Primary school school programs comparison. Training programs in Russian schools. Features of the program Primary school of the XXI century

: traditional and developmental. Each has its own programs. The traditional programs include: “School of Russia”, “Harmony”, “Primary School of the 21st Century”, “School 2100”, “Classical Primary School”, “Prospective Primary School”, “Perspective”, “Planet of Knowledge”. Developmental systems include two programs: L.V. Zankova and D.B. Elkonina - V.V. Davydova.

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

Training systems L.V. Zankova and D.B. Elkonina - V.V. Davydov still raises many questions and discussions. There are most often two reasons for this. The first is that in most modern schools it is impossible to create conditions in which these educational systems will work as the authors intended. The second is that there are few enthusiastic teachers who are ready to follow the teaching technology, and without this it is impossible to achieve good results. The structure of these programs does not imply a clear division into topics, there is no usual selection of rules that need to be learned, there are no tasks of the same type arranged in a row. These training programs involve completely new approach to the learning process - more creative, requiring children to be active and inquisitive. The teacher acts not as a mentor, but as a friend and assistant who guides the children's thinking. The purpose of these programs is to teach the child to think outside the box.

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

So, let's look at all the programs.

Program "School of Russia"

The traditional program “School of Russia” (edited by A. Pleshakov) has existed for decades. “School of Russia” is the program according to which all Soviet schoolchildren studied. Of course, there have been major changes in terms of content, but the learning objectives remain the same. The most common misconception about this training program is that it is outdated. This is far from true. The program has been updated many times since 2000, improved and supplemented. This program allows you to thoroughly practice your skills educational activities(reading, writing, counting) which are necessary for successful learning in middle school.

The program solves the following tasks:

· personal development junior schoolchildren;
· civic-oriented education of junior schoolchildren;
· formation of globally oriented thinking;
· providing environmentally adequate education.

Textbooks of the “School of Russia” program:

Teaching literacy and reading. Russian alphabet. Goretsky V.G., Kiryushkin V.A., Shanko A.F.

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

Literary reading. Klimanova L.F.

Mathematics. Moro M.I. and etc.

The world. Pleshakov A.A.

art(2 lines):

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

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

Program "Harmony"

Educational and methodological kit“Harmony” (edited by N.B. Istomin (mathematics), M.S. Soloveichik and N.S. Kuzmenko (Russian language), O.V. Kubasov ( literary reading), O.T. Poglazova ( the world), N.M. Konysheva (labor training)) is successfully practiced in many schools. This program has common goals and objectives for everyone educational subjects, priority teaching methods and forms of organizing educational activities have been identified.

The advantages of this program: there is advanced learning, the included textbooks contain a methodological part, with the help of which parents can study and explain to the child the missed topic. The program uses new teaching technologies that allow you to develop your child’s logical thinking abilities. It is also noteworthy that the kit includes tasks designed for children. different levels preparedness. But there are also disadvantages: in mathematics, solving problems begins only in the second grade, and test papers The same ones are offered for all classes.

The Harmony program successfully solves such problems as:

· formation of methods of mental activity - analysis, synthesis, comparison, classification, analogy, generalization;
· a priority independent work students;
· active involvement in cognitive activity through observation, selection, transformation, design;
maintaining a balance between intuition and knowledge;
· reliance on the child’s experience;
· unity of intellectual and special skills.

Textbooks of the “Harmony” program:

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

Literary reading. O.V. Kubasova.

Mathematics. N.B. Istomina.

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

Technology. N.M. Konysheva.

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

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

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

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

Program "Primary school of the 21st century"

This program is the result of many years of research by a team of employees of the Primary School Center of the Institute of General Secondary Education of the Russian Academy of Education (now ISMO), as well as a number of employees Russian Academy education. Project manager – N.F. Vinogradova, corresponding member of the Russian Academy of Education, Doctor of Pedagogical Sciences, professor.

This program takes the problem of forming the educational activity of a primary school student very seriously, and this is the only set where there is a parallel program “Educational Activities”. The material in this program is designed for strong, erudite children. With what amount of knowledge will a student move to high school, depends on the teacher primary classes. Therefore, the main goal is to teach the child to learn. It is important that Vinogradova’s set realizes the child’s right to his own individuality: children are placed in conditions where they can independently acquire knowledge, apply it, think, fantasize, and play.

The tasks that the “Primary School of the 21st Century” program solves:

· use of visual imaginative thinking, appropriate for children of this age;
· inclusion of game teaching methods.

Textbooks of the program “Primary school of the 21st century”

Taking into account all of the above, the team of authors created learning tools for students - textbooks, workbooks. And for the teacher, books, guidelines, lesson planning etc. There are special notebooks “Learning to think and fantasize”, “Learning to understand the world around us”.

Program "School 2100"

“School 2100” edited by A.A. Leontyev. This program, by some estimates, is the most widespread. Every year more and more teachers work in this educational program. The main advantage of this program is its deep continuity and continuity of education. Under this program, children can study from the age of three until they enter university. All textbooks in the program are built taking into account psychological specificity age. A characteristic feature of this educational program is the following principle: educational material is offered to students to the maximum, and the student must learn the material to a minimum standard. This way, each child has the opportunity to take as much as he can. The program teaches children to act independently and is aimed at developing logical thinking, speech, imagination, and memory.

Problems solved within the framework of the School 2100 program:

· continuity and continuity of education across all school subjects;
· independent discovery of new knowledge by children;
· formation of a unified picture of the world;
· focus on creativity in educational activities;
· Opportunity for each child to progress at their own pace.

Textbooks of the School 2100 program:

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

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

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

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

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

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

Program "Classical Primary School"

The “Classical Primary School” program is based on a holistic system of teaching junior schoolchildren, built on uniform psychological and pedagogical foundations.

Why is the proposed model of teaching primary schoolchildren a classic? Because it is based on the classical principles of didactics, the most important theoretical principles, developed and tested by many years of practice. A classical primary school is a holistic system of educating junior schoolchildren, built on uniform psychological and pedagogical foundations.

Problems solved within the framework of the “Classical Primary School” program:

· to form knowledge, abilities, skills and even personality traits of the child that meet the individual needs of each and are necessary for their future life.

Textbooks for the Classical Primary School program:

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

Russian language. Ramzaeva T.G.

Mathematics. Alexandrova E.I.

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

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

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

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

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

Promising Primary School Program

The main idea of ​​the “Prospective Primary School” program is the optimal development of each child based on pedagogical support of his individuality (age, abilities, interests, inclinations, development) in the conditions of specially organized educational activities, where the student acts either as a student or as a teacher, then in the role of organizer of a learning situation.

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

Textbooks for the Prospective Primary School program:

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

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

Literary reading. Churakova N.A.

Mathematics. Chekin A.L.

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

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

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

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

Program "Perspective"

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

Tasks educational system"Perspective":

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

Textbooks for the Perspective program:

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

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

English language grades 2-4 “English in Focus” (“Spotlight”) and “Star English” (“Starlight”). Dooley D., Bykova N.I., Evans V., Pospelova M.D., Baranova K.M., Kopylova V.V., Milrud R.P.

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

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

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

- Mathematics. "Learning to learn." Guseva A.V. Peterson L.G.

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

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

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

Program "Planet of Knowledge"

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

An important role in the formation of universal educational activities plays a role in the general structure of all textbooks in the set. Route sheets preceding each topic clearly represent the educational tasks facing primary schoolchildren. Highlighting invariant and variable content of the material on the pages of textbooks and a multi-level system of tasks provide the opportunity to organize the educational process taking into account the student population and create individual educational trajectories.

Objectives of the educational system “Planet of Knowledge”:

· ability to solve creative problems at the level of combinations and improvisations;
· work with educational, artistic and popular science texts;
· master the initial skills of searching for the necessary information;
· independently establish a sequence of actions to solve a learning task;
· determine ways to monitor and evaluate activities;
· identify the causes of difficulties that arise and ways to eliminate them;
· ability to negotiate, distribute work, evaluate the overall result of activities and one’s contribution to it.

Textbooks of the “Planet of Knowledge” program:

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

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

– Literary reading. Katz E.E.

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

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

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

- Music. Baklanova T.I.

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

– Technology (1st grade). Nefedova E.A., Uzorova O.V.

Zankov system

Zankov's system relies on the student's independence and his creative comprehension of the material. The teacher does not give schoolchildren the truth, but forces them to “get to the bottom” themselves. The scheme here is the reverse of the traditional one. First, examples are given, and students themselves must draw theoretical conclusions. The learned material is also consolidated practical tasks. The new didactic principles of this system are rapid mastery of the material, a high level of difficulty, the leading role of theoretical knowledge, and the passage of educational material “in a spiral.”

For example, schoolchildren are already introduced to the concept of “Parts of Speech” in the first year of study, and they must come to an understanding of these concepts on their own. The program is aimed at the comprehensive development of the child; it teaches children to obtain information themselves, rather than receive it ready-made.

Objectives of training according to the Zankov system:

· formation of a holistic, broad picture of the world through the means of science, literature, and art;
· creating conditions for each student to understand the learning process;
· implementation active forms knowledge: observation, experiments, discussion;
· updating practical significance the material being studied for students;
· development of information culture – carrying out research and design work.

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

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

The level of subjects taught is extremely difficult. The Elkonin-Davydov education system involves the development of a large set of skills in primary school graduates. The child must learn to look for missing information when faced with a new task and test his own hypotheses. Moreover, the system assumes that the younger student will independently organize interaction with the teacher and other students, analyze and critically evaluate his own actions and the points of view of his partners. This system is suitable for those who want to develop in a child not so much the ability to analyze, but the ability to think unusually and deeply.

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

In the Elkonin-Davydov system, the emphasis is not on the result - acquired knowledge, but on the methods of comprehending it. In other words, the student may not remember something, but he must know where and how, if necessary, to fill this gap. Another feature: children learn not only that two and two make four, but also why four and not seven, eight, nine or twelve. In class, the principles of language construction, the origin and structure of numbers, etc. are studied. Knowledge of the rules, based on an understanding of their reasons, certainly stays stronger in the head.

Problems solved by the Elkonin-Davydov system:

· creating a comfortable learning atmosphere (no grades: assessment of students’ work occurs at a qualitative level in the form of recommendations);
· children do not become overtired, overloading their memory with numerous new information;
· development of the ability to think unusually, deeply.

Currently, there are two systems for preparing children in primary school: traditional and developmental. Each has its own programs. The traditional programs include: “Primary School of the 21st Century”, “School 2100”, “School of Russia”, “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.

Different programs may be used within the same school. Regardless of the program, the student has the opportunity to obtain the same knowledge expected state standard. Tasks of increased difficulty, which are associated only with developmental systems, are included in all programs, but are not mandatory for study.

School of Russia

The traditional program “School of Russia” (edited by A. Pleshakov) has existed for decades. The Russian school is the program in which all Soviet schoolchildren studied. Of course, there have been major changes in terms of content, but the learning objectives remain the same. The most common misconception about this training program is that it is outdated. This is far from true. The program has been updated many times since 2000, improved and supplemented. This program allows you to thoroughly develop the academic skills (reading, writing, counting) that are necessary for successful learning in secondary school.

Program "Harmony"

Educational and methodological set “Harmony” (edited by N.B. Istomin (mathematics 3rd grade), M.S. Soloveichik and N.S. Kuzmenko (Russian language), O.V. Kubasov (literary reading), O. T. Poglazova (the world around us), N.M. Konysheva (labor education)) is successfully practiced in many schools. This program identifies common goals and objectives for all academic subjects, identifies priority teaching methods and forms of organizing educational activities.
Pros of this program : advanced learning is underway, the included textbooks contain a methodological part, with the help of which parents can study and explain to the child the missed topic. The program uses new teaching technologies that allow you to develop your child’s logical thinking abilities. It is also noteworthy that the set offers tasks designed for children of different levels of preparedness. But there are also disadvantages: in mathematics, problem solving begins only in the second grade, and the tests are offered the same for all grades.

Primary school XXI century

Primary school XXI century edited by N.F. Vinogradova. This kit takes a very serious look at the problem of forming the educational activity of a primary school student, and this is the only kit that has a parallel program “Learning Activities”. The material in this program is designed for strong, erudite children. What knowledge a student will have when moving on to secondary school depends on the primary school teacher. Therefore, the main goal is to teach the child to learn. It is important that Vinogradova’s set realizes the child’s right to their individuality: children are placed in conditions where they can independently acquire knowledge, apply it, think, fantasize, play (special notebooks are provided “Learning to think and fantasize”, “Learning to understand the world around us”)

School 2100

School 2100 edited by A.A. Leontyev. This program, according to some estimates, is the most widespread in our region. Every year more and more teachers work in this educational program. The main advantage of this program is its deep continuity and continuity of education. Under this program, children can study from the age of three until they enter university. All textbooks in the program are built taking into account the psychological specifics of age. A characteristic feature of this educational program is the following principle: educational material is offered to students to the maximum, and the student must learn the material to a minimum standard. This way, each child has the opportunity to take as much as he can. The program teaches children to act independently and is aimed at developing logical thinking, speech, imagination, and memory.

Dedicated to the parents of future first-graders...

You often hear: “We study according to Vinogradova...”, “But in our class they teach according to Zankov.” Unfortunately, most parents can only name the author of the curriculum, others will say “we were praised for it,” and still others, perhaps, will talk about specific pros and cons. But in general, the average parent has difficulty understanding how all these programs differ. And no wonder. It is really difficult to get through the scientific style and terminology of pedagogical texts.

So let's figure it out together and try to understand.

Firstly, there is a pedagogical system and a pedagogical program.

There are only three systems: Zankov system(developmental), Elkonin-Davydov system(developmental) and traditional(see Order of the Ministry of Education and Science of the Russian Federation dated October 21, 2004 N 93).

There are much more programs. In addition to the officially recognized ones, there are many experimental systems, as well as proprietary, in-school ones, which we will not consider in this article.

Schematically it will look something like this:

All systems and programs approved by the Ministry of Education meet the main requirement: they allow the student to acquire the required minimum knowledge. Authorship is manifested in the way the material is presented, additional information, organization of educational activities.

Features that will allow a child to successfully study in this program: Since the program, as conceived by the authors, has something in common with the Elkonin-Davydov system, all the qualities that were described above will be useful. But since it's still traditional program, designed for the “average student”, almost any child will be able to study successfully using it.

“School of Russia” (Pleshakov)

This is the elementary school kit we all learned from, with a few modifications.

Target: as citizens of Russia. The Russian school should become a school of spiritual and moral development.

Tasks. The main purpose of elementary school, according to the authors, is educational. Hence the tasks:

• child development human qualities, meeting the ideas of true humanity: kindness, tolerance, responsibility, the ability to empathize, readiness to help others
• teaching a child to consciously read, write and count, correct speech, instill certain labor and health-preserving skills, teach the basics of safe life
• formation of natural learning motivation

Principles: fundamentality, reliability, stability, openness to new things.

Problem-search approach. It involves creating problem situations, making assumptions, searching for evidence, formulating conclusions, and comparing results with a standard.

Features that will allow a child to successfully study in this program: No special qualities are required from the child. Of course, the more abilities a child has, the better. For example, the ability to self-esteem, willingness to work in problematic situations. But even the most unprepared children for school learn well in this program.

“Harmony” edited by N. B. Istomina

This system correlates with the basic ideas of developmental education and, in particular, with the Zankov system, in which Natalya Borisovna Istomina herself worked for a very long time.

Target: multilateral development of the child, comfortable learning, prepares the child’s thinking apparatus for further learning. Overcoming the differences between traditional and developmental training schemes.

Tasks: ensure the child’s understanding of the issues being studied, create conditions for harmonious relationships between the teacher and the student and children with each other, create situations for each student to succeed in cognitive activity.

Principles: organization of students' educational activities related to the formulation of an educational task, its solution, self-control and self-esteem; organizing productive communication, which is a necessary condition formation of educational activities; the formation of concepts that provide, in a way accessible to juniors, school age level of awareness of cause-and-effect relationships, patterns and dependencies.

Features that will allow a child to successfully study in this program: requirements for features thought process child arise from the connection declared by the author with the Zankov system. But like any traditional system, this program softens the requirements placed on the student by the Zankov program.

http://nsc.1september.ru/articlef.php?ID=200300905 - information about the program is presented very well, with examples.

“Elementary school of the 21st century” (Vinogradova)

Target: organizing the educational activities of primary schoolchildren in such a way as to provide comfortable conditions for the child’s development in the process of acquiring knowledge, skills and abilities.

Tasks:

• the formation of the main components of educational activity (if we discuss the student’s position, then this is the answer to the questions “why am I studying”, “what should I do to solve this educational task”, “in what way do I carry out the educational task and how do I do it”, “ what are my successes and what am I failing at?
• organizing the educational process in such a way as to ensure a situation of success for each student and the opportunity to learn at an individual pace.

Principles: the basic principle of education is that primary school should be nature-appropriate, that is, meet the needs of children of this age (in cognition, communication, various productive activities), take into account typological and individual characteristics their cognitive activity and level of socialization. The student is not just a “spectator”, “listener”, but a “researcher”.

Content: In accordance with the main principle (conformity to nature), the authors paid special attention to the implementation of the function of “soft” adaptation of children to new activities. A system of use has been developed role playing game in learning, which makes it possible to develop various facets of role behavior, and therefore the imagination and creativity of the student. All textbooks provide additional educational content, giving everyone the opportunity to work in accordance with their abilities (for example, introducing interesting texts from the very beginning of training in the textbook on the material of the complete alphabet for children who read well).

Features that will allow a child to successfully study in this program: based on the principles, it can be assumed that this program will be comfortable for children who require a gentle adaptation to everything new to them, be it a group or a type of activity. All courses have a long preparatory period.

The choice is ours. I hope that you and I were able to at least roughly understand “what kind of beast this program is.” And now we can consciously approach the choice of school, class, teacher. We can roughly imagine what questions to ask in order to assess whether a given teacher in a given school will be able to fully implement the principles of the chosen program... We will be able to properly prepare the child for the start of school, taking into account, if possible, the inclinations and character of our small but personalities.

Elena Aristarkhova

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Workbooks have been banned at school! Textbooks. Children's education. Firstly, in our class everything was purchased back in June.. Secondly, we want the notebooks to be used. So, for example, we have 5 hours of English a week... I can’t even imagine HOW you can work without additional help. notebooks..

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The educational complex includes new textbooks for 1st grade, workbooks for students, teaching aids and recommendations, lesson plans... We will go to 1st grade using it. Children are simply taught the Russian language using Ramzaeva’s textbook. And to study according to Vinogradova, you need to be good...

There are no workbooks - the children scribble in the textbook itself. My neighbor is a mathematics professor, he writes textbooks himself, but since the 5th grade, he studied with Peterson. His opinion is that a normal textbook, but not a Textbook for 1st grade.

School curriculum for first graders: how they differ and how to choose. Adherents of the program believe that it is its mathematics textbooks that perfectly develop logic and thinking. Information about what system children will study in, as a rule...

Which school program is better?. Preparation for school. Child from 3 to 7. Education, nutrition, daily routine, visitation. Tell mothers of first-graders and beyond. Which program should I choose? We have Zankov in our city. harmony and tradition. child to school...

Actually, the question is in the topic: how do the “School 2000” and “School 2100” programs differ, and in particular mathematics? School curriculum for first-graders: how they differ and how to choose. oh well, school 2100 is a terrible program, they developed it...

The school was chosen on a territorial basis. Regular municipal school. School curriculum for first graders: how they differ and how to choose. Learning programs. We studied according to Peterson in elementary school, and from the 5th grade we transferred our class...

1st grade. The whole set. We used it so that the child did not carry such heavy textbooks home, left them in the classroom, and left a second set at home. The educational complex includes new textbooks for grade 1, workbooks for students, teaching aids and recommendations, lesson notes...

What is the fundamental difference between Russian primary schools for grades 1-3 and grades 1-4? Thank you in advance.

All public Schools our country educates children according to educational and methodological programs that must comply with the Federal State Educational Standard - Federal State Educational Standards educational standards. However, their very content, as well as teaching methods, may differ significantly. “Littlevan” tried to figure out how certain curricula for primary grades are formed, which of them are officially approved for use, and how they differ from each other.

Curricula: general provisions

Many parents of future first-graders are concerned about the question of what program their children will study in, and whether they can somehow influence its choice. According to current legislation and educational standards, each school has the right to create its own. However, it can only be based on educational literature approved by order of the Ministry of Education and Science Russian Federation dated March 31, 2014 No. 253 (with subsequent amendments, the latest dated April 21, 2016) “On approval of the federal list of textbooks recommended for use in the sale of state accredited educational programs primary general, basic general, secondary general education" The so-called “federal list” is not a disparate set of textbooks, but several completed subject lines, which, in turn, are an integral part of certain programs - educational and methodological complexes (UMK). Each of them has its own principles and characteristics. The educational complex is created by one team of authors with a specific scientific supervisor.

Thus, choose a specific curriculum a parent can only indirectly - by finding out in advance which school teaches using the textbooks of the educational complex they like, and, if possible, by enrolling their child there (we wrote about the rules for admission to 1st grade here and here). Some schools, in which parallel classes teach different teaching materials, test children to determine the program that is more suitable for them.

What teaching methods are allowed today?

Today, the federal list includes textbooks that are included in the following educational and methodological complexes:

• "Russian School"
• "RHYTHM",
• "Perspective"
• "Primary school of the XXI century",
• "Promising Primary School"
• "Planet of Knowledge"
• System of D. B. Elkonin - V. V. Davydov,
• "Primary innovative school."

The list must be updated once every three years or more often. Thus, since 2014, including on the basis of negative expert opinions, textbooks that were previously distributed in many schools of educational educational institutions were removed from it: “School 2000”, “School 2100”, “Dialogue”, “Harmony”. And in the developmental education system of L.V. Zankov, only manuals on fine arts are now recommended!

However, it is worth keeping in mind that all books and notebooks that are no longer included in the federal list can be used for training for another 5 years after the relevant acts enter into force. In addition, over time, some completed subject lines of textbooks within the framework of one educational textbook may be excluded and replaced in the list of recommended ones with new ones (a corresponding order is issued by the Ministry of Education and Science of the Russian Federation).

One more nuance. Primary school teachers themselves have the legal right to choose which textbooks to use educational process(and follow this choice for all 4 years of study). However, they do not necessarily relate to one specific educational system. The main thing, we repeat, is that all textbooks are listed on the federal list.

Peculiarities

This project of the publishing house "Prosveshcheniye" on this moment, perhaps the most common in Russian schools textbook system. The teaching and learning center has existed since 2001 and has been updated and supplemented more than once since then. Its peculiarity is its focus on the formation of universal educational actions in the child. As advantages of the “School of Russia”, parents on Littleone.ru note the simplicity, consistency and “clarity” of the presentation of the material (the presence of rules, algorithms for solving problems), as well as the fact that it is most similar to how they were taught in “Soviet childhood” . At the same time, the simplicity of the program, when compared with other educational systems, is also considered one of its disadvantages. Some also note with a minus sign that during training little imagination and personal logical thinking. About authors and textbooks.

Reviews from forum members about the educational complex. , , , , , , , , , .

“RHYTHM” stands for “Development. Individuality. Creation. Thinking”, which very clearly defines the peculiarity of this educational complex. The program integrates all primary school subjects and is based on the principles of revealing the individuality of each student, instilling in him the ability to think creatively and independently. Its basis is a revised, supplemented and brought into conformity with the Federal State Educational Standard of Educational Instructions “Classical Primary School” (previously very common, now its textbooks are excluded from the list of recommended ones). This teaching aid is quite rare in elementary schools now; there are few reviews on it. The textbooks are published by the Drofa publishing house. About authors and textbooks.

Reviews from forum members about the educational complex. , , , , .

Another set of textbooks published by Prosveshchenie. Since 2010, the scientific director of this teaching and learning center has been Lyudmila Georgievna Peterson, laureate of the Russian Presidential Prize in the field of education. In contrast to “Schools 2000”, which was excluded from the federal list, this educational complex, with some similar principles, evokes greater sympathy from parents. It is based on the idea that the teacher only pushes towards knowledge; the child must “discover” it himself. At the same time, some say that the program is difficult for average children and is largely designed for intuitive understanding and independent extracurricular work. Other parents, on the contrary, consider its complexity and focus on cognitive activity and is recommended for children with a mathematical mind. About authors and textbooks.

Reviews from forum members about the educational complex. , , , , , , .

According to the methodology of this educational teaching, each child acts as a researcher and is an equal subject of the learning process (and not “listened-remembered-repeat”). The program includes many tasks for imagination and ingenuity. The textbook system is published by the VENTANA-GRAF publishing center. It is part of the educational system “Algorithm of Success”. Parents of children enrolled in the program note its confusion and inconsistent presentation of material as disadvantages. Others consider the long period of adaptation of the child to school, the difference from the “Soviet school”, the strong philological component as advantages and call the educational complex “quite adequate and interesting.” Most people agree that it will be easier for those children who entered the 1st grade to learn how to read, but who do not know how to write. About authors and textbooks.

Reviews from forum members about the educational complex. ,