Comparative table umk around the world. Technological maps for the subject "World around" EMC "School of Russia" A.A.
UMK "World and Man" A. A. Vakhrusheva
The course was developed as part of the School 2100 project, which is based on numerous pedagogical principles: personality-oriented (adaptability and development), culturally-oriented (pictures of the world, the integrity of the content of education, systematicity, semantic attitude to the world, the indicative function of knowledge, reliance on culture), activity-oriented (learning activities, controlled transition from activity to educational situation to activity in a life situation, transition from joint activity to independent activity, reliance on previous development, creativity).
This course provides for the study of the surrounding world, some of the foundations of human life and mankind. It gives the ability and skill to understand the world around: what happens and why, what can happen and how to behave in it. The formation of a holistic view of the world around is emphasized, with a minimum of communicated knowledge to make a person a conscious participant in life. the main task - the formation of an elementary holistic scientific picture of the world, which makes it possible to systematize and streamline the experience of a younger student. Its solution is based on expanding the content of the initial natural and social science material.
The content of the discipline is designed to teach children to navigate the elementary phenomena of the natural environment and their relationships, to prepare for future active interaction with it on the basis of equal partnership and deep knowledge of the laws of nature - implementation of ideas of noospheric education . At its origins is the theory of V.I. Vernadsky about the transition of the biosphere to more high level development and functioning - the noosphere. The course program and educational material are built according to minimax principle- each student can learn the maximum of the content, but must learn the minimum. The textbook - a workbook has a clear two-level character - the most important concepts of the course (minimum) are repeatedly used and assimilated, link the content of all topics, optional information (maximum) is remembered only by those students who have questions on this topic.
Grade 1 - the relationship of the child with the whole world around him, the formation of the ability to find a connection between a concept and a phenomenon and phenomena with each other.
Grade 2 - familiarity with the language of geographical maps. Learning the basics of geography and mastering its language will allow you to recognize the globe, easily find the location of any described event, and learn global thinking. The emphasis is on the "geography of the world around" (the countries of the world are famous for the household items created in them, dishes, etc.). Children get acquainted with natural laws and rules that allow them to navigate the world, explain its structure and functioning.
Grade 3 - the material is devoted to the unique role of life and living organisms on the globe, disclosed in the works of V.I. Vernadsky. The concept of metabolism is introduced in the form of ideas about the flow of life (all living beings breathe, eat, grow, multiply, die) and about the general interconnection in nature. Children develop the ability to find surprising consequences from ordinary facts.
Grade 4 - the study of the structural features of the human body, its role on the planet, acquaintance with its man-made nature and achievements.
Basic principles of the methodology. The principle of "glasses"- used in the study of the laws of development and functioning of nature (the law gravity, conservation and transformation of energy, etc.). "Leg" - summary the essence of the laws of nature in a qualitative form. "Stand" - the law is not proved, is not derived, but is explained, if possible, by the diverse observational experience of a younger student. "Filling" - a set of familiar natural phenomena that become explicable and understandable from the knowledge of the law. The analysis of personal observations strengthens the intellectual power of the little man over the phenomena of nature and his own life experience, which at the same time becomes conscious. The principle of fairy tale analogy- laws and phenomena that are especially difficult to understand can be explained with the help of a specially composed fairy tale (a fairy tale about weightlessness, about a cloud traveling through Europe, etc.). The iceberg principle- popularization of scientific laws, theories, explanation at a level accessible to children: in elementary school, only the “tip of the iceberg of knowledge” is assimilated, and in the middle and senior level - its rest. 2. principle of fairy tale analogy- telling children complex natural science material with the help of fairy tales, games and other educational materials.
Thematic focus by class:
1 class – “The world around us” - techniques and ways of knowing the world are studied
2 cells - "Land. Parts of the world "- studying geographic material, astronomy
3 cells - "Living inhabitants of the planet" - animals, plants, cycles of substances
4 cells - "Man" - man and his interaction in nature.
The program "Peace and Man" is included in the educational model "School 2100"(supervisor A.A. Leontiev).
The main skill formed in the course is the understanding of the world around. Understanding the world around you means:
1) to know what and why is happening in the world;
2) guess what might happen to him;
3) decide how to behave in it.
The main tasks of teaching natural science in elementary school are the formation of the ability to learn throughout life and the education of a person who is aware of his place and the place of humanity in the world around him.
A means of upbringing and education of a schoolchild primary school is an acquaintance with an elementary holistic scientific picture of the world. The meaning of communicating a picture of the world with a minimum of communicated knowledge is to make a person a conscious participant in life.
Research should be the main way of understanding nature. It is based on a search orientation, and the main goal is not to reproduce ready-made knowledge, but to obtain it by the student himself from his direct experience.
To explain to children the complex laws of nature will help the so-called "glass reception", which allows you to consider any law of nature, based on the experience familiar to the student. The law is not proved, not deduced, but is explained, as far as possible, by the varied observational experience of the younger schoolchild.
In the 1st grade program "Me and the world around" schoolchildren learn about the world by comparing it with themselves as the most famous object.
The 2nd grade program "Our Planet Earth" introduces schoolchildren to the language of geographical maps. The geographical approach allows children to organize the huge information that modern civilization brings to them.
The main idea of the program for the 3rd grade "Living inhabitants of the planet" is to reveal the leading role of living organisms in maintaining order on the surface of our planet.
The 4th grade program "Man and Nature" is dedicated to man and his role in the Earth's biosphere.
The content of the program is based on the principles of developmental education, is personally oriented and is aimed at forming a holistic image of the world (“not the world around me, but the world of which I am a part”). The program content is distinguished by its ecological orientation, historicity (information about the evolution of the planet, the organic world, man, etc.), cultural orientation. Training is based on an activity-problem approach, a research method. Much attention is paid to the development of independence and creativity.
EXPLANATORY NOTE
The program around the world was developed in accordance with the requirements of the Federal State Educational Standard for Primary General Education (hereinafter referred to as the Standard), taking into account the exemplary curriculum for academic subjects and the main idea of the TMC "Promising Primary School" - the optimal development of each child based on the pedagogical support of his individual age, psychological and physiological characteristics in the conditions of specially organized classroom and extracurricular activities.
The purpose of studying the course "The World Around" is the formation of a holistic picture of the world and awareness of a person's place in it on the basis of the unity of scientific knowledge and the child's emotional and valuable understanding of personal experience of communication with adults and peers, with nature; spiritual and moral development and education of the personality of a citizen of Russia in the conditions of cultural and confessional diversity of Russian society.
When selecting educational material around the world, the development of the language of presentation, methodological apparatus textbooks of the completed subject line, the following provisions of the "Perspective elementary school»:
Topographic affiliation of the student. This is both an urban and a rural student, which makes it necessary to take into account the life experience of a student living both in the city and in the countryside. Such a selection of material was carried out that takes into account not only what the rural schoolchild is deprived of, but also the advantages that life in the countryside gives. Namely: the richest natural environment, a holistic image of the world, rooted in the natural-objective and cultural environment, the natural rhythm of life, folk traditions, family way of life, as well as high degree social control;
Features of the worldview of a schoolchild who, in an urban school, has the opportunity to use all the wealth of world art culture, reference and educational literature provided by the city, and in a rural school, at best, the information potential of the Internet.
Among principles of the TMC "Promising Primary School", providing the development of the content of the completed subject line in the surrounding world, the priorities were:
The principle of the integrity of the picture of the world, which involves the selection of an integrated content of education, which will help the student to maintain and recreate the integrity of the picture of the world, will provide awareness of the various connections between its objects and phenomena; the inclusion of students in the processes of cognition and transformation of the out-of-school social environment (settlement, district, city) to gain experience in real management and action;
The principle of practical orientation, which forms UUD, provides for the possibility of obtaining knowledge through experimental and experimental activities, in the conditions of searching for the necessary information in various sources of information (textbook, anthology, workbook, dictionaries, popular science and fiction books, magazines and newspapers, the Internet); through collaboration with adults and peers;
The principle of protecting and strengthening mental and physical health, based on the need to form children's habits of cleanliness, neatness, personal safety, hygiene, daily routine, active participation of children in recreational activities (class and extracurricular).
The main content lines of the subject "World around" presented in the program during all four years in three content blocks: "Man and nature", "Man and society", "Rules for a safe life".
The priority tasks of the 1st grade course are the formation in the minds of students of a single image of the world around them, the systematization and expansion of children's ideas about the family, about the school, about the need to comply with the rules of social behavior, about objects of nature, developing interest in knowledge and experimental activities.
Basic source of knowledge the world around them by children who still cannot read - their sense organs. Sight, hearing, taste, smell, touch help children to study the observation of experiments designed to generalize all the senses.
Thematic planning is designed, in accordance with the Standard, for integration in one subject area of social science and natural science and provides for the following distribution of hours into content blocks: "Man and Nature" - 187 hours, "Man and Society" - 83 hours. The content of the block "Rules for a safe life" is studied as the first two blocks are studied, as a result of which separate hours are not allocated for its study (the approximate time for studying the integrated content of this block in each class is 4-5 hours).
The objectives of studying the course "The world around us" in elementary school are the formation of initial ideas about natural and social objects and phenomena as components of a single world; practice-oriented knowledge about nature, man, society; meta-subject universal educational actions (personal, cognitive, communicative, regulatory).
The main objectives of the implementation of the content, in accordance with the Standard, are:
Preservation and support of the individuality of the child on the basis of taking into account his life experience;
Formation in schoolchildren of UUD, based on the child's ability to observe and analyze, highlight essential features and, on their basis, generalize;
Development of skills in working with popular science and reference literature, conducting phenological observations, physical experiments, simple measurements;
Education in schoolchildren of a careful attitude to the objects of nature and the results of people's labor, a conscious attitude to a healthy lifestyle, the formation of an ecological culture, moral behavior skills;
Formation of a respectful attitude towards the family, locality, region, Russia, history, culture, nature of our country, its modern life;
Awareness of the value, integrity and diversity of the surrounding world, one's place in it;
Formation of a model of safe behavior in conditions Everyday life and in various dangerous and emergency situations;
Formation of psychological culture and competence to ensure effective and safe interaction in society.
Implementing the principle of the activity approach, the teaching materials for the course "The World Around" in the developing student-oriented system "Perspective Primary School" considers the learning process not only as the assimilation of the system of subject ZUNs that form the instrumental basis of students' competence, but also as a process of cognitive development and development students' personalities through the organization of a system of personal, cognitive, communicative, regulatory learning activities. In this regard, the subject content and methods of action planned for assimilation by children are presented in the teaching materials in interconnection and interdependence through a system of questions, tasks, experimental and experimental studies, excursion educational and extracurricular activities.
The problematic nature of the presentation of educational texts in textbooks is achieved through:
Demonstration of at least two points of view when explaining new material;
Going beyond the textbook into the zone of dictionaries, reference books and the Internet;
The system of observations, experimental and experimental studies of the phenomena of the surrounding world;
A special location of questions-tasks that aim students at creative work researchers-discoverers of regularities and rules;
Illustrative material (photos, tables, maps, paintings, etc.).
GENERAL CHARACTERISTICS OF THE SUBJECT
The specificity of the subject "World around" lies in the fact that it has a pronounced integrated character, combining equally natural history, historical, social science and other knowledge, which makes it possible to acquaint students with some of the provisions of the natural and social sciences that are accessible to their understanding. The integrated nature of the course itself, as well as the implementation of interdisciplinary connections with literary reading, the Russian language, mathematics, technology in the teaching and learning complex "Perspective Primary School" ensure the formation of a holistic picture of the world in children, awareness of a person's place in this world, determination of one's place in the near future. environment, in communication with people, society and nature.
Well primary education around the world is focused on familiarizing students with some elementary ways of studying nature and society, methods of observation and experimentation, on identifying and understanding cause-and-effect relationships in the world surrounding the child, with the involvement of diverse material about the nature and culture of the native land.
With the introduction of the Standards, the most important task of education in elementary school is the formation of universal (meta-subject) and substantive methods of action that provide the opportunity to continue education in the main school. This task is solved in the course of the educational process by all areas of the integrated course "The World Around", each of which has its own specifics.
The system of various forms of organization of educational activities is provided by interdisciplinary connections of the content and methods of action aimed at the personal, social, cognitive and communicative development of children.
For example, in order to develop in schoolchildren the general educational ability to “search for (check) the necessary information in dictionaries and reference books”, it is not enough that dictionaries and reference books of various kinds are included in all textbooks. In this regard, in the textbooks of grades 1-4 around the world, situations are systematically created when the use of dictionaries, reference books, the Internet is really necessary (it is impossible to study new material or solve a specific problem situation without their use).
Choice of sources additional information(an reader on the world around, books and magazines in the library, Internet sites, reference books and dictionaries from textbooks on other subjects, additional material in the textbooks "Preparing for the School Olympiad");
Participation in the work of the science club of the younger student "We and the world around us" or project activities in the calculation and design bureau through correspondence with the club's assets or via the Internet;
Social games in the classroom (the role of a consultant, experimenter, speaker, chairman of the meeting of the science club of the younger student, etc.);
The educational texts of the textbooks of the set are built taking into account the possibility of assessing educational achievements (both by the student and the teacher), first of all:
Tasks for self-examination and mutual examination (work in pairs);
Tasks of increased complexity, olympiad tasks, introductory tasks and control tasks for members of the science club of younger students;
A veiled requirement to be careful when reading the text.
The structure of each textbook provides a variety of forms for organizing the educational activities of schoolchildren with a system of special tasks, where the student acts either as a student, or as a teacher (consultant, experimenter, chairman of the meeting), or as an organizer learning activities cool team. The educational process uses: observations of nature and public life; practical work and experiments, including research ones; creative tasks; didactic and role-playing games; educational dialogues; modeling of objects and phenomena of the surrounding world.
New form of organization training session- a meeting of the school club - allows the teacher to transfer to the students the functions of conducting a fragment of the lesson, and subsequently the lesson itself to the students. In practice, this is the organization of a special semantic space in the classroom, within which students can move from one mode of learning activity to another: from playing to reading, from experimentation to group discussion, from the reproduction of educational material to research.
THE PLACE OF THE SUBJECT IN THE CURRICULUM
Value orientations of the content of the subject
In accordance with the Exemplary Curriculum for Educational Institutions using the “Perspective Primary School” teaching materials (option 1 - in accordance with the requirements of the second generation standard), the course of the world around is presented in the subject area “Social Science and Natural Science”, studied from grades 1 to 4 in two hours a week. At the same time, in grade 1, the course is designed for 66 hours (33 academic weeks), and in each of the other grades - for 68 hours (34 academic weeks).
The total amount of study time is 270 hours.
Given the significant potential of the subject in solving the problems of spiritual and moral development and education of students, the following value orientations of the course content are defined:
Nature - evolution, native land, reserved nature, planet Earth, ecological consciousness;
Science is the value of knowledge, the desire for knowledge and truth, scientific picture peace;
Humanity - world peace, diversity and respect for cultures and peoples, the progress of mankind, international cooperation;
Work and creativity - respect for work, creativity and creation, purposefulness and perseverance, diligence;
Patriotism - love for the Motherland, one's land, one's people, service to the Fatherland;
Social solidarity - personal and national freedom; respect and trust in people, institutions of the state and civil society;
Citizenship - a duty to the Fatherland, the rule of law, civil society, law and order;
Multicultural world, freedom of conscience and religion, concern for the welfare of society;
Family - love and fidelity, care, help and support, equality, health, prosperity, respect for parents;
Personality - self-development and improvement, the meaning of life, inner harmony, self-acceptance and self-respect, dignity, love for life and humanity, wisdom, ability for personal and moral choice;
Traditional religions are ideas about faith, spirituality, the religious life of a person, the values of the religious worldview, tolerance, formed on the basis of interfaith dialogue.
1 class (66 hours)
The main content lines of the first class [observation as a way to get answers to questions about the world around us; nature; nature and its seasonal changes; our homeland - Russia) are implemented within the framework of the substantive blocks indicated in the explanatory note.
Man and nature (49 h)
Nature is what surrounds us, but is not created by man. Natural objects and objects created by man. Nature is animate and inanimate (on the examples of distinguishing between objects of animate and inanimate nature). Human sense organs (eye, nose, tongue, ear, skin). Signs of objects of wildlife and objects that can be determined on the basis of observations with the help of the senses (color, shape, comparative sizes, the presence of taste, smell; sensation of warm (cold), smooth (rough)). The main signs of wildlife (for example, living beings breathe, eat, grow, bear offspring, die).
Water. Initial ideas about different states of water (liquid and solid - ice, snowflakes) based on observations and experimental studies.
Plants are part of nature. Variety of plants. Trees, shrubs, herbs. Conditions necessary for plant life (light, heat, air, water). Parts of plants (vegetative and generative organs): stem, root, leaf, shoot, flower, seed, fruit. Acquaintance with the variety of fruits and seeds based on observations (at the choice of the teacher). Ways of distribution of plants. Medicinal plants. Recognition of plants of their region (by leaves, fruits, crowns, etc.) based on observations.
Mushrooms. Parts (organs) of cap mushrooms (mycelium, stem, fruiting body, spores). Edible and non-edible mushrooms. Mushroom rules.
Animals as part of wildlife. Diversity of animals. Insects, fish, birds, animals. Wild and domestic animals.
Examples of natural phenomena. Change of seasons.
Autumn. Autumn months (September, October, November). Signs of autumn (ripening of fruits and berries, cooling, leaf fall, departure of migratory birds, preparation of animals for winter). Autumn life of plants and animals and their preparation for winter.
Winter. Winter months (December, January, February). Signs of winter (low sun, short days, cold, freezing water). The life of trees, shrubs and grasses in the winter season. Plant and animal life under ice. The life of forest animals and birds in the winter season. Help animals in the winter season. Winter Games.
Spring. Spring months (March, April, May). signs of spring high sun, warmth, increase in the length of the day, melting of snow and ice, awakening of nature, arrival of birds). Life of trees and shrubs in spring. Herbaceous early flowering plants. Animal life in spring (bird care for future offspring).
Summer. Summer months (June, July, August). Signs of summer (high sun, long day, warmth, flowering of plants, offspring of animals). Summer rest.
Man and society (17 h)
Familiarization with the textbook symbols and their use when working with the textbook.
Schoolboy and his life at school. Coming to school, greeting the teacher, preparing for the lesson. Rules of conduct at school: in a computer class, in a lesson, at a break, in a canteen. Correct posture while writing. Rules for ascending and descending stairs. Sports uniform and change of footwear.
The first acquaintance with the terms "ecology", "environmentalist", "Red Book of Russia". Examples of animals from the Red Book of Russia (image of animals from the Red Book on commemorative coins
Russia). Development of environmental (warning) signs and their installation on the school site. The work of people in the autumn period of the year.
Our Motherland is Russia. Illustration of the territory and borders of Russia. Russia is a multinational country. Moscow is the capital of Russia. Sights of the capital - Red Square, Kremlin, metro. Acquaintance with the state symbols of Russia: the State Emblem of Russia, the State Flag of Russia, the State Anthem of Russia; rules of conduct when listening to the anthem.
Safe Behavior Rules
Home address and school address, parents phone number. Road from home to school. Rules for crossing the carriageway of the street. Rules for safe behavior on the street.
Rules for safe behavior during winter games (thin ice, snowball fights, flowability of winter snowdrifts, snow is inedible).
Familiarization with appearance the most common hat inedible mushrooms. One of the basic rules for picking mushrooms (do not touch inedible and unfamiliar mushrooms).
Rules of conduct when collecting medicinal herbs.
First aid for insect bites (bees, wasps).
Man and nature (42 hours)
Stars and planets. The sun is the closest star to us, the source of heat and light for all life on Earth. Planet Earth; general ideas about the size and shape of the Earth. Globe - model
Earth. The image on the globe using the symbols of the seas, oceans, land. Change of day and night on Earth. The rotation of the Earth as the cause of the change of day and night. The revolution of the Earth around the Sun as the cause of the change of seasons. Change of seasons in the native land based on observations.
Inanimate and living nature of the Earth. Conditions of life on planet Earth.
Air is a mixture of gases. Air properties. The value of air for plants, animals, humans.
Water. Water properties. The importance of water for living organisms and human economic life.
Flowering plants. Parts (organs) of plants (root, stem, leaf, flower, fruit, seed). Conditions necessary for plant life (light, heat, water, air). Nutrition and respiration of plants. The role of plants in human life.
Variety of plants: flowering and coniferous plants; ferns, mosses, algae. The Red Book of Russia. Rules of conduct in nature.
Cultivated and wild plants. Life span of plants. Propagation of plants by seeds, tubers, mustaches, leaves.
Plants of the native land. Names and a brief description of based on observations.
Mushrooms. Mushroom nutrition. Cap mushrooms, mold. Poisonous and inedible twins of cap mushrooms. mushroom picking rules. Cap mushrooms of the native land.
Animals and their diversity. Conditions necessary for the life of animals (air, water, heat, food). Insects, fish, birds, mammals, amphibians, reptiles, their differences. Peculiarities of nutrition of babies of mammals. Features of nutrition of various adult animals, including mammals (predators, herbivores, omnivores). How do animals protect themselves? Wild and domestic animals. The role of animals in nature and human life. Pets' corner. Bionics. Careful attitude of man to nature. Animals of the native land, the name, their brief description based on observations.
Man and society (26 hours)
Exchange of letters as one of the sources of information. Communication with elders and peers as one of the sources of obtaining new knowledge.
The family is the closest environment of a person. Relationships in the family (respectful attitude towards elders). Family traditions (possible assistance to elders, family holidays, joint trips).
Pedigree. Names and surnames of family members. Genealogical tree charting.
Junior student. School and classroom teams, joint study, joint socially useful work and recreation, participation in sports events, extracurricular activities, environmental protection.
Man is a member of society. The relationship of a person with other people. Respect for other people's opinions. The value of labor in human life and society. People of different professions. Professions of the people who created the textbook.
Native land is a part of Russia. Native city(village): the name and its connection with the history of origin, with the occupation of people, with the name of the river, lake; main attractions.
Our Motherland is Russia. The Constitution of Russia is the fundamental law of the country. The most important rights of Russian citizens are the right to life, to education, to health protection and medical care, to free work and to rest. Holidays in the life of society: Victory Day, Russian Constitution Day, State Flag Day.
State symbols of Russia (the State Emblem of Russia, the State Flag of Russia, the State Anthem), legalized by the Constitution.
Characteristics of individual historical events related to the history of Moscow (foundation of Moscow, history of the Moscow Kremlin, sights of the Moscow Kremlin). The names of the Grand Dukes associated with the history of the emergence and construction of Moscow: Yuri Dolgoruky, Dmitry Donskoy, Ivan III (great-grandson of Dmitry Donskoy).
Safe Behavior Rules
School day routine. The alternation of work and rest in the daily routine of a student. Drawing up the daily routine of the student. Personal hygiene. Physical education. Outdoor games as a condition for maintaining and strengthening health. Cleanliness is a guarantee of health (clean hands, boiled water, airing the room). Diet. Causes of colds. Elderly advice: rules for the prevention of colds; rules of conduct for colds. Emergency telephone numbers. .
Rules for safe behavior on the street (roadway, meeting with a stranger, things left behind, rules of conduct when walking animals, when meeting dogs). Traffic Laws. The rule of crossing the carriageway of the street. Traffic signs that define the rules of pedestrian behavior. Railroad crossing.
Rules for safe behavior in everyday life (elevator of a multi-storey building, a stranger, left things). Basic rules of conduct with water, electricity, gas.
Man and nature (54 hours)
General ideas about the shape and size of the Earth. Globe - a model of the globe. Parallels and meridians. Zero meridian. Equator. Geographic map and site plan. Plan symbols. Map of the hemispheres (Southern and Northern, Western and Eastern). physical map Russia. Contour map. Continents and oceans on the globe and on the map of the hemispheres. Rivers and lakes.
Forms earth's surface: plains, mountains, hills, ravines (general representations, symbols of plains and mountains on the map). The formation of ravines. Measures for prevention and control of ravines. The largest plains in Russia (South-Eastern and West Siberian). Features of the surface of the native land (a brief description based on observations and interviews with adults).
Location orientation. sides of the horizon. Compass.
Substances, bodies, particles. Substance is what all natural objects (what surrounds us, but not created by man) and objects (this is what is created by man) consist of. Natural bodies (bodies of wildlife) - man, animals, fungi, plants, microbes. Celestial or cosmic bodies (stars, planets, meteorites, etc.). Artificial bodies - objects. Molecules and atoms are the smallest particles that make up matter.
Variety of substances. Examples of substances: water, sugar, salt, natural gas, etc. Solids, liquids and gases. Three states of water - solid, liquid, gaseous. Properties of water in liquid, solid and gaseous states. Water is a solvent. solutions in nature. Why water should be conserved.
Thermometer and its device. Measuring water temperature with a thermometer.
The water cycle in nature.
Air is a mixture of gases (nitrogen, oxygen, carbon dioxide and other gases). Air properties. The value of air for humans, animals, plants.
Weather and its components: air movement - wind, air temperature, fog, clouds (the shape of clouds and their height above the Earth's surface), precipitation, dew, frost. Measurement of air temperature. Devices that determine the direction of the wind (weather vane) and the strength of the wind (anemometer). Signs that allow you to approximately determine the strength of the wind (weak, moderate, strong, hurricane). Observing the weather in your area. Weather diary. Conventional signs for keeping a "Weather Observation Diary".
Rocks: igneous, sedimentary. Destruction of rocks. Minerals (solid, liquid, gaseous). Symbols for minerals on the map. Artificial materials from coal and oil. Properties of minerals (limestone, marble, clay, sand). Careful attitude of people to the expenditure of minerals.
The soil. Soil formation and composition. Importance of soil for living organisms. Food chains. The importance of soil in human economic life.
natural communities. Forest, meadow, reservoir, swamp - the unity of living and inanimate nature (sunlight, air, water, soil, plants, animals). Man and natural communities. The meaning of forests. Safe behavior in the forest.
Meadow and man. Should the swamp be protected? Gifts of rivers and lakes. Safe behavior at the pond. Man is a protector of nature. Nature will live (animal reproduction). Relationship in the natural community (for example, clover-bumblebees-mice-cats). Natural communities of the native land (two or three examples). Participation in the protection of the nature of the native land.
Man and society (14 hours)
The rights and obligations of a person to protect nature and the environment (Article 58 of the Constitution of the Russian Federation: a citizen is obliged to protect nature and environment). Human right to a favorable environment (Article 42 of the Constitution). Russian reserves. Plants and animals of the Red Book of Russia (symbols of the Red Book of Russia, images of animals of the Red Book of Russia on commemorative silver and gold coins).
Timeline. The sequence of the seasons. Timeline of one year: winter (December, January, February) - spring (March, April, May) - summer (June, July, August) - autumn (September, October, November). A century is a period of time of 100 years. Timeline of the history of the construction of the Moscow Kremlin (XII century - wooden, XIV century - white stone, XV century - red brick). The names of the Grand Dukes associated with the history of the construction of the Moscow Kremlin.
Cities of Russia. Cities of the Golden Ring. The names of the great princes - the founders of cities (Yaroslav the Wise - Yaroslavl, Yuri Dolgoruky - Kostroma, Pereslavl-Zalessky). The main attractions of the cities of the Golden Ring (temples of the XVI-XVII centuries, the Trinity-Sergius Lavra (monastery) in Sergiev Posad - XIV century; the Botik Museum in Pereslavl-Zalessky; frescoes by Gury Nikitin and Sila Savin in Yaroslavl and Kostroma - XVII century .; "Golden Gate", frescoes by Andrei Rublev in the Assumption Cathedral in Vladimir - XII century).
City of St. Petersburg. Plan-map of St. Petersburg (XVIII century). City construction. St. Petersburg is a sea and river port. Coat of arms of the city. Sights of the city: Petrovskaya (Senate) Square, the monument to Peter I "The Bronze Horseman". Peter and Paul Fortress (Petrovsky Gates, Peter and Paul Cathedral). Admiralty. City island (Peter's house). Summer garden. Winter Palace. Hermitage.
Safe Behavior Rules
Rules of conduct in everyday life with water, electricity, gas. Compliance with safety regulations when conducting experiments with a glass thermometer.
An increase in body temperature as one of the serious reasons to seek help (advice) from adults.
Compliance with the rules of safe behavior on the road with ice (accounting for extra time, gait, position of hands and a school backpack, additional danger when crossing the road on a zebra).
Quick help to a person whose clothes are smoldering (on fire).
Rules for safe behavior in the forest, in wetlands, and in peat bog areas. Rules for safe behavior near water bodies in spring (ice drift), in summer (swimming, crossing water spaces).
Rules for safe behavior when traces of the Great Patriotic War are found (rusted cartridges, grenades, mines). Emergency phone number of the Ministry of Emergency Situations.
4th grade (68 hours)
Man and nature (42 hours)
General ideas about the universe, solar system, the size of the Earth compared to the size of the Sun. One of the theoretical assumptions of scientists about the origin of the Sun. Planets of the solar system (names, location in orbits in relation to the Sun). The rotation of the Earth around its axis as the reason for the change of day and night. The rotation of the earth around the sun as the cause of the change of seasons.
Natural areas of Russia: general idea, location on the map natural areas Russia, the main natural zones (ice zone, tundra zone, forest zone, steppe zone, desert zone, subtropical zone). Mountain areas. Climate of natural areas, flora and fauna, features of work and life of people, human influence on nature. Positive and negative impact of human activity on nature.
The history of homeland. Ancient Slavs. Ancient Russia. Kievan Rus. Pictures of life and work, traditions, beliefs. Significant events in different historical times. The path from the "Varangians to the Greeks" (IX-XI centuries). Baptism of Russia (988). The first code of laws in Russia "Russian Truth" (a monument of legislation of the XI-XII centuries), the foundation of the city of Yaroslavl (gg.). Unification of the territories of the ancient Russian state. Prominent people of different eras: Grand Duke Vladimir Svyatoslavovich-Red Sun (gg.), Yaroslav Vladimirovich - Yaroslav the Wise (ca. years), Vladimir Monomakh (gg.), Prince of Novgorod and (gg.). Muscovite Rus: foundation of Moscow (1147), Prince Yuri Dolgoruky (1090s-1157). The first Moscow princes (period of reign): Ivan Kalita (gg.), Dmitry Donskoy (gg.).
Traditional Russian religions. Belief in a single god and the preservation of traditional rituals. Ancient times - the times of polytheism (belief in the forces of nature). Differences of peoples from each other (historical, cultural, spiritual, linguistic). Peoples who believe in one God: Christians (God is the God-Man Jesus Christ), Muslims (Allah is spiritual power and strength), Jews (God is the Most High as spiritual power and strength), Buddhists (Buddha is the spiritual connection of all manifestations of life).
Preservation of traditional rituals (belief in omens). Modern seasonal holidays are a tribute to traditions, historical and cultural heritage of every nation.
Discussion of the ethical theme of the protection of monuments dedicated to the memory of those who are honored by the people;
Acquaintance with the professions of people who work on the farm;
Acquaintance with various professions, in particular with the professions of people who create textbooks;
Satisfaction of cognitive interests about the native land, native country, Moscow;
Familiarization with historical events associated with Moscow;
The study of enterprises serving residents of the city (village);
Expanding knowledge about the settlement, getting to know its most important objects and sights, discussing the rules of conduct in public places;
Pedigree study;
Consideration of possibilities for information exchange by means of communication;
Education of love and respect for the native country, for its laws and symbols;
Acquaintance with behavior during excursions;
Acquisition of knowledge about safe behavior during experiments;
Understanding the importance of health for a person, the formation of initial ideas about how to take care of health, cultivate a responsible attitude towards one's health;
The use of basic ideas about the diet, the importance of nutrition for a person;
Discussing living conditions that affect health;
Acquaintance and application of the basic rules of personal hygiene;
Classification of initial knowledge about the causes of colds, their symptoms, identification of measures to prevent them;
Use of the basic rules of the road;
Modeling the dangers that await when dealing with strangers, when meeting with abandoned objects;
Discussing problems related to safety in your home, the rules for the safe handling of electrical appliances, gas installations, the rules for communicating through a closed door with strangers.
3rd grade
Expansion of ideas about the model of the Earth - the globe;
Acquaintance with the new terms "ocean", "continent";
Obtaining initial information about the oceans and continents of our planet;
Finding the necessary geographical objects on the globe;
Obtaining and applying the first ideas about cards, their diversity and purpose;
Acquaintance with the new concepts of "land plan", "hills", "ravines";
Finding the sides of the horizon on the ground according to various signs of nature, using a compass;
Obtaining the first ideas about bodies and substances, about atoms;
Repetition of the known properties of water, the study of the states of water in nature, familiarity with the thermometer;
Enrichment and use in the course of experiments, observations of knowledge about the transformations of water in nature, about precipitation, about soluble and insoluble substances;
Acquaintance with the air ocean of the Earth, with the properties and temperature of the air;
Studying the causes of air movement along the surface of the Earth
Formation of primary ideas about the weather, the skills of elementary observations of the weather, working with a diary of observations;
Acquaintance with rocks, the features of their destruction under the influence of temperature and water;
The study of the diversity of minerals and their practical use by man;
Consideration of the concepts: "minerals", "deposit", "ore", "alloys";
Familiarization with the process of soil formation;
Setting up experiments, studying the composition of the soil;
Study of the diversity of flora and fauna of the forest and the possibilities of their joint habitat;
Expansion of primary ideas about a meadow, field, swamp, forest, river, lake;
Mastering the material related to the protection of the nature of the native land, acquaintance with the protected places of Russia, with plants and animals from the Red Book of Russia;
Clarification of ideas about the development (reproduction) of insects, fish, amphibians, reptiles, birds, mammals;
Conducting observations, setting up experiments.
Description based on the illustration of objects, highlighting their main essential features;
Making comparisons, choosing the right answer;
Work with information sources (textbook, notebook, reader);
Self marking;
Repetition of material on the importance of water in human life and society, discussion of the need to conserve water;
Formation of the skills of educational cooperation - the ability to negotiate, distribute work, evaluate your contribution to the overall result of the activity; formation of skills in working with educational texts, participation in a dialogue;
Expanding ideas about the timeline, clarifying knowledge about the month, year, century; placement on the timeline according to the corresponding epochs of dates of historical events, famous names historical figures and cultural monuments;
Repetition of the main events associated with the change in the appearance of the Moscow Kremlin (pine, oak, white stone, red stone) from the 12th to the 15th century;
Study of the Golden Ring of Russia, acquaintance with St. Petersburg;
Modeling (drawing up the route of the excursion).
Repetition of the material on how to navigate the terrain, learning the rules of safe behavior in the forest;
Actualization and application of knowledge about behavior during excursions;
Classification of knowledge about the importance of health for a person, the formation of initial ideas about how to take care of health, cultivate a responsible attitude towards one's health;
Discussion of the basic rules of the road; the dangers that lie in wait when communicating with strangers, when meeting with abandoned objects;
Discussing safety issues in your home;
Use of rules for the safe handling of electrical appliances, with gas installations.
4th grade
Repetition and deepening of knowledge about the solar system, about the movement of the Earth around its axis and around the Sun;
Acquaintance with the concept of "natural zone", with the names of natural zones in Russia;
Classification of knowledge about the natural conditions of the tundra;
Acquaintance with the location of the forest zone on the map, the flora of the taiga;
Repetition and deepening of knowledge and natural communities of the forest, about the role of the forest in people's lives;
Study of the steppe zone, desert zone, subtropical zone;
Solution practical tasks with the involvement of local history material;
The study and use in the course of experiments of knowledge about reservoirs, minerals, crop production, animal husbandry, folk crafts, protected areas of the native land;
Comparison and distinction of wild and cultivated plants, wild and domestic animals, description of their role in human life (using the example of their locality);
Classification of the main branches of agriculture;
Modeling ways to use simple mechanisms in human life and economy;
Acquaintance with the first ideas about human organ systems;
Formation of the initial idea of the relationship between the structure of the skin and its functions;
Repetition and expansion of knowledge about the musculoskeletal system, digestive system, circulatory system, respiratory system, nervous system, human sense organs;
Carrying out simple observations, setting up experiments.
Making comparisons, choosing the right answer;
Work with information sources (textbook, notebook, reader);
Self marking;
Making judgments about the process of formation of the Old Russian state, the baptism of Ancient Russia;
Classification of historical events associated with the name of Alexander Nevsky;
Description based on the illustration of objects, highlighting their main essential features;
Classification of information related to the emergence of Moscow;
Participation in discussions that simulate situations of communication with people of different nationalities, religious affiliations, while observing the rules of communication;
Holding a business meeting of a science club, finding the necessary information about modern society from text, illustrations, and additional sources;
Acquaintance with the political and administrative map of Russia and the location of the native land on it;
Solving practical problems of determining local time based on knowledge of the "time zone";
Assessment of general ideas about countries that have borders with Russia; about the United States of America, Great Britain, France;
Acquaintance with the historical events of the beginning of the XVII century, with the war of 1812, with the Great Patriotic War years;
Studying the achievements of our country in astronautics;
Generalization of ideas about the basic law of the country - the Constitution of Russia, about the highest authorities of our country;
Presentation with messages and reports at meetings of scientific clubs;
Performing tasks in a group to comprehend or evaluate the rules of people's lives in modern society;
Modeling (drawing up the route of the excursion).
Characteristics of the rules for providing first aid in case of accidents;
Generalization of information about the rules of safe behavior in nature;
Simulation of situations in which communication facilities are urgently needed and mass media;
Discussion of situations related to the use of the rules of safe behavior near water bodies at different times of the year;
Expansion of ideas about how to take care of health, cultivate a responsible attitude towards one's health;
Simulation in the course of practical work of situations on the application of the rules for the preservation and promotion of health, on the provision of first aid in case of accidents;
Discussion of the basic rules of the road; the dangers that await when communicating with strangers;
Identification of dangerous situations in which harm can be done to human life and health, personal and public property, finding ways to safely exit such situations.
Educational and methodological support of the educational process
1., Trafimov world. Grade 1: Textbook. - M.: Akademkniga / Textbook.
2., Trafimov world. Grade 1: Reader. - M.: Akademkniga / Textbook.
3. N, Trafimov world. Grade 1: notebook for independent work. - M.: Academic book / Textbook.
4. , Trafimov world: Toolkit for the teacher. - M.: Academic book / Textbook.
1., Trafimov world. Grade 2: Textbook. Part 1. - M.: Academic book / Textbook.
2. Fedotova ON., Trafimov world. Grade 2: Textbook. Part 2. - M.: Academic book / Textbook.
3., Trafimov world. Grade 2: Reader. - M.: Akademkniga / Textbook.
4., Trafimov S A. The world around. Grade 2: Notebook for independent work No. 1. - M .: Academic book / Textbook.
5. Trafimovshchy world. Grade 2: Notebook for independent work No. 2. - M .: Academic book / Textbook.
6. Fedotova ON., Trafimov world. Grade 2: Methodological guide for the teacher. - M.: Akademkniga / Textbook .
1., Tsareva peace. Grade 3: Textbook. Part 1. - M.: Academic book / Textbook.
2., Tsareva peace. Grade 3: Textbook. Part 2. - M.: Academic book / Textbook.
3., Trafimov world. Grade 3: Reader. - M.: Akademkniga / Textbook.
4., Tsareva peace. Grade 3: Notebook for independent work No. 1. - M .: Academic book / Textbook.
5. Trafimovshchy world. Grade 3: Notebook for independent work No. 2-M. : Akademkniga / Textbook.
6., Tsareva peace. Grade 3: Methodological guide for the teacher. - M.: Akademkniga / Textbook.
1., Trafimov world. Grade 4: Textbook. Part 1. - M.: Academic book / Textbook.
2., Trafimov world. Grade 4: Textbook. Part 2. - M.: Academic book / Textbook.
3. , Kudrova world. Grade 4: Notebook for independent work No. 1. - M .: Academic book / Textbook.
4., Kudrova world. Grade 4: Notebook for independent work No. 2. - M .: Academic book / Textbook.
5., Kudrova world. Grade 4: Methodological guide for the teacher. - M.: Akademkniga / Textbook.
Visual aids
1. Natural living benefits - indoor plants; animals kept in an aquarium or wildlife corner;
2. Herbariums; seeds and fruits of plants; collections of insects; wet preparations; stuffed animals and skeletons of representatives of various systematic groups; micropreparations;
3. Collections of rocks, minerals, minerals;
4. Graphic visual aids - tables; dummies of the human torso and individual organs, etc.;
5. Geographical and historical maps;
6. Items representing the life of a traditional and modern family, its economy, everyday, festive life and much more from the life of society;
7. Cutlery, utensils, tools for practical work, as well as a variety of handouts;
8. Measuring instruments: scales, thermometers, centimeter rulers, beakers;
9. Excursion equipment, including folding magnifiers, compasses, binoculars, garden scoops, tape measures;
10. A set of popular illustrated guides to natural objects.
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Ministry of Education and Science Russian Federation
Federal State Autonomous Educational Institution
higher professional education
"Russian State Vocational Pedagogical University"
social institution
Department of Social Pedagogy and Psychology
Control work on the discipline "PRIMARY SCHOOL"
Theme: World around
Yekaterinburg 2014
WITHcontent
Introduction
1. Educational and methodological complex "School of Russia"
2. Educational and methodological complex "Perspective" (edited by L.F. Klimanova)
3. Educational and methodological complex "School 2100" (supervisor - L.G. Peterson)
4. "Primary school of the XXI century" (supervisor - N.F. Vinogradova)
Conclusion
Bibliography
Introduction
methodical surrounding school
Primary school is the most important stage in the process of general education. In four years, the student must not only master the program material of subject disciplines, but also learn how to study - become a "professional student". The responsibility of the primary school teacher has always been exceptional, but in the context of the introduction of the federal state educational standard for elementary general education, the responsibility increases significantly. In this regard, it is extremely important and relevant to the quality methodological support educational process in elementary school, providing "continuous methodological support teacher, obtaining operational advice on the implementation of the main educational program primary general education, the use of innovative experience of other educational institutions…”. "The World Around", based on the natural and social sciences, using the skills acquired in the lessons of reading, the Russian language and mathematics, teaches children to a holistic integral and rational comprehension of the world around them, prepares them for the perception of knowledge in basic school and in the development of personality, its upbringing, plays no less, if not a greater role, in comparison with the basic subjects.
According to Article 55 of the Law of the Russian Federation "On Education", the choice of textbooks and teaching aids used in the educational process in those state accreditation and educational institutions implementing educational programs of general education, is carried out in accordance with the list of textbooks and teaching aids determined by the educational institution. In the Federal list of textbooks recommended by the Ministry of Education and Science of the Russian Federation for use in the educational process, four systems of textbooks are distinguished: "Primary School of the 21st Century", "Perspektiva", "School of Russia", "School 2100".
These systems (educational and methodological complexes - EMC) include completed subject lines of textbooks already in all subjects of primary general education, including the world around them. In 2012-2013 academic year year, textbooks belonging to completed subject lines are grouped only by subjects of primary general education. In connection with the transition of educational institutions to the new Federal State Educational Standard for Primary General Education (FGOS IEO) from 2011/2012 school year all educational programs were finalized, textbooks passed the State examination for compliance with the second generation of the Federal State Educational Standard.
Today, a primary school teacher can choose not only an educational program (system), but, first of all, textbooks that create a favorable and comfortable environment for learning, instilling in children a love of learning from the first days of their stay at school. The main condition for the choice is that textbooks must be included in the "Federal lists of textbooks recommended or approved by the Ministry of Education and Science of the Russian Federation for use in the educational process in educational institutions." It is possible to choose a teaching staff only in accordance with the approved basic educational program of primary general education educational institution. The teacher must follow it for all four years. In one school different classes can study in different programs. A variant of an educational program is possible, consisting of completed subject lines of textbooks that are not included in certain systems and programs. To date, UMK "School of Russia" is the most common educational system.
An essential feature of all programs was the focus on the formation of universal learning activities (ULA) in students as the basis of the ability to learn, on the inclusion of children in educational activities when studying all school subjects.
The main principle of modernizing textbooks is to strengthen the orientation of educational material, ways of presenting it, teaching methods for the maximum inclusion of students in educational activities.
Thus, all programs and training systems are aimed at achieving the educational results determined by the Federal State Educational Standard of the IEO and the implementation of the "Concept of Spiritual and Moral Development and Personal Education of a Russian Citizen".
1. Educational and methodicalcomplex "School of Russia»
EMC "School of Russia" provides the best results in Russia, reflecting: the priority of understanding over the reproduction of the text, a cause-and-effect, analytical approach to working with text; emphasis on one's own reasoned judgment; informal, entertaining nature of questions; the completeness of the means that form complex skills; practical coincidence of the author's accents with the skills tested by PIRLS.
UMK "School of Russia" today is: a powerful potential for spiritual and moral development and education of the personality of a citizen of Russia; a real opportunity to achieve personal, meta-subject and subject results that correspond to the tasks modern education; constantly updated, the most popular and understandable to the teacher educational system for elementary school.
Subject line of textbooks "The world around" for grades 1-4 educational institutions created in accordance with the age and psychological characteristics of younger students, as well as modern scientific ideas about nature, society, man, taking into account the level of the educational program (level of education). The textbooks implement a system-activity approach that underlies the Federal State Educational Standard for Primary General Education. The content of the textbooks is built on the basis of a system of leading ideas (the diversity of the world, the integrity of the world, respect for the world), which are the cores of the integration of social science and natural science knowledge formed in the course. The textbooks provide for the development of universal learning activities that ensure the mastery of key competencies that form the basis of the ability to learn. The selection of the content of the course "The World Around" was carried out on the basis of the following leading ideas: 1) the idea of the diversity of the world; 2) the idea of the integrity of the world; 3) the idea of respect for the world.
Diversity as a form of existence of the world clearly manifests itself both in the natural and in the social sphere. Based on the integration of natural science, geographical, historical information, a vivid picture of reality is built in the course, reflecting the diversity of nature and culture, types of human activity, countries and peoples. Particular attention is paid to the acquaintance of junior schoolchildren with natural diversity, which is considered both as an independent value and as a condition without which the existence of a person is impossible, the satisfaction of his material and spiritual needs.
The fundamental idea of the integrity of the world is also consistently implemented in the course; its implementation is carried out through the disclosure of various connections: between inanimate nature and living nature, within living nature, between nature and man. In particular, the importance of each natural component in people's lives is considered, the positive and negative human impact on these components is analyzed. Of paramount importance for children to realize the unity of nature and society, the integrity of society itself, the closest interdependence of people is the inclusion in the program of information from the field of economics, history, modern social life, which are present in the program of each class.
Respect for the world is a kind of formula for a new attitude to the environment, based on the recognition of the intrinsic value of the existent, on the inclusion in the moral sphere of the relationship not only to other people, but also to nature, to the man-made world, to the cultural heritage of the peoples of Russia and all mankind.
The method of teaching the course "The World Around" is based on a problem-search approach, which ensures the "discovery" of new knowledge by children and the active development of various ways of knowing the environment. At the same time, a variety of methods and forms of training are used with the use of a system of tools that make up a single information and educational environment. Students conduct observations of natural phenomena and social life, perform practical work and experiments, including exploratory ones, various creative tasks. Didactic and role-playing games, educational dialogues, modeling of objects and phenomena of the surrounding world are held. Excursions and educational walks, meetings with people of various professions, organization of feasible practical activities for environmental protection and other forms of work that ensure direct interaction of the child with the outside world are important for the successful solution of the objectives of the course. Classes can be held not only in the classroom, but also on the street, in the forest, park, museum, etc. Organization is very important for achieving the planned results. project activities students, which is provided in each section of the program.
In accordance with the above-mentioned leading ideas, the types of activities of students that are new to the practice of elementary school are of particular importance in the implementation of the program, which include: 1) recognition of natural objects using a key atlas specially designed for elementary school; 2) modeling of ecological relations with the help of graphical and dynamic schemes (models); 3) environmental and ethical activities, including an analysis of one's own attitude to the natural world and behavior in it, an assessment of the actions of other people, the development of appropriate norms and rules, which is carried out with the help of a specially designed book for reading on environmental ethics.
The training course "The World Around" occupies a special place among subjects elementary school. Figuratively speaking, this is what is “always with you”, since children's knowledge of the world around them is not limited to the lesson. It continues constantly at school and beyond its walls. The training course itself is a kind of system-forming core of this process. That is why it is important that the work with children begun in the lessons continues in one form or another after they have ended. extracurricular activities. The teacher should also strive to ensure that parents of students in everyday communication with their children support their cognitive initiatives awakened in the classroom. It can also be specific tasks for home experiments and observations, reading and receiving information from adults.
In accordance with the requirements for the results of mastering the main educational program of primary general education of the Federal State Educational Standard, the content of textbooks on the world around us for grades 1-4 is aimed at achieving students' personal, meta-subject and subject results; formation of installation on safe, healthy lifestyle life, the presence of motivation for creative work, work for results, respect for material and spiritual values.
2. Educational and methodological complex "Perspective" (edited by L.F. Klimanova)
The educational and methodological complex "Perspective" (series "Academic school textbook") was created within the walls Federal Institute development of education of the Ministry of Education and Science of the Russian Federation. The Institute is headed by the head of the Department of Personality Psychology of Moscow State University, Academician A.G. Asmolov, under whose leadership theoretical and methodological materials were developed, which are the system-forming components of the Federal State Educational Standard. The authors of the teaching materials "Perspektiva" are the developers of the Federal State Educational Standards, well-known scientists, teachers, and methodologists. Suffice it to name such authors of textbooks as L.F. Klimanov, L.G. Peterson, A.A. Pleshakov, M.Yu. Novitskaya and others. The educational and methodological complex "Perspektiva" 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.
EMC ensures the availability of knowledge and high-quality assimilation of program material, the comprehensive development of the personality of a younger student, taking into account his age characteristics, interests and needs. Special place in UMK "Perspektiva" 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 EMC uses a unified navigation system for teachers, students and parents, which helps to work with information, organize and structure educational material, plan the student's activities in the lesson, organize homework, and form the skill of independent work.
The leading idea of the course "The World Around" is the idea of the unity of the world of nature and the world of culture. The surrounding world is considered as a natural and cultural whole, man - as a part of nature, the creator of culture and its product. The course reveals the structure of the concept of "world around" in the unity of its three components: nature, culture, man. These three components are consistently considered at different socio-cultural 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 material in the textbooks is built in the form of a journey that introduces students to human activities in different areas: Man and Earth, Man and Water, Man and Air, Man and Information Space. . The surrounding world is considered as a natural and cultural whole, man - as a part of nature, the creator of culture and its product.
3. Educational and methodological complex "School 2100" (supervisor - L.G. Peterson)
In the process of learning according to the EMC, in accordance with the activity approach, the task of forming a functionally literate personality is realized. On different subject content, the student learns to acquire new knowledge, to look for answers to his questions. All textbooks of the program are built taking into account the psychological specifics of age. characteristic feature of this educational program is the minimax principle. He assumes that the authors of textbooks and the teacher enable the student (if he wants) to take the material to the maximum. In textbooks for this there is redundant information that allows the student to make a personal choice. At the same time, the most important facts, concepts and connections included in the minimum content (FSES and program requirements) must be learned by each student.
The minimum is presented to the student at the lessons of the discovery of new knowledge, fixed and submitted for control.
The maximum allows the student to satisfy their personal needs and interests. Thus, each child has the opportunity to take as much as he can.
With the help of the technology of problematic dialogue used in the educational system "School 2100", students at each lesson learn to set a goal, draw up a plan to achieve it, search for a solution, and reflect on the results of working with a text. For the formation of communicative general educational skills, the technology of working with text is used. Thus, a teacher who works according to the textbooks of the School 2100 educational system has the opportunity to achieve new educational goals simply by conducting quality lessons using the technologies adopted in this system.
4. "Primary school of the XXI century"(supervisor - N.F. Vinogradova)
"Primary School of the 21st Century" is a system of textbooks (teaching and methodological kit) for grades 1-4 of general educational institutions, which ensures the achievement of the requirements for the results of mastering the main educational program of primary general education.
The system was developed by a team of scientists from the Institute of Content and Teaching Methods of the Russian Academy of Education, Moscow State Pedagogical University, Russian Academy advanced training and retraining of educators, Moscow state university. The project leader is Honored Scientist of the Russian Federation, Corresponding Member of the Russian Academy of Education, Doctor of Pedagogical Sciences, Professor Natalia Vinogradova.
One of the main differences between the TMC program "Primary School of the 21st Century" and other primary school programs is the construction of a system of pedagogical diagnostics: purposefully from grades 1 to 4.
The program is primarily aimed at the full individual development of the child and his successful learning. That is why pedagogical diagnostics plays a special role in it, which should be carried out directly by the teacher based on an individually differentiated approach to learning. This diagnostic does not replace, but complements psychological diagnostics, since it has other tasks and goals.
Pedagogical diagnostics makes it possible already at the initial stage to determine the readiness of the student to study at school. And then - to see how firmly the knowledge and skills are mastered; whether there really were changes in the development of this or that child, or were they rather superficial; what should the teacher's efforts be directed at - does the class need a detailed repetition of the material already covered or can it move on.
Pedagogical diagnostics checks not only and not so much knowledge as the process of solving a particular educational problem, the way a student acts. In this context, such diagnostics has undoubted advantages over conventional verification work. Among other things, during it, students feel freer, since they are not given grades for it.
If this diagnosis is carried out regularly throughout all four years of elementary school, one can clearly observe the dynamics of the progress of students and come to their aid in time, if necessary.
What possibilities does this diagnostic provide?
For the teacher - understanding the problems of each student and knowing how to fix them, the ability to evaluate and analyze the features of the applied methodology, the effectiveness of the differentiated work in the classroom, helps to see the negative points that require changes.
For the student - it allows you to relieve stress, since the diagnostic work differs from the usual control work, primarily in that its results are not evaluated on a five-point rating scale.
The TMC "Primary School of the 21st Century" implements the basic principle of education: an elementary school should be nature-friendly, that is, meet the needs of children of this age (in cognition, communication, various productive activities), take into account the typological and individual characteristics of their cognitive activity and the level of socialization.
From this point of view, the adaptation period in the first grade is especially important, the organization of which should help each first grader, taking into account his readiness for schooling, to move painlessly from preschool childhood to school stage life. This prompted the authors, using all the achievements of the methodology of subject teaching, Special attention when studying a specific subject, look at:
Priority use of visual-figurative thinking as typical for children of this age;
The appropriate inclusion of game teaching methods, which remains the most important teaching method for younger students throughout the years of schooling, although the proportion and goals of the game vary from grades 1 to 4;
Such an organization of the educational process that would provide a situation of success for each student and the opportunity to learn at an individual pace.
Work on teaching aids The set is interesting for both the teacher and the student.
School psychologists say that the most common problem they face today in elementary school is the younger student's anxiety about control, the fear of a teacher's biased assessment and inadequate reactions of classmates and parents to learning outcomes. There are interesting psychological studies (A.M. Parishioners), which prove the negative impact of the anxiety of a primary school student, associated with the control and evaluation of his educational activities, on his mental state. This phenomenon, characteristic of our school, is determined primarily by the fact that this component of the methodological system was least affected by the general trend towards student-centered learning: the teacher's approaches to monitoring and evaluation activities today are the same as before. An analysis of new approaches to control revealed the possibility of humanizing this process, making it, strange as it may sound, joyful and desirable.
UM K is based on the theory of activity of A.N. Leontiev, D.B. Elkonin and V.V. Davydov. The overall goal of training is the formation of a leading activity for this age. The goal of elementary school teachers is not just to teach the student, but to teach him to teach himself, i.e. educational activities; The aim of the student is to acquire the ability to learn. Educational subjects and their content act as a means to achieve this goal.
The forms, means and methods of teaching are aimed at forming the prerequisites for the younger student (in the 1st half of the first grade), and then the skills of educational activity. In the course of primary education, the primary school student develops the skills of learning activities that allow him to successfully adapt in the main 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, analyze any issue; the ability to build 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 the UMK. Yes, working with educational kit"Primary school of the XXI 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.
A feature of the program "The World Around" is the inclusion of knowledge that contributes to the knowledge of oneself (one's "I"), expands ideas about the mental nature of a person (cognitive processes, differences from higher animals, etc.).
Conclusionnie
There are no "bad" and "good" programs. All of them are approved by the Ministry of Education and are designed so that children by the end of primary school have received the level of knowledge provided for by the state standard, that is, the mandatory minimum. And the developing system is no better and no worse than the traditional one. Practically in all programs today the ideas of developmental education are implemented. Tasks of increased complexity, which are associated only with developing systems, are included in all sets, but are not mandatory for mastering. In fact, each system is designed for a certain mindset, or, in other words, a way of perceiving and mentally processing information. And these processes are individual for each child. Authorship is manifested in the ways of presenting the material, additional information, organization of educational activities.
Bibliography
1. Federal Law of the Russian Federation of December 29, 2012 N 273-FZ "On Education in the Russian Federation"
2. The concept of spiritual and moral development and education of the personality of a citizen of Russia (Authors: Danilyuk A.Ya., Kondakov A.M., Tishkov V.A.)
3. Exemplary programs for the world around the Federal State Educational Standard of Primary General Education, the program of the course "The World Around" N.F. Vinogradova, G.S. Kalinova (EMC "Primary school of the 21st century")
4. Exemplary programs for the world around the Federal State Educational Standard of Primary General Education, the program of the course "The World Around" and the author's program of A.A. Pleshakov "The World Around". (EMC "School of Russia")
5. An exemplary program on the surrounding world of primary general education, the author's program of A.A. Pleshakova, M.Yu. Novitskaya (Enlightenment, 2012), approved by the Ministry of Defense of the Russian Federation in accordance with the requirements of the federal component state standard elementary education of the II generation UMK "Perspektiva")
6. Programs of the teaching and learning department "School 2100" edited by D.I. Feldstein, brought into line with the requirements of the Federal Component of the State Standard of Primary Education (Moscow, 06.10.2009) and the author's program of A.A. Vakhrushev, O.V. Bursky, A.S. Rautian "World around" (Educational system "School 2100").
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1. This WMC implements an activity approach through a number of activity-oriented principles, namely:
a) The principle of activity learning. In accordance with the problematic dialogue technology, students in the lesson participate in the joint discovery of knowledge based on the goal of the activity formulated by the students themselves. Children develop the ability to set a goal for their activities, plan work for its implementation and evaluate the results of the achievement in accordance with the plan. This is supported by the article for students "How to work from the textbook", which describes in detail how to study from the textbook, as well as the methodological apparatus. The most important activity is the performance of productive tasks, the answers to which cannot be found in the textbook, but must be obtained as a result of mental actions to analyze and synthesize the information available in it.
b) The principles of a controlled transition from activity in a learning situation to activity in a life situation and from joint educational and cognitive activity to independent activity. The EMC provides for a system of work for the teacher and the class to develop skills in problem solving. At first, together with the teacher, students perform reproductive tasks that allow them to understand the topic, then comes the turn of productive tasks, in which students try to apply the acquired knowledge in new situation. Finally, at the end of the study of topics, the guys solve life problems (imitating situations from life) and participate in work on projects.
2. In all the lessons of studying the new teaching materials, it relies on the technology of problematic dialogue. In accordance with this technology, in the textbook, starting from grades 2-3, problem situations are introduced that stimulate students to set goals, questions are given to update the necessary knowledge, and a conclusion is given that students should come to in the lesson. Dividing the text into headings allows you to teach students how to draw up a plan. Finally, when presenting material in accordance with this technology, the very presentation of educational material is problematic.
3-4. The organization of the textbook contributes to the use of various forms of learning activities. It provides for joint educational and cognitive activities with the teacher, work in groups and independent work of children. So, for example, working with textbooks of the world around in a given guidelines problem-dialogical technology, the teacher can use the tasks of the textbook to organize frontal, group and individual forms of learning. The tasks formulated in the textbook allow you to use all these forms when creating a problem situation, finding a solution to a problem, and consolidating knowledge. For example, already on the first pages of the 1st grade textbook, both relatively simple tasks for frontal work are given (What kind of fairy tale is this? Tell me who is drawn here. How did the wolf help Ivan Tsarevich?), And more complex problematic tasks for joint discussion (How easier do something: alone or with friends?), finally, tasks for working in pairs, in which the role of each student is clearly defined (Make a story with a friend. Let one start and the other continue). Later, starting from the second half of the 1st grade, tasks for working in small groups appear (Play this game with your friends. First player: “I can’t do without a book that prints for me ...” Second player: “... a printing worker who cannot do without ... "- and so on. The one who could not continue the chain is eliminated from the game.)
Tasks in the 2nd and especially in the 3rd grade become more complicated, the roles of students when working in a group are differentiated (Play the game "Detective". The goal of the game is to be the first to guess the word with the help of the questions asked. One of the players will be a WITNESS, he makes up a word and answers the questions (The rest of the players are DETECTIVES. They ask questions and guess the word.)
Starting from grade 2, the EMC uses tasks for independent work, including homework (task from the workbook: Conduct an experiment. Build a mountain of sand and clay. Draw it. Then make it rain: pour the mountain from a watering can. Draw what happened to mountain Read the conclusion, inserting words.
5. WCU around the world harmoniously combines subject and metasubject results. Subject skills are listed in the program, the table of requirements of the student's diary educational system"School 2100", at the beginning of each section of the textbook and next to each task in the notebook for verification and control work. General educational skills (meta-subject results) are listed in the student's diary, and in addition, they are an integral part of the methodological apparatus of the textbook. Thus, organizational skills (regulatory in the terminology of the Federal State Educational Standard), being the most important result of the technology of problematic dialogue, are included in the form of conventional signs in all textbooks. Intellectual (cognitive in the terminology of the Federal State Educational Standard) and evaluative (personal results) are marked in all tasks, starting from grade 3. Thus, both the student and the teacher are informed about their progress in achieving subject and meta-subject results.
6. EMC is based on modern scientific ideas about the age characteristics of students in this school age. All textbooks were created in accordance with the principle of adaptability and psychological comfort of children.
The specificity of understanding the experience of a modern child lies in the fact that his experience is unusually wide, but largely virtual, i.e. received not through direct communication with the outside world, but indirectly, through the media and, above all, television. The role of virtual experience will only increase in the future due to the widespread use of computers and the Internet.
Television is not focused on systematic children's education, although it is becoming the main "window" to the outside world. Therefore, not being able to resist the negative influences of virtual experience, the school should, if possible, use it for educational purposes. This leads to the need to expand the content of the subject "The world around us", which should provide answers to various requests from children's experience, including virtual. This textbook allows each student to find answers to their questions.
7. Notebook for verification and control work (in the 1st grade of independent and final) offers an assessment mechanism that allows you to track the dynamics of students' personal achievements. All verification and control works "monitor" the achievements of students in the subject lines of development at three main levels: necessary, program and maximum. They are provided with an indication of the skill that is being tested. At the same time, the tasks are designed in such a way that students themselves can see at what stage of their personal trajectory of movement they are currently located.
As part of the educational system "School 2100", a technology for assessing educational success has been created and approved in the Russian Academy of Education, which is aimed at involving students in the process of their assessment, at developing self-assessment.
8. The educational tasks of this EMC are designed from the point of view of the development of UUD in accordance with the age capabilities of children.
1) Regulatory- choose the goal of the activity, act according to the plan, compare your actions with the goal, find and correct errors, check and evaluate the result:
The 1st grade textbook offers problematic issues for students to discuss and the conclusions in the box to check the correctness and effectiveness of the actions. Thus, students learn to compare their actions with the goal.
A significant part of the 2nd grade lessons and all 3rd-4th grade lessons include problem situations that allow students, together with the teacher, to choose the goal of the activity (to formulate the main problem (question) of the lesson), the author's versions of such questions will help assess the correctness of the students' actions. Given in the box at the end of all topics in all textbooks without exception main conclusion will help to check and evaluate the result.
Examples of problematic situations:
- Textbook Grade 2, part 1 (p. 62)
Lena: It's warmer in the south. It's hot there even in winter.
Misha: What about the South Pole? It's Antarctica!
Where do you think it's warmer? - Textbook grade 4, part 1 (p. 12)
Lena: The cells of our body are so delicate! Inside the body, they probably feel good. But what about those who are outside!?
Misha: Just on the very surface of the body, the cells are not afraid of anything: they are dead, after all.
How can dead cells protect our body?
2) Communicative- conduct a dialogue, understand the point of view of another, extract information given in an implicit form, be able to formulate a statement:
The system of tasks aimed at organizing communication in a pair or group of students is devoted to the formation of communicative universal educational actions.
- 1st grade textbook, part 1 (p. 29)
Build a city out of cubes. And now let's play as a driver and navigator of a racing car. The navigator mentally plots the route and explains to the driver where he should go. - 1st grade textbook, part 1 (p. 33)
Let's play! Let one of you be a robot and the other an inventor. We are testing: the robot is looking for a hidden object. The tester gives him commands - words denoting directions. - The 2nd grade textbook teaches students to discover knowledge in the process of dialogue with the teacher. For this purpose, in each topic, the most important material is organized in the form of a dialogue. Students listen to a specific question about the picture, try to answer it, and compare their answer with the more general answer from the textbook. Let's give an example of the text for organizing the dialogue in part 1 on p. 26.
Question: Is it possible to reach the horizon?
Answer: It is impossible to reach the horizon: it “runs away” from us all the time. He doesn't even get closer no matter how much we walk. So the horizon is not the edge of the earth, but an imaginary line. The land behind it continues.Question: Look at the ball: you see its "edge". Will the "edge" of the ball move if you step sideways?
Answer: This is exactly how it should be on the ground, if we walk on the surface of the ball. Looking at the moon - spherical heavenly body- people began to guess that the Earth also has the shape of a ball. Over time, evidence has been found for this. - Continuation of the line of tasks on the organization of work in a group. Workbook for grade 2 (p. 32)
You and your partner are going on a flight. The starting point is the home school. One of you will be the pilot: he chooses the direction of flight and writes it down in a table. Another writes down the name of the continent or ocean under the wing. Then you switch roles and continue your journey without flying anywhere twice. - Continuation of the line of tasks on the organization of work in a group. Workbook for grade 3 (p. 4)
Play with a friend. One of you calls creature or mechanism, and the other is the source of its energy. If the second player correctly named the source of energy, then the players change places. Whoever is the leader most often wins. - In the 2nd grade textbook, part of the time is devoted to teaching children how to prepare messages (reports). For this, a memo to students is given, the topics of the reports and the text are given in the format of ordinary children's encyclopedias (the topics of the reports do not exactly correspond to the heading of the “built-in encyclopedia”, etc.).
3) cognitive- extract information, draw logical conclusions, etc.
A distinctive feature of all textbooks of the educational system "School 2100" and the textbook of the world around in particular is the widespread use of productive tasks, i.e. tasks, the direct answer to which is not in the text of the textbook, but there are only hints. Such tasks allow students to learn how to apply knowledge in a new situation, i.e. to form cognitive universal learning activities. Similar tasks aimed at explaining the world around us are marked in blue in the text of the textbook, starting from grade 3 - the first letter of the first word.
Examples of productive tasks:
- 1st grade textbook, part 2 (p. 46)
What properties of living organisms can we find in inanimate objects? And what properties of living organisms do they not possess? Find similarities and differences in each pair of drawings. - 1st grade textbook, part 2 (p. 53)
The frog jumped and shouted: "I'm green - that means I'm a plant!" What did the smart duck Quack answer him? - Textbook Grade 2, part 1 (p. 23)
Imagine that you are stranded on a deserted island. How do you know the time without a clock? How do you determine the cardinal directions? - Textbook for grade 4, part 1 (p. 41)
Imagine that you feel all the signals coming from internal organs and should keep an eye on their work. What difficulties and advantages would you have in doing so?
Another feature characteristic of the textbooks of the surrounding world is the minimax principle, according to which not only the educational material required for study is included (the minimum, which is checked in control work), but also additional material (maximum). In the lesson, students look for the answer to the question they have formulated and learn to find and select the necessary information, checking the correctness of their work using the output in the frame.
4) Personal.
One of the goals of the subject "The World around" in the program of the authors is to teach schoolchildren to explain their attitude to the world. This approach allows the teacher not to impose the "correct" attitude to the environment, but to correct the child's worldview, his moral attitudes and values. A whole line of development serves these purposes. Starting from grade 3, such tasks in the textbook are marked in red - the first letter of the first word.
Examples of tasks to explain your attitude to the world:
- 1st grade textbook, part 2 (p. 72)
In what figures does a person behave like a rational being? Where does he behave unreasonably? Explain why you think so. - 3rd grade textbook, part 2 (p. 21)
Explain what the words mean to you: “My Motherland is Russia!”. - 4th grade textbook, part 1 (p. 25)
Formulate your own healthy eating rules and explain their meaning.
9. Children's independence in this TMC is formed if the teacher, in his lessons and in extracurricular interaction with students, fully and consciously follows such pedagogical technologies, as a problem-dialogical, evaluation of educational success and design.
So, for example, at the end of each section of the textbook, a vital task is given, which allows you to learn how to apply the knowledge gained in this section in everyday situations that may occur. It also provides examples of projects that students can choose and implement.
10. Control actions in this EMC are carried out on the basis of the technology for evaluating educational success proposed by the authors. Recommendations for conducting a control based on self-assessment of students, and comparing this self-assessment with the assessment of students in the class and the teacher, are given in the methodological recommendations for each subject.
The notebooks included in the TMC for verification and control work (in the 1st grade of independent and final ones) contain the necessary set for monitoring, including the final one. At the same time, the tasks are provided with indications of the skills being tested and include multi-level options.
11. This EMC really creates the conditions for motivating the student to learn by taking into account the age characteristics of children, adequately selected problem situations in the classroom, the selection of non-standard productive tasks that activate intellectual sphere activities of students, through the design and construction of teaching aids that are interesting for children.
12. Author's texts with the participation of cross-cutting characters require the teacher to work together with the class in an equal dialogue of readers, they also involve work in pairs and small groups. In the introductory text, students receive information about the goals of the subject (Why will we study?), in what ways the authors suggest learning (How will we study?), what, according to the authors, students should learn (What will we study?). Confidential conversation allows students to explain the goals of the authors and ensure effective interaction between the student and the textbook under the guidance of the teacher. This is also facilitated by conventional signs, which are explained in detail. It is this co-creation of students and authors that allows us to hope for the achievement of personal, social and cognitive development students.
13. Each textbook of this EMC is written personally for each child, addressed to him. It is supposed to work in a personal development trajectory, the choice of tasks, the system of work on them, focused on the individuality of the child. This approach, characteristic of all the authors of this EMC, is based on the minimax principle common to the School 2100 OS. At the same time, in each topic, the student can master the content both at the minimum level (checked in tests) and at the maximum level. Thus, the student will be able to build his own individual trajectory of studying the subject.
Comparative analysis of the teaching materials of the course "The world around"
Direction of analysis
Programs (textbooks)
Vinogradova N.F.
UMC: Primary school of the 21st century
UMC: Harmony
Pleshakov A.A.
UMC: School of Russia
Target
Formation of the student's social experience, awareness of elementary interaction in the system "man - nature - society", education of the correct attitude to the environment and the rules of behavior in it; understanding of their individuality, abilities and capabilities.
The multilateral development of the child, comfortable learning, prepares the child's mental apparatus for further learning. Overcoming the differences between traditional and developmental learning patterns.
Formation of a holistic picture of the world and awareness of a person's place in it on the basis of the unity of rational-scientific knowledge and emotional-valuable comprehension by the child of personal experience of communication with people and nature; spiritual and moral development and education of the personality of a citizen of Russia in the conditions of cultural and confessional diversity of Russian society.
Leading (conceptual) idea of the course
The leading idea of the TMC “Primary School of the 21st Century” is the implementation of one of the possible ways to modernize primary education, the disclosure of new approaches to the goals, content and methodology of teaching younger students in a mass primary school.
The surrounding world is multifaceted, interesting and changes all the time - observe and learn it; the experience of mankind and your ancestors is rich and will be useful to you in life - respect and study it; nature is vital for you, but it is vulnerable - be aware of this and take care of its beauty and harmony.
1) the idea of the diversity of the world;
2) the idea of the integrity of the world;
3) the idea of respect for the world.
Tasks (educational, educational, developing)
educational the function is to create conditions for the formation of schoolchildren's concepts of nature, society, man, the development of the ability to navigate in a changing world, the development of terms and concepts that are accessible to understanding by a younger student.
Educational the function ensures the formation of the student's scientific views on the world around him, the mental and personal development of the student, the formation of his general culture and erudition.
nurturing the function of the object is connected with the solution of the problems of the child's socialization, the adoption by him of humanistic norms of life in the natural and social environment.
Development of cognitive activity and independence in obtaining knowledge about the world around;
Familiarization with the relationship of man and nature, man and society;
Mastering by students of knowledge about objects, phenomena, patterns and relationships of the surrounding world;
Mastering general scientific and specific methods of cognition of the surrounding world and various types of educational activities;
Education in students of love for nature and their Fatherland, respect for all life on Earth, a conscious attitude to their health and the health of other people, respect for the past of their ancestors;
Formation of their skills of safe, cultural, environmentally competent, moral behavior in nature, in everyday life, in society.
Developing a respectful relationship with the family locality, the region in which children live, to Russia, its nature and culture, history and modern life;
Awareness by the child of the value, integrity and diversity of the world around him, his place in it;
Formation of a model of safe behavior in everyday life and in various dangerous and emergency situations;
Formation of psychological culture and competence to ensure effective and safe interaction in society.
Principles of selection and structured educational material
Structure, content educational publications and their didactic content in accordance with the requirements of the Federal State Educational Standard of the IEO (textbooks, workbooks, notebooks for independent and verification work, atlases, electronic materials and others study guides for the organization of educational activities of students). Methodical analysis of the content and didactic apparatus of these materials from the standpoint of compliance with the requirements of the Federal State Educational Standard of the IEO for the development of students' ability to learn, to carry out information search, independent academic work using methods appropriate to this subject area: observations, experiments, etc.
When selecting the content of the course, the following conceptual ideas were put: the diversity and beauty of the objects of the surrounding world, their variability and its patterns, interconnections and interdependence in nature and society. Educational material, thematically repeated in different years learning, serves as the basis for integrating subsequent knowledge and skills into it in the development system, with enrichment with new information, connections and dependencies, with a change in the level of complexity.
The selection of the content of the educational material was carried out with a focus on the formation of basic national values.
Motherland and local lore knowledge, the content, didactic and methodological support of which makes up a significant part of the textbooks.
The multicultural content of the textbook system is ensured in each subject line, taking into account subject specifics and reflects diversity and unity. national cultures peoples of Russia.
The structure and content of the textbooks include a system of tasks aimed at including younger students in the active mastering of educational material in order to master universal educational actions (ULA) and form the ability to independently successfully assimilate new knowledge, skills and competencies, including the leading educational competence - the ability to learn.
Basic methods and forms in teaching the course
Forms of organizing classes:
Non-traditional forms of organizing classes: classes outside the classroom (in a corner of nature, on a school site, in a park, museum, gym or games room, etc.);
Excursion classes to the museum, to the park, seasonal excursions, to the place of work of people, etc.;
Practical work: care for indoor plants and living corner;
The program provides for generalization lessons. Their goal: to revive the knowledge of the student, to systematize them, to create a coherent picture of a certain period in the development of our state.
Forms of organization of the educational process:
didactic games, lessons in museums, on the school site,
in a park, on the streets of a city or village, etc.; research lessons and
experimental verification of some hypotheses; travel lessons,
lessons-sessions of the ecological council, lessons-conferences.
Problem-search approach. Observations, experiments, creative tasks, didactic and role-playing games, educational dialogues, modeling. Visual methods, verbal, practical.
Lesson, excursion, extracurricular activities, laboratory.
The structure of the program and its compliance with the typology and standard. Reflection of this structure in the textbook.
Russian language program edited by S. V. Ivanov (Collection of programs for the set
textbooks "Primary school of the XXI century" was created on the basis of the federal component of the state standard of primary general education. The program provides a conditional distribution of teaching hours into major sections
course. This syllabus serves as a guide for authors of curricula, but does not
The implementation of the Federal State Educational Standard in the study of the course "The World Around the World" by younger students is ensured by the logic of the deployment of the content and its structure presented in textbooks; system-activity approach to the organization of cognitive activity of students (it is presented in textbooks by various methodological techniques); a system of educational situations, educational and cognitive and educational and practical tasks proposed in textbooks, in workbooks, in notebooks test items; methodological recommendations for the teacher, which give advice on the formation of subject and universal educational skills in organizing the cognitive activity of students.
EMC "School of Russia" is built in such a way that its subject content, didactic support, methodological support and artistic and printing performance are aimed at achieving the results of mastering the main educational program of primary general education, reflected in the Federal State Educational Standard
The content of the standard, not reflected in the program (textbook).
The content of the program (textbook) exceeding the standard. Expediency of exceeding
The kit meets not only the mandatory minimum content
education, but also designed for students who can work on a program that exceeds the mandatory minimum, makes it possible to take into account cognitive
needs of advanced learners.Thus, each child has the opportunity to take as much as he can.
The principle of variability is implemented through the inclusion in the content of the course not only of the main material corresponding to the educational minimum, but also of an additional, broadening the student's horizons, giving him the opportunity to choose his own trajectory of learning. The system of tasks is differentiated according to the degree of complexity, volume, which makes it possible to actively engage in the learning process at different levels (reproductive, productive, creative), apply knowledge in a non-standard situation.
Of particular importance in the implementation of the program are new types of student activities for the practice of elementary school, which include: 1) recognition of natural objects using a key atlas specially designed for elementary school; 2) modeling of ecological relations with the help of graphical and dynamic schemes (models); 3) environmental and ethical activities, including an analysis of one's own attitude to the natural world and behavior in it, an assessment of the actions of other people, the development of appropriate norms and rules, which is carried out with the help of a specially designed book for reading on environmental ethics.
The practical part of the program, its structure, compliance with the standard and content of the program.
1. Seasonal excursions to get acquainted with the signs of different seasons: to the greenhouse, hotbed, flower growing farm.
2. - Excursions in nature in various times of the year; observation of seasonal labor of people (factory, farm, factory); excursions to local lore, art museums, the writer's house. 3. - Excursion to the local reservoir to familiarize students with its features, use and protection; observation of rock outcrop in a quarry (ravine, river bank)
1 - Excursion to the school grounds, to the school living corner, to the zoological museum, to the zoo, to the circus, to the pet store.
2 - Excursions to nature (to the bank of the river, pond, to the hill).
- Excursion to the sights of the city, to the historical or local history museum, to the museum of the history of technology (architecture), to the art museum.
3 - Excursions to the forest (to the park, to the reservoir) to observe autumn changes in nature and collect natural material for crafts.
- Excursion to the winter forest (to the park at the school site) to observe the bark of different trees, collect seeds of different trees, study tree cuts.
- Excursion to the school site (and the park, to the forest) to observe the flowering of grasses and pollination of trees, to the zoological museum.
4 - Excursion to the biology room (paleontological museum), to the geography room (to the mineralogical museum), to the zoo, to the biological museum, to the local history museum.
Diversity of nature (the route is chosen taking into account the possibility of showing various objects of animate and inanimate nature).
- Changes in nature under the influence of man.
- Nature protection (can be carried out in the forest nursery, in the botanical garden, on the ecological path).
1-2. Surface, minerals, soils of the native land.
3-5. Natural communities of the native land.
Other structural components of the program
Distinctive feature course design"The world"- its integrated and culturological character, which makes it possible to take into account the peculiarities of the perception of the surrounding world by the junior schoolchild, to develop their common culture, erudition, Creative skills. The basis for the integration of natural history and social science knowledge was the consideration of the place and role of man in nature and in society, and the leading idea of updating the content was the selection of the most relevant knowledge for the child, which makes it possible to form his readiness for various interactions with the outside world. The teaching methodology is dominated by search and creative activity: children are placed in conditions where they can independently acquire knowledge, apply it in non-standard situations, think, fantasize, play. For this, workbooks "Learning to think and fantasize", "Learning to cognize the world around" are specially designed.
Textbooks have a certain structure: section announcement; a system of questions in front of textual information (in a special frame with the symbol “Remember what we have learned, learn something new”), which actualizes the knowledge and observations of students, and in addition to them, questions of a problematic nature are given that motivate the acquisition of new knowledge, help to determine the educational and cognitive task . The system of tasks after studying each semantic block educational information serves to implement feedback with students (determining the degree of assimilation of knowledge and skills to correct the actions of the teacher).
At the end of the section, a system of questions is given for repeating the educational material of the entire topic and an indication of working with a notebook of test tasks (thematic control at the end of the study of the topic). This will help the teacher to model the learning process, determine the stages of the lesson, and also carry out step-by-step control (within each lesson).
The specifics of the content of the subject under consideration training course - certainty, vitality, reality of all perceived phenomena, while in other educational subjects, mainly artificial - educational situations are created, which, “in their pure form” do not occur in life. This feature of the subject dictated two technological positions presented in teaching aids: the organization of purposeful perception activity (observations, experiments, etc.); increased attention to the search and research activities students.
Ways of cognitive activity
The difference between practical, non-educational (what to do) and educational (how to do) tasks. Planning actions to address them. Training operations corresponding to the training task.
The sequence of training operations (knowledge of the appropriate algorithm of actions). Choosing a solution from several proposed ones and justifying it.
The development of cognitive interests, a positive attitude towards learning
understanding, awareness of one’s abilities and the desire to develop them is formed through the inclusion of additional material in the content of textbooks.
fishing, not included in the educational minimum; through tasks of different levelscomplexity - reproductive, productive and creative (tasks of a more complex level in textbooks are marked with a special icon); through providing the opportunity for the younger student to choose their own trajectory of learning, which is reflected in the wording of the tasks in the textbooks (“Can you explain ...”, “If you want, do creative work ...”, “Choose three tasks from the test work ...”, “Come up with a task for classmates …”, “Choose an object for observation, research, an option for presenting your message to classmates, a scientist on whose behalf…”, etc.).
Methods for organizing and implementing educational and cognitive activities: verbal (storytelling, educational lecture, conversation), visual (illustrative and demonstrative), practical, problem-search under the guidance of a teacher and independent work students;
- methods of stimulation and motivation of educational activities: cognitive games.
methods of control and self-control over the effectiveness of educational activities: individual survey, frontal survey, selective control, written works;
The degree of activity and independence of students increases with the use of explanatory - illustrative, partially - search (heuristic), problem presentation, research teaching methods
Overall course evaluation
It implements the principles of the activity approach: children make discoveries themselves, the task system allows you to express different points vision; but not always new knowledge is discovered by the student himself.
It has a problematic nature of the presentation of the content, requiring an activity approach.
Provides a combination of results (subject, meta-subject and personal) of the development of the program.
Reflects the interests and needs of the modern child. This is expressed in the content of the educational material, in its diversity and fascination.
In the notebooks on a printed basis, included in the kit, a mechanism for evaluating their activities has been developed, that is, the student himself evaluates his work using a certain color.
The cooperation of the student and teacher when using the kit helps to hear and understand each other. Constant dialogue gives birth to cooperation. The textbooks of the kit are allies and collaborators of both the teacher and the student.
By studying this integrated course, junior schoolchildren receive scientific knowledge of natural history and historical and ecological orientation, they form
outlook on the world around. This course solves one of the important tasks - the socialization of the individual. This program also reflects an environmental focus, which is associated with the need to increase information about the multifaceted significance of nature for humans, about its positive and negative impact on nature, and about relationships in nature.
V work program presents the goals, objectives, specifics and significance of the course, the place of the course in
curriculum, value orientations of the course content, the results of the study of the course (personal, meta-subject, subject), course content, thematic planning, material and technical, educational and methodological and Information Support, lesson planning on the subject, the planned results of the course.
The general characteristics of the contents of the kit are as follows:
- The personality-developing nature of education with the priority of the spiritual and moral development of the child.
- The civic-oriented nature of education, which provides for the upbringing of a child by a citizen of his country, developing feelings of citizenship and patriotism.
- The globally oriented nature of education, meeting the new challenges of education in the era of globalization.
- Eco-adequate nature of education with priority attention to the problems of environmental ethics, education of love and respect for nature.
