Perspective school curriculum. List of textbooks of educational educational complex “Prospective Primary School”

"Features of the Perspective program"

Kuzminova Elena Vasilievna

Municipal educational institution Pustynskaya secondary school

The Perspective textbook system reflects modern achievements in the field of psychology and pedagogy and at the same time maintains a close connection with the best traditions of classical school education.

Scientific supervisor of the textbook system "Perspective" since 2010, became a Doctor of Pedagogical Sciences, laureate of the Presidential Prize of the Russian Federation in the field of educationL.G. Peterson .

Advantages of studying using a textbook system for primary school The "prospect" is that,The nature of the construction of educational material allows each student to maintain and develop interest in discovering and learning new things. In textbooks, tasks are offered in such a form that cognitive activity, cognitive interest and the child’s curiosity grew into the need to learn new things, to learn independently. At each lesson, the student, as it were, reveals for himself the content of future topics.

Each textbook is equipped with a system of tasks aimed at developing both logical and imaginative thinking the child, his imagination, intuition. The textbooks are systematically built theoretical material, which includes practical, research and creative tasks,

In the Perspective system, much attention is paid to artistic design of textbooks and teaching aids, modern design, excellent printing quality, “warm” and “smiling” illustrations: And relevant, relevant modern standards, the content of teaching aids, systematically and accessiblely presented.
This and diversity interesting species work, both for independent search work: “quizzes”, riddles, logical tasks involving cartoon characters, fairy tales, using geometric and graphic material, tables, and for cooperation with classmates (“do the work in pairs”), with family (“ find out from your grandmother, “tell your parents”).

In addition, in all editionsA navigation system is used that helps the child navigate the educational material and creates conditions for parents to be included in the learning process.

And the presence of workbooks on the surrounding world, the Russian language, and technology allows you to increase the pace of the lesson and its productivity.

The “Perspective” system of textbooks for primary schools was created in parallel with the development of the Federal State Educational Standard.

The educational complex contains a large number of developmental tasks (“Compare, prove why it is so that you know, think, remember, find...”), which allows you to build the educational process in a problem-based and research manner. During lessons on the world around us and at home, each student will be able to summarize and supplement their knowledge using the section “Behind the Pages of the Textbook”

In 2011, electronic supplements to the textbook by L.F. Klimanova “ABC”, “Russian Language” and to the textbook by N.I. Rogovtseva “Technology” were published in the “Perspective” textbook system.

Thus, the textbooks of the Perspective program:

They do not give ready-made knowledge, but teach children to think, provide evidence, and draw conclusions;

raise children in the spirit of traditional spiritual and moral values: love for the Motherland, for its history, for nature, for their loved ones;

correspond to all the principles of didactics: scientific character, connection between learning and life, educational learning, developmental learning, systematicity, awareness, visibility, accessibility.

The textbook “ABC” for 1st grade by L.F. Klimanova and S.G. Makeeva was compiled in the best traditions of Russian alphabet studies.
As in most modern alphabets, training in this textbook is divided into pre-primary, primer and post-primary periods (the authors call them preparatory, basic and generalizing periods).

Widely used and gaming methods: charades, puzzles, crosswords, riddles, composing words from “lotto” syllables.

When considering the concept of a syllable, the authors abandoned the classification of syllables (fusion syllables, letters without mergers, open, closed syllables, etc.) At the same time, the classification of consonants by hardness and softness and the identification of their opposition on the model of not only the syllable, but also a whole word (mouse - bear, cat - whale, chalk - mayor, crowbar - flax, nose - carried). The same can be said about the opposition of voiced and voiceless consonants (mountain - bark, tooth - soup, volume - house, sew - lived). The results of consideration of these oppositions are recorded in tablets"Knots for memory" (pp. 77, 91, 108-109 in part I and pp. 22-23, 44-45, 68-69 in part II). In general, these signs resemble those in the Russian ABC.

A characteristic feature of the textbook is that lexical work is constantly, purposefully, but not intrusively carried out on homonyms (onion - onion), homoforms (whether washed - washed), homographs (castle - castle), homonymy of roots (goose - goose - caterpillar), polysemy (spruce needles, hedgehog needles and sewing needles), thematic groups of words (jackdaw - magpie - oriole, aster - iris - primrose, marmot - gopher - rat), antonyms (easy - difficult), nests of cognate words (snow - snowball - snowballs – snowflakes), phraseological units (winter is just around the corner, kill it on your nose).

Attention is also paid to the study of spelling. Traditionally, spelling is taught during literacy lessons. capital letters at the beginning of a sentence and in proper names, spelling combinations ZHI-SHI, CHA-SCHA, CHU-SHCHU. This material is also presented in this textbook.

Words and texts used as illustrative and training material in the main section of the alphabet are accessible to first-graders. Russian proverbs, sayings, riddles, tongue twisters, texts of Russian classical children's literature (V.A. Zhukovsky, A.S. Pushkin, A.K. Tolstoy, L.N. Tolstoy, A.A. Fet, V. Maykov) are widely used , K.D. Ushinsky, works of poets and prose writers of the twentieth century - S. Marshak, A. Barto, D. Kharms, B. Zakhoder, V. Berestov, I. Tokmakova, N. Matveeva and others, and popular science articles by V. .Bianchi, N.Sladkova and A.Pleshakova)

Minuses: (unlike Goretsky’s Russian ABC) very little story pictures, which would not interfere with speech development. Therefore, we have to select pictures with scenes for the lesson.

Copybooks Copybook 1 “Draw, think, tell” (authors L.F. Klimanova, V.I. Romanina, L.N. Boreyko) is intended for work in the pre-letter period, copybooks 2 and 3 “My Alphabet” (author L.F. Klimanova) – in alphabetic and cursive 4 “I write beautifully” (authors L.F. Klimanova and L.Ya. Zheltovskaya) – in the post-letter period.

Special interest presents copy 1 “Draw, think, tell”, which is intended for training fine motor skills of the hand and eye as preparatory exercises for writing letters. Here are all the necessarytypes of work: various shadings , tracing and coloring drawings, writing out elements of block letters . But, besides this purely utilitarian function,Copybooks contribute to the development of spatial and temporal perception of the surrounding world. Children should reflect on the concepts: what is the center of a square and a circle, which object is larger and which is smaller, which path is longer and which is shorter, where the direction is to the right and where to the left, which objects are similar to each other and which are different. Children learn to compare, contrast, group, differentiate, and practically become familiar with the concept of set and its elements.

Copybook “My Alphabet” in two parts also contain a number interesting finds. Considering the high labor intensity of the writing process for first graders,the author introduces game aspects: puzzles, sections “Riddles of words”, metathesis (composing words by rearranging syllables), adding “lost” elements of letters, “letter mosaic” (composing letters from disparate elements), chainwords, coloring pages.

Much attention is paid to diverseworking with sound-letter schemes of words. Vocabulary is not forgotten either: exercises are given to determine the polysemy of words, homonyms, and to compile thematic groups of words. Quite often, exercises are given to develop speech: composing sentences and texts including the words being studied.

The “Writing Beautifully” copybook is intended for further development of calligraphy skills. Writing tasks become significantly more difficult. This is writing entire phrases, proverbs, answers to questions, stories. On final lessons this is writing notes and letters, that is, the practical mastery of such a communicative-oriented genre as epistolary.

Textbook “The World Around us” by A.A. Pleshakov and M.Yu. Novitskaya intended FOR A CHILD. This is a textbook ABOUT A CHILD and HIS WORLD.
A distinctive feature of the textbook is the presentation of the world not as a separate object of study, but through personal perception: the world of your family, the world of your class, the natural world of your yard, the world of your school, your Motherland.

Most of the information to be studied is entered inductivelythrough observation, comparison of photographs, completing tasks, and the information itself is given at the end of the lesson as a conclusion, the result of the students’ reflection. This information is presented simply, clearly, clearly, and is understandable to first-graders. Inductive and problematic approaches, requiring children to think and prove, contribute to the development of their thinking and speech.
The textbook is richly illustrated with photographs, reproductions of paintings by Russian artists and drawings specially made for this publication.

The main advantage of the textbook “Technology: Man, Nature, Technology” by N.I. Rogovtseva, N.V. Bogdanova, I.P. Freytag for grade 1 is that this textbook is not on labor training, but rather a textbook on technology and it is addressed to children who not only learn to make crafts with their own hands, but also learn the basics of their manufacturing technology, that is, the features of materials, stages of preparatory work, stages of work, design features. The textbook is addressed to children of the 21st century, living in different sociocultural conditions than children of the 20th century, and is intended to prepare them as versatile and competitive citizens who possess not only labor skills, but also technological thinking. And the fact that the authors propose to develop such thinking from the very first days of school increases the relevance and significance of this textbook.
The technology textbook is also connected with the textbooks “ABC”, “Russian Language”, “Literary Reading”, included in the line of teaching materials “Perspective”. This is evidenced by the fact that this textbook opens with a similar section “Let’s get to know each other”, a dialogical way of presenting information, the presence of the same permanent characters Anya, Vanya and Owl, the inclusion in the textbook of proverbs, poems, riddles, information on the history of writing and other ways of communication between people .

Textbook structure"Mathematics" L.G. Peterson savestraditional lesson structure , which helps the teacher plan and determine the purpose of the lesson.
Textbookstarts from the pre-numerical period , during which attention is focused oncomparing and counting objects , development of spatial and temporal concepts . A new topic has been introduced: “Sets and operations on them” ”, which is the implementation of a “set-theoretic approach to the introduction of the basic concepts of “number”, “magnitude”, “figure”.
The study of numbering numbers from 1 to 10 is associated with geometric material. This approach is logically justified. Numbers and digits are entered sequentially one at a time in accordance with their place in the natural number series.
Atlearning addition and subtraction techniques within 10 the authors entered the workwith a number line. This allows you to clearly explain the calculation algorithm to children.

Textbook "Mathematics" for 1st grade by author L.G. Peterson of developmental type. Its content is aimed mainly at the intellectual development of younger schoolchildren, the formation of culture and independent thinking. IN primary school, especially in the first one, methods are just beginning to take shape academic work. Therefore, a continuous clear line is needed, aimed at developing attention, observation, memory, and the ability to analyze, compare, and find patterns. This line, it seems to me, is visible in this textbook.
Before studying numbers, a lot of work is done with the concept of “set”, “element of a set”, which allows children to more easily learn the order of numbers and the meaning of the operations of addition and subtraction.

The textbook is distinguished by its thoroughly thought-out work with text problems. Before the introduction of the term “task”, there is a purposeful preparatory work. Children learn to compose stories, first from paired, then from triple pictures, and see supporting words. By the time the term “task” is introduced, students already understand the meaning and structure of the task. In 1st grade they study simple tasks on finding the sum, remainder, unknown term, increasing (decreasing) a number by several units, difference comparison and compound problems in 2 steps.
The manual studies the numbering of numbers of the first and second tens, addition and subtraction of numbers within 20 without passing and with passing through a ten. However, arithmetic operations are considered more widely: subtraction of two-digit numbers, addition and subtraction of segments, addition and subtraction of quantities have been introduced. Thus, both the number line and the geometric line are studied more thoroughly.
The textbook by L.G. Peterson is published complete with “Independent and test work”, which material helps to test skills and abilities.
+++ The tutorial contains big number various developmental exercises, contains everything necessary information in mathematics, compiled taking into account age characteristics, contributes to the development of students' thinking and creative abilities.

The development of logical thinking is also facilitated by a fairly large number of “reasoning” (“Olympiad” type) problems and problems composing.
In the second half of the year, work continues on adding and subtracting the numbers of the first and then the second ten, including moving through the ten, which corresponds to the traditional approach to compiling textbooks for the 1st grade. According to the material, the concepts of difference comparison, mass and its units of measurement, terms and sum, commutative property of addition, minuend, subtract and difference are introduced. double digit numbers, decimeter and passing through ten. When solving examples and problems, much attention is paid to understanding calculation algorithms and to children searching for the most rational ways solving problems, developing the eye and muscular sensation of weight. The number of non-trivial tasks also increases (subject to basic psychological requirement movement from simple to complex when developing skills).

A big plus is that the mathematics textbook is a textbook-notebook.

Minuses: Methodological kits, notebooks, and teaching materials cannot be found on the open market. There are “strange” problems that cannot be solved.

Diagnostics (September-December), observation in lessons and during after school hours, during the first half of the year, showed an increase in the levels of development of cognitive interest and cognitive abilities generally.
Analysis of the results obtained allows us to speak about growth educational motivation among first-graders. There is a positive dynamics in the development of cognitive processes: an increase in the levels of development of thinking, memory, attention

Stable high level psychological comfort, operability for school day, the emotionally positive perception of the educational complex “Perspective” by students suggests that teaching aids meet health requirements. Wealth of educational and visual material, the variety of types of tasks, sources of information, their developmental focus, age-related conditions allows the teacher to widely use communication, dialogue, health-saving and other person-oriented technologies in the classroom, which is the key to positive trends in all areas in the future educational process.

Hello again! Are you tired of studying? Are you confused about their names and authors? Can you handle another one? I want to finally put the finishing touches on this issue, but without completing the research in full, I’m not ready to do so. So take heart: today we are discussing the Perspective training program.

Lesson plan:

Another traditional project

The “Perspective” set belongs to the traditional system of education in primary school, and it was developed in 2006 during the formation of the first stage of education.

The educational materials were prepared on the initiative of the author of the project, Doctor of Pedagogical Sciences Lyudmila Peterson, together with the Prosveshcheniye publishing house. Participated in the “promising” project academies scientists education and sciences, practicing teachers and methodologists.

As befits any methodological kit used in the educational process at school, “Perspective” contains everything that is necessary:

• alphabet for 1st grade by L. Klemanova and the same author, Russian language;
• mathematician G. Dorofeev;
• literature by V. Goretsky;
• computer science T. Rudnichenko;
• “environment” of A. Pleshakov;
• technology of N. Rogovtseva;
• physical education at the choice of the teacher: either A. Matveev, or I. Wiener;
• Fine art by T. Shpikalova;
• music by E. Kritskaya;
• fundamentals of religion and ethics in areas of different cultures.

“Perspective” offers the study of as many as four foreign languages:

• English in standard or advanced programs, as well as in the “In Focus” or “Star” course;
• Spanish and German according to the classical program;
• French either in the course “Your friend...” or “In perspective”.

It should be noted that, like many other educational sets of school educational programs, “Perspective” in 2014 faced the problem of obtaining recommendations from the Ministry of Education. Textbooks on mathematics and religion were called into question.

As a result, L. Peterson’s mathematical work “Learning to Learn” was replaced, and materials on the study of religions in grades 4-5 were improved. UMK "Perspective" has passed the necessary approvals in its entirety.

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

Lyudmila Peterson used the system of activity approach she developed as the basis for her educational project, for which she once received a prize from the President of the Russian Federation. It's wisely said.

In fact, everything is simple: this is another attempt to combine schooling the developing approach that is already familiar to us and the established classics through the universal skills of setting goals, solving problems and being 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 independently. “I hear - I forget, I see - I remember, I do - I assimilate,” - I remember that we have already gone through this.

As a result of this activity methodology, educational kit“Perspective”, several directions have emerged around which the entire educational “prospective” process revolves:

All of the above areas of student development embodied the ideas of the authors in thematic educational materials: “My planet is Earth”, “My country is my Fatherland”, “My family is my world”, “Nature and culture - the environment of our life”.

Pros and cons of prospective learning

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

“...didn’t like the copybooks: after writing from line to line, first-graders have a problem later deciding in their notebook the size of the letters: uppercase and lowercase letters are written 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 ABC?”,

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

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

“...an interesting world around us, but often requires the help of parents...”,

“...mathematics is designed for different children: the weak and the strong are interested in working at the same time, the problems are well presented, one topic involves solving them from 4 to 6 pieces per lesson, strong children can try their hand at solving Olympiad tasks...”

The opinions of parents are presented dryly and in a nutshell boil down to the fact that children in the 1st grade are asked very little about writing, I would like more, and Dorofeev’s mathematics 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 when moving 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 so, it turns out, almost unheard of. This is, say, a neutral program that does not invite compliments, but is also not subject to strong criticism.

Perhaps being a “gray eminence” is not as bad as you think?

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

Always yours, Evgenia Klimkovich.

For orientation educational institutions and teachers in the existing variety of educational and methodological complexes, we present them short description.

Currently in the Russian Federation there are traditional and developmental education systems.
Traditional programs include:“Russian School”, “Primary School of the 21st Century”, “School 2000”, “School 2100”, “Harmony”, “Prospective Primary School”, “Classical Primary School”, “Planet of Knowledge”, “Perspective”. Developmental systems include two programs: L.V. Zankova and D.B. Elkonina - V.V. Davydova.

Below is a brief description of the above-mentioned educational and methodological complexes (UMC). More detailed information for each educational manual can be found on the indicated sites.

Educational and methodological complex “School of Russia”

(edited by A. Pleshakov)

Publishing house "Prosveshcheniye".
Website: http://school-russia.prosv.ru

The traditional School of Russia program has existed for decades. The author himself emphasizes that this kit was created in Russia and for Russia. The main goal of the program is “to develop a child’s interest in learning about his country and its spiritual greatness, its significance on a global scale.” The traditional program allows you to thoroughly develop the academic skills (reading, writing, counting) that are necessary for successful learning in secondary school.

The educational and methodological course “Teaching literacy and speech development” by the authors V.G. Goretsky, V.A. Kiryushkin, L.A. Vinogradskaya meets all modern requirements for teaching children in primary school.

During the period of literacy training, work is carried out to develop children's phonetic hearing, teach basic reading and writing, expand and clarify children's ideas about the surrounding reality, enrich the vocabulary and develop speech.

In addition to the “Russian ABC”, the set includes two types of copybooks: copybooks by V. G. Goretsky, N. A. Fedosova and “Miracle Copybook” by V. A. Ilyukhina. Their distinctive feature is that they not only develop the skills of competent, calligraphic writing, but also make it possible to correct handwriting different stages training and in different age groups Oh.

To develop the cognitive abilities of each child, the topics of the tasks in the Mathematics course have been updated, a variety of geometric material has been introduced, and entertaining tasks have been given that develop children’s logical thinking and imagination. Great importance is attached to comparison, comparison, contrast of related concepts, tasks, clarification of similarities and differences in the facts under consideration.
The set includes textbooks and teaching aids of a new generation that meet all the requirements for a modern educational book.
The Prosveshchenie publishing house publishes textbooks and teaching aids for the educational educational complex “School of Russia”.

System of textbooks “School of Russia”:
1. ABC - V.G. Goretsky, V.A. Kiryushkin, L.A. Vinogradskaya and others.
2. Russian language - V.P. Kanakina, V.G. Goretsky.
3. Russian language - L.M. Zelenina and others.
4. Literary reading - L.F. Klimanova, V.G. Goretsky, M.V. Golovanova and others.
5. English - V.P. Kuzovlev, E.Sh. Peregudova, S.A. Pastukhova and others.
6. English language (extended content of foreign language teaching) - I.N. Vereshchagina, K.A. Bondarenko, T.A. Pritykina.
7. German language - I.L. Beam, L.I. Ryzhova, L.M. Fomicheva.
8. French - A.S. Kuligina, M.G. Kiryanova.
9. Spanish- A.A. Voinova, Yu.A. Bukharova, K.V.Moreno.
10. Mathematics - M.I.Moro, S.V. Stepanova, S.I. Volkova.
11. Computer Science - A.L. Semenov, T.A. Rudnichenko.
12. The world around us - A.A. Pleshakov and others.
13. Fundamentals of the spiritual and moral cultures of the peoples of Russia - A.V. Kuraev, D.I. Latyshina, M.F. Murtazin and others.
14. Music - E.D. Kritskaya, G.P. Sergeeva, T.S. Shmagina.
15. art- L.A. Nemenskaya, E.I. Koroteeva, N.A. Goryaeva.
16. Technology - N.I. Rogovtseva, N.V. Bogdanova and others.
17. Physical culture - V.I. Lyakh.

Educational and methodological complex "Perspective"

(edited by L.F. Klimanova)

Publishing house "Prosveshcheniye".
Website: http://www.prosv.ru/umk/perspektiva

Training and metodology complex"Perspective" has been published since 2006. The educational complex includes lines of textbooks in the following subjects: “Teaching literacy”, “Russian language”, “Literary reading”, “Mathematics”, “The world around us”, “Technology”.

The educational and methodological complex "Perspective" was created on conceptual basis, reflecting modern achievements in the field of psychology and pedagogy, while maintaining a close connection with the best traditions of classical school Russian education.

The educational complex ensures the availability of knowledge and high-quality assimilation of program material, the comprehensive development of the personality of a primary school student, taking into account his age characteristics, interests and needs. Special place The educational complex “Perspective” focuses on the formation of spiritual and moral values, acquaintance with the cultural and historical heritage of the world and Russia, with the traditions and customs of the peoples inhabiting the Russian Federation. The textbooks include tasks for independent, paired and group work, project activities, as well as materials that can be used in extracurricular and extracurricular activities.

The educational complex uses a unified navigation system for teachers, students and parents, which helps to work with information, organize and structure educational material, plan student activities in the lesson, organize homework, and develop independent work skills.

The literacy course is distinguished by its communicative-cognitive and spiritual-moral orientation. The main goal of the course is the active formation of all types speech activity: skills to write, read, listen and speak, development of verbal thinking of first-graders, ability to communicate and understand themselves and others. The effectiveness of the new system is ensured by educational material selected in accordance with the level of development of the child’s cognitive interests, playful and entertaining exercises, structurally figurative models of words that are included in various communicative speech situations. In this regard, the word is presented differently, namely, not only as a sound-letter complex, but as a unity of meaning, meaning and its sound-letter form.

On the pages of the teaching and learning complex “Literacy Education” all conditions have been created differentiated approach for students with different levels of school preparation.
Teaching the Russian language is organically connected with teaching literacy and has a common focus. A special feature of the course is a holistic view of language, which provides the study of language (its phonetic, lexical and grammatical aspects), speech activity and text as a speech work.

The main objective of the course “Literary Reading” is the formation of the personality of a junior school student, familiarization with the cultural and historical heritage and the formation of reading competence. For this purpose, the textbook uses highly artistic texts and folklore works of different nations. The system of questions and tasks contributes to the formation of a culture of verbal communication, the development of students’ creative abilities, introduces them to spiritual and moral values, introduces them to ethical and aesthetic standards, develops students’ figurative and logical thinking and creates an interest in younger schoolchildren in work of art as the art of words. Categories « Independent reading”, “Family reading”, “Let’s go to the library”, “Our theater”, “Reader - training book”, “Little and big secrets of the country of Literature”, “My favorite writers” offer various forms of work with literary work, systematize knowledge and enrich the child’s practical experience; they present a system of working with books both in class and in extracurricular activities.

“Teaching not only mathematics, but also mathematics” is the leading idea of ​​the teaching and learning instruction in mathematics, aimed at strengthening the general cultural meaning mathematics education and increasing its significance for the formation of the child’s personality. The content of the material is focused on developing in younger schoolchildren the skills to observe, compare, generalize, and find the simplest patterns, which allows them to master heuristic methods of reasoning, their logic, develops divergent thinking as the most important component of mental activity, speech culture and allows you to expand your understanding of the world around you using mathematics. Much attention is paid to the development of students' numerical literacy and the formation of computational skills based on rational methods of action.

The textbooks have the same structure and consist of 3 sections: numbers and operations with them, geometric figures and their properties, quantities and their measurement.

The leading idea of ​​the course “The World Around us” is the idea of ​​the unity of the natural world and the cultural world. The surrounding world is considered as a natural-cultural whole, man is considered as a part of nature, the creator of culture and its product.

The course reveals the structure of the concept of “the world around us” in the unity of its three components: nature, culture, people. These three components are consistently considered at different sociocultural levels of society (family, school, small homeland, Mother country etc.), thanks to which the main pedagogical approaches to mastering the subject are determined: communicative-activity, cultural-historical, spiritually-oriented.

The main objective of the subject “Technology” is to create conditions for students to gain experience in design activities from concept to presentation of the product. Junior schoolchildren master techniques for working with paper, plasticine and natural materials, designer, study properties various materials and rules for working with them. This approach creates conditions for the formation of regulatory universal educational activities, allows you to develop specific personal qualities (neatness, attentiveness, willingness to help, etc.), communication skills (work in pairs, groups), the ability to work with information and master basic computer techniques.

The material in the textbooks is structured in the form of a journey that introduces students to human activity in different spheres: Man and Earth, Man and water, Man and air, Man and information space.

The textbook “Technology” includes sign system assessing the quality and complexity of the product, which allows you to form the motivation for success and self-esteem of the student.

The composition of the educational complex "Perspective" includes:
Textbooks by subject (grades 1-4)
Workbooks
Creative notebooks
Didactic materials for the student: “Reader”, “The Magic Power of Words”, “Mathematics and Computer Science”, “Fundamentals of Life Safety”.
Methodological manuals for teachers: lesson developments in subjects, additional educational teaching materials, calendar and thematic planning, technological maps.

Calendar-thematic planning and technological maps, providing the teacher with effective and high-quality teaching by moving from lesson planning to designing the study of the topic, are posted on the pages of the Internet site of the educational educational complex “Perspective”.

Textbooks included in the educational complex “Perspective”:

1. ABC - L.F. Klimanova, S.G.Makeeva.
2. Russian language - L. F. Klimanova, S. G. Makeeva.
3. Literary reading - L.F. Klimanova, L.A. Vinogradskaya, V.G. Goretsky.
4. Mathematics - G.V. Dorofeev, T.N. Mirakova.
5. The world around us - A.A. Pleshakov, M.Yu. Novitskaya.
6. Technology - N.I. Rogovtseva, N.V. Bogdanova, N.V. Dobromyslova

Educational and methodological complex “School 2000...”

Publishing house "Yuventa"
Website: http://www.sch2000.ru

The didactic system of the activity method “School 2000...” offers solutions to current educational objectives in the system of continuous education (preschool educational institution - school - university). It is based continuous course mathematics for preschoolers, primary and secondary schools, focused on the development of thinking, creative forces children, their interest in mathematics, on the formation of strong mathematical knowledge and skills, readiness for self-development. The “Learn to Learn” program takes into account the possibility of working on this program in the conditions of various options curriculum OU (4 hours or 5 hours per week).

The main goal of the “School 2000...” program is the comprehensive development of the child, the formation of his abilities for self-change and self-development, a picture of the world and moral qualities that create conditions for successful entry into culture and creative life society, self-determination and self-realization of the individual.

Selection of content and sequence of studying the main mathematical concepts was carried out in the “Learn to Learn” program based on systematic approach. Built by N.Ya. Vilenkin and his students multi-level system elementary mathematical concepts (SNMP, 1980) made it possible to establish a procedure for introducing fundamental concepts in school mathematical education, ensuring successive connections between them and continuous development all content and methodological lines of the mathematics course 0-9.

The basis for organizing the educational process in the “Learn to Learn” program is didactic system activity-based teaching method “School 2000”, which can be used at two levels: basic and technological.

The mathematics course “Learning to Learn” for elementary school can be used in conjunction with courses in other academic subjects included in the Federal Lists of Textbooks of the Ministry of Education and Science of the Russian Federation, based on the teachers’ own choice. In this case, as a didactic basis that organizes the work of teachers in conditions of variability in education, it is possible to use the technology of the activity method at the basic level.

Teaching materials in mathematics for primary school of the program “Learning to Learn” (“School 2000...”

1. Mathematics - L.G. Peterson

Textbooks are equipped with teaching aids, didactic materials And computer program progress monitoring.

additional literature
2. Peterson L.G., Kubysheva M.A., Mazurina S.E. What does it mean to be able to learn. Educational and methodological manual.-M.: UMC “School 2000...”, 2006.
3. Peterson L.G. Activity-based teaching method: educational system “School 2000...” // Construction of a continuous sphere of education. - M.: APK and PPRO, UMC “School 2000...”, 2007.

Educational and methodological complex “School 2100”

(scientific supervisor - L.G. Peterson)

Publishing house "Balass"
Website: http://www.school2100.ru/

In the process of teaching the educational curriculum in accordance with the activity approach, the task of forming a functionally literate personality is realized. Using different subject content, the student learns to acquire new knowledge and look for answers to questions that arise. All textbooks in the program are built taking into account psychological specificity age. A characteristic feature of this educational program is the minimax principle. He assumes that the authors of textbooks and the teacher give the student the opportunity (if he wants) to take the material to the maximum. The textbooks contain abundant information for this purpose, allowing the student to make personal choices. At the same time, the most important facts, concepts and connections included in the minimum content (Federal State Educational Standards and program requirements) must be mastered by every student. The minimum is presented to the student during lessons for discovering new knowledge, reinforced and submitted for control. The maximum allows the student to satisfy his own personal needs and interests.

This way, each child has the opportunity to take as much as he can.

Using the technology of problem dialogue used in the educational system “School 2100”, schoolchildren learn in each lesson to set a goal, draw up a plan for achieving it, search for a solution, and reflect on the results of working with the text. To develop communicative general educational skills, technology for working with text is used. Thus, a teacher working using the textbooks of the School 2100 educational system has the opportunity to achieve new educational goals simply by conducting high-quality lessons using the technologies adopted in this system.

List of textbooks of educational educational complex “School 2100”
1. Primer - R.N. Buneev, E.V. Buneeva, O.V. Pronina.
2. Russian language - R.N. Buneev, E.V. Buneeva, O.V. Pronina.
3. Literary reading - R.N. Buneev, E.V. Buneeva.
4. English - M.Z. Biboletova and others.
5. Mathematics - I.E. Demidova, S.A. Kozlova, A.P. Thin.
6. The world around us - A.A. Vakhrushev, O.B. Bursky, A.S. Rautin.
7. Fine arts - O.A. Kurevina, E.D. Kovalevskaya.
8. Music - L.V. Shkolyar, V.O. Usacheva.
9. Technology - O.A. Kurevina, E.L. Lutseva
10. Physical culture - B.B. Egorov, Yu.E. Replanting.

Educational and methodological complex “Promising Primary School”

(scientific supervisor - N.A. Churakova)

Publishing house "Akademkniga/textbook"
Website: http://www.akademkniga.ru

The concept of educational learning is based on the humanistic belief that all children are capable of learning successfully if the necessary conditions are created for them. Taking into account the age of students makes the learning process successful. All textbooks in the set provide teachers with opportunities to implement the regional component.

When selecting educational material, developing the language for presenting the material, and developing the methodological apparatus of the set, the following components were taken into account.

The age of the student. A first-grader can be six, seven, or eight years old. And this is not a problem of lowering the age of a first-grader, but the problem of the simultaneous presence of children of different ages in the lesson, which required a combination of gaming and educational activities throughout the entire first year of study.

Different levels of student development. A schoolchild who has not attended kindergarten often comes to school with unformed sensory standards. This required solving the problem of forming sensory standards during the adaptation period of training.

Topographical affiliation of the student. The selection of material takes into account the experience of the student living in both urban and rural areas.

Different class sizes. The detailed formulation of tasks together with instructions for the organizational forms of their implementation (in a group, in pairs) allows schoolchildren to sufficiently long time study independently, which is important for a small and small school. The similar structure of textbooks within each subject area and the same external intrigue for all textbooks in the set help students of different age groups, located in the same room, to be in a single educational space.

Different levels of Russian language proficiency. When developing the teaching and learning complex “Prospective Primary School”, it was taken into account that not all students have Russian as their native language and that today’s schoolchildren have a large number of speech therapy problems. Finding a solution to this set of problems required a revision of some important theoretical positions of the Russian language, the development of special lines of orthoepic work and work with a reverse dictionary.

As a result of mastering the subject content included in the kit, each student has the opportunity to acquire general educational skills. Master those methods of activity that meet the requirements of the state educational standard. These are, first of all, the initial skills of searching for the necessary information in dictionaries, reference books, and the library catalog. A system of mutual cross-references between textbooks, each of which has specific educational field dictionaries, gives the student the opportunity, during a four-year education, to acquire skills in working with spelling, spelling, reverse, explanatory, phraseological, etymological and encyclopedic dictionaries.

Placing the methodological apparatus for organizing children's activities during lessons in the body of each textbook allows the set to fulfill such a requirement of the Federal State Educational Standard as the formation of educational cooperation activities - the ability to negotiate, distribute work, and evaluate one's contribution to the overall result of educational activities.

A unified system of symbols in all textbooks is designed to organize individual, pair, group and collective work.

List of textbooks of educational educational complex “Prospective Primary School”

1. ABC - N.G. Agarkova, Yu.A. Agarkov
2. Russian language - Kalenchuk M.L., Churakova N.A., Baykova T.A., Malakhovskaya O.V., Erysheva E.R.
3. Literary reading - Churakova N.A., Malakhovskaya O.V.
4. Mathematics - A.L. Chekin, O.A. Zakharova, E.P. Yudina.
5. The world around us - O.N. Fedotova, G.V. Trafimova, S.A. Trafimov, L.A. Tsareva, L.G. Kudrova.
6. Computer science - E.N. Benenson, A.G. Pautova.
7. Technology - T.M. Ragozina, A.A. Grineva.

additional literature
1) Churakova R.G. Technology and aspect analysis of a modern lesson
Churakova N.A., Malakhovskaya O.V. A museum in your classroom.

Educational and methodological complex “Development. Individuality. Creation. Thinking" (RHYTHM)

(UMK “Classical Primary School”)

Publishing house "Drofa"
Website: http://www.drofa.ru

Educational and methodological complex “Development. Individuality. Creation. Thinking" (RHYTHM) was created on the basis of the educational complex "Classical primary school", main feature which is a combination of modern approaches to solving methodological problems and practice-tested principles of didactics, which allows schoolchildren to achieve consistently high educational results.

Educational and methodological complex “Development. Individuality. Creation. Thinking" (RHYTHM) has been revised in accordance with the Federal State Standard and supplemented with new textbooks (foreign language, environment, physical education). The educational complex includes programs, teaching aids, and workbooks. Study lines in basic subjects are provided with didactic materials, tests and sets of visual aids. All components of the educational complex are integrated into a single methodological system, have a modern layout, extensive methodological apparatus, and professionally executed illustrations.

IN subject line in Russian language and literary reading native language is considered not only as an object of study, but also as a means of teaching children other disciplines, which contributes to the formation of meta-subject skills. The texts and exercises contained in the textbooks expand knowledge about the native country, its nature, contribute to the education of patriotism, the development of norms and rules of behavior, traditional moral values, tolerance, and therefore the formation of the necessary personal qualities, which is the most important result of education.

During the course of studying mathematics, textbooks are included in active independent and group activity, the most important result of which is the development of flexibility, criticality and variability of their thinking. The methodological apparatus of the subject line is aimed at developing logical skills: understanding educational task, independently planning your actions to solve it, choosing the optimal methods for this.

The methodology underlying subject lines in a foreign language is designed to form elementary foreign language communicative competence in primary schoolchildren. The principle of dialogue of cultures, implemented in the English language course, allows the child to smoothly enter a foreign language communication space. The German language course is aimed at the interconnected formation of all types of communication skills - listening, speaking, reading and writing. Course content foreign language contributes to the child’s formation of a sense of belonging to a specific linguistic and cultural community - Russian civil identity.

In the subject line of the surrounding world, the integration of natural scientific and social and humanitarian knowledge is carried out, which lays the foundations for the formation of a holistic picture of the world, solves the problems of developing environmental thinking, a culture of healthy and safe lifestyle, a system of national values, the ideals of mutual respect, patriotism, based on ethnocultural diversity and general cultural unity of Russian society.

The subject line in fine arts is focused on aesthetic development personalities based on mastering the best examples of the artistic heritage of the peoples of Russia and the world. It is built on the principles of a system-activity approach to learning and reflects the communicative and moral essence of art education.

The aesthetic, spiritual and moral development of students when using the subject line of music is carried out through familiarization with musical culture as the most important component harmoniously developed personality. The music course is built on a broad integrative basis with subjects of the humanitarian and aesthetic cycle. It is based on the principle of the formation of universal educational actions - personal, regulatory, cognitive, communicative.

The subject line of technology and physical education contains extraordinary methodological techniques for developing the necessary subject and meta-subject skills, as well as the personality traits of a primary school graduate. The lines are practice-oriented and provide ample opportunities for organizing educational and extracurricular activities for junior schoolchildren.

UMK "Development. Individuality. Creativity, Thinking" (RITM) is aimed at achieving educational results defined by the Federal State Standard and implementing the "Concept of spiritual and moral development and education of a citizen of Russia."

Textbooks included in the educational complex “Classical Primary School”:
1. ABC - O.V. Dzhezheley.
2. Russian language - T.G. Ramzaeva.
3. Literary reading. - O.V. Dzhezheley.
4. English - V.V. Buzhinsky, S.V. Pavlova, R.A. Starikov.
5. German language - N.D. Galsakova, N.I. Guez.
6. Mathematics - E.I.Alexandrova.
7. The world around us - E.V. Saplina, A.I. Saplin, V.I. Sivoglazov.
8. Fine arts - V.S. Kuzin, E.I. Kubyshkina.
9. Technology.- N.A. Malysheva, O.N. Maslenikova.
10. Music - V.V. Aleev, T.N. Kichak.
11. Physical culture - G.I. Pogadaev.

Educational and methodological complex “Primary school of the XXI century”

(scientific supervisor - N.F. Vinogradova)

Publishing house "Ventana - Graf"
Website: http://www.vgf.ru

The kit is based on the theory of activity of A.N. Leontyeva, D.B. Elkonin and V.V. Davydova. The general goal of education is the formation of activities leading to this age. The goal of primary school teachers is not just to teach the student, but to teach him to teach himself, i.e. educational activities; The goal of the student is to master the ability to learn. Academic subjects and their content act as a means to achieve this goal.

Forms, means and methods of teaching are aimed at developing the prerequisites in a primary school student (in the 1st half of the first grade), and then the skills of educational activities. During primary education, a primary school student develops skills in educational activities that allow him to successfully adapt to primary school and continue subject education according to any educational and methodological set.

The leading characteristics of a primary school graduate are his ability to think independently and analyze any issue; the ability to construct statements, put forward hypotheses, defend the chosen point of view; the presence of ideas about one’s own knowledge and ignorance on the issue under discussion. Hence two methodological features of teaching materials. Thus, working with the educational and methodological set “Elementary school XXI century", the student masters a fundamentally different role - "researcher". This position determines his interest in the process of cognition. As well as increased attention to creative activity students, based on the initiative and independence of each student.

List of textbooks of educational educational complex “Primary school of the XXI century”

1. Primer - L.E. Zhurova.
2. Russian language - S.V. Ivanov, A.O. Evdokimova, M.I. Kuznetsova.
3. Literary reading - L.A. Efrosinina.
4. English language - UMK “FORWARD”, M.V. Verbitskaya, O.V. Oralova, B. Ebbs, E. Worell, E. Ward.
5. Mathematics - E.E.Kochurina, V.N.Rudnitskaya, O.A.Rydze.
6. The world around us - N.F. Vinogradova.
7. Music - O.V. Usacheva, L.V. Schoolboy.
8. Fine arts - L.G. Savenkova, E.A. Ermolinskaya
9. Technology - E.A. Lutseva.
10. Fundamentals of the spiritual and moral culture of the peoples of Russia (4th grade) - N.F. Vinogradova, V.I. Vlasenko, A.V. Polyakov.

Content educational subjects Educational training is focused on stimulating and supporting emotional, spiritual, moral and intellectual development and self-development of the child; to create conditions for the child to demonstrate independence, initiative, and creative abilities in various activities. At the same time, the importance of children’s assimilation of knowledge and mastery of skills as means of development remains, but they are not considered as an end in themselves of primary education.

In subjects, teaching materials have been strengthened humanitarian orientation and its impact on the emotional and social-personal development of the child. The educational complex contains content that helps the child retain and recreate the integrity of the picture of the world, ensures his awareness of the various connections between objects and phenomena and, at the same time, develops the ability to see the same object from different sides. The main feature of this set is its integrity: the unity of the structure of textbooks and workbooks for all grades and subjects; unity of end-to-end lines typical tasks, unity of approaches to organizing educational activities.

Textbooks and teaching aids of the educational educational complex “Planet of Knowledge” are published by the publishing houses “Astrel” and “AST”.
The UMK includes:

1. Primer - author T.M. Andrianova.
2. Russian language - author T.M. Andrianova, V.A. Ilyukhina.
3. Literary reading - E.E. Katz
4. English language - N.Yu. Goryacheva, S.V. Larkina, E.V. Nasonovskaya.
5. Mathematics - M.I. Bashmakov, M.G. Nefedova.
6. The world around us - G.G. Ivchenkova, I.V. Potapova, A.I. Saplin, E.V. Saplina.
7. Music - T.I. Balanova.

Educational and methodological set “Harmony”

(scientific supervisor - N.B. Istomina)

Publishing house "Association of the XXI Century".
Website: http://umk-garmoniya.ru/

The educational and methodological set "Harmony" implements: methods of organizing students' educational activities related to setting an educational task, its solution, self-control and self-assessment; ways to organize productive communication, which is a necessary condition formation of educational activities; methods of forming concepts that ensure awareness of cause-and-effect relationships, patterns and dependencies at a level accessible to primary school age.

The course is based on the methodological concept of targeted and systematic work on the formation of mental activity techniques in younger schoolchildren: analysis and synthesis, comparison, classification, analogy and generalization in the process of mastering the mathematical content provided for by the program.

The primer "My First Textbook", intended for the course "Teaching Literacy", ensures not only the development of elementary reading and writing by first-graders, but also the development of their thinking, cognitive interests, sense of language, the formation of phonetic hearing, spelling vigilance, speech and reading skills, introduction into the world of children's books, as well as gaining experience working with educational books.

The primer involves the active promotion of both children just beginning to learn to read, and those who are already at different stages of mastering reading techniques.

In general, this primer creates conditions for the successful continuation of teaching reading and the Russian language within the framework of individual academic subjects.
The Russian language course, presented in the textbooks “To the Secrets of Our Language,” ensures the development of linguistic and speech skills, their functional literacy simultaneously with the formation of the entire complex of universal educational actions.

This is facilitated by the implementation of an activity-based approach to the organization of learning, in which the development of language and speech concepts, rules, and work on skills goes from motivation and setting an educational task to its solution and, through understanding the necessary method of action, to the use of acquired knowledge, to the ability to control implementation action and its result.

Language learning has a communicative orientation, since it is subordinated to the development of students’ speech, the improvement of all forms of their speech activity.

Formation of literacy schoolchildren is carried out on the basis targeted development their spelling vigilance and spelling self-control.

Course "Literary Reading" involves the formation of reading competence of a junior schoolchild, which is determined by mastery of reading techniques and methods of mastering a literary work, the ability to navigate books and the acquisition of experience in independent reading activity.

Teaching literary reading is also aimed at:
enriching the spiritual and moral sphere of junior schoolchildren, developing ideas about good and evil, justice and honesty, respect for the culture of the peoples of multinational Russia;
mastering universal educational activities
improving all types of speech activity, the ability to construct a monologue and conduct a dialogue;
development of creative abilities;
nurturing an aesthetic attitude towards the art of words, interest in reading and books, the need to communicate with the world of fiction;
expanding the reader's horizons.

Mathematics course presented in the textbook, in the process of mastering the program material, purposefully forms all types of universal learning activities (ULA) for students. This is facilitated by: the logic of constructing the course content, a variety of methodological techniques organization of educational activities for junior schoolchildren, a system of educational tasks aimed at students performing various types of actions.

In the process of studying the course, children will master: mathematical knowledge, skills and abilities provided for by the course program, and will learn to use them to describe surrounding objects, processes, phenomena, assess quantitative and spatial relationships; master the skills: build reasoning; argue and correct statements; distinguish between reasonable and unfounded judgments; identify patterns; establish cause-and-effect relationships; carry out an analysis of various mathematical objects, highlighting their essential and non-essential features, which will ensure their successful continuation of mathematical education in primary school.

Features of the content of the course “The World around us” are: the integrative nature of the presentation of natural sciences, social sciences and historical knowledge; purposeful formation of UUD during development subject knowledge and skills.

The study of the surrounding world is aimed at:
formation in younger schoolchildren of a holistic picture of the natural and sociocultural world, environmental and cultural literacy, moral, ethical and safe standards of interaction with nature and people;
mastering a complex of subject knowledge, skills and universal educational activities for the successful continuation of education in primary school;
development of skills to observe, analyze, generalize, characterize objects of the surrounding world, reason, solve creative problems;
education of a citizen who loves his Fatherland, is aware of his belonging to it, respects the way of life, customs and traditions of the inhabiting peoples, striving to participate in environmental and creative activities.

The main course presented in the textbooks "Technology", is a substantive transformative activity that allows you to integrate conceptual (speculative), visual-figurative, visual-effective components cognitive activity.

Main features of the “Fine Arts” course:
introducing schoolchildren to figurative language fine arts as the basis for the emotional and ethical development of the surrounding world;
communicative orientation of training, ensuring the education of the basic visual culture of the individual and the primary development visual arts visual communication;
activity-based approach to the study and further practical development of visual, design and decorative artistic activities;
learning based on problem problems, when the teacher, without suggesting a final answer, poses questions that help students themselves come to the right decision;
formation of methods of cognitive activity and development of interest in the field of artistic exploration of the world, enrichment of the child’s sensory and practical creative experience.

Music course, presented in the textbooks “To the Heights of Musical Art,” has the following features:
development of musical thinking of schoolchildren through mastering various genres of music;
selection of musical material with a focus on the masterpieces of world musical art, which helps the child form a holistic understanding of musical culture based on its standard samples;
formation, along with the song type, of musical thinking at the symphonic level;
the methodological principle of “recreating” masterpieces of world musical art, which consists in the fact that the holistic perception of a work is preceded by the stage of its “creation” by a child through the passage of the main stages of the composer’s path;
the creation by schoolchildren of the independence of music as a form of art, capable of conveying the feelings and thoughts of people through their own means as a result of acquaintance with musical images of various genres of music and the disclosure of multifaceted connections between music and life.

The purpose of the textbooks “Physical Education” is to form students’ fundamentals healthy image life, the ability to communicate and interact with peers, plan one’s own activities, distribute the load and rest during its implementation, analyze and objectively evaluate the results of one’s own work, evaluate the beauty of the physique and posture, and technically correctly perform motor actions.

The publishing house “Association of the 21st Century” publishes textbooks and teaching aids for the teaching and learning center “Harmony”.
To communicate with colleagues and exchange experience in the educational system "Harmony" was created social network- www.garmoniya-club.ru

The UMK includes:
1. Primer - author M.S. Soloveichik, N.S. Kuzmenko, N.M. Betenkova, O.E. Kurlygina.
2. Russian language - author M.S. Soloveichik, N.S. Kuzmenko.
3. Literary reading - author O.V. Kubasova.
4. Mathematics - author N.B. Istomina.
5. The world around us - author O.V. Poglazova, N.I. Vorozheikina, V.D. Shilin.
6. Technology - author N.M. Konysheva.
7. Fine arts - (Yakhont publishing house), author: T.A. Koptseva, V.P. Koptsev, E.V.Koptsev.
8. Music - (Yakhont publishing house), author: M.S. Krasilnikova, O.N. Yashmolkina, O.I. Nekhaeva.
9. Physical culture - (Yakhont publishing house), author: R.I. Tarnopolskaya, B.I. Mishina.

"Perspective".

The main feature of the complex is that the work on its creation was carried out in parallel with the development of the Federal State Educational Standard for Primary General Education (FSES), the requirements of which found their theoretical and practical implementation in the textbooks of the educational educational complex “Perspective”.

Educational and methodological complex “Perspective” (series “Academic school textbook") was created on a conceptual basis that reflects modern achievements in the field of psychology and pedagogy, while maintaining a close connection with the best traditions of classical Russian school education. The educational complex was developed within the walls of the Federal Institute for Educational Development of the Ministry of Education and Science of the Russian Federation. The institute is headed by the head of the Department of Personality Psychology at Moscow State University, Academician A.G. Asmolov, under whose leadership theoretical and methodological materials were developed, which are system-forming components of the Federal State Educational Standard and focused on the development of the student’s personality based on the mastery of universal educational actions.

Methodological basis the new complex is system-activity approach. In this regard, in the textbooks of the educational complex “Perspective”, tasks aimed at including children in activities are built into a system that allows the learning process to be built as a two-way one:

§ learning as a means formation of universal educational actions and personal qualities of younger schoolchildren;

§ learning as a goal - obtaining knowledge in accordance with the requirements for the results of mastering the main educational program of the Federal State Educational Standard.

The educational complex ensures the availability of knowledge and high-quality assimilation of program material, the comprehensive development of the personality of a primary school student, taking into account his age characteristics, interests and needs. A special place in the educational complex “Perspective” is given to formation of spiritual and moral values , getting acquainted with the cultural and historical heritage of the world and Russia, with the traditions and customs of the peoples inhabiting our homeland. The textbooks include tasks for independent, pair and group work, project activities, as well as materials that can be used in extracurricular and extracurricular activities.

It is used in teaching materials unified navigation system for teachers, students and parents, which helps to work with information, organize and structure educational material, plan student activities in class, organize homework, and develop independent work skills.

Educational and methodological set “Teaching literacy”. 1 class. A second: L.F. Klimanova, S.G. Makeeva. The literacy course is distinguished by its communicative-cognitive and spiritual-moral orientation. The main goal of the course is the active formation of all types of speech activity: the ability to write, read, listen and speak, the development of first-graders’ verbal thinking, the ability to communicate and understand themselves and others. The effectiveness of the new system is ensured by educational material selected in accordance with the level of development of the child’s cognitive interests, playful and entertaining exercises, structurally figurative models of words that are included in various communicative speech situations. In this regard, the word is presented differently, namely, not only as a sound-letter complex, but as a unity of meaning, meaning and its sound-letter form. On the pages of the teaching and learning complex “Teaching Literacy” all the conditions have been created for a differentiated approach to students with different levels of preparation for school.

Educational and methodological set “Russian language”. A second: L.F. Klimanova, S.G. Makeeva (1st grade), L.F. Klimanova, T.V. Babushkina (grades 2-4). In the educational complex "Perspective" the system of teaching the Russian language is organically connected with teaching literacy and has something in common with it communicative-speech, cognitive and spiritual-moral direction. Features of the course - holistic view of language , which provides the study of the language system (its phonetic, lexical and grammatical aspects), speech activity and text as a speech work.

In this regard, language is considered as the most important means communication, cognition and influence, as a special sign system, where the sign is not a sound or a letter, but a word in the unity of its meaning and sound. The study of words and sentences as two-way units of language is carried out on structural-figurative models, in communicative speech situations and texts of various stylistic orientations, which significantly increases interest in language and speech, and promotes the conscious study of grammar and spelling. A new comprehensive approach to language learning develops functional literacy students, improves their level general culture and creative activity, teaches children to communicate and better understand each other.

Educational complex "Literary reading". A second: L.F. Klimanova, L.A. Vinogradskaya, V.G. Goretsky. The main task of the educational complex “Literary Reading” is formation of the personality of a junior school student , acquaintance with cultural and historical heritage and the formation of reading competence. For this purpose, the textbook uses highly artistic texts and folklore works of different nations. The system of questions and tasks contributes to the formation of a culture of verbal communication, the development of students’ creative abilities, introduces them to spiritual and moral values, introduces them to ethical and aesthetic standards, develops figurative and logical thinking of students and creates an interest in the arts among younger schoolchildren

work as the art of words. The headings “Independent reading”, “Family reading”, “Going to the library”, “Our theatre”, “Teaching book”, “Little and big secrets of the country of Literature”, “My favorite writers” offer various forms of working with a literary work, systematize knowledge and enrich the child’s practical experience; they present a system of working with books both in class and in extracurricular activities. Children's education is built on a communicative and activity basis.

UMK "Mathematics". A second: G.V. Dorofeev, T.N. Mirakova. “Teaching not only mathematics, but also mathematics” is the leading idea of ​​the teaching and learning instruction in mathematics, aimed at strengthening the general cultural sound of mathematical education and increasing its significance for the formation of a child’s personality. In this regard, the content of the material is focused on developing in younger schoolchildren the skills to observe, compare, generalize, and find the simplest patterns, which allows them to master heuristic methods of reasoning, their logic, develops divergent thinking, as the most important component of mental activity, speech culture and allows them to expand their understanding about the world around us using mathematics. Great importance is given to the development of students' numerical literacy and the formation of computational skills based on rational methods of action. The textbooks have the same structure and consist of 3 sections: numbers and operations with them, geometric figures and their properties, quantities and their measurement. Each textbook is equipped with a system of tasks aimed at developing figurative and logical thinking, spatial perception, imagination, and intuition. The practical tasks proposed by the authors contribute to the formation of mathematical knowledge and skills, allowing students to apply them in various life situations and form a holistic picture of the world. Textbooks contain tasks of different levels of complexity, which allows the teacher to differentiate the learning process.

Educational and training complex "The world around us". A second: A.A. Pleshakov, M.Yu. Novitskaya.

The guiding idea of ​​the course is the idea of ​​unity of the natural world and the world of culture . The surrounding world is considered as a natural-cultural whole, man is considered as a part of nature, the creator of culture and its product. The course reveals the structure of the concept of “the world around us” in the unity of its three components: nature, culture, people. These three components are consistently considered at different sociocultural levels of society (family, school, small homeland, native country, etc.), due to which the main pedagogical approaches to mastering the subject are determined: communicative-activity, cultural-historical, spiritually-oriented. The content of the course “The World Around You” contributes to the effective construction extracurricular activities younger schoolchildren, including project work, work with family. In this regard, at the end of each topic in the program there is a “Block of extracurricular, extracurricular work” with an approximate topic that any teacher can transform, taking into account the regional and local conditions in which a particular school is located.

UMK "Technology". A second: N.I. Rogovtseva, N.V. Bogdanova, N.V. Dobromyslova. The main objective of the subject “Technology” is to create conditions for students to gain experience in design activities from concept to presentation of the product. Junior schoolchildren master the techniques of working with paper, plasticine and natural materials, construction sets, study the properties of various materials and the rules of working with them. This approach creates conditions for the formation of regulative universal educational actions in younger schoolchildren, allows the formation of specific personal qualities (accuracy, attentiveness, willingness to help, etc.), communication skills (work in pairs, groups), abilities to work with information and master basic computer techniques. The material in the textbooks is structured in the form of a journey that introduces students to human activity in different spheres: Man and Earth, Man and water, Man and air, Man and information space. The textbook “Technology” has introduced a symbolic system for assessing the quality and complexity of a product, which allows for the formation of motivation for success and self-esteem of the student.

The teaching aids of the set are developed in accordance with the requirements of the standard of general education of the second generation and are aimed at creating a holistic picture of the world in the child, the harmonious development of the personality of a junior schoolchild, taking into account his age characteristics, interests and needs.
The textbooks in the set contain tasks of varying degrees of complexity, which gives the teacher a tool for implementing a differentiated approach to each student. All Perspectives publications use an intuitive navigation system that helps the child navigate the educational material and creates conditions for parents to be included in the learning process.
All textbooks in the set have passed the examination of RAO and are included in federal list textbooks approved for use in educational institutions.

Teachers working on this teaching and learning system made the following conclusions:

1. Methodological support has been developed for the educational complex “Perspective” Technological maps”, which are published on the publisher’s website. They clearly show how interdisciplinary connections are realized and meta-subject skills are formed.

2. UMK textbooks form children’s interest in the history of their family, small and large Motherland, traditions and customs of the peoples of Russia, cultural heritage, work activity, etc. The textbooks include theoretical material, which includes practical, research and creative tasks that allow you to activate the child’s activity and allow you to apply the acquired knowledge in practical activities, create conditions for the implementation creative potential student.

3. Each textbook is equipped with a system of tasks aimed at developing both logical and figurative thinking, imagination, intuition of the child, the formation of a value worldview and moral position of the individual.

4. Training using the “Perspective” set will allow each student to maintain self-esteem and interest in learning and discovering new things. The student's cognitive activity and initiative are encouraged. In textbooks, tasks are offered in such a form as to revive the child’s cognitive activity, curiosity and cognitive interest. New system directs the child’s activity into the sphere of culture and free creativity.

Another advantage of the educational complex “Perspective” is that, while studying according to this program, the student discovers future topics of study in each lesson. Training is built on a dialectical principle, when the introduction of new concepts and ideas, initially presented in a visual-figurative form or in the form of a problem situation, precedes their detailed study.

5. An important condition for the successful implementation of the Perspective program is individual approach to every student. Textbooks contain tasks of varying degrees of complexity, providing the opportunity to vary tasks taking into account the student’s level of preparedness. The choice of tasks that lie in the child’s zone of proximal development (i.e., tasks that require joint work with the teacher and at the same time require the mobilization of one’s own efforts, allowing the student to experience a sense of success and pride in his achievements) makes learning truly developmental. Training in the zone of proximal development forms such personal qualities as determination, perseverance, self-confidence, and readiness to overcome difficulties.

6. Federal educational standard Primary education does not involve assessing the personal development results of the child. Under personal development refers to the creation of conditions for self-knowledge, moral and ethical development, self-esteem. In the textbooks of the educational educational complex “Perspective”, much attention is paid to the moral and ethical formation of personality. Textbooks on literary reading include works that allow one to comprehend spiritual and moral values; the content of textbooks “The World Around” includes materials of a cultural nature; this approach allows students to be introduced to the concepts of tradition, values, and national characteristics. tolerance. As part of the subject "Technology", which is built on the basis of project activities, students get acquainted with folk crafts, professions and crafts, production cycles, which forms positive attitude to work and “working people”.

In December 2012, Russian legislation adopted 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 acquire basic knowledge, skills and abilities that will be useful to him in the future for adapting among people and the right choice professions.

Levels of general education:

• preschool;
• general primary (grades 1-4);
• basic general (grades 5-9);
• general secondary (grades 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, when they enter 1st grade, begin to study under the educational program “Perspective Primary School”. There are different reviews about it; teachers and parents discuss the program on various forums.

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

Program "Promising Primary School" in 1st grade

Reviews from parents and teachers in elementary schools about the “Perspective” program are varied, but in order to understand its full essence, you need to get to know it in more detail.

What the program studies:

• philology;
• mathematics;
• computer science;
• social science;
• art;
• music.

A child, while studying the program, can generally form his own opinion about environment and get a complete scientific picture of the world.
The Perspective program has a number of textbooks. Among them:

• Russian language - alphabet;
• literary reading;
• mathematics;
• computer science and ICT;
• the world;
• foundations of religious cultures and secular ethics;
• art;
• music;
• technology;
• English language.

All textbooks included in the “Prospective Primary School” curriculum have been certified for compliance with the Federal State Educational Standard of the NEO. And they were recommended by the Ministry of Education and Science for use in teaching children in general education institutions.

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

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

• 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 condition child;
• For education, a schoolchild should receive a clear example.

Basic properties of the Perspective program

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

Main features of the Perspective program

For teachers, the developed teaching aids have become great helpers, as they contain detailed lesson plans. Most of parents and teachers are satisfied with the program.

Peculiarities:

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

It is worth understanding that primary school education is a very important process, in which the child builds the foundation for all subsequent learning. The curriculum "Perspective Elementary School", reviews confirm this, has many positive aspects. It is quite interesting for a child to gain new knowledge.

How do the authors see the future of their program?

When developing the program, the authors sought to include all the key points that would help the child in later life. After all, it is precisely in elementary school that children must learn to comprehend the correctness of their actions and receive a more complete picture of the world around them.

Nowadays, virtually all school programs are aimed at personal development. "Perspective" was no exception. Therefore, as teachers who have encountered working with this program say, there is nothing complicated about it. The main thing is that the child studies not only at school, but also at home.

Is it worth studying using this system?

Whether to go to school with the “Promising Primary School” program or not is up to each parent to decide for himself. In any case, the child must receive primary education.

Teachers try not to leave negative reviews about the “Promising Primary School” program, since they will continue to work with it. But the opinions of parents are ambiguous, some like it, some don’t.

What you need to know about the Perspective program:

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

A little about the "Promising Primary School"

If a student goes to study in an elementary school under the Perspective program, reviews for parents very often become a powerful argument to think about whether he will be able to understand all aspects of learning.

The entire program is one big system interconnected subroutines. At the same time, each discipline is a separate link and is responsible for a specific area of ​​activity. For many parents, reviews about curriculum"Perspective Primary School" helps you correctly assess your capabilities and those of your child.

• 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 inappropriate and quite difficult for first grade students. That is why reviews of the Perspective training program (primary school) are far from clear. Some people like textbooks and the material presented in them, others don’t. But this is true for all training programs. Each of them has its own pros and cons, and the task of parents is to understand which is more.

If we consider the program 1 "Promising Primary School", 1st grade, the authors' reviews will help you understand the principles on which the entire educational process is built. What are the creators hoping for?

1. The greatest attention is paid to personality development in this program. The child must understand which human values must be above all else.
2. Education of patriotism. From childhood, a child must be hardworking, respect human rights and freedoms, show love for others, nature, family, and the Motherland.
3. Combining cultural and educational processes. Protection of national culture and understanding of the significance of all cultures, different nations for the entire state as a whole.
4. Personal self-realization. The child must be able to develop independently and participate in various creative tasks.
5. Formation of the correct point of view and general picture of the world.
6. One of the main goals is to help the child learn to live in society with other people.

From reviews of the "Perspective Elementary School" program, you can understand how completely different children learn information and how adaptation occurs at school. It should be noted that this largely depends on the teacher (sometimes much more than on the program).

Schoolchildren's achievements

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

Achievements:

1. In the meta subject results- students cope quite easily with mastering
2. In subject results, children acquire new knowledge and try to apply it based on the overall picture of the world.
3. Personal results - students easily study and find the necessary material on their own.

These are the main achievements that the primary school is aimed at with the “Perspective” program. Reviews about the project are often positive, as parents notice changes in their children better side. Many become much more independent.

School program "Perspective Primary School": teacher reviews

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

Reviews about the “Promising Primary School” program (grade 1) from teachers are very important for parents. Since they work with it and know all the pitfalls that they will have to face.

With the emergence of a large number of school programs for primary schools in the learning process, it is impossible to say for sure which will be better. Likewise, “Perspective” has its pros and cons.

The advantages of teachers include teaching aids for conducting lessons. They are divided into two parts, one of which contains theoretical material, the other - a detailed lesson plan for the school program "Perspective Primary School".