditional and developmental teaching methods. The main goal of this teaching material is the comprehensive development of the student and his preparation for further education. The program is aimed at developing the skills of analysis, comparison, classification and generalization of the knowledge gained, therefore, in the classroom, a large number of problem developmental tasks are given, which form the student's ability to think and the ability to draw independent conclusions. Designed for an above average level, so most children can master it.

School 2100 program

Primary school program School 2100 is a personality-oriented system aimed at comprehensive disclosure personal qualities child. The teaching materials are built in such a way that children have the opportunity to assimilate the material. different levels difficulties. The educational materials of the program contain a large amount of additional information that the child can study at will. The main advantage of School 2100 is the continuity and continuity of education. In other words, the program covers all levels school education, from elementary grades to graduation. Designed for high level, therefore, not all children can master it.

: traditional and developing. Each has its own programs inside. The traditional programs include: "School of Russia", "Harmony", "Primary School of the 21st Century", "School 2100", "Classical Primary School", "Prospective Primary School", "Perspective", "Planet of Knowledge". Developing systems include two programs: L.V. Zankov and D.B. Elkonin - V.V. Davydov.

In traditional programs, educational material is presented in such a way that the child follows the path “from simple to complex”. This material is fixed using a large number tasks of the same type, located in the tutorial page by page. Solving them, the child remembers the way to solve problems of this type and uses it confidently. It is this teaching methodology that is criticized for the fact that many children, as a result, do not know how to apply knowledge in non-standard conditions. If the text of the problem is formulated atypically, the child cannot use the existing skill. However, no one doubts the many years of experience and the effectiveness of training in traditional programs.

Learning systems L.V. Zankov and D.B. Elkonin - V.V. Davydov still raise many questions and discussions. Most often there are two reasons for this. The first - in the majority modern schools it is impossible to create the conditions in which these learning systems will work as the authors intended. The second is that there are few enthusiastic teachers who are ready to follow the teaching technology, and without it good results impossible to achieve. The structure of these programs does not imply a clear division into topics, there is no habitual highlighting of the rules that need to be learned, there are no tasks of the same type arranged in a row. These training programs imply completely new approach to the learning process - more creative, requiring children to be active and curious. The teacher does not act as a mentor, but as a friend and helper, guiding the children's train of thought. The purpose of these programs is to teach the child to think outside the box.

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

So, let's take a look at all the programs.

School of Russia program

The traditional program "School of Russia" (edited by A. Pleshakov) has existed for decades. The "School of Russia" is the program by which all Soviet schoolchildren studied. Of course, it has undergone major changes in terms of content, but the learning objectives have remained the same. The most common misconception about this training program is that it is outdated. Far from it. The program has been repeatedly updated since 2000, improved and supplemented. This program allows you to carefully practice the learning skills (reading, writing, counting) that are necessary for successful learning in middle school.

The program solves the following tasks:

· Personal development of younger students;
· Civic-oriented education of primary schoolchildren;
· Formation of globally oriented thinking;
· Providing eco-adequate education.

Textbooks of the "School of Russia" program:

Learning to read and write. Russian alphabet. Goretsky V.G., Kiryushkin V.A., Shanko A.F.

Russian language (2 lines). Zelenina L.M., Khokhlova T.E., Kanakina V.P., Goretsky V.G.

Literary reading. Klimanova L.F.

Mathematics. Moro M.I. and etc.

The world... A.A. Pleshakov

art(2 lines):

· 1st line. L.A. Nemenskaya (grade 1 and grade 4); E. I. Koroteeva (Grade 2); Goryaeva N.A., Nemenskaya L.A., Piterskikh A.S. (Grade 3).

· 2nd line. Shpikalova T.Ya. (1 class); Shpikalova T.Ya., Ershova L.V. (Grade 2 and Grade 4); Shpikalova T.Ya., Ershova L.V., Velichkina G.A. (grade 3).

Harmony 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. This program highlights common goals, tasks for all academic subjects, the priority methods of teaching and forms of organizing educational activities are determined.

The advantages of this program: there is anticipatory learning, the textbooks included in the kit contain a methodological part, with the help of which parents can themselves study and explain the missing topic to the child. The program uses new teaching technologies to develop the child's ability to think logically. It is also noteworthy that the set offers tasks designed for children of different levels of preparedness. But there are also disadvantages: in mathematics, solving problems begins only in the second grade, and test papers offered the same for all classes.

The Harmony program successfully solves such problems as:

· Formation of methods of mental activity - analysis, synthesis, comparison, classification, analogy, generalization;
· priority independent work students;
Active inclusion in cognitive activity by observation, selection, transformation, design;
• maintaining a balance between intuition and knowledge;
· Reliance on the experience of the child;
· The unity of intellectual and special skills.

Textbooks of the "Harmony" program:

Russian language, Literacy training, Primer. M.S. Soloveichik, N.S. Kuzmenko, N.M. Betenkova, O.E. Kurlygina.

Literary reading. O.V. Kubasov.

Mathematics. N.B. Istomina.

The world. FROM. Poglazova, N.I. Vorozheikin, V.D. Shilin.

Technology. N.M. Konysheva.

English... M.Z. Biboletova, E.A. Lenskaya, N.V. Dobrynina and others.

Art. T.A. Koptseva, V.P. Koptsev, E.V. Koptsev

Music. M.S. Krasilnikova, O. N. Yashmolkina, O. I. Nekhaeva

Physical education... R.I. Tarnopolskaya, B.I. Mishin

Primary School of the 21st Century Program

This program is the result of many years of research by a team of employees of the Primary School Center of the Institute of General Secondary Education of the Russian Academy of Education (now ISMO), as well as a number of employees Russian Academy education. Project manager - N.F. Vinogradova, Corresponding Member of the Russian Academy of Education, Doctor pedagogical sciences, Professor.

In this program, the problem of the formation of the educational activity of a younger student is very seriously considered, and this is the only set where there is a parallel program "Educational activity". The material of this program is designed for strong erudite children. With what baggage of knowledge the student will go to high school, depends on the primary school teacher. Therefore, the main goal is to teach the child to learn. It is important that Vinogradova's set realizes the child's right to his own individuality: children are placed in conditions where they can independently acquire knowledge, apply it, reflect, fantasize, and play.

Tasks that the Primary School of the 21st Century program solves:

· Use of visual-figurative thinking, corresponding to children of this age;
· Inclusion of playful teaching methods.

Textbooks of the Primary School of the 21st Century Program

Considering all of the above, the team of authors has created teaching aids for students - textbooks, workbooks. And for a book teacher, guidelines, lesson planning and others. There are special notebooks "Learning to think and fantasize", "Learning to know the world around."

School 2100 program

School 2100, edited by A.A. Leontyev. This program, according to some estimates, is the most widespread. Every year more and more teachers work on this educational program. The main advantage of this program lies in the deep continuity and continuity of education. Under this program, children can study from the age of three and up to admission to a university. All textbooks of the program are built taking into account the psychological specifics of age. Characteristic feature this educational program is next principle: 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. The program teaches children to act independently and is aimed at development logical thinking, speech, imagination, memory.

Tasks solved within the framework of the School 2100 program:

· Continuity and succession of education in all school subjects;
• independent discovery of new knowledge by children;
· Formation of a unified picture of the world;
· Orientation towards creativity in educational activities;
· The opportunity for each child to advance at their own pace.

School 2100 textbooks:

Informatics in games and tasks. A. V. Goryachev, K. I. Gorina, T. O. Volkova.

Primer, Russian language, Recipes. R. N. Buneev, E. V. Buneeva, O. V. Pronina, M. A. Yakovleva.

The world. A. A. Vakhrushev, O. V. Bursky, A. S. Rautian, O. A. Kurevina.

Literary reading. R.N.Buneev, E.V.Buneeva.

Children's rhetoric. T. A. Ladyzhenskaya, N. V. Ladyzhenskaya, R. I. Nikolskaya, G. I. Sorokina.

Mathematics. T. E. Demidova, S. A. Kozlova, A. P. Tonkikh; etc.

Classic Primary School Program

At the heart of the "Classical Primary School" program is an integral system of education for primary schoolchildren, built on unified psychological and pedagogical foundations.

Why is the proposed model of teaching younger schoolchildren classical? Because it is based on the classical principles of didactics, the most important theoretical propositions developed and tested by many years of practice. The classical elementary school is an integral system of teaching younger students, built on a single psychological and pedagogical foundations.

Tasks solved within the framework of the program "Classical primary school":

· To form knowledge, abilities, skills and even qualities of the child's personality, corresponding to the individual needs of each and necessary for their future life.

Textbooks of the program "Classical primary school":

Literary reading. Reading and Literature. Dzhezheley O.V.

Russian language. Ramzaeva T.G.

Mathematics. Alexandrova E.I.

The world. Peace and man. Vakhrushev A.A. and etc.

The world. Introduction to history (grade 3-4). Saplin A.I., Saplina E.V.

Art. Kubyshkina E.I., Kuzin V.S.

Technology. With your own hands. Malysheva N.A.

Music. Kichak T.N., Aleev V.V.

Advanced Primary School Program

The main idea of ​​the "Prospective Primary School" program is the optimal development of each child based on pedagogical support of his individuality (age, abilities, interests, inclinations, development) in the 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.

Pedagogical support of a child's individuality in learning brings to the fore the problem of the relationship between learning and development. The system of assignments of different levels of difficulty, the combination of the child's individual learning activity with his work in small groups and participation in club work allows to provide conditions under which learning goes ahead of development, that is, in the zone of proximal development of each student based on taking into account the level of his current development and personal interests. What the student cannot do individually, he can do with the help of a classmate or in a small group. And what is difficult for a specific small group becomes understandable in the process of collective activity. High degree differentiation of questions and tasks and their number allow the younger student to work in the conditions of his actual development and create opportunities for his individual advancement.

Prospective Primary School textbooks:

ABC. Agarkova N.G., Agarkov Yu.A.

Russian language. Churakova N.A., Kalenchuk M.L., Malakhovskaya O.V., Baikova T.A.

Literary reading. Churakova N.A.

Mathematics. Chekin A.L.

The world. Fedotova O.N., Trafimova G.V., Trafimov S.A., Tsareva L.A.

Music (grade 1-2). Chelysheva T.V., Kuznetsova V.V.

Technology. Ragozina T.M., Grineva A.A., Golovanova I.L., Mylova I.B.

Informatics (grades 2-4). Benenson E.P., Pautova A.G.

Perspective program

The Perspective program was created on the basis of reflecting modern achievements in the field of psychology and pedagogy, while maintaining a close connection with the best traditions of classical school education. The program ensures the availability of knowledge and high-quality assimilation of the program material, the all-round development of the personality of a younger student, taking into account his age characteristics, interests and needs.

Tasks educational system"Perspective":

· The formation of the ability to learn, the inclusion of each child in independent cognitive activity;
· Changing the teaching method from explanatory to activity-based;
· Development of logical and figurative thinking, imagination, intuition;
· The formation of a system of values ​​of humanism, creation, self-development, morality as the basis for successful self-realization in life.

Perspective textbooks:

- Russian language. ABC. Klimanova L.F., Makeeva S.G., Babushkina T.V.

- Literary reading. Goretsky V.G., Klimanova L.F., Vinogradskaya L.A., Boykina M.V.

English 2-4 grade "English in focus" ("Spotlight") and "Starlight" ("Starlight"). Dooley D., Bykova N.I., Evans V., Pospelova M.D., Baranova K.M., Kopylova V.V., Milrud R.P.

– German Grade 2-4. Ryzhova L.I., Fomicheva L.M., Bim I.L.

– Spanish language Grade 2-4. Bukharova Yu.A., Voinova A.A., Moreno K.V.

– French Grade 2-4. Beloselskaya T.V., Kasatkina N.M., Beregovskaya E.M.

- Mathematics. "I am learning to learn." Guseva A.V. Peterson L.G.

- Computer science. Semyonova A.L., Rudchenko T.A.

- The world. Novitskaya M.Yu., Pleshakov A.A.

- Music. Sergeeva G.P., Kritskaya E.D., Shmagina T.S.

Planet of Knowledge Program

The main feature of this program lies in its integrity - in the unity of the structure of textbooks, in the unity of forms educational process, in the unity of the educational schemes used, in the unity of the end-to-end lines of standard assignments, in the unity of approaches to the organization of educational and extracurricular activities.

An important role in the formation of universal training activities plays general structure all textbooks in the kit. The route sheets that precede each topic clearly represent the learning tasks facing younger students. Highlighting the invariant and variable content of the material on the pages of textbooks, a multi-level system of tasks provide the ability to organize educational process taking into account the contingent of students, creating individual educational trajectories.

Tasks of the educational system "Planet of Knowledge":

· The ability to solve creative problems at the level of combinations and improvisations;
· Work with educational, fiction and popular science texts;
Master the initial search skills necessary information;
Independently establish the sequence of actions for the solution learning task;
· Determine the methods of monitoring and evaluating activities;
· Determine the causes of emerging difficulties and ways to eliminate them;
· The ability to negotiate, distribute work, evaluate the overall result of activities and their contribution to it.

Textbooks of the "Planet of Knowledge" program:

- Teaching literacy and reading. Primer. Andrianova T.M.

- Russian language. Andrianova T.M. and Ilyukhina V.A. (Grade 1), Zheltovskaya L.Ya. (2-4 grade) -

- Literary reading. E.E. Katz

- Mathematics. Bashmakov M.I., Nefedova M.G.

- The world. Potapov I.V., Ivchenkova G.G. (Grade 1-2), Ivchenkova G.G., Potapov I.V., Saplin A.I., Saplina E.V. (3-4 class).

- English language (grades 2-4). Larkina S.V., Goryacheva N.Yu., Nasonovskaya E.V.

- Music. Baklanova T.I.

- Fine arts (1-2 grade). Sokolnikova N.M., Lomov S.P.

- Technology (class 1). E.A. Nefedova, O.V. Uzorova

Zankov system

Zankov's system relies on the independence of the student, his creative comprehension of the material. The teacher does not give out the truth to schoolchildren, but makes them "dig" for themselves. The scheme here is the opposite of the traditional one. Examples are given first, and the students themselves must draw theoretical conclusions. The assimilated material is also fixed practical tasks... The new didactic principles of this system are rapid mastery of the material, a high level of difficulty, the leading role of theoretical knowledge, passing teaching material"In a spiral".

For example, schoolchildren already in the first year of study are introduced to the concept of "Parts of Speech", and they must come to understand these concepts on their own. The program is aimed at the comprehensive development of the child, it teaches children to get information on their own, and not get ready-made information.

Learning objectives for the Zankov system:

· Formation of an integral wide picture of the world by means of science, literature, art;
· Creation of conditions for the awareness of the learning process by each student;
· Implementation of active forms of cognition: observation, experiments, discussion;
· Actualization of the practical significance of the studied material for students;
· Development of information culture - carrying out research and design work.

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

In this program special place is given to theoretical knowledge and the logical side of learning.

The level of the subjects taught is extremely difficult. The Elkonin-Davydov training system assumes 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 own actions and the point of view of partners. This system is suitable for those who want to develop in a child not so much the ability to analyze as the ability to think in an unusual way, deeply.

In this system, however, the lack of marks can scare off. But experts assure that everything is under control: teachers communicate all the necessary recommendations and wishes to parents and collect a kind of portfolio creative works students. It serves as a performance indicator instead of the usual diary.

In the Elkonin-Davydov system, the emphasis is not on the result - the acquired knowledge, but on the methods of their comprehension. In other words, the student may not remember something, but must know where and how, if necessary, to fill this gap. Another feature: children 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 an understanding of their causes, of course, is held firmly in the head.

Tasks solved by the Elkonin-Davydov system:

· Creation of a comfortable learning atmosphere (lack of marks: assessment of students' work is carried out at a qualitative level in the form of recommendations);
· Children do not overwork, overloading their memory with numerous new information;
· Development of the ability to think in an unusual way, to think deeply.