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 choosing the right profession.

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 the requirements of state standards for 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 the 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 surrounding world;
• foundations of religious cultures and secular ethics;
• fine arts;
• 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 goal of the entire “Prospective Primary School” program is the full development of the child based on teachers’ support for his 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 student, 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 of the 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 business communication skills, as the program develops 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 contain 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, without outside help, look for the necessary information not only in the textbook 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 classes on the surrounding world, a child will be able to gain the 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 parents and teachers are satisfied with the program.

Peculiarities:

• in addition to textbooks for each subject, a reader, a workbook, and an additional teaching aid for the teacher are included;
• 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 education in primary school 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 on 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, as 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 large system of 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 of the “Perspective Primary School” curriculum help them correctly assess their capabilities and the abilities of their 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 ​​should be above all.
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

An elementary school under the "Perspective" program, reviews from employees of the Ministry of Education confirm this, promotes the harmonious development of students.

Achievements:

1. In meta-subject results, students cope quite easily with mastering
2. In substantive 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 for the better in their children. 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".

1. Reviewed Agreed Approved by the School of Management of Teachers Deputy. dir. by UVR Director of primary school "30" August 2016 ______ ____________ Protocol No. 1 _______ ____________ Order No. 167 dated "29" August 2016 dated "31" August 2016

Work program

1st class

The program is based on the fine arts program of B.M. Nemensky, V.G. Goryaeva, G.E. Gurova

"Enlightenment"; 2016

Program Compiler

Primary school teacher

I qualification category

Nikolaeva Tamara Alexandrovna

Work program

in fine arts

1st class

EXPLANATORY NOTE

The work program of the academic subject “Fine Arts” is compiled in accordance with the requirements of the Federal State General Education Standard for Primary General Education, the Concept of Spiritual and Moral Development and Personality Education of a Russian Citizen, an exemplary program in Fine Arts and on the basis of the author’s program “Fine Arts” by B.M. Nemensky, V.G. Goryaeva, G.E. Gurova and others.

General characteristics of the subject

The purpose of the educational subject “Fine Arts” is the formation of the artistic culture of students as an integral part of the spiritual culture, that is, the culture of world relations developed by generations. These values, as the highest values ​​of human civilization, accumulated by art, should be a means of humanization, the formation of moral and aesthetic responsiveness to the beautiful and ugly in life and art, that is, the vigilance of the child’s soul.

The course is designed as a holistic system of introduction to artistic culture and includes, on a unified basis, the study of all main types of spatial (plastic) arts. They are studied in the context of interaction with other arts, as well as in the context of specific connections with the life of society and man.

The systematizing method is to identify three main types of artistic activity for visual spatial arts:

Fine artistic activity;

Decorative artistic activities;

Constructive artistic activity.

Three methods of artistic exploration of reality in elementary school act as accessible types of artistic activity for children: depiction, decoration, construction. The constant practical participation of schoolchildren in these three types of activities allows them to systematically introduce them to the world of art.

The subject “Fine Arts” involves the co-creation of teacher and student; dialogical; clarity of tasks and variability of their solutions; mastering the traditions of artistic culture and improvisational search for personally significant meanings.

The main types of educational activities are the practical artistic and creative activity of the student and the perception of the beauty of the surrounding world and works of art.

Practical artistic and creative activity (the child acts as an artist) and art perception activity (the child acts as a spectator, mastering the experience of artistic culture) are creative in nature. Students master various art materials, as well as art techniques (appliqué, collage, monotype, modeling, paper plastic, etc.).

One of the tasks is the constant change of artistic materials, mastering their expressive capabilities. A variety of activities stimulates students' interest in the subject and is a necessary condition for the formation of each person's personality.

The perception of works of art involves the development of special skills, the development of feelings, as well as mastery of the figurative language of art. Only in the unity of perception of works of art and their own creative practical work does the formation of imaginative artistic thinking of children occur.

A special type of student activity is the implementation of creative projects and presentations.

The development of students’ artistic and imaginative thinking is built on the unity of its two foundations: the development of observation, i.e. the ability to peer into the phenomena of life, and the development of fantasy, i.e. the ability, based on developed observation, to build an artistic image, expressing one’s attitude to reality.

The Fine Arts program provides for alternating lessons of individual practical creativity of students and lessons of collective creative activity.

Collective forms of work: work in groups; individual-collective work (everyone does their part for a common panel or building).

Artistic activity: image on a plane and in volume (from life, from memory, from imagination); decorative and constructive work; perception of reality and works of art; discussion of the work of comrades, the results of collective creativity and individual work in lessons; study of artistic heritage; selection of illustrative material for the topics being studied; listening to musical and literary works (folk, classical, modern).

Discussion of children's works in terms of their content, expressiveness, and originality activates children's attention and forms the experience of creative communication.

Periodically organizing exhibitions gives children the opportunity to see and appreciate their work again and feel the joy of success. Student work completed in class can be used as gifts for family and friends, and can be used in school decoration.

Place of the subject in the curriculum

1 hour per week is allocated for studying the subject, a total of 135 hours per course. The subject is studied: in grade 1 - 33 hours per year, in grades 2-4 - 34 hours per year (at 1 hour per week).

Value guidelines for the content of the academic subject

The priority goal of art education in school is the spiritual and moral development of the child.

The culture-creating role of the program is to instill citizenship and patriotism: the child comprehends the art of his homeland, and then gets acquainted with the art of other peoples.

The program is based on the principle “from the native threshold to the world of universal human culture.” Nature and life are the basis of the formed worldview.

The connections between art and human life, the role of art in everyday life, in the life of society, the importance of art in the development of every child is the main semantic core of the course.

The program is structured to give schoolchildren a clear understanding of the system of interaction between art and life. It is envisaged to widely involve children’s life experiences and examples from the surrounding reality. Working on the basis of observation and aesthetic experience of the surrounding reality is an important condition for children to master program material. The desire to express one’s attitude to reality should serve as a source for the development of imaginative thinking.

One of the main objectives of the course is to develop in a child an interest in the inner world of a person, the ability to deepen into himself, and awareness of his inner experiences. This is the key to developing the ability to empathize.

Any topic in art should not only be studied, but lived in an active form, in the form of personal creative experience. To do this, it is necessary to master artistic-figurative language and means of artistic expression. The developed ability for emotional assimilation is the basis of aesthetic responsiveness. On this basis, the development of feelings, the mastery of the artistic experience of generations and the emotional and value criteria of life occur.

Personal, meta-subject and subject-specific results of mastering an academic subject

As a result of studying the course “Fine Arts” in primary school, certain results should be achieved.

Personal results are reflected in the individual qualitative properties of students, which they must acquire in the process of mastering the academic subject in the “Fine Arts” program:

1. a sense of pride in the culture and art of the Motherland, one’s people;
2. respectful attitude towards the culture and art of other peoples of our country and the world as a whole;
3. understanding the special role of culture and art in the life of society and each individual;
4. formation of aesthetic feelings, artistic and creative thinking, observation and imagination;
5. the formation of aesthetic needs - the need for communication with art, nature, the need for a creative attitude towards the surrounding world, the need for independent practical creative activity;
6. mastering the skills of collective activity in the process of joint creative work in a team of classmates under the guidance of a teacher;
7. the ability to cooperate with comrades in the process of joint activities, to correlate one’s part of the work with the general plan;
8. the ability to discuss and analyze one’s own artistic activity and the work of classmates from the perspective of the creative tasks of a given topic, in terms of content and means of expression.

Meta-subject results characterize the level of development of students’ universal abilities, manifested in cognitive and practical creative activities:

• mastering the skill of creative vision from the position of an artist, i.e. the ability to compare, analyze, highlight the main thing, generalize;
• mastering the ability to conduct dialogue, distribute functions and roles in the process of performing collective creative work;
• using information technology tools to solve various educational and creative problems in the process of searching for additional visual material, performing creative projects for individual exercises in painting, graphics, modeling, etc.;
• the ability to plan and competently carry out educational activities in accordance with the assigned task, find options for solving various artistic and creative problems;
• the ability to rationally organize independent creative activity, the ability to organize a place of study;
• conscious desire to master new knowledge and skills, to achieve higher and more original creative results.

Subject-specific results characterize students’ experience in artistic and creative activities, which is acquired and consolidated in the process of mastering the academic subject:

• knowledge of types of artistic activity: fine (painting, graphics, sculpture), constructive (design and architecture), decorative (folk and applied arts);
• knowledge of the main types and genres of spatial-visual arts;
• understanding the figurative nature of art;
• aesthetic assessment of natural phenomena, events of the surrounding world;
• the use of artistic skills, knowledge and ideas in the process of performing artistic and creative work;
• the ability to recognize, perceive, describe and emotionally evaluate several great works of Russian and world art;
• the ability to discuss and analyze works of art, expressing judgments about the content, plots and means of expression;
• mastering the names of leading art museums in Russia and art museums in their region;
• the ability to see manifestations of visual-spatial arts in the surrounding life: in the house, on the street, in the theater, at a festival;
• the ability to use various artistic materials and artistic techniques in artistic and creative activities;
• the ability to convey in artistic and creative activity character, emotional states and one’s attitude towards nature, man, society;
• the ability to compose a conceived artistic image on the plane of a sheet and in volume;
• mastering the ability to apply the basics of color science and the basics of graphic literacy in artistic and creative activities;
• mastering the skills of paper modeling, plasticine modeling, image skills using appliqué and collage;
• the ability to characterize and aesthetically evaluate the diversity and beauty of nature in various regions of our country;
• the ability to talk about the diversity of ideas about beauty among the peoples of the world, the ability of man in a variety of natural conditions to create his own original artistic culture;
• depiction in creative works of the features of the artistic culture of different (familiar from lessons) peoples, conveying the features of their understanding of the beauty of nature, man, and folk traditions;
• the ability to recognize and name which artistic cultures the proposed (familiar from lessons) works of fine art and traditional culture belong to;
• the ability to aesthetically and emotionally perceive the beauty of cities that have preserved their historical appearance - witnesses of our history;
• the ability to explain the significance of monuments and the architectural environment of ancient architecture for modern society;
• expression in visual activity of one’s attitude to the architectural and historical ensembles of ancient Russian cities;
• the ability to give examples of works of art that express the beauty of wisdom and rich spiritual life, the beauty of a person’s inner world.

As a result of studying fine arts in primary school, graduates will develop the foundations of artistic culture: ideas about the specifics of fine art, the need for artistic creativity and communication with art, initial concepts about the expressive capabilities of the language of art. Creative thinking and imagination, educational and creative abilities will begin to develop, and the foundations of analyzing a work of art will begin to form; An emotional and value-based attitude to the world and artistic taste will manifest themselves. Students will master practical skills in the perception of works of plastic arts and in various types of artistic activities: drawing, painting, sculpture, artistic design, decorative and applied arts.

Graduates will be able to understand the figurative nature of art; give an aesthetic assessment and express their attitude to events and phenomena of the surrounding world, to nature, man and society; embody artistic images in various forms of artistic and creative activity. They will learn to apply artistic skills, knowledge and ideas about the plastic arts to perform educational and artistic-practical tasks.

Section “Perception of art and types of artistic activity.”

The graduate will learn:

Distinguish between types of artistic activity (drawing, painting, sculpture, artistic construction and design, decorative and applied arts) and participate in artistic and creative activities, using various artistic materials and techniques for working with them to convey their own ideas;

Distinguish between the main types and genres of plastic arts, understand their specifics;

Have an emotional and value-based attitude towards nature, man, society; distinguish and convey in artistic and creative activity character, emotional states and one’s attitude towards them by means of artistic language;

Recognize, perceive, describe and emotionally evaluate masterpieces of Russian and world art depicting nature, man, various aspects (diversity, beauty, tragedy, etc.) of the surrounding world and life phenomena;

Name the leading art museums in Russia and art museums in your region.

Perceive works of fine art, participate in the discussion of their content and means of expression, explain the plots and content of familiar works;

See manifestations of artistic culture around: art museums, architecture, sculpture, design, decorative arts in the house, on the street, in the theater;

Express judgment about works of art depicting nature and humans in various emotional states.

Section “The ABC of Art. How does art speak?

The graduate will learn:

Create simple compositions on a given topic on a plane and in space;

Use expressive means of fine art: composition, form, rhythm, line, color, volume, texture; various art materials to realize your own artistic and creative vision;

Distinguish between primary and composite, warm and cool colors; change their emotional tension by mixing with white and black paints; use them to convey the artistic concept in your own educational and creative activities;

Create an image of a person using painting, graphics, sculpture, decorative and applied art: convey the proportions of a face and figure on a plane and in volume; convey the characteristic features of a person’s appearance, clothing, and jewelry;

Observe, compare, contrast and analyze the geometric shape of an object; depict objects of various shapes; use simple forms to create expressive images in painting, sculpture, graphics, artistic design;

Use decorative elements, geometric, floral patterns to decorate your products and household items; use rhythm and stylization of forms to create an ornament; convey in one’s own artistic and creative activities the specific stylistics of works of folk art in Russia (taking into account local conditions).

The graduate will have the opportunity to learn:

Use the means of expressive language of painting, graphics, sculpture, decorative and applied arts, artistic design in one’s own artistic and creative activities; convey a variety of emotional states using different shades of color when creating pictorial compositions on given themes;

Model new forms, different situations, by transforming the known, create new images of nature, man, fantastic creatures using the means of fine art and computer graphics;

Create simple drawings and ornamental compositions using computer graphics language in the Paint program.

Section “Significant themes of art. What does art say?

The graduate will learn:

Be aware of the main themes of art and reflect them in your own artistic and creative activities;

Choose artistic materials, means of artistic expression to create images of nature, people, phenomena and convey your attitude towards them; solve artistic problems based on the rules of perspective, color science, and learned methods of action;

Convey the character and intentions of an object (nature, man, fairy-tale character, object, phenomenon, etc.) in painting, graphics and sculpture, expressing one’s attitude towards the qualities of a given object.

The graduate will have the opportunity to learn:

See, feel and depict the beauty and diversity of nature, people, buildings, objects;

Understand and convey in artistic work the difference in ideas about human beauty in different cultures of the world, show tolerance towards other tastes and opinions;

Depict landscapes, still lifes, portraits, expressing your emotional attitude towards them;

Depict multi-figure compositions on significant life topics and participate in collective works on these topics.

Requirements for the planned results of mastering an academic subject in grade 1:

Personal results" is the formation of the following skills:

Educational and cognitive interest in new educational material and ways to solve a new problem;

Fundamentals of ecological culture: accepting the value of the natural world.

Focus on understanding the reasons for success in educational activities, including self-analysis and self-monitoring of results, and analysis of the compliance of results with the requirements of a specific task.

The ability to self-assess based on criteria for the success of educational activities;

Meta-subject results:

Regulatory UUD:

Take into account the action guidelines identified by the teacher in the new educational material in collaboration with the teacher;

Plan your actions in accordance with the task and the conditions for its implementation, including in the internal plan;

Adequately perceive suggestions and assessments of teachers, comrades, parents and other people;

Cognitive UUD:

Construct messages in oral and written form;

Focus on a variety of ways to solve problems;

Construct reasoning in the form of a connection of simple judgments about an object, its structure, properties and connections;

Communicative UUD:

Allow for the possibility of people having different points of view, including those that do not coincide with his own, and focus on the partner’s position in communication and interaction;

Formulate your own opinion and position; ·ask questions;

use speech to regulate your actions.

The substantive results of studying fine arts are the formation of the following skills:

The student will learn:

Distinguish between the main types of artistic activity (drawing, painting, sculpture, artistic construction and design, decorative and applied arts) and participate in artistic and creative activities, using various artistic materials and techniques for working with them to convey their own ideas;

Learn the meaning of words: artist, palette, composition, illustration, applique, collage, floristry, potter;

Recognize individual works of outstanding artists and folk craftsmen;

Distinguish between primary and composite, warm and cool colors; change their emotional tension by mixing with white and black paints; use them to convey the artistic concept in your own educational and creative activities;

primary and mixed colors, basic rules for mixing them;

Emotional meaning of warm and cold tones;

Features of the construction of the ornament and its meaning in the image of an artistic object;

Know the safety rules when working with cutting and piercing tools;

Methods and techniques for processing various materials;

Organize your workplace, use a brush, paints, palette; scissors;

Convey in a drawing the simplest form, the main color of objects;

Compose compositions taking into account the design;

Construct from paper based on origami techniques, corrugation, crumpling, bending;

Construct from fabric based on twisting and tying;

Construct from natural materials;

Use the simplest modeling techniques.

The student will have the opportunity to learn:

Learn the basics of three types of artistic activity: image on a plane and in volume; construction or artistic design on a plane, in volume and space; decoration or decorative activities using various artistic materials;

Participate in artistic and creative activities, using various artistic materials and techniques for working with them to convey one’s own ideas;

Acquire primary skills in artistic work in the following types of art: painting, graphics, sculpture, design, arts and crafts and folk art forms;

Develop fantasy and imagination;

Acquire skills in artistic perception of various types of art;

Learn to analyze works of art;

Acquire primary skills in depicting the objective world, depicting plants and animals;

Acquire communication skills through the expression of artistic meaning, the expression of an emotional state, your attitude in creative artistic activity and in the perception of works of art and the creativity of your comrades.

The theme of the first year of study: “YOU DECORATE, DECORATE AND BUILD.”

Section 1: You're pretending. Introduction to the Image Master – 8 hours.

Can be depicted as a spot.

Can be depicted in volume.

Can be depicted with a line.

Multi-colored paints.

You can also depict what is invisible.

Section 2: You decorate. Meeting the Master of Decoration – 5 hours.

The world is full of decorations.

You need to be able to notice beauty.

Patterns that people have created.

How a person decorates himself.

The Decoration Master helps to make a holiday (summarizing the theme).

Section 3: You are building. Meeting the Master of Construction – 8 hours.

Buildings in our life.

Houses are different.

House outside and inside.

We are building a city.

Everything has its own structure.

We build things.

The city in which we live (summarizing the topic).

Section 4: Image, decoration, construction always help each other – 5 hours.

The Three Master Brothers always work together.

"Spring Festival". Paper construction.

A lesson in love. The ability to see.

Hello summer! (summarizing the topic).

Educational and practical equipment.

1. Watercolor and gouache paints.

2. Mascara.

3. A4 paper.

4. Colored paper.

5. Markers.

6. Wax crayons.

7. Squirrel brushes, bristle brushes.

8. Water containers.

9. Plasticine.

10. Glue.

11. Scissors.

Models and natural fund.

1. Models of fruits and vegetables.

2. Herbariums.

3. Products of decorative and applied arts and folk crafts.

4. Geometric bodies.

Class equipment.

1. Double student tables with a set of chairs.

2. Teacher's desk with a cabinet.

3. Cabinets for storing textbooks, teaching materials, manuals, etc.

4. Stands for displaying illustrative material.

Calendar and thematic planning for fine arts

"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 while maintaining 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 .

The advantages of teaching using the “Perspective” system of textbooks for primary schools are 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 the child’s cognitive activity, cognitive interest and curiosity develop into the need to learn new things and 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 figurative thinking of the child, his imagination, and intuition. The textbooks systematically build 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 the content of teaching aids is up-to-date and meets modern standards, systematically and accessiblely presented.
This includes a variety of interesting types of work, both for independent search work: “quizzes”, riddles, logical tasks involving cartoon characters, fairy tales, using geometric and graphic material, tables, and for collaboration 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-solving 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).

Gaming methods are also widely used: 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, during the period of learning to read and write, the spelling of capital letters at the beginning of a sentence and in proper names, the spelling of the combinations ZHI-SHI, CHA-SCHA, CHU-SHU are given. 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)

Cons: (unlike Goretsky's Russian ABC) there are very few plot pictures that would not interfere with the development of speech. 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. Boreiko) 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.

Of particular interest is 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 of 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 books.

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 copy book “Writing Beautifully” is intended for further development of calligraphy skills. Writing tasks become significantly more difficult. This is writing entire phrases, proverbs, answers to questions, stories. In the final lessons, this is writing notes and letters, that is, the practical mastery of such a communication-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, photo comparison, 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 problem-based approaches that require children to think and prove support their thinking and language development.
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 1st grade 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 the elementary grades, especially in the first grade, methods of educational work are just beginning to take shape. 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”, purposeful preparatory work can be traced. 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 grade 1, simple problems are studied to find the sum, remainder, unknown term, increase (decrease) a number by several units, difference comparisons 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 broadly: subtraction of two-digit numbers, addition and subtraction of segments, addition and subtraction of quantities are 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 textbook contains a large number of various developmental exercises, contains all the necessary information on mathematics, is compiled taking into account age characteristics, and 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 1st grade. According to the material, concepts are introduced about difference comparison, mass and its units of measurement, terms and sum, commutative property of addition, minuend, subtract and difference, two-digit numbers, decimeter and transition through ten. When solving examples and problems, much attention is paid to understanding calculation algorithms, to children searching for the most rational ways to solve problems, to developing the eye and muscular sense of weight. The number of non-trivial tasks also increases (subject to the main psychological requirement of moving from simple to complex when developing skills).

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

Cons: 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 class and outside of class, during the first half of the year, showed an increase in the levels of development of cognitive interest and cognitive abilities in general.
Analysis of the results obtained allows us to say that there is an increase in learning motivation among first-graders. Positive dynamics in the development of cognitive processes are visible: an increase in the levels of development of thinking, memory, and attention

The consistently high level of psychological comfort, performance during the school day, and the emotionally positive perception of the Perspective educational complex by students indicate that the teaching aids meet the requirements of health protection. The wealth of educational and visual material, the variety of types of tasks, sources of information, their developmental orientation, and age-related conditions enable 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 of the educational process in the future. .

To guide educational institutions and teachers in the existing variety of educational and methodological complexes, we provide a brief description of them.

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 on each educational complex 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 provide the opportunity to correct handwriting at different stages of learning and in different age groups.

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. Fine arts - 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

The educational and methodological complex “Perspective” has been produced 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 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 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 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, pair 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 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.
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 norms, develops students’ figurative and logical thinking and creates interest in younger schoolchildren in a work of art 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.

“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. The content of the material is focused on developing in younger schoolchildren the ability to observe, compare, generalize, and find the simplest patterns, which allows them to master heuristic methods of reasoning, their logic, develops divergent thinking as an important component of mental activity, speech culture, and allows them to expand their ideas about the world around them by means of 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, native country, etc.), due 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, 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 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 and methodological materials, calendar and thematic planning, technological maps.

Calendar-thematic planning and technological maps, which provide 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 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 problems in the system of lifelong education (preschool educational institution - school - university). It is based on a continuous course of mathematics for preschoolers, primary and secondary schools, focused on the development of children’s thinking, creative powers, their interest in mathematics, the formation of strong mathematical knowledge and skills, and 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 for the educational curriculum of the educational institution (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 the creative life of society, self-determination and self-realization of the individual.

The selection of content and the sequence of studying basic mathematical concepts was carried out in the “Learn to Learn” program based on a systematic approach. Built by N.Ya. Vilenkin and his students, a multi-level system of initial 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 the continuous development of 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 the didactic system of the 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 streamlines 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 a computer program for monitoring progress.

Further reading
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 gain new knowledge and look for answers to questions that arise. All textbooks in the program are built taking into account the psychological specifics of 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 on the organizational forms of their implementation (in a group, in pairs), allows schoolchildren to study independently for quite a long time, 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 catalogue. The system of mutual cross-references between textbooks, each of which has dictionaries specific to its educational field, gives the student the opportunity, in the process of four years of study, 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.

Further reading
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" (RIHTM) was created on the basis of the educational complex "Classical Primary School", the main feature of which is the 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 the subject line of the Russian language and literary reading, the 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 activities, the most important result of which is the development of flexibility, criticality and variability in their thinking. The methodological apparatus of the subject line is aimed at developing logical skills: understanding the educational task, independently planning one’s 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 the foreign language communicative space. The German language course is aimed at the interconnected formation of all types of communication skills - listening, speaking, reading and writing. The content of foreign language courses contributes to the formation in the child 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 science 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, 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 the aesthetic development of the individual based on the mastery of 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 of a 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 Russian citizen."

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, there are two methodological features of teaching and learning methods. Thus, working with the educational and methodological set “Primary School of the 21st Century”, the student masters a fundamentally different role - “researcher”. This position determines his interest in the process of cognition. As well as increasing attention to the creative activity of 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. Abbs, 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 (grade 4) - N.F. Vinogradova, V.I. Vlasenko, A.V. Polyakov.

The content of the educational subjects of the educational complex is focused on stimulating and supporting the 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 the subjects of teaching and learning, the humanitarian orientation and its influence on the emotional and social-personal development of the child are strengthened. 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 of standard 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 of organizing productive communication, which is a necessary condition for the formation of educational activities; methods of forming concepts that ensure awareness of cause-and-effect relationships, patterns and dependencies at a level accessible to primary school age.

The course is based on a methodological concept of purposeful and systematic work on developing mental activity techniques in younger schoolchildren: analysis and synthesis, comparison, classification, analogy and generalization in the process of mastering 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 language and speech skills in younger schoolchildren, their functional literacy, simultaneously with the development 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 a learning 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 of the targeted development of 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, various methodological techniques for organizing the educational activities of younger schoolchildren, and 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 science, social science and historical knowledge; purposeful formation of UUD during the development of subject knowledge and skills.

The study of the surrounding world is aimed at:
forming in younger schoolchildren 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 of cognitive activity.

Main features of the Fine Arts course:
acquaintance of schoolchildren with the figurative language of fine art 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 of visual means of 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 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 in students the foundations of a healthy lifestyle, the ability to communicate and interact with peers, plan their own activities, distribute the load and rest during its implementation, analyze and objectively evaluate the results of their own work, evaluate the beauty of their 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 Harmony educational system, a social network has been created - 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.

Is your child studying under the UMK Perspective program? We are ready to provide you with a complete set of textbooks and workbooks from grades 1 to 4 that correspond to this system. It doesn’t matter what city in Russia you live in - your set of textbooks will be delivered to you in the fastest and most convenient way!

Stores where textbooks UMK Perspective can be bought at retail, they raise the price quite significantly compared to the original one. But if you buy or order textbooks and workbooks as a set, it costs much less! But we don’t just offer you a set of textbooks - we offer you textbooks and workbooks for the Perspective program for the entire class at a discount, which will have a wholesale price that is 10-15% lower than the market price!

You can review the list and compare the prices listed there with the prices offered in the store. We are sure the difference will amaze you! Add to this the time saved that you would have spent searching for each textbook and workbook.