Yandex education primary school umk perspective reading. Features of umk "perspective primary school". Basic principles of "Perspective" for primary grades

December 2012 Russian legislation was adopted by the Federal It is considered the main regulatory legal act in the field of education.

General education in Russia

Education in our country is aimed at personal development. And also in the learning process, the child must learn basic knowledge, skills and abilities that will be useful to him in the future for adaptation among people and the right choice profession.

General education levels:

preschool;
general primary (grades 1-4);
basic general (grades 5-9);
general secondary (grade 10-11).

Thus, it becomes clear that education in Russia is divided into 2 types:

preschool - children receive it in kindergartens and schools;
school - from grades 1 to 11, children study in educational institutions, schools, lyceums, gymnasiums.

Many children, coming to grade 1, begin to study according to educational program"Primary School Perspective". There are different reviews about it, teachers and parents discuss the program in various forums.

The main provisions of the program include all the requirements state standards about primary general education. The basis was a systemic-active approach to the development of a child's personality.

Prospective Primary School Program in Grade 1

The opinions of parents and teachers in elementary school about the Perspective program are versatile, but in order to understand its whole essence, you need to get to know it in more detail.

What the program learns:

philology;
mathematics;
informatics;
Social Studies;
art;
music.

A child, studying the program, as a whole, can form his own opinion about the environment and get a complete scientific picture of the world.
There are a number of textbooks in the Perspective program. Among them:

Russian language - alphabet;
literary reading;
maths;
informatics and ICT;
the world;
foundations of religious cultures and secular ethics;
art;
music;
technology;
English.

All textbooks that are part of the "Prospective Primary School" curriculum have passed certification for compliance with the Federal State Educational Standard of the LEO. And they were recommended by the Ministry of Education and Science for use for teaching children in educational institutions.

The main task of the entire Prospective Primary School program is the full development of the child based on the support of teachers for his individual characteristics. At the same time, the program is designed so that each student will be able to visit different roles. Thus, at one time he will be a student, at another he will be a trainer, and at certain moments he will also be an organizer of the educational process.

Like any program, Prospective Primary School has its own principles for teaching children. The main ones are:

the development of each individual child must be continuous;
in any situation, the child must formulate a holistic picture of the world;
the teacher must take into account the characteristics of each student;
the teacher protects and strengthens the physical and mental state of the child;
a student for education should receive a clear example.

The main properties of the program "Perspective"

Completeness - at the time of learning, the child learns to find data from different sources. Such as a textbook, a reference book, the simplest equipment. Children develop skills business communication, since the program has developed joint tasks, work in pairs, solving problems by small and large teams. The teacher, while explaining new material, uses several points of view about one task, this helps the child to consider the situation from different angles. The textbooks contain main characters who help children learn to perceive information while playing.
Instrumentality - specially designed mechanisms for children that help to put the acquired knowledge into practice. It was made so that the child could, without outside help, look for the necessary information not only in the textbook and dictionaries, but also outside them, in various teaching aids.
Interactivity - each textbook has its own Internet address, thanks to which the student can exchange letters with the heroes of the textbooks. This program is used mainly in schools where computers are widely used.
Integration - the program is designed so that the student can get a big picture of the world. For example, in the classroom of the surrounding world, the child will be able to acquire the necessary knowledge from different areas. Such as natural science, social science, geography, astronomy, life safety. And also the child receives an integrated course in literary reading lessons, since there the teaching of language, literature and art is included in the basis of education.

The main features of the program "Perspective"

For teachers, the developed teaching aids have become great helpers, since lesson plans are detailed in them. Most of the parents and teachers are satisfied with the program.

Peculiarities:

in addition to textbooks for each subject, a reader is attached, a workbook, an additional methodological manual for the teacher;
the course for schoolchildren consists of two parts. In the first part, theoretical lessons are offered to the teacher, while the second part helps the teacher to build a lesson plan separately for each lesson. And also in the methodological manual there are answers to all the questions that are asked in the textbook.

It should be understood that education in primary school is very important process, in which the child builds the foundation for all subsequent learning. The curriculum "Perspective Primary School", reviews confirm this, has many positive aspects. The child is quite interested in gaining new knowledge.

How do authors see the perspective of their program?

When developing the program, the authors sought to include in it all the key points that will help the child in later life. Indeed, just in elementary school, children must learn to comprehend the correctness of their actions, to get a more complete picture of the world around them.

In our time, virtually all school programs are aimed at personal development. Perspective is no exception. Therefore, as teachers say, who are faced with the work on this program, there is nothing complicated in it. The main thing is that the child does not only study at school, but also at home.

Is it worth learning according to this system?

Whether or not to go to school with the Prospective Primary School program is up to each parent to decide for themselves. In any case, the child should receive primary education.

Teachers try not to leave negative comments about the Prospective Primary School program, as they will continue to work with it. But the opinions of the parents are ambiguous, some like it, some don't.

What you need to know about the Perspective program:

the program is designed very close to the traditional one;
should help the child to become independent;
parents will not be able to relax; throughout the entire education, the child will need their help.

A little about the "Promising elementary school"

If a student enters a primary school in the Perspective program, feedback for parents very often becomes a powerful argument to think about whether he can understand all aspects of learning.

The entire program is one large system of interconnected subroutines. At the same time, each discipline is a separate link and is responsible for a certain direction in the activity. For many parents, feedback on the Primary School Perspective curriculum helps them assess their capabilities and their child's abilities.

the child must be ready to develop independently;
the child must comprehend and understand the basic values in life;
it is necessary to motivate the child to learn and learn.

For many parents, these goals seem irrelevant and rather difficult for first grade students. That is why the reviews about the "Perspective" training program (primary school) are far from unambiguous. Some people like textbooks and the material presented in them, some don't. But this is true for all tutorials. Each of them has its pluses and minuses, and the task of the parents is to understand what is more.

If we consider the programs1 "Prospective primary school", grade 1, the reviews of the authors will help to understand the principles on which the entire educational process is built. What are the creators hoping for?

The greatest attention is paid to personality development in this program. The child must understand which of the human values should be above all.
Education of patriotism. A child from childhood should be hardworking, respecting human rights and freedoms, show love for others, nature, family, and the Motherland.
Combining the cultural and educational process. Protection of national culture and understanding of the importance of all cultures, different nations for the entire state as a whole.
Self-realization of personality. The child should be able to develop independently and participate in various creative tasks.
Formation of the correct point of view and general picture of the world.
One of the main goals is to help the child learn to live in society with other people.

From the feedback on the Primary School Perspective program, you can understand how completely different children learn information and how adaptation goes in school. It should be noted that this largely depends on the teacher (sometimes much more than on the program).

Achievements of schoolchildren

Primary school under the "Perspective" program, reviews of employees of the Ministry of Education confirm this, contributes to the harmonious development of students.

Achievements:

In metasubject results - students are quite easy to master
In objective results, children learn new knowledge and try to apply it based on the general picture of the world.
Personal results - students easily independently study and find the necessary material.

These are the main achievements towards which the Primary School with the Perspective program is directed. Reviews about the project are often positive, as parents notice changes in children in better side... Many become much more self-reliant.

School Program "Primary School Perspective": Feedback from Teachers

Despite the fact that the "Perspective" program appeared relatively recently, many teachers are already working on it.

Feedback on the Prospective Primary School (Grade 1) program from teachers is very important for parents. Since they work with her and know all the pitfalls that will have to be faced.

With the appearance in the learning process of a large number of school programs for primary school, it is impossible to say unequivocally which one will be better. So in "Perspective" there are both minuses and pluses.

The teacher's pluses include teaching aids for teaching lessons. They are divided into two parts, in one of which there is theoretical material, in the other - a detailed plan of teaching lessons for the school curriculum "Primary School Perspective".

Every parent wants his child to receive a good education. Teachers make a great contribution to learning, but the school curriculum chosen by the director is of no small importance. Today, the "Perspective" program is becoming more and more popular, reviews of which are written by many institutions of secondary education.

"Complete assembly"

EMC, that is, an educational and methodological complex, is the name of the program "Perspective". Feedback from teachers and researchers suggests that the training period includes all the latest developments in the field of pedagogy and psychology. At the same time, special emphasis is placed on preserving the old, one might say, Soviet traditions of education, which were recognized as the best of their kind. EMC is a combination of classics with new trends in teaching.

Pay attention to the fact that "Perspective" is a school curriculum (reviews of which are interesting to every parent), which combines the modern requirements of society, which are tacitly presented to the child along with the cultural and historical development of society.

Thanks to the introduction of a new methodological complex, each child will have an understanding of the material. Over time, the workload in educational institutions increases. In light of the fact that children have different mental abilities, new forms of education will make educational material accessible to any child. As a result, a concise and understandable presentation of theoretical knowledge will help to significantly increase the level of education in small groups - classes, which will lead to mass interest in continuing education.

Another positive point is that not only the formation of theory is influenced by the program "Perspective" (primary school). Feedback from teachers who have experience in implementing a complex of training indicate that the system is aimed at developing the child's personal qualities. The training complex takes into account his age characteristics, interests and needs corresponding to the given period.

The presence of a set of textbooks implies the program "Perspective". Parents' comments indicate that they are somewhat more expensive than others, but they fully justify themselves. The development of each educational publication was carried out by a team of scientists in the pedagogical field. Representatives of the Russian Academy of Sciences were involved; Federal Institute for the Development of Education, as well as the Russian Academy of Education. Of course, the publishing house "Enlightenment" is a direct participant in the creation of textbooks. The set of literature meets all the criteria for a second generation education.

The need to create

What is the reason that gave rise to the need to create a new educational complex second generation? First of all, the primary factor is the social needs that have arisen in the process of the transition of society from industrial to post-industrial. Here it is necessary to mention the formation of the information type of human life, where the emphasis is on scientific potential. Thus, the program at the "Perspective" school, the reviews of which we are considering, is aimed at innovative knowledge that will give new inventions to humanity in the future.

Another factor is the surprisingly high rate of technological progress. Please note that cell phones appeared only in the early 2000s, but after a couple of years they were already transformed into the most powerful minicomputers. Historical experience shows that scientific discoveries separated by years, decades, now the situation has changed radically. Information development concerns absolutely all areas public life... Any type of production boasts patented technologies that are constantly being improved.

The age has come for the rapid implementation of any idea into reality. As a consequence of this progress, there is a need for continuous updating of theoretical knowledge. Accordingly, the education system provides not only an educational foundation, but also allows the individual to adapt to the constant flow of updated information. Each schoolchild will receive the "Perspective" curriculum, reviews of which were left by both the developers and scientists of the pedagogical field, and will present the skill of "fast learning" in any situation and in any industry.

The essence of the new requirements

The "Perspective" program for children is presented with a difficult set of knowledge. Reviews of many parents indicate that the textbooks contain a lot of that information that, in their opinion, is not needed by the child. And the essence of such high requirements of the second generation training complex is as follows.

First, as mentioned earlier, theoretical knowledge must be constantly improved and updated, while creating a powerful foundation. The modern world dictates harsh conditions. It is possible that former schoolchildren will need specific knowledge in the field of psychology, social life as well as the professional field. The complex of training teaches children to independently search for the necessary knowledge. Thus, the person will be prepared for various changes, including unfavorable ones, for example, dismissal and search new job that a person has never encountered. You ask, why does the child need this? The answer is simple! It is in childhood that all the most important life skills are formed. So, from an early age, a child prepares to think productively and open up his talented personality to the world.

New factors of personality are opened by the program "Perspective". Reviews of the training complex indicate a change in the meaning of the training system as a whole. Several decades earlier, the emphasis was solely on the assimilation of theoretical knowledge. Now this position divides the pedestal with the development of creative and mental abilities. Now there is a bright paradigm of transition from theory to personality development. Goal qualitatively new system training is to activate socially significant skills and qualities along with the acquisition of knowledge and social experience. It is important not just to teach, it is important to be able to learn!

Tasks of the new teaching materials (educational and methodological complex)

Like any complex of training, a number of fundamental tasks contains the school curriculum "Perspective". Feedback from parents, as mentioned earlier, speaks of an emphasis on harmonious and comprehensive personal development. In the process of mastering subjects, the spiritual, aesthetic, moral principles of the student develop. As for the specifics, the main tasks of the teaching materials are:

General development. This task is to form the image of the world. In the process of implementing this stage, each student learns the basic postulates of modern society, learns communication, pays attention to certain patterns, for example, actions and their consequences. In addition, the student develops an artistic image of the perception of things.
Personal development. This task is very extensive and allows you to form unique qualities in a student - a citizen of Russia. So, the student learns his indispensability, gains self-confidence, tries to use those skills that are not so pronounced in other students, to develop talents. Personality education also includes a focus on the creation of a civil society. This means that from the very childhood in the child those concepts and values are formed that are inherent in this type of society. In the course of the implementation of the task, the student gradually learns to make his own and independent choice, as well as to take responsibility for it. The skills of mutual respect of other people, the ability to successfully adapt in a team, and also to be tolerant both to their negative qualities and to other people are formed.
Cognition. It is always interesting to study "life subjects", the teaching of which is based on real situations. This is exactly what the "Perspective" program (1st grade) is focused on. Feedback from teachers, scientists, parents suggests that children develop an interest in life, in knowledge, in everything new. This task makes it possible to effectively link the experience of life situations, which children received at such an early age, with the theoretical knowledge of the textbook. The development of cognition allows you to develop the child's creative potential, artistic thinking, as well as forms of behavior in non-standard situations.
Educational activities. Of course, along with personal development, no one canceled the acquisition of the required basic theoretical knowledge. So, in parallel with the creative beginning, the ability (namely the ability!) To receive and assimilate knowledge is formed, turning it into skills. It also develops the ability for continuous self-improvement.
Communication. Without communication in the modern world, one cannot build a career or get a good position. The "communication" task implies the formation of the skill of self-organization and the construction of interpersonal communication.

"Skills"!

A theory is useless if its application is not found in practice. The “Perspective” program (initial) helps to form certain skills. Feedback and reviews from developers reveal a number of skills that will be used by students in the future:

Communication.

This skill is aimed at shaping and staging one's own speech. Agree if you cannot correctly and clearly form own thoughts, then you are unlikely to be interested in a company with a vacant position. In the process of developing the skill, the student learns to understand the speech of a friend, as well as to control his statements. Moreover, each child is taught to form phrases, depending on the situation and the tasks set, as well as to perceive from the general flow of information the one that he really needs.

Modeling.

Building plans and behavior models will help not only organize activities, but also achieve high results both in the learning process and at work in the future.

Logics.

Building correct, competent behavior is possible with a certain amount of experience. Here, students learn to compare situations, gain experience that is useful for themselves, and also choose the decision that will most favorably affect the future.

As you noticed, the Perspective program, reviews of which are gradually filling the education system, creates universal skills that will be useful not only within the walls of an educational institution, but also in student life, as well as in the process of work.

Where without principles: humanism

A number of principles include Perspective, a primary school curriculum. Scientific reviews from teachers allow us to form the basic postulates on which the EMC is based.

The humanistic principle implies the all-round development of the personality in order to ensure a favorable future for the child. Along with this given, the principle implies the creation of favorable conditions for learning and personality formation. Each student is guaranteed the protection of his rights, recognition of the value of his personality, as well as respect for dignity. is implemented, regardless of the material security of the family, as well as the social status of the child, his nationality and race.

The essence of the principle of historicism

The principle under consideration involves the study of subjects in the light of the cultural and historical development of society. The content of each discipline is based on the basic provisions, which have successfully proven themselves over the course of several centuries. A striking example is the structured presentation of the material, taking into account the laws of logic. In addition, historicism implies linking theoretical knowledge with practical experience. The teacher should contribute to the visualization of the material in the mind of the child.

Communication principle

An important element of teaching materials is communication, which includes the program "Perspective" (primary school). Feedback from parents allows us to judge the improvement of the child after several months of training on the program in question.

The communicative principle is considered in several aspects. First, it acts as a subject of special study. In this case, the emphasis is on speaking and writing, communication, the ability to listen and understand a partner. Communication also implies the skill of skillfully resolving conflict situations. Secondly, in the process of communication between the student and the teacher, the emphasis is on fostering a culture of communication.

Creative activity

What direction of personality development does without a creative component? First of all, this principle implies the encouragement of creativity and non-standard problem solving. This kind of activity presupposes active participation in teams, performances, interaction with the team in the process of solving a creative problem: forming a scene, staging a performance, and so on.

The Perspective (Initial) curriculum has, as we have found, mostly positive reviews. The above principles and tasks are implemented by each teacher educational institution responsible for educating the younger generation.

All training features are revealed in additional materials: annexes and explanatory notes that are advisory in nature. The first generation of children in the elementary school has already passed training in the teaching and learning method and, it should be noted, gave the first fruits. Children successfully pass the transfer exams, as well as have decided on their future profession, and have begun to better orient themselves in difficult life situations. Considering that every child in the future needs to pass not a single dozen exams, not only educational, but also life, then "Perspective" is focused on educating a smart generation.

Conceptual provisions of a developing student-centered learning system "Promising elementary school" correlated with the requirements of the Federal State Educational Standard of Primary General Education (hereinafter referred to as the Standard).

All of the following provisions found their development in the didactic principles of the developing personality-oriented learning system "Perspective primary school" and in the typical properties of the educational and methodological kit (TMC) that implements this system.

The Standard is based on the system-activity approach, which assumes:

education of personality traits that meet the requirements of the information society on the basis of respect for the multinational, multicultural and polyconfessional composition of the Russian society;
orientation towards educational results as a system-forming component of the Standard, where the development of the student's personality on the basis of mastering universal educational actions (ULE), cognition and mastering of the surrounding world is the goal and the main result of education;
guaranteed achievement of the planned results of mastering the basic educational program of primary education;
recognition of the decisive role of the content of education, the ways of organizing the educational process and the interaction of participants in the educational process in achieving the goals of the personal, social and cognitive development of students;
ensuring the continuity of preschool, primary general, basic and secondary (complete) general education;
taking into account the individual age, psychological and physiological characteristics of students, the role and significance of activities and forms of communication to determine the goals of education and upbringing and ways to achieve them;
a variety of organizational forms and taking into account the individual characteristics of each student (including gifted children and children with disabilities health), ensuring the growth of creative potential, cognitive motives, enrichment of forms of interaction with peers and adults in cognitive activity (see Federal State Educational Standard of Primary General Education. - M .: Education, 2010, p. 4).

The main tasks of primary general education: development of the student's personality, his creative abilities, interest in learning, the formation of the desire and ability to learn; education of moral and aesthetic feelings, emotional-value positive attitude towards oneself and others.

The solution to these problems is possible if we proceed from a humanistic conviction based on the data of educational psychology: all children are able to successfully study in elementary school if we create for them the necessary conditions... And one of these conditions is a personality-oriented approach to the child based on his life experience.

The proposed teaching kit(UMK) "Perspective primary school" proceeds from the fact that a child's EXPERIENCE is not only his age, but also that image of the world, which is determined by his rootedness in the natural-objective environment. The EXPERIENCE of the child (the addressee of the UMC), which is important to consider, is not only the experience of urban life with a developed infrastructure, various sources of information, but also the experience of rural life - with a natural rhythm of life, preserving an integral picture of the world, and remoteness from large cultural sites.

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

The concept that underlies the creation of a set of textbooks for grades 1-4, of course, could not have appeared without generalizing the experience of the functioning of those sets that are popular and effective today in primary school. These are, first of all, sets of textbooks on developing systems of education by L.V. Zankova, D.B. Elkonina-V.V. Davydov, a set of textbooks "School of the XXI century" edited by Academician N.F. Vinogradova, a set of textbooks "Harmony". Taking into account only strengths in all directions, it became possible to develop the concept of teaching materials "Perspective primary school" and create a new educational and methodological set.

The main idea of the teaching and learning method "Perspective primary school" is the optimal development of each child on the basis of pedagogical support of his individuality (age, abilities, interests, inclinations, development) in a specially organized educational activity, 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 providing conditions under which training is in progress ahead of development, that is, in the zone of proximal development of each student on the basis of 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.

A high degree of differentiation of questions and tasks and their number allow a younger student to work in the conditions of his current development and create opportunities for his individual advancement.

the formation of the cognitive interests of schoolchildren and their readiness for self-educational activity based on taking into account individual inclinations to study one or another subject area; development of mental abilities, creative thinking; fostering a sense of respect for erudition and subject competence;
education of socio-psychological adaptation to the educational process and to life in a team: willingness to take responsibility for oneself, make decisions and act, work in a team led and lead, communicate both in a team of peers and with elders, criticize and not be offended by criticism, help others, explain and prove your own opinion;
upbringing physical culture junior schoolchildren: awareness of the value healthy way life, understanding the harm of alcohol and drugs, raising awareness in different areas of physical culture, ensuring life safety;
the formation of the aesthetic consciousness of junior schoolchildren and artistic taste: the aesthetic ability to feel the beauty of the surrounding world and understand the meaning and beauty of works of artistic culture; education of aesthetic sense;
social and moral education of schoolchildren: the development of natural inclinations to sympathize and empathize with their neighbors, the formation of the ability to distinguish and analyze their own emotional experiences and the states and experiences of other people; fostering respect for the opinions of others, developing the ability to communicate in society and family, familiarity with ethical norms and their cultural and historical conditioning, awareness of their value and necessity.

Main content Educational complex "Perspective primary school" consists of such educational areas as philology, mathematics, computer science, natural science and social studies, art, music education.

The curriculum for each subject is based on an integrated framework that reflects the unity and integrity of the scientific picture of the world.

The author's team of the project set itself the task of creating such a teaching method, which systematically takes into account the modern DIFFICULTIES and ADVANTAGES OF THE EDUCATIONAL PROCESS IN THE PRIMARY SCHOOL. Moreover, as mentioned above, it means that this is not only a city school, but also a school located in the countryside.

In the selection of educational material, the development of the language of presentation of the material, the development of the methodological apparatus of the set, the following were taken into account provisions:

the age of the student (a first grader can be either six or seven or eight years old);
different level of his development (a student who did not attend kindergarten, often comes to school with unformed sensory standards);
topographic affiliation of the student. This is not only an urban, but also a rural student. Consequently, it is necessary to take into account the life experience of a schoolchild living both in urban and rural areas. It is advisable to select a material that takes into account not only what a rural student is deprived of in comparison with an urban one, but also the advantages that life in rural areas gives: the richest natural environment, a holistic image of the world, rootedness in a natural-objective environment, natural rhythm of life, folk traditions and family life, as well as a high degree of social control;
different levels of Russian language proficiency. This is not always a schoolboy who is a bearer of the Moscow pronunciation norm, and not always a schoolboy whose only language of communication is Russian. This, as a rule, is a student with a lot of speech therapy problems;
features of the worldview of a student who often communicates with one carrier of knowledge - his teacher. The different occupancy of the class was also taken into account. This educational and methodological kit is intended not only for a student studying in a class with a full occupancy, but also for a student of a small and small school.

Basic principles of the concept "promising primary school"

The principle of continuous general development of each child presupposes the orientation of the content of primary education to the emotional, spiritual, moral and intellectual development and self-development of each child.

It is necessary to create such learning conditions that will provide a "chance" for each child to show independence and initiative in different types educational or club activities.

The principle of the integrity of the picture of the world presupposes the selection of such educational content that will help the student to maintain and recreate the integrity of the picture of the world, will ensure the child's awareness of the various connections between his objects and phenomena.

One of the main ways to implement this principle is to take into account interdisciplinary connections and the development of integrated courses in the Russian language and literary reading, the surrounding world and technology.

The principle of taking into account the individual capabilities and abilities of schoolchildren focused on constant pedagogical support of all students (including those who, for one reason or another, cannot master all the presented educational content). Consequently, it is necessary to preserve the multilevel representation of knowledge during all years of primary education. Fulfillment of this requirement became possible in the context of the introduction of the Federal component of the state standard for general education.

The standard provides every child with the opportunity to master the entire content of education at the compulsory minimum level. At the same time, the "Requirements for the level of training of students who graduate from primary school" have been defined, which fix a satisfactory level of education.

Principles of Strength and Visibility. These principles, on which the traditional school has been based for centuries, implement the leading idea of the educational and methodological set: THROUGH the consideration of the PRIVATE (specific observation) to the understanding of the GENERAL (comprehension of the pattern), from the GENERAL, i.e. from the comprehended regularity, to the PRIVATE, i.e. . to the method of solving a specific educational problem. The very reproduction of this two-stage system, its transformation into a mechanism of learning activity in the conditions of VISUAL learning is the basis for the implementation of the principle of STRENGTH.

The principle of strength presupposes a well-thought-out system of repetition, that is, repeated return to the material already covered. However, the implementation of this provision on the basis of the constant development of the student leads to a fundamentally new special structure of teaching materials textbooks.

The implementation of the principles of strength and developmental learning requires a well-thought-out mechanism that meets the leading idea: each next return to the particular is productive only if the stage of generalization has been passed, which gave the students a tool for the next return to the particular.

For example, algorithms for subtraction, addition, multiplication, column division are first "discovered" by schoolchildren on the basis of appropriate actions with numbers in a line. Then they are formulated as regularities and, finally, are used as mechanisms of the corresponding mathematical operations. In the "World around": from the set of animals (plants), for one reason or another, separate groups are distinguished, then each newly studied animal (plant) is correlated with famous groups... In "Literary Reading": one or another literary genre is singled out, and then, when reading each new text, its belonging to one of the genres of literature is determined, etc.

The principle of protection and strengthening of mental and physical health children. The implementation of this principle is associated with the formation of habits for cleanliness, order, neatness, adherence to the daily routine, to create conditions for the active participation of children in recreational activities (morning exercises, dynamic pauses during classes at school, excursions to nature, etc.).

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

Typical properties of the methodological system: completeness, instrumentality, interactivity and integration

COMPLETENESS as a typical property of teaching materials, first of all, the unity of the installation for the formation of such general educational skills as the ability to work with a textbook and with several sources of information (textbook, reference books, the simplest equipment), business communication skills (work in pairs, small and large teams). In addition, the methodological apparatus of all textbooks corresponds to the system uniform requirements... This is the exchange of information between textbooks. Demonstration of at least two points of view when explaining new material. Going beyond the textbook into the dictionary area. The presence of an external intrigue, the heroes of which are often brother and sister (Misha and Masha). General method of PROJECTS.

INSTRUMENTALITY- these are subject-methodological mechanisms that contribute to the practical application of the knowledge gained. This is not only the inclusion of dictionaries for various purposes in all textbooks, but also the creation of conditions for the need for their use in solving specific educational problems or as an additional source of information. This is a constant organization of special work to search for information within the textbook, the kit as a whole and beyond.

In addition, instrumentation is also a requirement for the use of the simplest tools in the educational process (magnifying glasses, frames, rulers, compass, thermometer, colored pencils as markers, etc.) for solving specific educational problems. Instrumentality is not only the organization of the student's use of various instruments in all lessons, but also the preparation of "tools" in technology lessons for others.

Instrumentality is also a tool for perceiving reality (creating conditions for children to express two equal points of view, to work with several sources of information).

Instrumentality is also the maximum placement of the methodological apparatus in the body of the textbook, designed for both individual assignments and pair or group work; differentiation of educational tasks focused on the multilevel development of schoolchildren. This is a unified system of special emphasis on educational material in all textbooks.

INTERACTIVITY- a new requirement for the methodological system of a modern educational package. Interactivity is understood as the direct dialogue between the student and the textbook outside the lesson through access to a computer or through correspondence. The Internet addresses in the textbooks of the set are designed for the future development of the conditions for using a computer in all schools and the ability of schoolchildren to access these modern sources of information. However, since for many schools the use of Internet addresses is a prospect, the Teaching Materials Committee builds a system of interactive communication with schoolchildren through a systematic exchange of letters between textbook heroes and schoolchildren.

The psychological characteristics that characterize the heroes of textbooks are so convincing that they inspire confidence in students and the desire to communicate (correspond) with them. Those students who are experiencing a deficit of impressions and communication and need additional emotional support join the club and carry on active correspondence with the heroes of the textbooks. This, as shown by the experiment, is every fourth student in the class.

Interactivity is also a requirement for the implementation of interactive projects within such educational areas as "Language and Literary Reading" and "Natural Science. Social Science "and" Technology ".

INTEGRATION- the most important basis for the unity of the methodological system. This is, first of all, an understanding of the conventionality of a strict division of natural science and humanitarian knowledge into separate educational areas, the desire to create synthetic, integrated courses that give schoolchildren an idea of a holistic picture of the world. It is this typical pedagogical property that became the basis for the development of the integrated course “ The world", In which ideas and concepts from such educational areas as natural science, social science, geography, astronomy, life safety are organically coexisting and mutually linked. The same requirement is subject to the modern course of literary reading, where such educational areas as language, literature and art are integrated. The course "Literary Reading" is built as a synthetic one: it involves acquaintance with literature as the art of words, as one of the types of art among others (painting, graphics, music), as a phenomenon of artistic culture that grew out of myth and folklore.

Integration is the principle of unfolding subject material within each subject area. Each textbook creates not only its own, but also a general "picture of the world" - a picture of mathematical or linguistic laws that are accessible to the understanding of a younger student; a picture of the relationship and interdependence of animate and inanimate nature, nature and culture; a picture of the coexistence and mutual influence of different genres of folklore; a picture of the relationship between different techniques and technologies of applied creativity, etc.

Integration affects the methodology of each subject, which solves, both by general and by its own means, general subject tasks for the assimilation of sensory standards by younger schoolchildren and the formation of intellectual skills (observation activity, mental activity, educational actions, joint collective activity).

So, for example, intrigue in a textbook on the outside world is a way of integrating material from biology, geography and history. The heroes - brother and sister - are specific children with specific parents and a specific place of residence. As the characters grow up, they go beyond the boundaries of a particular place of residence into a larger-scale natural, social and historical environment. Intrigue in Russian language textbooks and literary reading allows you to practically master the plot-compositional features of the fairy tale genre; encourages students to constantly keep in mind two plans - a plan of intrigue and a plan for solving an educational problem, which is an important and useful psychological training. Integration allows you to establish a link between the knowledge gained about the world around you and the specific practical activities of students in the application of this knowledge. That is, to practically implement one of the requirements of the standard of primary education (section "Use of acquired knowledge and skills in practice and everyday life") for all subjects.

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

Taking into account the fact that in our country there are a large number of small schools, it was necessary to maximize the placement of the methodological apparatus on the pages of the textbook. Expanded formulations of assignments, together with an indication of the organizational forms of performing the work (independently, in pairs, etc.) allow the student not to distract the teacher for a sufficiently long time, who may be busy with another age group of students. The small school made it necessary to create a unified educational field for students in grades 2-4.

In our set, this problem is solved by the external intrigue, which is the same for all textbooks in the set. This allows schoolchildren of different educational ages, sitting in the same room, to be in the same field of intrigue (common heroes who communicate with them for 4 years) and to engage in similar types of educational activities (using the vocabulary part of the textbook in each class for solving a variety of educational problems).

A small and small school has the opportunity to use the heroes of the textbooks to "replenish the class", since they represent several more points of view.

It was the focus on small elementary school students that prompted the developers of the kit to focus on increasing the role and status independent work students. Throughout all 4 years of study in all basic subjects (Russian, literary reading, mathematics, the world around), students are expected to work in "Notebooks for independent work" on a printed basis.

The main methodological features of teaching materials

CMD for each academic subject, as a rule, includes a textbook, a reader, a notebook for independent work, a methodological manual for a teacher (methodologist).

Each methodological manual consists of two parts:

Theoretical, which can be used by a teacher as a theoretical basis for improving his qualifications.
Directly lesson-thematic planning, where the course of each lesson is scheduled, its goals and objectives are formulated, and ideas for answers to ALL the questions asked in the textbook are contained.

Hello again! Not tired of learning? Are you confused about their names and authors? Can you handle another one? I want to finally put an end to this issue, but without completing the research in full, I am not ready to do so. So take heart: the Perspective training program is on the table today.

Lesson plan:

Another traditional project

The "Perspective" kit belongs to the traditional system of teaching in primary school, and it was developed in 2006 during the formation for the first stage of education.

The teaching materials were prepared at the initiative of the author of the project, Doctor of Pedagogy Lyudmila Peterson, together with the Prosveshchenie publishing house. Scientists from the academies of education and sciences, practicing teachers and methodologists took part in the "promising" project.

As befits any methodological kit used in the educational process at school, "Perspective" has everything you need:

the alphabet for grade 1 L. Klemanova and the same author in Russian;
mathematician G. Dorofeev;
the literature of V. Goretsky;
T. Rudnichenko informatics;
A. Pleshakov's “surroundings”;
N. Rogovtseva's technology;
physical education at the choice of the teacher: either A. Matveev, or I. Wiener;
Art by T. Shpikalova;
music by E. Cretskaya;
foundations of religion and ethics in the direction of different cultures.

"Perspective" offers the study of as many as four foreign languages:

English for standard or advanced programs, as well as for the "In Focus" or "Star" course;
Spanish and German in the classical program;
French either at the rate "Your friend ...", or "In the future."

It should be noted that, like many other educational kits of school educational programs, Perspective was faced in 2014 with the problem of obtaining recommendations from the Ministry of Education. Textbooks on mathematics and religion were questioned.

As a result, the mathematical work "Learning to Learn" by L. Peterson was replaced, and the materials on the study of religions in grades 4-5 were revised. UMK "Perspektiva" has passed the necessary approvals in its entirety.

Long-term goals, or how and what the program teaches

As a basis for her educational project, Lyudmila Peterson took the system of the activity approach developed by her, for which she received the prize of the President of the Russian Federation. It is said tricky.

In fact, everything is simple: this is another attempt to combine in school education the already familiar developing approach and the established classics through the universal ability to set goals, solve problems and be responsible for results.

The task of such education at school is not to provide ready-made information, but to teach the child to discover new knowledge on his own. “I hear - I forget, I see - I remember, I do - I learn,” - I remember that we have already gone through this.

As a result of such an activity-based methodology, the "Perspective" training set has several directions around which the entire educational "promising" process revolves:

All of the above directions of the student's development have embodied the ideas of the authors in thematic educational materials: "My planet is the Earth", "My country is my Fatherland", "My family is my world", "Nature and culture is the environment of our life."

Pros and Cons of Advanced Learning

In fact, there are not so many reviews on Perspektiva, but I noted for myself that there is not much categorical criticism, as in other educational programs, for example, in other educational programs.

"... did not like the recipes: it is problematic for first-graders, after writing from line to line, to decide later in a notebook with the size of letters: capital and uppercase are written in the same way ...",

"... mathematics first studies the multiplication table, without giving the concept of numbers up to 100 ...",

"... how to teach children to read and write if there are mistakes in the" Azbuka "?

“… The exercises in the textbooks do not correspond to the topics…”.

But the textbooks for the next 3 and 4 grades are quite suitable for teachers:

"... an interesting world around, but parents' help is often required ...",

"... mathematics is designed for different children: it is interesting for the weak and the strong to work at the same time, the problems are well presented, one topic assumes their solution from 4 to 6 pieces per lesson, strong children can try their hand at solving the Olympiad tasks ...".

The opinions of the parents are presented dryly and in a nutshell boil down to the fact that writing to children in grade 1 is given very little, I would like more, and Dorofeev's math is simple and boring for those who would like to master knowledge at a higher level.

Most of all, parents of schoolchildren are concerned about the continuity of the program during the transition to the secondary level, since it is designed only for primary school.

It turned out to be not so easy to express all the pros and cons. Those who want to be "promising" do, it turns out, it is almost inaudible. Such, say, a neutral program that does not ask for compliments, but also does not undergo strong criticism.

Perhaps being a “gray eminence” isn't as bad as you think?

I hope I have helped you a little with the complexity of the many educational programs for elementary education. I think we can put an end to this. I say goodbye to you, but not for long.

Always yours, Evgenia Klimkovich.

Parents of future first graders think about the education of their children long before the first and most memorable Day of Knowledge. In search of a suitable educational program, many are spinning their heads: how to choose the one that will help the formation of the child's personality and at the same time will meet all the requirements of state standards for elementary school? According to reviews, the "Perspective" program is what is needed for the integrated and all-round development of the student.

The creators of the complex

Perhaps it should start with the fact that this educational project belongs to the traditional system of teaching primary school children. The complex was developed in 2006. The author of educational materials and the initiator of the creation was a teacher with many years of experience, Doctor of Pedagogical Sciences Lyudmila Peterson. Together with the publishing house "Prosveshchenie" and young scientists, she managed to create a unique school curriculum.

Reviews of "Perspective" for primary school are not always rosy, but, as you know, any project always has its critics and admirers. It is no coincidence that the authors of the program had to face difficulties in obtaining recommendations from the Ministry of Education and Science of the Russian Federation. For this reason, some materials had to be replaced and revised in 2014, after which all stages of the approval of the curriculum for the “Perspective” primary school were passed. Feedback from those parents whose children have already studied according to the updated educational and methodological complex deserve attention.

How do parents assess Perspective?

In general, the project has more positive than negative responses. The most important thing that parents of primary school students note is that their children are interested in learning. This opinion is counterbalanced by disgruntled mums and dads, who believe that any experiments with educational forms are doomed to failure. Next, let's take a closer look at the features of the school curriculum for the "Perspective" primary school. Testimonials from 2016 or earlier really help get an idea of this training course v general outline, but it is possible to understand objectively whether it is worth giving your child to study in this program only by delving into its content and principles.

What disciplines are included in the program

Like any other traditional projects, Perspektiva has the necessary theoretical and practical basis. Primary school students are trained in the areas of philology, mathematics, social studies, art and modern technologies... The textbooks of the following authors help them in this:

"ABC" for grade 1 and the course "Russian language" L. Klemanova.
"Mathematics" by G. Dorofeev.
"Literary reading" V. Goretsky.
"Informatics" T. Rudnichenko.
"The World Around" A. Pleshakov.
"Technology" N. Rogovtseva.
"Physical culture" by A. Matveev or I. Wiener (at the choice of the teacher).
"Fine Art" T. Shpikalova.
"Music" by E. Cretskaya.
"Foundations of Religious Cultures and Secular Ethics" A. Shemshurina.

Everything tutorials written in an accessible way and are easily perceived by children, judging by the feedback from parents.

The "Perspective" program for primary school in 2017 offers the study of several foreign languages at once:

English - in standard or advanced courses in accordance with the Federal State Educational Standard, as well as in the textbooks "In Focus" by Yu. Vaulina and "Zvezdny" by the author K. Komissarov;
French - according to the project by N. Kasatkina "In the future" or A. Kuligina "Your friend is French";
Spanish and German in classical programs.

All textbooks and manuals that are part of the school program "Perspective" for primary school, according to teachers, are designed for children with different levels of training. The training materials have passed the certification procedure for compliance with the Federal State Educational Standard of the NOE, having received the appropriate reviews from the Ministry of Education.

Basic principles of "Perspective" for primary grades

The goal pursued by the creators of the program is to provide an opportunity for the teacher to fully develop children and their individual abilities. At the same time, "Perspective" has its own principles of conducting the educational process in elementary school. These include the following provisions:

continuity of learning;
taking into account the personal qualities of students;
the formation of a child's worldview, a holistic picture of what is happening;
the presence of a worthy illustrative example for schoolchildren;
maintaining the physical and mental state of students.

It is interesting that Lyudmila Peterson based her educational project on the system of the activity approach developed by her earlier. By the way, in 2002 the President of the Russian Federation awarded Peterson the State Prize in Education.

Providing the child with universal skills and abilities, developing his ability to set the right goals, solve problems and be responsible for the results - this is the essence of the "Perspective" program for primary school. Reviews of teachers indicate that it is not as difficult to introduce the complex into the educational process as it might seem at first glance. It is important to teach the child to study and discover new knowledge on their own, and not provide him with ready-made information. Several directions are basic for this activity methodology of the school curriculum. Let's devote a few words to each of them.

I want to study!

The teacher must maintain and constantly warm up the child's interest in everything unknown, develop his cognitive abilities with exciting tasks, instill the ability to plan his actions and achieve goals, objectively evaluate the results and correct mistakes.

Healthy body - healthy mind!

In the course of the educational process, it is extremely important at the same time to teach the child to take care of himself, observe the rules of personal hygiene and safety measures. In addition, in their reviews of the “Perspective” school program for primary school, teachers note that it is important to lay the foundation of moral values in the child's perception, manifested in the ability to empathize, care for others and protect nature.

I am in the world, the world is in me!

This principle helps the child to build his own "I", including to know himself through the prism of moral and moral foundations in society, to improve communication skills (freely conduct a dialogue, be able to listen to others, identify suitable sources of information, work with a book, etc.) ...

What teachers say about this complex

In their conclusions about Perspective, the teachers are like-minded people: it will hardly be possible to call training in this program difficult. If a child is engaged not only in school, but also devotes enough time to self-education, there will be no difficulties in mastering the material. Despite the fact that all children adapt completely differently in the lower grades, as evidenced by the feedback from their parents, the “Perspective” program in primary school is universal. It allows the teacher to find an individual educational approach to each child. To some extent, it all depends on the teacher, rather than on the type of curriculum.

According to reviews, the Perspective elementary school curriculum is not widely criticized. Of course, there are drawbacks in it, or rather, flaws - apparently, the authors of the project have confused something with the manuals and materials. To imperfect moments, teachers and parents include:

Registration of prescriptions for first graders. Students adapt to the proposed notebooks with difficulty, therefore, capital and uppercase letters write almost the same size.
Sequence of topics in the course "Mathematics". The study of the multiplication table, according to the textbook, is planned earlier than familiarization with numbers up to 100.
The presence of grammatical errors in the "ABC".
Exercises and assignments in books do not always correspond to the topics studied.

At the same time, in their reviews of the “Perspective” program for primary schools, teachers note that, for example, the course “The World Around” is composed in an unusual way, and children read the textbook itself with great interest. True, when doing homework on this subject, students rarely do without the help of their parents. The teachers did not leave without attention and "Mathematics", which is designed for children with different levels of knowledge and degree of preparation. Any of the topics implies the solution of several problems in the lesson (from 4 to 6), and at the end of the paragraph, tasks of the Olympiad type are proposed.

What skills does the child get?

The "Perspective" program for primary schools, according to its founders, was developed according to three fundamental principles:

independence;
instrumental;
integration.

The first assumes the child's ability to use the proposed sources of information in the learning process (textbook, reference book, dictionary, workbook and others) to solve the assigned tasks. Elementary business communication skills, which are acquired by children in the course of mastering the material, role-playing games, work in pairs, joint assignments, and discussions, also help in this. It is important that the teacher, revealing a new topic, presents several possible solutions to the problem - this lays in children the ability to continue to look at the same situation from different angles.

The principle of instrumentality implies the introduction into the curriculum of specially designed mechanisms that contribute to easier perception and mastering of the material. According to the authors, of greater importance is not how much information the child has comprehended, but whether he is able to apply the knowledge gained in practice. For this, for example, in each textbook there are heroes, thanks to whom, from the first to the last topic of the course, the material is studied in a playful way.

The Perspective program is designed in such a way that each elementary school student could get a general and comprehensive picture of the world. The most striking example is the integrated course "The World Around". During lessons and homework, each child receives knowledge of geography, social science, natural science, astronomy, life safety.

Benefits of the program

The teaching aids of the "Perspective" complex, as the teachers admit, have become real helpers for them. Each course has detailed classroom plans. According to parents' feedback, the “Perspective” program for primary school in 2016 and 2017 pleased with an increase in teaching materials: now, in addition to textbooks, each course is accompanied by a reader, notebooks for independent, control and test works. It is also convenient that the annual process of studying any subject is conditionally divided into two parts - theoretical and practical.

What are the goals pursued by the authors, creating a program for the primary school "Perspective"? According to the teachers, the likely goal was to include in the project everything that will help the child in later life. Indeed, starting from the bench of primary grades, schoolchildren should learn to analyze their actions, comprehend their correctness and draw appropriate conclusions. Most of the existing curricula are aimed at personal development. The creators of Perspektiva did not deviate from the main concept either. In the understanding of the creators of this project, students should develop creatively, completing regularly relevant tasks and participating in various thematic competitions.

And yet, if there are any significant differences between this educational complex from the rest, then they lie in non-fundamental nuances. The primary task of teachers working on this program is not so much the conduct of the educational process, but the ability to direct and motivate the child to in-depth study of each subject independently.

It is important that from the first grade children understand which of the human values is above all. This concept implies the upbringing of a sense of patriotism - every student from an early age should be instilled with diligence, respect for the rights and freedoms of other people, the manifestation of love and care for others, nature, family, and the state. An equally important role is played by the unification of the educational and cultural process. Moreover, it is important that the child knows not only about his national traditions and customs, but also remains tolerant of representatives of other cultures. Thus, a simple conclusion suggests itself: the "Perspective" program teaches children to live in society and keep up with modern world, but at the same time be fair, be able to defend and defend your position.

Conclusion

As you know, parents have the right to independently choose an educational institution for their child. Do you want your children to attend the Perspective Education Program in Primary School? Reviews about this project for most parents often serve as a meaningful argument, despite the ambiguity of opinions. The entire educational and methodological complex is a huge system of subprograms, interdependent on each other. At the same time, each of the subjects is a separate direction, an irreplaceable link in the educational activities of students. The program does not have any fundamental differences from traditional projects that correspond to the Federal State Educational Standard. "Perspective" from the first grade helps the student to become more independent, but this does not mean that the child will not need the help of parents throughout the entire period of study.