School guide. Conceptual foundations of the educational system "School-2100" Umk program 2100 elementary school

"School 2100" is called the "concept of the educational system" and this is no coincidence, one has only to get acquainted with the composition of the authors of its creators.

Authors of the School 2100 program

"School 2100" was developed and tested by such giants of pedagogical science as Shalva Aleksandrovich Amonashvili, Aleksey Alekseevich Leontiev, Taisa Alekseevna Ladyzhenskaya, Dmitry Daimovich Danilov Rustem Nikolaevich and Ekaterina Valerievna Buneev, and others.

The system they created is based on A.A. Leontiev’s “Pedagogy of common sense”, the concept of developmental education and the technology of problem-dialogical education.

Mathematics textbooks edited by Lyudmila Georgievna Peterson are considered very valuable in this program.

Lyudmila Georgievna, together with other mathematicians, developed the theoretical foundations of continuous mathematical education in the system of developmental education. It was she who developed the program of mathematical education for children from three years old to the ninth grade. She was the author of the "School 2000" program, and then noted as a co-author in the "School 2100".

Teachers and parents also note the high level of the textbooks "Russian Language", "Literature", "Literary Reading" edited by Rustem Nikolaevich and Ekaterina Valerievna Buneev.

Buneeva Ekaterina Valerievna - one of the authors of the School 2100 program

Their textbooks are called especially memorable, shaping the child's worldview, encouraging them to study the world around them. As we can see, this team of authors is amazing: all specialists of the highest class, hardworking, thinking outside the box. In general, they are top notch professionals.

Goals and objectives of "School 2100"

• a functionally competent person who is able to use all the acquired knowledge, skills and abilities to solve vital tasks.

• to teach the child to organize his educational activities, to obtain scientific knowledge, to learn the analysis, synthesis and application of this knowledge in practice, to teach him to correctly evaluate the results of his work.

EMC program "Schools 2100"

The TMC "School 2100" includes complete subject lines of textbooks on the main subjects of primary education. They have been tested for a long time in Russian schools, are included in the Federal List of Textbooks and have been used in schools in our country since 1992. The educational and methodical set includes textbooks in all subjects and workbooks for them. The mathematics textbook edited by L.G. Peterson is aimed at developing interest in the subject, thinking, and creative abilities of children and is intended not only for work at school, but also for individual classes of parents with children.

The authors of the textbooks "ABC", "Literary Reading", "Russian Language" are the Buneevs. The textbook on literary reading continues the ABC. It is designed to improve children's ability not only to read, but also to understand the text, develops interest in reading and reading independence of the child. These textbooks have corresponding workbooks. Textbooks "Russian language" of the same authors help to repeat, systematize and form knowledge, skills and abilities in the subject. All textbooks have passed the state examination, they comply with the Federal State Educational Standard. Since 2012, they have been included in the Federal List of Textbooks.

EMC programs School 2100

It should be noted that the completed subject lines of textbooks of the "School 2100" system since 2018 not included in the federal list of textbooks recommended for use in the implementation of state-accredited educational programs of primary general, basic general, secondary general education in accordance with the order of the Ministry of Education of Russia dated December 28, 2018 N 345.

Features of "School 2100"

Methodists identify three most important features of the School 2100 program. Here they are:

• continuity, which is expressed in the unity of all stages of education: kindergarten - elementary school - basic school - high school - university - postgraduate education;
• consistency - children from preschool age and until graduation learn to use the skills, abilities and knowledge that they have received in the process of study;
• continuity is reflected in the presence of a continuous sequence of learning tasks throughout education.

Program characteristics

The program is based on the concept of "pedagogy of common sense", as well as the concepts of some subjects. Combines personality-oriented, developing, humanistic, variable and other approaches to the educational process.

The final product of the program is a functionally literate person who is capable of self-development, a person who owns a picture of the world, is able to make decisions and bear responsibility for them, is tolerant, respects the opinions of others and is able to defend his opinion, is able to adapt in any society.

Principles

The School 2100 program is based on the following principles:

• the principle of adaptability (the child's ability to adapt to any circumstances);
• the principle of development (the whole world around us and we ourselves are in constant and continuous development);
• the principle of psychological comfort (the absence of stressful situations in the learning process);
• the principle of semantic attitude to the world (a conscious attitude to the phenomena of the surrounding world and reality);
• the principle of activity learning (children are active participants in the educational process, and not just observers),
• "sparing" system of homework (homework should be interesting, dosed, multi-level, justified and effective).

Does the program continue in 5th grade?

Work on the program "School 2100" continues in the middle and senior levels of the school. The educational and methodical set includes textbooks, workbooks, notebooks for independent and test work.

Preparation for school 2100 for preschoolers

Currently, there is a program "Kindergarten 2100", which was created to comply with the conditions of continuity of various educational levels. The program is student-oriented, aimed at unlocking the potential of a preschooler and is the initial stage of the School 2100 program. The child learns to find answers to questions on his own. The principles of building programs are the same, which once again proves the continuity at various stages of education. The main goal of the program for preschoolers is to form a positive perception of the world among preschoolers. With the help of various kinds of activities, children develop memory, imagination, speech. Children learn to evaluate their work, outline ways to correct mistakes. They gain social experience by interacting with peers and educators. Children learn such moral concepts as kindness, love, family, friendship. Only in psychologically comfortable conditions will children be able to fully express themselves and reveal all their hidden qualities. The program says that the greatest result will be achieved only in an atmosphere of friendship and kindness. The whole learning process is built on dialogue, because the child acquires knowledge on his own. The activity of a preschooler is based on the game. Be sure to take into account the individual characteristics of the baby, based on them, a system of classes is built. Teachers note the successful preparation for elementary school under this program.

School 2100 "School 2100" - concept
educational system,
developed and tested
Amonashvili Sh. A., Leontiev A. A.,
Bondyreva S. K., Ladyzhenskaya T. A.,
Buneev R. N., Buneeva E. V., Goryachev
A. V. and others.
The system is based on the concept
A. A. Leontieva "Pedagogy of healthy
meaning", on the system of principles
developing education and implements
modern educational
activity-type technologies:
technology of problem-dialogical
training, technology of formation
type of correct reader
activities (productive reading).

The main goal of "School 2100" is to teach a child
learn on your own, organize your own
activity, acquire the necessary knowledge,
analyze them, systematize and apply
practice, set goals and achieve
them, adequately evaluate their activities.

Scientific and teaching staff
Educational system "School 2100", speaking about
his main mission, formulates it for himself
in the following way:
First, by creating a productive
educational system to promote
ensure effective future capacity
our country.
Secondly, to help today's students
grow up to be the best prepared for
complex modern life. Teach them not
survive and be yourself.

Three cardinal and fundamental positions of the School 2100 program

1. Consistency. Children from 3 years old to graduation
study in a holistic educational system, which
helps the child to discover his
abilities, in an accessible language gives the student answers
to the most important questions: “Why study?”, “What
learn?”, “How to learn?”, teaches effectively
use your knowledge and skills.
2. Continuity. Continuity means
the presence of a consistent chain of learning tasks throughout
throughout education, passing into each other and
providing a constant, objective and
subjective advancement of students on each
from consecutive time periods.
3. Continuity. Succession means
continuity at the boundaries of different stages or forms
learning - a single organization of these stages or forms in
within the framework of a holistic education system.

The system of textbooks "School 2100" for elementary school includes
completed subject lines of textbooks on the following main
subjects of primary general education:
- Russian language.
Primer. Authors: Buneev R.N., Buneeva E.V., Pronina O.V.
Russian language. Authors: Buneev R.N., Buneeva E.V., Pronina O.V.
- Literary reading. Authors: Buneev R.N., Buneeva E.V.
- Maths. Authors: Demidova T.E., Kozlova S.A., Tonkikh A.P.
- Informatics (grades 1-4). Authors: Goryachev A.V., Gorina K.I., Volkova T.O.,
Suvorova N.I.
- Informatics and ICT (grades 3-4). Author: Goryachev A.V.
- The world. Authors: Vakhrushev A.A., Bursky O.V., Rautian A.S.,
Danilov D.D., Bursky O.V. and others. S.V.
- Art. Authors: Kurevina O.A., Kovalevskaya E.D.
- Music. Authors: Usacheva V.O., Shkolyar L.V.
- Technology. Authors: Kurevina O.A., Lutseva E.A.
- Physical Culture. Author: Egorov B.B., Peresadina Yu.E.
- Fundamentals of the spiritual and moral culture of the peoples of Russia (4
Class). Authors: Buneev R.N., Danilov D.D., Kremleva I.I.
The EMC "School 2100" includes a completed subject line of textbooks on
English for grades 2-4 "English with pleasure" ("Enjoy
English”) (authors: Biboletova M.Z., Denisenko O.A., Trubaneva N.N.), which
published by the publishing house "Titul".
OS "School 2100" also includes
course "Rhetoric" (authors: Ladyzhenskaya T.A., Ladyzhenskaya N.V.).

EMC "School 2100"

Maths

The most important distinguishing feature of this
course in terms of content is
the inclusion for the first time of such meaningful lines,
like "Stochastics" and "Entertaining and
non-standard tasks. In addition, it should
note that the proposed course of mathematics
contains materials for system design
activities and work with vital
(competency) tasks. Textbook
focused on the development of thinking, creative
abilities of the child, his interest in mathematics,
functional literacy, computing
skills.

Learning objectives in the proposed mathematics course in 1–4
classes, formulated as lines of personality development
student by means of the subject: to be able
use mathematical representations to describe
the surrounding world (objects, processes, phenomena) in
quantitative and spatial relation;
perform calculations for decision making in
various life situations;
read and write information about the world around
the language of mathematics;
form the basis of rational thinking,
mathematical speech and argumentation;
work in accordance with the given algorithms;
recognize in the objects of the surrounding world known
geometric shapes and work with them;
search for information (facts, patterns,
reasons for ordering), convert it to
easy-to-learn and use forms.

10.

The course "Mathematics" includes:
textbooks "Mathematics" for grades 1-4 (authors

workbook for first grade (authors
Demidova T.E., Kozlova S.A., Tonkikh A.P.),
didactic materials for grades 1–4 (authors
Kozlova S.A., Geraskin V.N., Rubin A.G. and etc.),
collections of independent and control works
(authors Kozlova S.A., Rubin A.G.),
guidelines (authors Kozlova S.A.,
Rubin A.G., Goryachev A.V.),
collections of visual aids (author Kozlova S.A.).

Good day, friends! I do not leave attempts to deal with our little schoolchildren. There are many programs, they are all different. And if I have heard about or "" because they are taught at the school my daughter attends, then, for example, "educational program 2100 elementary school" is a mystery of nature to me. Rather, she was. Now I have an idea of ​​what it is.

No, I did not find this information on the Internet, I did not read it in a book. I did better, I turned to an experienced teacher and asked him to give his assessment of this training program.

The author of the text below is a teacher. True, he did not use School 2100 professionally. But perhaps that's for the best. There is no bias, often characteristic of those who consider it necessary to protect everything that they professionally use from criticism.

Lesson plan:

What is "School 2100"?

There is no perfect curriculum in the world. Every child is a bright individual. And any program is designed for a certain “average” student.

Any program is based on some conceptual representations, which are always somewhat erroneous. Such is the nature of man. Nobody knows the ultimate Truth.

Besides, the program is not the most important thing. It is very important what kind of person your child's first teacher will be. This is even more important than his professional qualities, although they are also of great importance. The atmosphere in the school is important. The program does not play a decisive role. But, of course, something - sometimes a lot - depends on her.

It is impossible to say for sure whether it is good or bad. It is important to understand its features.

Features of "School 2100"

The School 2100 program is innovative. Textbooks on it are not included in the mandatory list recommended by the Ministry. This means that the results of work on it are less predictable. That by sending the child to such a class, you are partly at risk.

I will clarify. This does not mean that the "old" programs are better. They are more predictable. It can often be predicted that they will not give anything particularly good to the child. But it's also predictable.

Innovation is always an experiment to some extent. And the experiment suggests an unclear result.

And who is the author?

"School 2100" was developed under the guidance of well-known people in the pedagogical world. These are Alexey Alekseevich Leontiev, David Iosifovich Feldshtein, Shalva Alexandrovich Amonashvili and Svetlana Konstantinovna Bondyreva. Two of them: D.I. Feldshtein and Sh.A. Amonashvili - I know personally. Who is A.A.Leontiev, I can perfectly imagine. But about S.K. Bondyreva, I had to look for information on the Internet.

• D.I. Feldshtein is a very successful career teacher, doctor of science and academician. This is a man who understands the situation, smart, but, like all such people, rather unprincipled. For him, it is important not whether it is useful for children, but whether it will be in demand and approved by the authorities.
• Sh.A. Amonashvili is an excellent teacher-practitioner, but a weak theoretician. That is, this is a person who works well with specific children. But when he starts talking about theoretical topics, he does not do very well. He became famous as an innovator, therefore he loves all kinds of innovations, but he does not know scientific pedagogy.
• A.A. Leontiev is an academic psychologist, the son of the great scientist A. N. Leontiev. I grew up in an academic environment. Poorly imagines the realities of the school, living children.
• Finally, S.K. Bondyreva is also a person from the academic environment.

Among the authors of textbooks - very different people. For example, these are the remarkable scientists and writers G.G. Granik and L.G. Peterson: they are the authors of textbooks on the Russian language and mathematics for grades 1, 2, 3 and 4. However, there are many authors from the academic environment who are poorly oriented to the real problems of the school.

What were the authors aiming for?

What were these people aiming for? They wanted to create a new curriculum that would stand up to most of the old ones.

If in the old programs the goal of primary education was to teach children how to learn, as well as to form simple skills (writing, reading, counting) and skills, plus also fairly simple knowledge, then School 2100 sets much more ambitious goals.

It strives to bring up independence (intellectual, first of all), and to teach to think, and to develop in a wide range, and to give quite a lot of information. And, of course, if we talk about the methodological side, then she usually rejects the traditional "boring" methods. Although he takes into account the Federal State Educational Standards (federal standards), trying to harness an official horse and a quivering innovative doe into one cart.

About Kalusha and Butyavka

It turns out quite a contradictory system of education.

I will give a simple example. Children are invited to put punctuation marks in such a sentence: “Syapala Kalusha with the Kalushats on their fur and took Butyavka away and wills Oee - Oee Butyavka is not Kuzyavka.”

What does this mean? A well-known linguist, L.V. Shcherba, at one time came up with the phrase “Gloka kuzdra shteko boked a bokra and curls a bokra” to make it clear that the very form of words and their connection in a sentence are also important for understanding the meaning.

However, L. Shcherba did not at all assume that such a method would be used in teaching children of primary school age.

It seems to be interesting. But it interferes with children, diverting their attention, knocking it off what needs to be focused on, on something that is not related to the educational task. The child begins to think about who Kalusha is, how she looks (probably very funny!) And so on.

Yes, you can really place signs in this sentence. Despite the artificiality of the words themselves. And this is interesting for academics. But not for small children.

Almost all textbooks are made in this style.

The authors of the program did not worry about its compliance with the elementary principles of general didactics: even the principle of gradually increasing complexity. They did not think about the specifics of age, about how much time the student would spend, whether he would get tired. They were interested in something else: to create something as unusual, rich and modern as possible.

Should I send my child to the School 2100 program?

Only a mother can answer this question.

I think it will not hurt a child with a developed intellect, inquisitive, without health problems. But an ordinary baby, and even a painful one, will most likely get tired.

"School 2100" is not evil. But it is not good for children either. A good teacher can successfully work on such a program. No program will help the bad.

So, if there is no other way out, the program that your child is taught in needs to be taken philosophically.

Friends, let me remind you that this was the opinion of an experienced teacher. Did you enjoy reading? I really) So I express my deep gratitude to the teacher for sharing his view.

You can also learn more about other training programs, for example, "", "", "".

I am sure that there will be many comments on this article, I will look forward to them. In the meantime, let me wish you all the best and say goodbye until we meet again on the pages of the ShkolaLa blog.

Always yours, Evgenia Klimkovich.

Oh yes, I almost forgot) Hello kids!

Sections: School administration , General pedagogical technologies

The era of changes in education has come. In schools, there are problems between the good old and the new. The view of real life is changing. Teachers are faced with the question: “What to do?”

There is no central unified program in Russia. There are state variable programs.

The educational system "School 2100" was named the program of the future education in Russia. The best accumulated materials created over many years are the School 2100 OS. The main idea of ​​this system is to preserve the old best, but in a new way, taking into account modern life. To teach in a new way, using the best of the old in new ways. Attachment 1

To teach a child not to survive, but to live a full life in the environment and to be a worthy person is the main goal of the “School 2100” OS. To form a person who is able to be responsible for himself, for his loved ones - the state sets such a task. How to achieve this? The best minds are coming together to solve this problem. OS "School 2100" also sets the main task to form a competent personality. A functionally literate person is a person with the potential to:

• Self-training (teaching people to learn);
• Meeting with a non-standard situation;
• Life is a search for reasonable compromises;
• Ability to adapt (not adapt) in society and achieve the goal;
• Realization of mental activity through speech.

Communication with the help of language, communication - this was never taught at school - this is the task of the OS “School 2100”.

Many ideas of the OS “School 2100” are taken from Krupskaya, Lunacharsky, Blonsky, Vygotsky, Galperin, Amonashvili, Yamburg, Tubelsky.

The main problems that the OS “School 2100” solves

1. Continuity of preschool and primary education.

What does it mean to prepare a child for school? It is not the ability to read or write. This is the development of memory, intellectual operations, the ability to work in a team, developed hand motor skills, imagination, speech, phonemic hearing. Manuals for preschoolers from 3 to 7 years old have been issued.

2. Continuity of primary and secondary schools.

3. The problem of sets of textbooks.

Everything in the complex for the teacher's work: textbooks, methodological recommendations, curricula, visual aids. It is necessary to work on a set, you cannot use different systems, different methods in training.

4. The problem of ourselves.

Everyone can professionally work on the “School 2100” OS, but not emotionally!

5. Development, formation of intellectual abilities– primarily in “School 2100”. ZUN - secondarily.

6. The minimax principle in all textbooks.

Give the maximum, and the child chooses the minimum or maximum. All textbooks are built according to this principle, there is no need to look for anything additional to the lesson.

Encourage the child to speak, develop speech. Communicative communication, cooperation between teacher and student.

8. The role of the mark.

More ratings, less ratings! In OS “School 2100” the assessment technology has been developed and applied.

The technology of the lesson is different from the traditional lesson. Rules:

1. In the OS “School 2100” there are no wrong answers from children.
2. From the correct one is selected, which we will use.
3. Teach your child to answer on familiar material, and then move on to new material.
4. Maximum grades - minimum grades.
5. Compete within the class with knowledge, not grades.
6. Do not impose anything, but try to let the children acquire knowledge themselves. Create a search situation in the lesson.

Lessons can be different, the main thing would be the result. The transition to creativity should prevail.

There should be a team of like-minded people working on the OS “School 2100” and using modern technologies that contribute to the quality education of schoolchildren.

Whatever technologies we use, the main thing is that they correspond to the chosen system of education.

"School 2100" for elementary school - this is a system of textbooks (educational set) 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. Educational-methodical kit (EMC) "School 2100" produces publishing house "BALASS".

The main goal of the OS "School 2100" - to teach the child to study independently, organize their activities, obtain the necessary knowledge, analyze them, systematize and apply them in practice, set goals and achieve them, adequately evaluate their activities.

The textbooks of the School 2100 Educational System are built like encyclopedias and popular science books for adults: they always contain redundant information, from which the reader must find the answer to the question of interest to him. This creates the possibility of building an independent educational route for each student. Moreover, it is important that schoolchildren would learn to find and use the information they need on their own (for example, tasks related to searching for the main thing in the text). It is for this reason that the authors did not divide all the material into basic and additional: after all, in this case, the authors, and not schoolchildren, will learn to highlight the main thing.

The subject "Technology" in elementary school plays a special role, as it has a powerful developmental potential. The most important feature of these lessons is that they are built on a unique psychological and didactic base - subject-practical activity, who serves in primary school age necessary linkholistic perfume process foot, moral and intellectual development (including abstract thinking).

By virtue of psychological features of the development of the younger schoolchildren, the educational process in the course of technology should be built in such a way that the child's productive objective activity becomes the basis for the formation of his cognitive ability, including sign-symbolic and logical thinking. Only in this way, on the basis of a real account of the functional capabilities of the child and the patterns of his development, is it possible to activate cognitive mental processes and intensify learning in general.

What are the methodological features of the course

The course "Technology" is an integral part of the educational model "School 2100". Its main provisions are consistent with the concept of this model and solve a set of tasks related to the formation of the aesthetic component of the personality in the process of active exploration of the world. The course is developing and teaching in nature with the priority of the first function; inherently integrated. It is based on a holistic image of the surrounding world, which is refracted through the result of the creative activity of students.Integration in this case, it implies consideration of various types of art on the basis of the general laws inherent in them, which are manifested both in the types of art themselves and in the peculiarities of their perception. These regularities include: figurative specifics of art in general and each of its types separately (correlation between real and unreal), features of artistic language (sound, color, volume, spatial relationships, word, etc.) and their interpenetration, means of artistic expression (rhythm, composition, mood, etc.), especially the perception of works of various types of art as parts of a single whole image of the world. A special place in this integration is occupied by artistic and creative activity - a natural stage in the transition from contemplation to creation based on enriched aesthetic experience.

art - the use of means of artistic expression in order to harmonize forms and designs, the manufacture of products based on the laws and rules of decorative art and design.

What lines of development are implemented by the course

The purpose of the course is self-development and development of the personality of each child in the process of mastering the world through its own creative nature, it determines the following lines of development:

Expanding the general cultural horizons of students.

From the birth of a child, the world of things surrounds him, bearing the imprint of the development of the civilization of mankind as a combination of material and spiritual. If material expediency reflects technical progress, then the social and aesthetic ideal is determined by the level of development of spiritual culture. It, as we know, exists in two inextricably linked forms: in the form of the spiritual qualities of a person and in the form of spiritual values ​​created by him.

Development of the qualities of a creative person who is able to:

• a) set a goal

  b) seek and find solutions to problems posed by the teacher or problems that arise in life,

  c) choose means and realize your plan,

  d) recognize and evaluate their individual experience,

  e) find a speech correspondence to their actions and aesthetic context.

Artistic and creative activity, like any other, gives the child the opportunity to perceive spiritual and material cultures, develops a sense of belonging and self-realization, helps to master the world not only through content, but also through its transformation. The process and result of artistic and creative activity become, on the one hand, a means of understanding the world, and on the other hand, a means for a deeper emotional expression of the child's inner feelings.

General acquaintance with art as a result of the reflection of the socio-aesthetic ideal of a person in material images.

Spiritual culture is the property of every person and mastering it is an obligatory component of personality formation. Culture itself is a specific way of organizing and developing human life. Spiritual qualities are more subjective, because they are manifested by the individual, based on the opportunities given to him by nature on the basis of rational and emotional attitudes. Spiritual values, on the other hand, are a phenomenon that comes from ideas about the aesthetic expediency of all mankind on the basis of a common accumulated spiritual experience.

Formation of the foundations of aesthetic experience and technological knowledge and skills as the basis for the practical implementation of the idea.

The objectives of the course are implemented throughcultural knowledge, which will form the basis for the nextartistic and creative activity and ensure the self-development and development of the personality of the child.

Course objectives:

– obtaining initial ideas about the creative and moral significance of labor in the life of a person and society; about the world of professions and the importance of choosing the right profession;

– assimilation of the initial ideas about material culture as a product of subject-transforming human activity;

– acquisition of self-service skills; mastering the technological methods of manual processing of materials; learning safety rules;

– use of acquired knowledge and skills for creative solution of simple design, art-design (design), technological and organizational tasks;

– acquisition of initial skills of joint productive activity, cooperation, mutual assistance, planning and organization;

– acquisition of initial knowledge about the rules for creating a subject and information environment and the ability to apply them to perform educational, cognitive and design art and design tasks.

What are the features of the course implementation

The program material is designed for grades 1 - 4, reflects the requirements of the mandatory minimum content of education for labor training.

The program consists of three blocks.The cultural block is fundamental. It combines aesthetic concepts and the aesthetic context in which these concepts are revealed.

The second block is artistic and creative visual activity. Here, the aesthetic context finds its expression in practical activities based on aesthetic experiences and artistic reflection and is aimed at the formation of creativeperception of works of fine art .

The third block is labor activity, where the fundamental aesthetic ideas and concepts are realized in a specific subject content. Particular attention is paid to the formation in students of the foundations of a culture of work and creativity, an integral part of which is knowledge of the elements of technology and components of artistic and visual activity.

On the basis of an integrative approach, children learn to perceive works of art holistically, to see the aesthetic in the world around them and technical structures, and to identify the general patterns of the artistic and creative process.

Various types of practical work performed by students must meet the same requirements: aesthetics, practical significance (personal or public), accessibility, as well as expediency, environmental friendliness. The teacher has the right to include his own variants of products, taking into account the regional component and his own aesthetic interests.

An important part of the practical work are exercises for mastering:

a) plastic elements of the hand, body, acting sketches, which are the basis of stage activity;

b) individual techniques of visual activity;

c) the basic technological methods and operations underlying the manual processing of materials available to children of primary school age.

Exercise is the key quality complete work. The techniques mastered through them are included in the practice of performing visual works and manufacturing products.

Offered in the course “Technology”types of jobs are targeted. They are based on the decorative and applied heritage of the peoples of Russia and theatrical activities as a collective form of creativity. These are products that imitate folk crafts, illustrations and applications-illustrations of those works that children study in reading lessons, images-handicrafts of heroes of works made in various techniques and from different materials, theater props: scenery, screens, masks, costumes, dolls, drawings on themes, drawings from nature, on free themes, etc.

The regional component in the course is realized through acquaintance with culture and art, various types of creativity and work, the content of which reflects the local history orientation. These can be products that are related to the crafts and crafts of the area, theatrical performances of folklore works of the peoples inhabiting the region, etc.

What should be the lessons

The lessons of artistic work, built in the context of art, are the lessons of creativity, their goal is to develop the qualities of a creative person, to form the foundations of aesthetic experience and technological knowledge and skills as the basis for the practical implementation of the idea.

Aesthetic permeates all stages of the lessons. contemplation, perception works of art, objects of cultural heritage of peoples, samples of future fine and practical work is carried out, first of all, from the point of view of their aesthetics: color combinations, selection of materials, the ratio of the whole and parts, rhythm, etc.Reflection and reasoning imply creating your own image of an object, searching through sketches for its appearance, substantiating the manufacturability of a selected material, determining rational ways (necessary technological operations) for its manufacture, determining the sequence in the practical implementation of the plan, solving technical and technological problems.Practical manipulative activity involves the development of the basic technological methods necessary for the implementation of the plan, and its high-quality implementation into an object in compliance with the requirements of aesthetic taste.

The methodological basis of the course is the organization of the most productive artistic and creative activities of children, starting from grade 1.Reproductive is only the development of visual and technological techniques and exercises.

Productive activity at all stages of the lesson is associated with the speech development of children. It gets its highest development in the theatrical actions of schoolchildren: when retelling the roles of read works using a table theater made by children, in theatrical performances on stage and in a puppet theater.

The activity of students initially has mainly an individual character. But the proportion of collective works is gradually increasing, especially creative, generalizing projects.

Particular attention is paid to the issue assessment of students' activities in the classroom. The activity of students in the classroom is two-sided in nature. It includes creative thought work and practice to implement the plan. The quality of each of the components often does not match, and therefore often one mark per lesson is not enough. For the successful advancement of the child in his development, it is important both to assess the quality of his activities in the lesson, and the assessment that reflects his creative searches and discoveries in the process of contemplation, reflection and self-realization. The results of practical work can be evaluated according to the following criteria: the quality of the implementation of individual (studied in the lesson) techniques and operations and work in general; the degree of independence, the nature of the activity (reproductive or productive). Creative searches and discoveries are encouraged in a verbal form of approval.

How and where can the course be used?

Course content can be implemented in the following options:

As part of the subject "Labor training" - 2 hours per week.

It is possible for a teacher to use textbook material as a meaningful general aesthetic addition to fine arts lessons.

In schools with in-depth study of the artistic and aesthetic cycle. In this case, the course is designed for 3 hours: 2 hours - labor training lessons and 1 hour - from the school component.

Classes can be conducted by a primary school teacher, subject specialists (teacher in labor training, fine arts).

The program can be used as a basic in elementary school and additional

in art studios;

in theater circles;

in the centers of aesthetic development;

in art schools.

When implementing the program, the teacher creatively approaches the selection of didactic material, activates students, takes into account their individual characteristics, cultural needs.

The requirements for equipping the educational process at technology lessons are developed taking into account the real working conditions of the domestic elementary school and modern ideas about the culture and safety of work of schoolchildren.

To work, students need:

- textbooks:

O.A. Kurevina, E.A. Lutseva, "Technology" (Beautiful next to you). Textbooks for grades 1, 2, 3, 4;

E.D. Kovalevskaya, "Workbook for the textbook "Technology""

for 1st, 2nd, 3rd, 4th grades.

– an individual workplace (which can, if necessary, be moved - transformed into a part of the working platform for group work);

– the simplest tools and devices for manual processing of materials and solving design and technological problems: school scissors with rounded ends, a stationery knife with a retractable blade, a regular ruler, a ruler with a rim (for working with a knife), a square, simple and colored pencils, compasses , an awl, needles in a needle case, a board for working with a knife and an awl, a board for modeling, brushes for working with glue, a stand for brushes, boxes for small things *;

– materials for the manufacture of products provided for by the program content: paper (writing, landscape, color for applications and origami, creped), cardboard (plain, corrugated, colored) fabric, textile materials (threads, yarn, etc.), plasticine (or clay, plastic, salt dough), tracing paper, natural and recycled materials, PVA glue; flour paste, sets "Designer" **;

– specially designated places and devices for rational placement, careful storage of materials and tools and optimal preparation of students for technology lessons: boxes, packing, stands, folders, etc. ***