Primary school educational program perspective on FGOS. School guide. List of textbooks of the educational complex "Perspective primary school"

In December 2012, Russian legislation was adopted by the Federal It is considered the main regulatory legal act in the field of education.

General education in Russia

Education in our country is aimed at personal development. And also in the learning process, the child must master the basic knowledge, skills and abilities that will be useful to him in the future for adaptation among people and the right choice of profession.

General education levels:

• preschool;
• general primary (grades 1-4);
• basic general (grades 5-9);
• general secondary (grade 10-11).

Thus, it becomes clear that education in Russia is divided into 2 types:

• preschool - children receive it in kindergartens and schools;
• school - from grades 1 to 11, children study in educational institutions, schools, lyceums, gymnasiums.

Many children, coming to grade 1, begin to study according to the educational program "Primary School Perspective". There are different reviews about it, teachers and parents discuss the program in various forums.

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

Prospective Primary School Program in Grade 1

The opinions of parents and teachers in elementary school about the Perspective program are versatile, but in order to understand its whole essence, you need to get to know it in more detail.

What the program learns:

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

A child, studying the program, as a whole, can form his own opinion about the environment and get a complete scientific picture of the world.
There are a number of textbooks in the Perspective program. Among them:

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

All textbooks that are part of the "Prospective Primary School" curriculum have passed certification for compliance with the Federal State Educational Standard of the LEO. And they were recommended by the Ministry of Education and Science for use for teaching children in educational institutions.

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

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

• the development of each individual child must be continuous;
• in any situation, the child must formulate a holistic picture of the world;
• the teacher must take into account the characteristics of each student;
• the teacher protects and strengthens the physical and mental state of the child;
• a student for education should receive a clear example.

The main properties of the program "Perspective"

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

The main features of the program "Perspective"

For teachers, the developed teaching aids have become great helpers, since lesson plans are detailed in them. Most of the parents and teachers are satisfied with the program.

Peculiarities:

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

It should be understood that education in primary school is a very important process in which the child builds the foundation for all subsequent education. The curriculum "Perspective Primary School", reviews confirm this, has many positive aspects. The child is quite interested in gaining new knowledge.

How do authors see the perspective of their program?

When developing the program, the authors sought to include in it all the key points that will help the child in later life. Indeed, just in elementary school, children must learn to comprehend the correctness of their actions, to get a more complete picture of the world around them.

In our time, virtually all school programs are aimed at personal development. Perspective is no exception. Therefore, as teachers say, who are faced with the work on this program, there is nothing complicated in it. The main thing is that the child does not only study at school, but also at home.

Is it worth learning according to this system?

Whether or not to go to school with the Prospective Primary School program is up to each parent to decide for themselves. In any case, the child should receive primary education.

Teachers try not to leave negative comments about the Prospective Primary School program, as they will continue to work with it. But the opinions of the parents are ambiguous, some like it, some don't.

What you need to know about the Perspective program:

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

A little about the "Promising elementary school"

If a student enters a primary school in the Perspective program, feedback for parents very often becomes a powerful argument to think about whether he can understand all aspects of learning.

The entire program is one large system of interconnected subroutines. At the same time, each discipline is a separate link and is responsible for a certain direction in the activity. For many parents, feedback on the Primary School Perspective curriculum helps them assess their capabilities and their child's abilities.

• the child must be ready to develop independently;
• the child must comprehend and understand the basic values ​​in life;
• it is necessary to motivate the child to learn and learn.

For many parents, these goals seem irrelevant and rather difficult for first grade students. That is why the reviews about the "Perspective" training program (primary school) are far from unambiguous. Some people like textbooks and the material presented in them, some don't. But this is true for all tutorials. Each of them has its pluses and minuses, and the task of the parents is to understand what is more.

If we consider the programs1 "Prospective primary school", grade 1, the reviews of the authors will help to understand the principles on which the entire educational process is built. What are the creators hoping for?

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

From the feedback on the Primary School Perspective program, you can understand how completely different children learn information and how adaptation goes in school. It should be noted that this largely depends on the teacher (sometimes much more than on the program).

Achievements of schoolchildren

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

Achievements:

1. In metasubject results - students are quite easy to master
2. In objective results, children learn new knowledge and try to apply it based on the general picture of the world.
3. Personal results - students easily independently study and find the necessary material.

These are the main achievements towards which the Primary School with the Perspective program is directed. Reviews about the project are often positive, as parents notice changes in their children for the better. Many become much more self-reliant.

School Program "Primary School Perspective": Feedback from Teachers

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

Feedback on the Prospective Primary School (Grade 1) program from teachers is very important for parents. Since they work with her and know all the pitfalls that will have to be faced.

With the appearance in the learning process of a large number of school programs for primary school, it is impossible to say unequivocally which one will be better. So in "Perspective" there are both minuses and pluses.

The teacher's pluses include teaching aids for teaching lessons. They are divided into two parts, in one of which there is theoretical material, in the other - a detailed plan of teaching lessons for the school curriculum "Primary School Perspective".

Ministry of Education and Science of the Russian Federation

Federal State Budgetary Educational Institution

higher professional education

"Omsk State Pedagogical University"

Discipline abstract:

Primary school educational programs

Analysis of the educational program of the primary school "Tavricheskaya Gymnasium"

Performed:

Martynova Anna

22 group PiSP

Checked:

Burmistrova Elena Vladimirovna

Introduction

1. Analysis of the educational program of primary school, taking into account the requirements of the Federal State Educational Standard.

2. Characteristics of the educational program of the primary school "Perspective".

3. Psychological and pedagogical features of the implementation of the educational program of elementary school in the "Tavricheskaya Gymnasium"

Conclusion

Bibliography

Introduction

This work is aimed at analyzing the educational program of an elementary school in order to analyze the compliance of the Perspective program with the requirements of the Federal State Educational Standard and to determine the psychological and pedagogical features of the application of this program.

To achieve the goal pursued in this work, I visited the Tavricheskaya Gymnasium. I attended first grade classes.

1. Analysis of the educational program of elementary school, taking into account the requirements of the federal state educational institution.

So, to begin with, let's analyze the educational program "Perspective", taking into account the requirements prescribed in the Federal State Educational Standard.

The main purpose of the teaching materials "Perspective" is the all-round harmonious development of the personality (spiritual and moral, cognitive, aesthetic), realized in the process of mastering school subject disciplines.

One of the main tasks of the UMK "Perspective" is an

Personal development - the formation of the identity of a citizen of Russia in a multicultural multinational society; value-moral development of a student, which determines his attitude to the social world and the natural world, to himself; readiness for personal choice and taking responsibility for it; the ability for equal cooperation based on respect for the personality of another person; tolerance for the opinion and position of others;

Special attention is paid 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 our homeland.

The "Perspective" program coincides with the federal state educational institution. On points Personal results of mastering the basic educational program of primary general education, which are reflected in the ability to:

to form civic identity - a sense of belonging and pride for their homeland, people and history, awareness of the responsibility of a person for the welfare of society;

to form the perception of the world as a single and holistic one with a variety of cultures, nationalities, religions, refusal to divide into "friends" and "aliens", respect for the history and culture of each nation

to form self-esteem and an emotionally positive attitude towards oneself, criticism of one's actions and the ability to adequately evaluate them;

to form a sense of beauty and aesthetic feelings on the basis of familiarity with the world and national artistic culture;

to comprehend their social roles, the rules of interaction with the outside world;

create conditions for self-determination, meaning formation;

teach to give a moral and ethical assessment of an event, action, deed;

encourage independent actions and actions, taking responsibility for their results.

"I want to study!": the child often asks the question "why?"

develop broad cognitive interests, initiative and curiosity, motives of knowledge and creativity;

to form purposefulness and perseverance in achieving goals, readiness to overcome difficulties and life optimism;

to form the ability to learn and the ability to organize their activities (plan, adjust, monitor and evaluate their activities).

On this basis, we can conclude that the educational program "Perspective" is based on the requirements of the Federal State Educational Standard.

working on UMK "Perspektiva"

The main educational program of primary general education for educational institutions working on the "Perspektiva" educational complex (Scientific supervisor, Doctor of Pedagogy, Director of the Center for System-Activity Pedagogy "School 2000 ..." of the agro-industrial complex and PPRO, laureate of the President of the Russian Federation in the field of education), was developed in accordance with the requirements of the Federal State Educational Standard of Primary General Education to the structure of the basic educational program (approved by order of the Ministry of Education and Science of the Russian Federation dated October 6, 2009 No. 000); based on analysis activities of an educational institution taking into account the possibilities of the Educational-methodical complex "Perspective".

The educational program "Perspective" is a system of interrelated programs, each of which is an independent link that provides a certain direction of the educational institution. The unity of these programs forms a complete system for ensuring the life, functioning and development of a particular educational institution.

Educational program "Perspective" in accordance with the requirements of the Federal State Educational Standard contains the following sections:

explanatory note; the planned results of the mastering by the students of the basic educational program of primary general education on the basis of the Federal State Educational Standard and taking into account the UMK “Perspektiva”; an approximate curriculum for the educational complex "Perspective"; a program for the formation of universal educational actions among students at the stage of primary general education on the basis of the Federal State Educational Standard and taking into account the teaching and learning method "Perspective"; programs of individual academic subjects, courses included in the "Perspektiva" teaching and learning complex; a program of spiritual and moral development, upbringing of students at the stage of primary general education on the basis of the Federal State Educational Standard and taking into account the UMK "Perspective"; a program for the formation of a culture of a healthy and safe lifestyle based on the Federal State Educational Standard and taking into account the “Perspektiva” * UMK; program of correctional work based on the principles of activity in the educational complex "Perspektiva" **; a system for assessing the achievement of the planned results of mastering the basic educational program of primary general education.

The program complies with the main principles of the state policy of the Russian Federation in the field of education set forth in the Law of the Russian Federation “On Education”. This:

the humanistic nature of education, the priority of universal human values, human life and health, free personal development; education of citizenship, industriousness, respect for human rights and freedoms, love for the surrounding nature, homeland, family; the unity of the federal cultural and educational space, the protection and development of the educational system of national cultures, regional cultural traditions and characteristics in a multinational state; the general availability of education, the adaptability of the education system to the levels and characteristics of the development and training of students and pupils; ensuring self-determination of the individual, creating conditions for his self-realization, creative development; the formation of a student's picture of the world adequate to the modern level of knowledge and stage of teaching; the formation of a person and a citizen, integrated into his contemporary society and aimed at improving this society; promoting mutual understanding and cooperation between people, nations regardless of national, religious and social affiliation.

The purpose of the implementation of the educational program "Perspective" is:

creating conditions for the development and upbringing of the personality of a younger student in accordance with the requirements of the Federal State Educational Standard of primary general education; achievement of the planned results in accordance with the Federal State Educational Standard and on the basis of the “Perspektiva” educational complex.

Objectives of the implementation of the educational program "Perspective":

Achieving personal results of students:
readiness and ability of students for self-development; the formation of motivation for learning and cognition; comprehension and acceptance of basic basic values.
Achieving metasubject results of students: Mastering universal educational actions (regulatory, cognitive, communicative). Achievement of objective results: Mastering the experience of objective activity in obtaining new knowledge, its transformation and application based on elements of scientific knowledge, a modern scientific picture of the world.

Based on the general requirements for the programs, each educational institution introduces into the Explanatory Note the individual characteristics due to the specifics of this particular institution. These features are reflected in the following provisions of the analysis of activities:

The full name of the educational institution in accordance with the Charter; the time of its creation; registering it as a legal entity
; terms of passing licensing and certification; obtaining a Certificate of State Accreditation and the status of an institution (gymnasium, lyceum, school with advanced study ... etc.). The structure of the educational environment: the interaction of this particular institution with institutions of basic and additional education: networking. Characteristics of the student body: the number of classes, extended day groups. Characteristics of the educational needs of parents. Operating mode of the educational institution: the number of shifts, the duration of training sessions. Characteristics of the staff: the total number of teachers. The average age of teachers, their educational qualifications, the presence of academic degrees, titles, categories, etc.) Creative achievements of students and teachers: participation in competitions, seminars, conferences. Material and technical base of the OS. OU traditions: memorial watch, alumni congress, veterans honoring, etc.

UMK "Perspective" is a holistic information and educational environment for primary school, designed on the basis of uniform ideological, didactic and methodological principles that are adequate to the requirements of the Federal State Educational Standard for the results of mastering the basic educational program of primary general education. This approach makes it possible to put into practice the key provision of the Federal State Educational Standard: “Should the effectiveness of the educational process be ensured by the information and educational environment? a system of information and educational resources and tools that provide conditions for the implementation of the main educational program of an educational institution. "

Ideological basis The UMK Perspektiva is the Concept of Spiritual and Moral Development and Education of the Personality of a Citizen of Russia, aimed at shaping the value system of humanism, creativity, self-development, morality in the younger generation as the basis for the student's successful self-realization in life and work and as a condition for the country's security and prosperity.

Didactic basis UMK "Perspective" is a didactic system of the activity method (), synthesizing, on the basis of the methodological system-activity approach, non-conflicting ideas from modern concepts of developmental education from the standpoint of the continuity of scientific views with the traditional school (Conclusion of the Russian Academy of Education dated 01.01.2001, Prize of the President of the Russian Federation in in the field of education for 2002).

Methodological framework is a set of modern methods and techniques of teaching and upbringing, implemented in the teaching and learning method "Perspektiva" (project activities, work with information, the world of activity, etc.). Textbooks effectively supplement work and creative notebooks, dictionaries, books for reading, methodological recommendations for teachers, didactic materials, multimedia applications (DVD-videos; DVDs with scripts of lessons that implement the activity-based teaching method; CD-ROMs; presentation materials for multimedia projectors; software for interactive whiteboards, etc.), Internet support and other resources in all subject areas of the FSES curriculum (FSES, section III, clause 19.3.).

Municipal educational institution "School No. 27"

Department of Education of the local administration of the city of Fr. Nalchik

Educational program

UMK "PERSPECTIVE" "

Adopted by the pedagogical council

Introduction.

The importance and urgency of the problem of methodological support of the educational process in primary school in connection with the transition to the Federal State Educational Standard.

Primary school is the most important stage in the process of general education of the student. In four years he needs not only to master the program material of subject disciplines, but also to learn how to learn - to become a “professional student”.

As an organizational form of training; all cognitive and educational tasks are solved by students in conditions of joint activity, cooperation and collaboration with the teacher and peers.

4... The principle of creative activity implies:

Stimulating and encouraging the creative activity of students, initiating the setting of new cognitive and artistic and creative tasks;

Participation in project collective forms of work;

Creation of a favorable atmosphere for the disclosure of the creative potential of each child on the basis of interpersonal relationships, built on the model of equality, respect and recognition of the self-worth of each student.

Activity paradigm of education

as the most important condition for the implementation of the Federal State Educational Standard.

Speaking about the activity paradigm, it should be noted that its implementation depends to a large extent on the teacher. The textbooks of the UMK "Perspective", methodological recommendations and "Technological maps" (a new innovative methodological manual) offer materials, methods and techniques that will help the teacher organize the educational process in accordance with the requirements of the Federal State Educational Standard.

The system-activity approach underlying the Perspektiva teaching and learning complex assumes:

Education and development of personality traits that meet the requirements of an information society, an innovative economy, the tasks of building a democratic, civil society based on tolerance, a dialogue of cultures and respect for the multinational, multicultural and poly-confessional composition of Russian society;

The transition to a strategy of social design and construction in the education system based on the development of the content and technologies of education that determine the ways and means of achieving the socially desired level (result) of the personal and cognitive development of students;

Orientation to the results of education as a system-forming component of the Federal State Educational Standard, where the development of the student's personality on the basis of mastering universal educational actions, cognition and mastering the world is the goal and the main result of education;

Recognition of the decisive role of the content of education and the methods of organizing educational activities and educational cooperation in achieving the goals of the personal, social and cognitive development of students;

Taking into account the individual age, psychological and physiological characteristics of students, the role and significance of activities and forms of communication to determine the goals of education and upbringing and ways to achieve them;

Ensuring the continuity of preschool, primary general, basic and secondary (complete) general education;

A variety of individual educational trajectories and individual development of each student (including gifted children and children with disabilities), ensuring the growth of creative potential, cognitive motives, enrichment of forms of educational cooperation and expansion of the zone of proximal development.

All these directions are reflected in the content of "Technological maps". You can get acquainted with them on the website of the Publishing House "Prosveshchenie" at the link: http: // www. ***** / umk / perspektiva heading "Perspective" to the teacher.

Routing allows:

· Implement the educational standard;

· To understand and in the system to apply the proposed technology for the formation of universal educational actions in students;

· To form a holistic picture of the world through the real use of "intersubject connections";

· To fully use the educational potential of the teaching and learning complex "Perspektiva";

· Determine the level of disclosure of the material and correlate it with the studied material in subsequent classes;

· To implement regional and school material, based on the material of the UMK "Perspektiva"

To realize their creative potential (the technological map contains ready-made developments of all subjects of the curriculum,

· The teacher is freed from routine unproductive work to prepare for lessons);

· To individualize and differentiate the educational process.

For the full and effective use of technological maps, it is necessary to know a number of principles and provisions that are mandatory for working with it. "Technological map" is a new type of methodological product that provides the teacher with effective and high-quality mastering of a new curriculum by moving from lesson planning to designing the educational process by topic. The flowchart describes the learning process in a specific structure and in a specified sequence.

The design of a universal toolkit (flow chart) is aimed at achieving the results declared in the standards second generation. The standards answer the question: "What to teach?", Technological map - "How to teach»How to help a child to effectively master the content of education, to achieve the required results.

Compared to traditional "manuals" in the technological map, the topic of studying the material is revealed, and not one lesson, which makes it possible to systematically master the content from goal to result, set and solve the tasks of achieving not only subject results, but also personal and metasubject results.

The technological map includes:

· Topic name;

· The number of hours allotted for its study;

· The goal of mastering the educational content;

· Planned results (personal, subject, metasubject);

· Basic concepts of the topic;

· Interdisciplinary communication and organization of space (forms of work and resources);

· Technology of studying the specified topic;

· A system of diagnostic tasks that determine the level of assimilation of the material at each stage of its study;

Control tasks on the topic, determining the achievement of the planned results in the framework of the study of the declared topic

The section "Technology of study" is divided into stages of training. At each stage of the work, the goal and the predicted result are determined, practical tasks are given for working out the material and diagnostic tasks to check its understanding and assimilation, at the end of the topic - a control task that checks the achievement of the planned results. In the description of each stage, the purpose of the educational activity and educational tasks are indicated.

At the first stage of training "Self-determination in activity", students' interest in studying a specific topic is stimulated by means of a situational task. This stage involves the following steps:

Motivation as stimulating interest;

Determination of needs as a personally significant component of the study of this topic;

Revealing what is missing in knowledge and skills for solving a situational task and determining the goal of educational activities at the next stage.

At the stage of "Educational and cognitive activity", the development of the content blocks of the topic is organized. To master the educational content, study assignments for "knowledge", "understanding", "skill" are offered.

At the stage of "Intellectual and transformative activity", students are invited to complete practical tasks:

· Informative, where students work using the pattern on the board;

· Improvisational, where students use an assignment that differs from the sample in content or form;

· Heuristic, where students perform their own version of the task.

The fulfillment of the assignment involves the self-organization of schoolchildren, which contains: preparation for the implementation (planning) of the activity, the implementation and presentation of the work.

The result of this stage is:

Orientation of the student in different types of assignments (cognitive action);

Self-organization of a student when completing an assignment (regulatory action);

The student's use of adequate speech utterances to present the result (cognitive, communicative action);

Manifesting one's attitude (gratitude) towards the heroes of the textbook and the teacher (personal action);

The ability of a student to solve a task (cognitive, regulatory action), that is, to use the acquired knowledge and skills in specific practical activities.

At the stage of reflexive activity of students, the result is correlated with the goal (introspection is a regulatory action) and the activity (self-esteem is a personal action) for mastering the topic is assessed.

Unlike other teaching aids, when using the card at each stage of training, the teacher can confidently say whether he has achieved a result or not. And if, in accordance with the result predicted by the teacher, more than 60% of the students in the class completed the diagnostic work at a specific stage, then we can say with confidence that the material is understood, mastered, and you can move on. If the task is correctly completed by less than 60% of the students, then the teacher must once again return to the passed material and complete its full-fledged mastering. Only then can you proceed to the next stage.

A few simple rules for working with a technological map.

1. Use the flow charts to work on a topic or section of the course.

2. Carefully familiarize yourself with the topic on which you will be working.

3. Find it in the textbook of the subject you are studying, and prepare the textbooks that are noted in the section "interdisciplinary connections".

4. Get acquainted with the objectives of the study of the topic, correlate with the planned results, determine the tasks that will help to achieve the goal, (correlate the goals with the previously covered material).

5. Read the highlighted basic concepts of the topic being studied, see in which subjects they are still being studied (interdisciplinary connections).

6. Analyze the meaning of the planned results, especially in terms of universal learning activities

7. Select "your" forms of work in accordance with the goals and conditions of training: for mobile work or quiet activities, to search for information or demonstrate achievements, etc. This will help expand the boundaries of using the resources, which include the teaching materials "Perspective" available at school, visual aids, interactive or just additional work boards, exhibitions, stands and so on.

8. In the "Learning technology" section, follow the algorithm suggested in the map. This will help not to miss a single element in achieving the goal set at the stage, and most importantly, to achieve effective and high-quality mastering of the topic.

9. At the first stage, motivating students to study the topic, you can use the task given in the card, take from the textbook, or offer your own.

10. Record in the map the changes that you make and correlate with the further algorithm for passing the topic.

11. Make sure that it is the student who knows, understands, is able in the studied material, in what way he performs, that is, complete the task proposed in the column of the same name, and only then proceed to the next stage.

12. Try to complete all the proposed diagnostic and control tasks. Then you can say with confidence: “This topic has been passed, the planned results have been achieved. Let's move on. "

Compare the stages, steps of the work flow chart with the lesson plan that you use, and choose the best way to organize work for yourself.

When using a routing, lesson planning may not be necessary.

The structure of the "Technological map":

Technological map of the study of the topic (topic name)

If it is difficult or unusual to design a topic, then you can limit yourself to designing one lesson. This structure can be amended or supplemented.

Hello again! Not tired of learning? Are you confused about their names and authors? Can you handle another one? I want to finally put an end to this issue, but without completing the research in full, I am not ready to do so. So take heart: the Perspective training program is on the table today.

Lesson plan:

Another traditional project

The "Perspective" kit belongs to the traditional system of teaching in primary school, and it was developed in 2006 during the formation for the first stage of education.

The teaching materials were prepared at the initiative of the author of the project, Doctor of Pedagogy Lyudmila Peterson, together with the Prosveshchenie publishing house. Scientists from the academies of education and sciences, practicing teachers and methodologists took part in the "promising" project.

As befits any methodological kit used in the educational process at school, "Perspective" has everything you need:

• the alphabet for grade 1 L. Klemanova and the same author in Russian;
• mathematician G. Dorofeev;
• the literature of V. Goretsky;
• T. Rudnichenko informatics;
• A. Pleshakov's “surroundings”;
• N. Rogovtseva's technology;
• physical education at the choice of the teacher: either A. Matveev, or I. Wiener;
• Art by T. Shpikalova;
• music by E. Cretskaya;
• foundations of religion and ethics in the direction of different cultures.

"Perspective" offers the study of as many as four foreign languages:

• English for standard or advanced programs, as well as for the "In Focus" or "Star" course;
• Spanish and German in the classical program;
• French either at the rate "Your friend ...", or "In the future."

It should be noted that, like many other educational kits of school educational programs, "Perspective" faced in 2014 with the problem of obtaining recommendations from the Ministry of Education. Textbooks on mathematics and religion were questioned.

As a result, the mathematical work "Learning to Learn" by L. Peterson was replaced, and the materials on the study of religions in grades 4-5 were revised. UMK "Perspektiva" has passed the necessary approvals in its entirety.

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

As a basis for her educational project, Lyudmila Peterson took the system of the activity approach developed by her, for which she once received the prize of the President of the Russian Federation. It is said tricky.

In fact, everything is simple: this is another attempt to combine in school education the already familiar developing approach and the established classics through the universal ability to set goals, solve problems and be responsible for results.

The task of such education at school is not to provide ready-made information, but to teach the child to discover new knowledge on his own. “I hear - I forget, I see - I remember, I do - I assimilate,” - I remember that we have already gone through this.

As a result of such an activity-based methodology, the "Perspective" training set has several directions around which the entire educational "promising" process revolves:

All of the above directions of the student's development have embodied the ideas of the authors in thematic educational materials: "My planet is the Earth", "My country is my Fatherland", "My family is my world", "Nature and culture is the environment of our life."

Pros and Cons of Advanced Learning

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

"... did not like the recipes: it is problematic for first-graders, after writing from line to line, to decide later in a notebook with the size of letters: capital and uppercase are written the same way ...",

"... mathematics first studies the multiplication table, without giving the concept of numbers up to 100 ...",

"... how to teach children to read and write if there are mistakes in the" Azbuka "?

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

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

"... an interesting world around, but parents' help is often required ...",

"... mathematics is designed for different children: it is interesting for the weak and strong at the same time to work, the problems are well presented, one topic involves their solution from 4 to 6 pieces per lesson, strong children can try their hand at solving Olympiad tasks ...".

The opinions of the parents are presented dryly and in a nutshell boil down to the fact that writing to children in grade 1 is given very little, I would like more, and Dorofeev's math is simple and boring for those who would like to master knowledge at a higher level.

Most of all, parents of schoolchildren are concerned about the continuity of the program during the transition to the secondary level, since it is designed only for primary school.

It turned out to be not so easy to express all the pros and cons. Those who want to be "promising" do, it turns out, it is almost inaudible. Such, say, a neutral program that does not ask for compliments, but also does not undergo strong criticism.

Perhaps being a “gray eminence” isn't as bad as you think?

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

Always yours, Evgenia Klimkovich.