School guide. Educational and methodological complexes (UMK) for primary school Requirements for UMK in primary school

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Primary education system D.B. Elkonina - V.V. Davydov (scientific supervisor - B.D. Elkonin). - Teaching literacy and reading (2 lines). Primer. Authors: Repkin V.V., Vostorgova E.V., Levin V.A. Primer. Authors: Elkonin D.B., Tsukerman G.A., Bugrimenko E.A. - Russian language (2 lines). Authors: Repkin V.V., Vostorgova E.V., Nekrasova T.V. Authors: Lomakovich S.V., Timchenko L.I. - Literary reading (2 lines). Authors: Kudina G.N., Novlyanskaya Z.N. Author: Matveeva E.I. - Mathematics (2 lines). Authors: Davydov V.V., Gorbov S.F., Mikulina G.G., O.V. Savelyeva. Author Alexandrova E.I. - The world. Authors: Chudinova E.V., Bukvareva E.N. The principles of developmental education are implemented.

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This educational complex fully implements the principles of the activity approach, ensuring the child’s participation in the educational process as a subject of educational activity. The content of the textbooks in the set ensures the organization of work in a group to solve a problem situation, which is associated with the direct activity of each student. The textbooks are full of questions and tasks for independent work. A large number of creative tasks.

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Primary education system L.V. Zankova (scientific supervisor - N.V. Nechaeva). - Teaching literacy and reading. ABC. Authors: Nechaeva N.V., Belorusets K.S. - Russian language. Author Nechaeva N.V. - Literary reading (2 lines). Author Sviridova V.Yu. Author Lazareva V.A. - Mathematics (2 lines). Authors: Arginskaya I.I., Benenson E.P., Itina L.S. (1st grade) and Arginskaya I.I., Ivanovskaya E.I., Kormishina S.N. (grades 2-4). Author Vantsyan A.G. (1 class). - The world. Authors: Dmitrieva N.Ya., Kazakov A.N. - Technology. Authors: Tsirulik N.A., Prosnyakova T.N. - Music. Author Rigina G.S. The principles of developmental education are implemented.

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The principle of activity is that the student does not receive knowledge in a ready-made form, but obtains it himself. The student’s activity is not aimed at obtaining a result - an answer, but at the decision process. Completing a single task opens up the prospect of understanding and establishing a way to solve similar or standard learning situations for the student, and contributes to the transfer of knowledge to a non-standard situation.

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3. “Classical elementary school” - “Literary reading. Reading and Literature." Author Dzhezheley O.V. - "Russian language". Author Ramzaeva T.G. - "Mathematics". Author Alexandrova E.I. - "The world. Peace and man." Authors: Vakhrushev A.A. and others - “The world around us. Introduction to history." Authors: Saplina E.V., Saplin A.I. (3-4 grades) - “Fine arts”. Authors: Kuzin V.S., Kubyshkina E.I. - "Technology. With my own hands." Author Malysheva N.A. - "Music". Authors: Aleev V.V., Kichak T.N.

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The main principle implemented by the educational complex “Classical Primary School” is the principle of the unity of consciousness and activity. Students work according to the scheme: do-realize-manage the following actions. Part of the tasks of the kit is a step-by-step execution of actions (work according to the algorithm). The next principle is reliance on leading activity (teaching). The principle of advanced development, based on the zone of proximal development, is also being implemented.

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4. “Primary school of the XXI century” (scientific supervisor - N.F. Vinogradova). Primer. Authors: Zhurova L.E., Evdokimova O.A. - Russian language. Authors: Ivanov S.V., Evdokimova O.A., Kuznetsova M.I. - Literary reading. Author Efrosinina L.A. - Mathematics. Authors: Rudnitskaya V.N. etc. - The world around us. Authors: Vinogradova N.F. etc. - Technology. Author Lutseva E.A. - Music. Authors: Usacheva V.O., Shkolyar L.V. - Art. Authors: Savenkova L.G., Ermolinskaya E.A.

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The educational complex “School of the 21st Century” implements the principles of the activity approach: children make discoveries themselves, the system of tasks allows them to express different points of view; but it is not always the student himself who discovers new knowledge. The educational complex has a problematic nature of presenting its content, requiring an activity-based approach.

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5. “School 2000...” - “School 2100” (scientific supervisor - L.G. Peterson). - Teaching literacy and reading. 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. - Mathematics. Authors: Demidova T.E., Kozlova S.A., Tonkikh A.P. - The world. Authors: Vakhrushev A.A., Bursky O.V., Rautian A.S. (grades 1-2) and Vakhrushev A.A., Danilov D.D., Bursky O.V. and others S.V. (3-4 grade). - Computer science. Author Goryachev A.V. - Technology. Authors: Kurevina O.A., Lutseva E.A. - Depict art. Authors: Kurevina O.A., Kovalevskaya E.D. - Rhetoric. Author Ladyzhenskaya T.A.

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The open educational and methodological set “School 2100” for primary schools is built on the technological basis of the didactic system of the activity method “School 2000...” by L.G. Peterson. It contains a theoretical concept of the formation of universal educational actions in students, implementing a system-activity approach. The technology of the activity method is a description of the teacher’s management of the systematic passage by each student of an integral structure - all steps of educational activity.

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“School of Russia” (edited by A.A. Pleshakov) - Teaching literacy and reading. Russian alphabet. Authors: Goretsky V.G., Kiryushkin V.A., Shanko A.F. - Russian language (2 lines). Authors: Zelenina L.M., Khokhlova T.E. Authors: Kanakina V.P., Goretsky V.G. - Literary reading. Author Klimanova L.F. - Mathematics. Authors: Moro M.I. etc. - The world around us. Author Pleshakov A.A. - Fine arts (2 lines). Authors: Nemenskaya L.A. (1st grade and 4th grade); Koroteeva E.I. (2nd grade); Goryaeva N.A., Nemenskaya L.A., Piterskikh A.S. (3rd grade). Authors: Shpikalova T.Ya. (1 class); Shpikalova T.Ya., Ershova L.V. (2nd grade and 4th grade); Shpikalova T.Ya., Ershova L.V., Velichkina G.A. (3rd grade).

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The activity approach in all textbooks is partially implemented, for example, in those subject areas where there are printed workbooks.

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“Harmony” (scientific supervisor - N.B. Istomina). - Teaching literacy and reading (2 lines). ABC. Authors: Betenkova N.M., Goretsky V.G., Fonin D.S.. Primer. Authors: Soloveychik M.S., Kuzmenko N.S., Betenkova N.M., Kurlygina O.E. - Russian language. Authors: Soloveychik M.S., Kuzmenko N.S. - Literary reading. Author Kubasova O.V. - Mathematics. Author Istomina N.B. - The world around us. Authors: Poglazova O.T., Shilin V.D. - Technology. Author N.M. Konysheva.

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The “Harmony” set partially implements the activity approach, in particular this is manifested in the presentation of educational material and the system of tasks in the Russian language and mathematics.

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8. “Planet of Knowledge” (edited by I.A. Petrova). - Teaching literacy and reading. Primer. Author Andrianova T.M. - Russian language. 1st grade - authors: Andrianova T.M. and Ilyukhina V.A.; Grades 2-4 - author Zheltovskaya L.Ya. - Literary reading. Author Katz E.E. - Mathematics. Authors: Bashmakov M.I., Nefedova M.G. - The world. 1-2 grades - authors: Potapov I.V., Ivchenkova G.G.; Grades 3-4 - authors: Potapov I.V., Ivchenkova G.G., Saplina E.V., Saplin A.I. - English language. Authors: Goryacheva N.Yu., Larkina S.V., Nasonovskaya E.V. - Music. Author Baklanova T.I. - Fine arts (grades 1-2). Author Sokolnikova N.M.

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The educational system implements the principles of the activity approach by taking into account the leading types of activities and the laws of their change, enrichment, strengthening, deepening of child development, design, construction and creation of a situation of educational activities, cooperation in the organization and management of various types of activities.

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9. “Promising primary school” (scientific supervisor - N.A. Churakova); - Teaching literacy and reading. ABC. Authors: Agarkova N.G., Agarkov Yu.A. - Russian language. Grades 1-2 - authors: Churakova N.A. and etc.; Grades 3-4 - authors: Kalenchuk M.L. etc. - Literary reading. Author Churakova N.A. - Mathematics. Author Chekin A.L. - The world. Authors: Fedotova O.N., Trafimova G.V., Trafimov S.A. - Technology. Authors: Ragozina T.M., Grineva A.A., Mylova I.B. - Computer science. 2-4 grades. Authors: Benenson E.P., Pautova A.G.

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The main idea of ​​the educational complex “Prospective Primary School” is the optimal development of each child on the basis of pedagogical support for his individuality in the conditions of specially organized educational activities. A system of tasks of different levels of difficulty, a combination of the child’s individual educational activities with his work in groups and participation in club work make it possible to provide conditions under which learning goes ahead of development, i.e. in the zone of proximal development of each student based on taking into account the level of his current development and personal interests, which makes it possible to implement the principles of the activity approach. Also, the educational complex “Prospective Primary School” implements a person-oriented approach to the child based on his life experience, using the general project method.

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10. "Perspective". Peterson L.G. Mathematics. 1 class in 3 parts; Klimanova L.F., Makeeva S.G. ABC. 1 class in 2 parts; Klimanova L.F., Makeeva S.G. Russian language. 1 class; Klimanova L.F., Goretsky V.G., Vinogradskaya L.A. and others. Literary reading. 1 class in 2 parts; Rudchenko T.A. Semenov A.L. (edited by Semenov A.L.). Computer science. 1 class; Pleshakov A.A., Novitskaya M.Yu. The world. 1 class in 2 parts; Rogovtseva N.I., Bogdanova N.V., Freytag I.P. Technology. 1 class; Kritskaya E.D., Sergeeva G.P., Shmagina T.S. Music. 1 class; Shpikalova T.Ya., Ershova L.V. Fine arts. 1 class; Matveev A.P. Physical Culture. 1 class

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UMK textbooks create children’s interest in the history of their family, small and large Motherland, traditions and customs of the peoples of Russia, cultural heritage, work activities, etc. The textbooks include theoretical material, which is accompanied by practical, research and creative tasks that allow you to intensify the child’s activity, allow you to apply the acquired knowledge in practical activities, and create conditions for the realization of the student’s creative potential. In the textbooks of the educational educational complex “Perspective”, much attention is paid to the moral and ethical formation of personality. The principles of advanced learning are being implemented.

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It can be seen that not all teaching materials provide a sufficiently complete methodological and content base for mastering the new principles of the Federal State Educational Standard, therefore they must be finalized in accordance with the requirements of the new standard.

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

Currently, in the Russian Federation there are traditional and developmental education systems.
Traditional programs include:“Russian School”, “Primary School of the 21st Century”, “School 2000”, “School 2100”, “Harmony”, “Prospective Primary School”, “Classical Primary School”, “Planet of Knowledge”, “Perspective”. Developmental systems include two programs: L.V. Zankova and D.B. Elkonina - V.V. Davydova.

Below is a brief description of the above-mentioned educational and methodological complexes (UMC). More detailed information on each educational complex can be found on the indicated sites.

Educational and methodological complex “School of Russia”

(edited by A. Pleshakov)

Publishing house "Prosveshcheniye".
Website: http://school-russia.prosv.ru

The traditional School of Russia program has existed for decades. The author himself emphasizes that this kit was created in Russia and for Russia. The main goal of the program is “to develop a child’s interest in learning about his country and its spiritual greatness, its significance on a global scale.” The traditional program allows you to thoroughly develop the academic skills (reading, writing, counting) that are necessary for successful learning in secondary school.

The educational and methodological course “Teaching literacy and speech development” by the authors V.G. Goretsky, V.A. Kiryushkin, L.A. Vinogradskaya meets all modern requirements for teaching children in primary school.

During the period of literacy training, work is carried out to develop children's phonetic hearing, teach basic reading and writing, expand and clarify children's ideas about the surrounding reality, enrich the vocabulary and develop speech.

In addition to the “Russian ABC”, the set includes two types of copybooks: copybooks by V. G. Goretsky, N. A. Fedosova and “Miracle Copybook” by V. A. Ilyukhina. Their distinctive feature is that they not only develop the skills of competent, calligraphic writing, but also provide the opportunity to correct handwriting at different stages of learning and in different age groups.

To develop the cognitive abilities of each child, the topics of the tasks in the Mathematics course have been updated, a variety of geometric material has been introduced, and entertaining tasks have been given that develop children’s logical thinking and imagination. Great importance is attached to comparison, comparison, contrast of related concepts, tasks, clarification of similarities and differences in the facts under consideration.
The set includes textbooks and teaching aids of a new generation that meet all the requirements for a modern educational book.
The Prosveshchenie publishing house publishes textbooks and teaching aids for the educational educational complex “School of Russia”.

System of textbooks “School of Russia”:
1. ABC - V.G. Goretsky, V.A. Kiryushkin, L.A. Vinogradskaya and others.
2. Russian language - V.P. Kanakina, V.G. Goretsky.
3. Russian language - L.M. Zelenina and others.
4. Literary reading - L.F. Klimanova, V.G. Goretsky, M.V. Golovanova and others.
5. English - V.P. Kuzovlev, E.Sh. Peregudova, S.A. Pastukhova and others.
6. English language (extended content of foreign language teaching) - I.N. Vereshchagina, K.A. Bondarenko, T.A. Pritykina.
7. German language - I.L. Beam, L.I. Ryzhova, L.M. Fomicheva.
8. French - A.S. Kuligina, M.G. Kiryanova.
9. Spanish - A.A. Voinova, Yu.A. Bukharova, K.V.Moreno.
10. Mathematics - M.I.Moro, S.V. Stepanova, S.I. Volkova.
11. Computer Science - A.L. Semenov, T.A. Rudnichenko.
12. The world around us - A.A. Pleshakov and others.
13. Fundamentals of the spiritual and moral cultures of the peoples of Russia - A.V. Kuraev, D.I. Latyshina, M.F. Murtazin and others.
14. Music - E.D. Kritskaya, G.P. Sergeeva, T.S. Shmagina.
15. Fine arts - L.A. Nemenskaya, E.I. Koroteeva, N.A. Goryaeva.
16. Technology - N.I. Rogovtseva, N.V. Bogdanova and others.
17. Physical culture - V.I. Lyakh.

Educational and methodological complex "Perspective"

(edited by L.F. Klimanova)

Publishing house "Prosveshcheniye".
Website: http://www.prosv.ru/umk/perspektiva

The educational and methodological complex “Perspective” has been produced since 2006. The educational complex includes lines of textbooks in the following subjects: “Teaching literacy”, “Russian language”, “Literary reading”, “Mathematics”, “The world around us”, “Technology”.

The educational and methodological complex “Perspective” was created on a conceptual basis that reflects modern achievements in the field of psychology and pedagogy, while maintaining a close connection with the best traditions of classical Russian school education.

The educational complex ensures the availability of knowledge and high-quality assimilation of program material, the comprehensive development of the personality of a primary school student, taking into account his age characteristics, interests and needs. A special place in the educational complex “Perspective” is given to the formation of spiritual and moral values, acquaintance with the cultural and historical heritage of the world and Russia, with the traditions and customs of the peoples inhabiting the Russian Federation. The textbooks include tasks for independent, pair and group work, project activities, as well as materials that can be used in extracurricular and extracurricular activities.

The educational complex uses a unified navigation system for teachers, students and parents, which helps to work with information, organize and structure educational material, plan student activities in the lesson, organize homework, and develop independent work skills.

The literacy course is distinguished by its communicative-cognitive and spiritual-moral orientation. The main goal of the course is the active formation of all types of speech activity: the ability to write, read, listen and speak, the development of first-graders’ verbal thinking, the ability to communicate and understand themselves and others. The effectiveness of the new system is ensured by educational material selected in accordance with the level of development of the child’s cognitive interests, playful and entertaining exercises, structurally figurative models of words that are included in various communicative speech situations. In this regard, the word is presented differently, namely, not only as a sound-letter complex, but as a unity of meaning, meaning and its sound-letter form.

On the pages of the teaching and learning complex “Teaching Literacy” all the conditions have been created for a differentiated approach to students with different levels of preparation for school.
Teaching the Russian language is organically connected with teaching literacy and has a common focus. A special feature of the course is a holistic view of language, which provides the study of language (its phonetic, lexical and grammatical aspects), speech activity and text as a speech work.

The main objective of the course “Literary Reading” is the formation of the personality of a junior school student, familiarization with the cultural and historical heritage and the formation of reading competence. For this purpose, the textbook uses highly artistic texts and folklore works of different nations. The system of questions and tasks contributes to the formation of a culture of verbal communication, the development of students’ creative abilities, introduces them to spiritual and moral values, introduces them to ethical and aesthetic norms, develops students’ figurative and logical thinking and creates interest in younger schoolchildren in a work of art as the art of words. The headings “Independent reading”, “Family reading”, “Going to the library”, “Our theatre”, “Teaching book”, “Little and big secrets of the country of Literature”, “My favorite writers” offer various forms of working with a literary work, systematize knowledge and enrich the child’s practical experience; they present a system of working with books both in class and in extracurricular activities.

“Teaching not only mathematics, but also mathematics” is the leading idea of ​​the teaching and learning instruction in mathematics, aimed at strengthening the general cultural sound of mathematical education and increasing its significance for the formation of a child’s personality. The content of the material is focused on developing in younger schoolchildren the skills to observe, compare, generalize, and find the simplest patterns, which allows them to master heuristic methods of reasoning, their logic, develops divergent thinking as an important component of mental activity, speech culture, and allows them to expand their ideas about the world around them by means of mathematics. Much attention is paid to the development of students' numerical literacy and the formation of computational skills based on rational methods of action.

The textbooks have the same structure and consist of 3 sections: numbers and operations with them, geometric figures and their properties, quantities and their measurement.

The leading idea of ​​the course “The World Around us” is the idea of ​​the unity of the natural world and the cultural world. The surrounding world is considered as a natural-cultural whole, man is considered as a part of nature, the creator of culture and its product.

The course reveals the structure of the concept of “the world around us” in the unity of its three components: nature, culture, people. These three components are consistently considered at different sociocultural levels of society (family, school, small homeland, native country, etc.), due to which the main pedagogical approaches to mastering the subject are determined: communicative-activity, cultural-historical, spiritually-oriented.

The main objective of the subject “Technology” is to create conditions for students to gain experience in design activities from concept to presentation of the product. Junior schoolchildren master techniques for working with paper, plasticine and natural materials, construction sets, study the properties of various materials and the rules of working with them. This approach creates conditions for the formation of regulative universal educational actions in younger schoolchildren, allows the formation of specific personal qualities (accuracy, attentiveness, willingness to help, etc.), communication skills (work in pairs, groups), abilities to work with information and master basic computer techniques.

The material in the textbooks is structured in the form of a journey that introduces students to human activity in different spheres: Man and Earth, Man and water, Man and air, Man and information space.

The textbook “Technology” has introduced a symbolic system for assessing the quality and complexity of a product, which allows for the formation of motivation for success and self-esteem of the student.

The composition of the educational complex "Perspective" includes:
Textbooks by subject (grades 1-4)
Workbooks
Creative notebooks
Didactic materials for the student: “Reader”, “The Magic Power of Words”, “Mathematics and Computer Science”, “Fundamentals of Life Safety”.
Methodological manuals for teachers: lesson developments in subjects, additional educational and methodological materials, calendar and thematic planning, technological maps.

Calendar-thematic planning and technological maps, providing the teacher with effective and high-quality teaching by moving from lesson planning to designing the study of the topic, are posted on the pages of the Internet site of the educational educational complex “Perspective”.

Textbooks included in the educational complex “Perspective”:

1. ABC - L.F. Klimanova, S.G.Makeeva.
2. Russian language - L. F. Klimanova, S. G. Makeeva.
3. Literary reading - L.F. Klimanova, L.A. Vinogradskaya, V.G. Goretsky.
4. Mathematics - G.V. Dorofeev, T.N. Mirakova.
5. The world around us - A.A. Pleshakov, M.Yu. Novitskaya.
6. Technology - N.I. Rogovtseva, N.V. Bogdanova, N.V. Dobromyslova

Educational and methodological complex “School 2000...”

Publishing house "Yuventa"
Website: http://www.sch2000.ru

The didactic system of the activity method “School 2000...” offers solutions to current educational problems in the system of lifelong education (preschool educational institution - school - university). It is based on a continuous course of mathematics for preschoolers, primary and secondary schools, focused on the development of children’s thinking, creative powers, their interest in mathematics, the formation of strong mathematical knowledge and skills, and readiness for self-development. The “Learn to Learn” program takes into account the possibility of working on this program in the conditions of various options for the educational curriculum of the educational institution (4 hours or 5 hours per week).

The main goal of the “School 2000...” program is the comprehensive development of the child, the formation of his abilities for self-change and self-development, a picture of the world and moral qualities that create conditions for successful entry into culture and the creative life of society, self-determination and self-realization of the individual.

The selection of content and the sequence of studying basic mathematical concepts was carried out in the “Learn to Learn” program based on a systematic approach. Built by N.Ya. Vilenkin and his students, a multi-level system of initial mathematical concepts (SNMP, 1980) made it possible to establish a procedure for introducing fundamental concepts in school mathematical education, ensuring successive connections between them and the continuous development of all content and methodological lines of the mathematics course 0-9.

The basis for organizing the educational process in the “Learn to Learn” program is the didactic system of the activity-based teaching method “School 2000”, which can be used at two levels: basic and technological.

The mathematics course “Learning to Learn” for elementary school can be used in conjunction with courses in other academic subjects included in the Federal Lists of Textbooks of the Ministry of Education and Science of the Russian Federation, based on the teachers’ own choice. In this case, as a didactic basis that organizes the work of teachers in conditions of variability in education, it is possible to use the technology of the activity method at the basic level.

Teaching materials in mathematics for primary school of the program “Learning to Learn” (“School 2000...”

1. Mathematics - L.G. Peterson

Textbooks are equipped with teaching aids, didactic materials and a computer program for monitoring progress.

additional literature
2. Peterson L.G., Kubysheva M.A., Mazurina S.E. What does it mean to be able to learn? Educational and methodological manual.-M.: UMC “School 2000...”, 2006.
3. Peterson L.G. Activity-based teaching method: educational system “School 2000...” // Construction of a continuous sphere of education. - M.: APK and PPRO, UMC “School 2000...”, 2007.

Educational and methodological complex “School 2100”

(scientific supervisor - L.G. Peterson)

Publishing house "Balass"
Website: http://www.school2100.ru/

In the process of teaching the educational curriculum in accordance with the activity approach, the task of forming a functionally literate personality is realized. Using different subject content, the student learns to acquire new knowledge and look for answers to questions that arise. All textbooks in the program are built taking into account the psychological specifics of age. A characteristic feature of this educational program is the minimax principle. He assumes that the authors of textbooks and the teacher give the student the opportunity (if he wants) to take the material to the maximum. The textbooks contain abundant information for this purpose, allowing the student to make personal choices. At the same time, the most important facts, concepts and connections included in the minimum content (Federal State Educational Standards and program requirements) must be mastered by every student. The minimum is presented to the student during lessons for discovering new knowledge, reinforced and submitted for control. The maximum allows the student to satisfy his own personal needs and interests.

This way, each child has the opportunity to take as much as he can.

Using the technology of problem dialogue used in the educational system “School 2100”, schoolchildren learn in each lesson to set a goal, draw up a plan for achieving it, search for a solution, and reflect on the results of working with the text. To develop communicative general educational skills, technology for working with text is used. Thus, a teacher working using the textbooks of the School 2100 educational system has the opportunity to achieve new educational goals simply by conducting high-quality lessons using the technologies adopted in this system.

List of textbooks of educational educational complex "School 2100"
1. Primer - R.N. Buneev, E.V. Buneeva, O.V. Pronina.
2. Russian language - R.N. Buneev, E.V. Buneeva, O.V. Pronina.
3. Literary reading - R.N. Buneev, E.V. Buneeva.
4. English - M.Z. Biboletova and others.
5. Mathematics - I.E. Demidova, S.A. Kozlova, A.P. Thin ones.
6. The world around us - A.A. Vakhrushev, O.B. Bursky, A.S. Rautin.
7. Fine arts - O.A. Kurevina, E.D. Kovalevskaya.
8. Music - L.V. Shkolyar, V.O. Usacheva.
9. Technology - O.A. Kurevina, E.L. Lutseva
10. Physical culture - B.B. Egorov, Yu.E. Replanting.

Educational and methodological complex “Promising Primary School”

(scientific supervisor - N.A. Churakova)

Publishing house "Akademkniga/textbook"
Website: http://www.akademkniga.ru

The concept of educational learning is based on the humanistic belief that all children are capable of learning successfully if the necessary conditions are created for them. Taking into account the age of students makes the learning process successful. All textbooks in the set provide teachers with opportunities to implement the regional component.

When selecting educational material, developing the language for presenting the material, and developing the methodological apparatus of the set, the following components were taken into account.

The age of the student. A first-grader can be six, seven, or eight years old. And this is not a problem of lowering the age of a first-grader, but the problem of the simultaneous presence of children of different ages in the lesson, which required a combination of play and educational activities throughout the entire first year of study.

Different levels of student development. A schoolchild who has not attended kindergarten often comes to school with unformed sensory standards. This required solving the problem of forming sensory standards during the adaptation period of training.

Topographical affiliation of the student. The selection of material takes into account the experience of the student living in both urban and rural areas.

Different class sizes. The detailed formulation of tasks, together with instructions on the organizational forms of their implementation (in a group, in pairs), allows schoolchildren to study independently for quite a long time, which is important for a small and small school. The similar structure of textbooks within each subject area and the same external intrigue for all textbooks in the set help students of different age groups, located in the same room, to be in a single educational space.

Different levels of Russian language proficiency. When developing the teaching and learning complex “Prospective Primary School”, it was taken into account that not all students have Russian as their native language and that today’s schoolchildren have a large number of speech therapy problems. Finding a solution to this set of problems required a revision of some important theoretical positions of the Russian language, the development of special lines of orthoepic work and work with a reverse dictionary.

As a result of mastering the subject content included in the kit, each student has the opportunity to acquire general educational skills. Master those methods of activity that meet the requirements of the state educational standard. These are, first of all, the initial skills of searching for the necessary information in dictionaries, reference books, and the library catalogue. The system of mutual cross-references between textbooks, each of which has dictionaries specific to its educational field, gives the student the opportunity, in the process of four years of study, to acquire skills in working with spelling, spelling , reverse, explanatory, phraseological, etymological and encyclopedic dictionaries.

Placing the methodological apparatus for organizing children's activities during lessons in the body of each textbook allows the set to fulfill such a requirement of the Federal State Educational Standard as the formation of educational cooperation activities - the ability to negotiate, distribute work, and evaluate one's contribution to the overall result of educational activities.

A unified system of symbols in all textbooks is designed to organize individual, pair, group and collective work.

List of textbooks of educational educational complex “Prospective Primary School”

1. ABC - N.G. Agarkova, Yu.A. Agarkov
2. Russian language - Kalenchuk M.L., Churakova N.A., Baykova T.A., Malakhovskaya O.V., Erysheva E.R.
3. Literary reading - Churakova N.A., Malakhovskaya O.V.
4. Mathematics - A.L. Chekin, O.A. Zakharova, E.P. Yudina.
5. The world around us - O.N. Fedotova, G.V. Trafimova, S.A. Trafimov, L.A. Tsareva, L.G. Kudrova.
6. Computer science - E.N. Benenson, A.G. Pautova.
7. Technology - T.M. Ragozina, A.A. Grineva.

additional literature
1) Churakova R.G. Technology and aspect analysis of a modern lesson
Churakova N.A., Malakhovskaya O.V. A museum in your classroom.

Educational and methodological complex “Development. Individuality. Creation. Thinking" (RHYTHM)

(UMK “Classical Primary School”)

Publishing house "Drofa"
Website: http://www.drofa.ru

Educational and methodological complex “Development. Individuality. Creation. Thinking" (RIHTM) was created on the basis of the educational complex "Classical Primary School", the main feature of which is the combination of modern approaches to solving methodological problems and practice-tested principles of didactics, which allows schoolchildren to achieve consistently high educational results.

Educational and methodological complex “Development. Individuality. Creation. Thinking" (RHYTHM) has been revised in accordance with the Federal State Standard and supplemented with new textbooks (foreign language, environment, physical education). The educational complex includes programs, teaching aids, and workbooks. Study lines in basic subjects are provided with didactic materials, tests and sets of visual aids. All components of the educational complex are integrated into a single methodological system, have a modern layout, extensive methodological apparatus, and professionally executed illustrations.

In the subject line of the Russian language and literary reading, the native language is considered not only as an object of study, but also as a means of teaching children other disciplines, which contributes to the formation of meta-subject skills. The texts and exercises contained in the textbooks expand knowledge about the native country, its nature, contribute to the education of patriotism, the development of norms and rules of behavior, traditional moral values, tolerance, and therefore the formation of the necessary personal qualities, which is the most important result of education.

During the course of studying mathematics, textbooks are included in active independent and group activities, the most important result of which is the development of flexibility, criticality and variability in their thinking. The methodological apparatus of the subject line is aimed at developing logical skills: understanding the educational task, independently planning one’s actions to solve it, choosing the optimal methods for this.

The methodology underlying subject lines in a foreign language is designed to form elementary foreign language communicative competence in primary schoolchildren. The principle of dialogue of cultures, implemented in the English language course, allows the child to smoothly enter the foreign language communicative space. The German language course is aimed at the interconnected formation of all types of communication skills - listening, speaking, reading and writing. The content of foreign language courses helps to form in the child a sense of belonging to a specific linguistic and cultural community - Russian civil identity.

In the subject line of the surrounding world, the integration of natural scientific and social and humanitarian knowledge is carried out, which lays the foundations for the formation of a holistic picture of the world, solves the problems of developing environmental thinking, a culture of healthy and safe lifestyle, a system of national values, the ideals of mutual respect, patriotism, based on ethnocultural diversity and general cultural unity of Russian society.

The subject line in fine arts is focused on the aesthetic development of the individual based on the mastery of the best examples of the artistic heritage of the peoples of Russia and the world. It is built on the principles of a system-activity approach to learning and reflects the communicative and moral essence of art education.

The aesthetic, spiritual and moral development of students when using the subject line of music is carried out through familiarization with musical culture as the most important component of a harmoniously developed personality. The music course is built on a broad integrative basis with subjects of the humanitarian and aesthetic cycle. It is based on the principle of the formation of universal educational actions - personal, regulatory, cognitive, communicative.

The subject line of technology and physical education contains extraordinary methodological techniques for developing the necessary subject and meta-subject skills, as well as the personality traits of a primary school graduate. The lines are practice-oriented and provide ample opportunities for organizing educational and extracurricular activities for junior schoolchildren.

UMK "Development. Individuality. Creativity, Thinking" (RITM) is aimed at achieving educational results defined by the Federal State Standard and implementing the "Concept of spiritual and moral development and education of a citizen of Russia."

Textbooks included in the educational complex “Classical Primary School”:
1. ABC - O.V. Dzhezheley.
2. Russian language - T.G. Ramzaeva.
3. Literary reading. - O.V. Dzhezheley.
4. English - V.V. Buzhinsky, S.V. Pavlova, R.A. Starikov.
5. German language - N.D. Galsakova, N.I. Guez.
6. Mathematics - E.I.Alexandrova.
7. The world around us - E.V. Saplina, A.I. Saplin, V.I. Sivoglazov.
8. Fine arts - V.S. Kuzin, E.I. Kubyshkina.
9. Technology.- N.A. Malysheva, O.N. Maslenikova.
10. Music - V.V. Aleev, T.N. Kichak.
11. Physical culture - G.I. Pogadaev.

Educational and methodological complex “Primary school of the XXI century”

(scientific supervisor - N.F. Vinogradova)

Publishing house "Ventana - Graf"
Website: http://www.vgf.ru

The kit is based on the theory of activity of A.N. Leontyeva, D.B. Elkonin and V.V. Davydova. The general goal of education is the formation of activities leading to this age. The goal of primary school teachers is not just to teach the student, but to teach him to teach himself, i.e. educational activities; The goal of the student is to master the ability to learn. Academic subjects and their content act as a means to achieve this goal.

Forms, means and methods of teaching are aimed at developing the prerequisites in a primary school student (in the 1st half of the first grade), and then the skills of educational activities. During primary education, a primary school student develops skills in educational activities that allow him to successfully adapt to primary school and continue subject education according to any educational and methodological set.

The leading characteristics of a primary school graduate are his ability to think independently and analyze any issue; the ability to construct statements, put forward hypotheses, defend the chosen point of view; the presence of ideas about one’s own knowledge and ignorance on the issue under discussion. Hence, there are two methodological features of the teaching and learning complex. Thus, working with the educational and methodological set “Primary School of the 21st Century”, the student masters a fundamentally different role - “researcher”. This position determines his interest in the process of cognition. As well as increasing attention to the creative activity of students, based on the initiative and independence of each student.

List of textbooks of educational educational complex “Primary school of the XXI century”

1. Primer - L.E. Zhurova.
2. Russian language - S.V. Ivanov, A.O. Evdokimova, M.I. Kuznetsova.
3. Literary reading - L.A. Efrosinina.
4. English language - UMK “FORWARD”, M.V. Verbitskaya, O.V. Oralova, B. Ebbs, E. Worell, E. Ward.
5. Mathematics - E.E.Kochurina, V.N.Rudnitskaya, O.A.Rydze.
6. The world around us - N.F. Vinogradova.
7. Music - O.V. Usacheva, L.V. Schoolboy.
8. Fine arts - L.G. Savenkova, E.A. Ermolinskaya
9. Technology - E.A. Lutseva.
10. Fundamentals of the spiritual and moral culture of the peoples of Russia (4th grade) - N.F. Vinogradova, V.I. Vlasenko, A.V. Polyakov.

The content of the educational subjects of the educational complex is focused on stimulating and supporting the emotional, spiritual, moral and intellectual development and self-development of the child; to create conditions for the child to demonstrate independence, initiative, and creative abilities in various activities. At the same time, the importance of children’s assimilation of knowledge and mastery of skills as means of development remains, but they are not considered as an end in themselves of primary education.

In the subjects of teaching and learning, the humanitarian orientation and its influence on the emotional and social-personal development of the child are strengthened. The educational complex contains content that helps the child retain and recreate the integrity of the picture of the world, ensures his awareness of the various connections between objects and phenomena and, at the same time, develops the ability to see the same object from different sides. The main feature of this set is its integrity: the unity of the structure of textbooks and workbooks for all grades and subjects; unity of end-to-end lines of standard tasks, unity of approaches to organizing educational activities.

Textbooks and teaching aids of the educational educational complex “Planet of Knowledge” are published by the publishing houses “Astrel” and “AST”.
The UMK includes:

1. Primer - author T.M. Andrianova.
2. Russian language - author T.M. Andrianova, V.A. Ilyukhina.
3. Literary reading - E.E. Katz
4. English language - N.Yu. Goryacheva, S.V. Larkina, E.V. Nasonovskaya.
5. Mathematics - M.I. Bashmakov, M.G. Nefedova.
6. The world around us - G.G.Ivchenkova, I.V. Potapova, A.I. Saplin, E.V. Saplina.
7. Music - T.I. Balanova.

Educational and methodological set “Harmony”

(scientific supervisor - N.B. Istomina)

Publishing house "Association of the XXI Century".
Website: http://umk-garmoniya.ru/

The educational and methodological set "Harmony" implements: methods of organizing students' educational activities related to setting an educational task, its solution, self-control and self-assessment; ways of organizing productive communication, which is a necessary condition for the formation of educational activities; methods of forming concepts that ensure awareness of cause-and-effect relationships, patterns and dependencies at a level accessible to primary school age.

The course is based on a methodological concept of purposeful and systematic work on developing mental activity techniques in younger schoolchildren: analysis and synthesis, comparison, classification, analogy and generalization in the process of mastering the mathematical content provided for by the program.

The primer "My First Textbook", intended for the course "Teaching Literacy", ensures not only the development of elementary reading and writing by first-graders, but also the development of their thinking, cognitive interests, sense of language, the formation of phonetic hearing, spelling vigilance, speech and reading skills, introduction into the world of children's books, as well as gaining experience working with educational books.

The primer involves the active promotion of both children just starting to learn to read, and those who are already at different stages of mastering reading techniques.

In general, this primer creates conditions for the successful continuation of teaching reading and the Russian language within the framework of individual academic subjects.
The Russian language course, presented in the textbooks “To the Secrets of Our Language,” ensures the development of language and speech skills in younger schoolchildren, their functional literacy, simultaneously with the development of the entire complex of universal educational actions.

This is facilitated by the implementation of an activity-based approach to the organization of learning, in which the development of language and speech concepts, rules, and work on skills goes from motivation and setting an educational task to its solution and, through understanding the necessary method of action, to the use of acquired knowledge, to the ability to control implementation action and its result.

Language learning has a communicative orientation, since it is subordinated to the development of students’ speech, the improvement of all forms of their speech activity.

Formation of literacy schoolchildren is carried out on the basis of the targeted development of their spelling vigilance and spelling self-control.

Course "Literary Reading" involves the formation of reading competence of a junior schoolchild, which is determined by mastery of reading techniques and methods of mastering a literary work, the ability to navigate books and the acquisition of experience in independent reading activity.

Teaching literary reading is also aimed at:
enriching the spiritual and moral sphere of junior schoolchildren, developing ideas about good and evil, justice and honesty, respect for the culture of the peoples of multinational Russia;
mastering universal educational activities
improving all types of speech activity, the ability to construct a monologue and conduct a dialogue;
development of creative abilities;
nurturing an aesthetic attitude towards the art of words, interest in reading and books, the need to communicate with the world of fiction;
expanding the reader's horizons.

Mathematics course presented in the textbook, in the process of mastering the program material, purposefully forms all types of universal learning activities (ULA) for students. This is facilitated by: the logic of constructing the course content, various methodological techniques for organizing the educational activities of younger schoolchildren, and a system of educational tasks aimed at students performing various types of actions.

In the process of studying the course, children will master: mathematical knowledge, skills and abilities provided for by the course program, and will learn to use them to describe surrounding objects, processes, phenomena, assess quantitative and spatial relationships; master the skills: build reasoning; argue and correct statements; distinguish between reasonable and unfounded judgments; identify patterns; establish cause-and-effect relationships; carry out an analysis of various mathematical objects, highlighting their essential and non-essential features, which will ensure their successful continuation of mathematical education in primary school.

Features of the content of the course “The World around us” are: the integrative nature of the presentation of natural science, social science and historical knowledge; purposeful formation of UUD during the development of subject knowledge and skills.

The study of the surrounding world is aimed at:
formation in younger schoolchildren of a holistic picture of the natural and sociocultural world, environmental and cultural literacy, moral, ethical and safe standards of interaction with nature and people;
mastering a complex of subject knowledge, skills and universal educational activities for the successful continuation of education in primary school;
development of skills to observe, analyze, generalize, characterize objects of the surrounding world, reason, solve creative problems;
education of a citizen who loves his Fatherland, is aware of his belonging to it, respects the way of life, customs and traditions of the inhabiting peoples, striving to participate in environmental and creative activities.

The main course presented in the textbooks "Technology", is a substantive transformative activity that allows you to integrate conceptual (speculative), visual-figurative, visual-effective components of cognitive activity.

Main features of the “Fine Arts” course:
acquaintance of schoolchildren with the figurative language of fine art as the basis for the emotional and ethical development of the surrounding world;
communicative orientation of training, ensuring the education of the basic visual culture of the individual and the primary development of visual means of visual communication;
activity-based approach to the study and further practical development of visual, design and decorative artistic activities;
learning based on problem problems, when the teacher, without suggesting a final answer, poses questions that help students themselves come to the right decision;
formation of methods of cognitive activity and development of interest in the field of artistic exploration of the world, enrichment of the child’s sensory and practical creative experience.

Music course, presented in the textbooks “To the Heights of Musical Art,” has the following features:
development of musical thinking of schoolchildren through mastering various genres of music;
selection of musical material with a focus on the masterpieces of world musical art, which helps the child form a holistic understanding of musical culture based on its standard samples;
formation, along with the song type, of musical thinking at the symphonic level;
the methodological principle of “recreating” masterpieces of world musical art, which consists in the fact that the holistic perception of a work is preceded by the stage of its “creation” by a child through the passage of the main stages of the composer’s path;
the creation by schoolchildren of the independence of music as a form of art, capable of conveying the feelings and thoughts of people through their own means as a result of acquaintance with musical images of various genres of music and the disclosure of multifaceted connections between music and life.

The purpose of the textbooks “Physical Education” is to form in students the foundations of a healthy lifestyle, the ability to communicate and interact with peers, plan their own activities, distribute the load and rest during its implementation, analyze and objectively evaluate the results of their own work, evaluate the beauty of their physique and posture, and technically correctly perform motor actions.

The publishing house “Association of the 21st Century” publishes textbooks and teaching aids for the teaching and learning center “Harmony”.
To communicate with colleagues and exchange experience in the Harmony educational system, a social network has been created - www.garmoniya-club.ru

The UMK includes:
1. Primer - author M.S. Soloveichik, N.S. Kuzmenko, N.M. Betenkova, O.E. Kurlygina.
2. Russian language - author M.S. Soloveichik, N.S. Kuzmenko.
3. Literary reading - author O.V. Kubasova.
4. Mathematics - author N.B. Istomina.
5. The world around us - author O.V. Poglazova, N.I. Vorozheikina, V.D. Shilin.
6. Technology - author N.M. Konysheva.
7. Fine arts - (Yakhont publishing house), author: T.A. Koptseva, V.P. Koptsev, E.V.Koptsev.
8. Music - (Yakhont publishing house), author: M.S. Krasilnikova, O.N. Yashmolkina, O.I. Nekhaeva.
9. Physical culture - (Yakhont publishing house), author: R.I. Tarnopolskaya, B.I. Mishina.

At the present stage of education, in the context of the use of information and communication technologies, various methods of delivering educational material are used. Of no small importance are learning support tools such as educational and methodological complexes (EMC), which began to be developed immediately after the appearance of the first educational materials in the form of methodological recommendations and developments to support various courses in the education system.

Each educational complex is designed to assist in the study and systematization of theoretical knowledge, the formation of practical skills, both in the subject area and in the educational system using information technology.

Educational and methodological complexes allow you to individualize and differentiate the learning process, exercise control with the diagnosis of errors, carry out self-monitoring and self-correction of educational activities, develop the ability to make the optimal decision in various situations, develop a certain type of thinking (visual-figurative, theoretical), strengthen learning motivation, form culture of cognitive activity.

Training and metodology complex is a comprehensive system of educational and methodological materials that fully ensures the conduct of classes on modern information technologies.

Training and metodology complex(UMK) – a set of educational and methodological materials that facilitate students’ effective mastery of educational material included in the discipline’s curriculum.

The educational complex contains not only theoretical material, but also practical tasks, tests that enable self-control, etc. The creation of a teaching and learning complex is of particular importance, as it allows for an integrated approach to solving basic didactic problems.

The composition of the educational and methodological complex is determined by the content of the approved work program for the relevant discipline, which is understood as a program for mastering educational material that meets the requirements of the State Standard and takes into account the specifics of training students in the chosen direction or specialty.

The composition of the educational complex is determined by the content of the approved work program for the relevant discipline.

There is no standard composition of the educational and methodological complex; it depends on the content and scope of the discipline. However, most often its composition is presented in the form of the following components:

Extract from the state educational standard;

Curriculum or thematic plan. Discipline curriculum – a program for mastering educational material that meets the requirements of the State Standard and takes into account the specifics of training students in their chosen direction or specialty;

Lectures or notes of all lessons;

Electronic textbook;

Electronic reference book;

Electronic laboratory workshop;

Computer testing system;

Didactic materials;

Training aids, etc.

The educational and methodological complex allows:

The educational institution can quickly introduce new and update existing training courses; guarantee a high level of training; standardize the educational process; easy to adapt the course according to the required conditions;

The teacher can significantly reduce the time spent preparing for classes; use various forms of work, including new pedagogical technologies (business games, group projects, etc.); take into account the capabilities of the group as a whole and the individual characteristics of each student;

The student will receive a complete, well-structured and illustrated summary of the educational material; use the textbook as a workbook that contains everything you need for fruitful study (course notes with the opportunity to make your comments and comments, assignments and exercises that are performed and discussed in class); independently repeat and consolidate the material covered.

The development of the educational complex includes the following stages:

Development of a curriculum for a discipline included in the student training curriculum;

Development of lecture notes, methods of conducting practical classes;

Preparation of documentation for teaching materials;

Approbation of teaching materials in the educational process;

Correction of teaching materials.

Thus, the use of an educational and methodological complex in the field of education can significantly reduce the time required to study this course, without reducing, but on the contrary, improving the efficiency and quality of education.

Project methodology - as one of the directions for introducing information technologies into education

With the development of information and communication technologies, there has been an increased interest in organizing forms of education that make it possible to teach the ability to acquire knowledge through activity. One such method is project method, focused on the independent activity of students. Since the telecommunications project is a component of the education system and is designed to solve educational problems determined by content standards, program and curriculum, it should not be lost sight of that the work on the project must be included in a specific educational context.

Under educational project is understood as a joint, reasonable, planned and conscious activity of partner students, which is organized on the basis of telecommunication technologies, has a common problem, goal, agreed upon methods and which is aimed at developing in them a certain system of intellectual and practical skills. Educational project– an organizational form of work that is focused on the study of a completed educational topic or educational section and forms part of a standard educational course or several courses.

One of the main goals of the project method is the development of students’ cognitive skills, the ability to independently construct their knowledge and navigate the information space, as well as the development of critical thinking. As a result of their creative practical activities, students create the final product in the form of new knowledge and skills. The project methodology is aimed at teaching students:

Identify and formulate problems;

Conduct their analysis;

Find ways to solve them;

Find the required source;

Apply the information received to solve assigned problems.

Educational projects are based on research teaching methods. All student activities focus on the following stages:

Definition of the problem and the resulting research objectives;

Proposing a hypothesis for their solution;

Discussion of research methods;

Conducting data collection;

Analysis of the obtained data;

Registration of final results;

Summing up, adjustments, conclusions.

The project method always involves solving some problem. The solution to the problem involves the use of a variety of teaching methods and means; the need to integrate knowledge and skills; apply knowledge from various fields of science, engineering, technology and creative fields. The problem itself can be formulated as a fundamental question affecting various areas of knowledge. Questions should guide the learning process and can be divided into categories:

Fundamental Question– this is the highest level question in the chain of questions; the most general, abstract, “philosophical”, without a definite answer. It serves as a “conceptual frame” for several educational topics or for the entire subject as a whole, going deep into the academic discipline. The fundamental question can be found in the most historically important and controversial problems and topics in various fields of science. It does not have a clear answer, is full of meaning and significance, encourages students to find their own answers and independently formulate conclusions based on the information collected; evaluate, put into a single picture and analyze the information received.

The problematic question also does not have a definite answer, but is aimed at studying a separate aspect of the issue. It helps in researching and finding answers to the fundamental question. Questions of the educational topic (problematic) form a specific series of knowledge; they are intended to identify and develop fundamental issues within specific topics and subjects. Such questions open up and suggest important multiple avenues for research and discussion; they reveal the paradoxes present in the topics discussed rather than hide them. Questions like these serve to start a discussion, pose a problem, rather than require direct answers. They should be general enough to engage students with a variety of interests and abilities and should allow for a wide range of varied responses.

Good problem-solving questions are open-ended, encourage exploration of a variety of ideas, are within the scope of the curriculum, should arouse students' interest, require a creative approach to the material being studied, and help them build their own answers and their own understanding based on independently collected information, compare, synthesize and analyze information.

The problematic questions of the educational topic are tied to a specific educational topic or object of study, support and provide an answer to the fundamental question.

Academic questions directly correspond to educational standards and the minimum knowledge of the student. You can give specific “correct” answers to them. Particular questions relate to facts, and to a lesser extent to the interpretation of these facts. They have clear unambiguous answers.

Thus, the basis of educational projects is made up of research teaching methods with highlighted problematic and educational issues, for which students must prepare appropriate materials using information technologies (presentation, publication, website, etc.).

Laboratory work No. 1

Coordination of the educational and methodological complex

with state educational standards (GOS). Development of a work program

Goal of the work: formation of skills and abilities in planning and developing a work program for the discipline.

Task 1. Select from the list provided the name of the discipline for which you need to develop an educational and methodological complex.

Name of disciplines

Task 2. Select standards that correspond to the discipline being studied.

In order to lay a solid foundation for a good educational and methodological complex, it is necessary to analyze the state educational standards in your subject, as well as in related subjects, and determine the competencies, knowledge and skills that need to be taught to your students, and then assessed during implementation academic discipline.

The State Duma adopted a bill on the state educational standard. Its task is to determine the principles on the basis of which federal state educational standards will then be created for all levels of Russian education - secondary, primary (NPO) and secondary vocational education (SVE) and higher.

Educational standard is a set of regulations that define a system of rules and requirements that are mandatory for all educational institutions in the country - schools, vocational schools, technical schools and universities. It is he who determines what, how and how much to teach, as well as what an educational institution of a particular level should teach its students.

The current state educational standard is three-tiered and consists of federal, regional and school components.

The first ensures the unity of educational programs of educational institutions of the same level, and the other two allow regions and individual educational institutions, say, schools, to supplement the compulsory program with local specifics - national or religious.

1. Find state educational standards:

Www.edu.ru – federal educational portal;

Http://www.school.edu.ru/dok_edu.asp – Russian educational portal;

Http://www.ed.gov.ru/ob-edu/noc/rub/standart – Federal Agency for Education of the Russian Federation;

2. Save the standards as a document in your folder:

State educational standard of general (complete) education;

State educational standard of general (complete) education_Profile level;

State educational standard of general (complete) education_Basic level.

3. Find all the standards in various subjects that are relevant to your project. Save them in your folder.

Task 3. Develop a work program for the discipline.

Work program of the training course– a document intended to implement the requirements for the minimum content and level of training of a student in a specific subject of the educational plan of an educational institution.

Traditionally, the education system uses standard curricula approved by the Ministry of Education of the Russian Federation, containing a generalized list of knowledge, skills and abilities. These programs also provide methodological recommendations of the most general nature, which indicate the necessary forms and means of training. Using standard curriculums as a basis, teachers can develop original and work-based programs. Work programs- these are programs developed on the basis of exemplary educational programs, but making changes and additions to the content of the academic discipline, the sequence of studying topics, the number of hours, the use of organizational forms of training, and others.

Working programm– a “living document” constantly evolving during the implementation of the program.

Work program structure

The training course program includes the following structural elements:

1) title page;

2) explanatory note;

3) curriculum;

1. On the educational portals specified in the previous task, find and save in your personal folder sample work programs for the selected discipline.

2. Based on the sample training programs, develop your own work program, making changes and additions to the content of the academic discipline, the sequence of studying topics, the number of hours, the use of organizational forms of training, etc.

3. Fill out the educational and thematic planning table.

Educational and thematic planning

Task 4. Find educational Internet resources within the discipline being studied.

1. Organize a search on the federal educational portal www.edu.ru and other educational portals (by level of education, subject areas of vocational education, subjects of general education, type of resource ).

2. Create a catalog of educational online resources within the chosen discipline.

Laboratory work No. 2

Development of an electronic textbook for the discipline

Goal of the work: formation of skills and abilities in developing an electronic textbook using the Microsoft Publisher program.

Task 1. Develop a structural diagram of an electronic textbook and display it in the form of a diagram using Microsoft Word.

Electronic textbook (EU)– a software and methodological training complex that corresponds to the standard curriculum and provides the opportunity for the student to master the course or its section independently or with the help of a teacher.

An electronic textbook is created with a built-in structure, dictionaries, search capabilities, etc. and has a number of features:

Possibility of using multimedia;

– providing virtual reality;

– high degree of interactivity;

– the possibility of an individual approach to the student.

Primary requirements The methodology for compiling an electronic textbook is as follows:

1) educational material should be divided into blocks;

2) each block must be provided with detailed illustrations;

3) illustrations should be selected in such a way as to explain difficult-to-understand material in more detail and simply;

4) the main material of the block must be combined into one whole using hyperlinks that allow linking individual blocks of the electronic textbook;

5) it is advisable to supplement the material in the electronic textbook with pop-up tips.

The approximate structure of the electronic textbook is as follows (Fig. 2):

Fig.2. Block diagram of the electronic textbook

The development of an electronic textbook includes the following main stages:

Stage I. Selection as sources of printed and electronic publications that most fully comply with the standard program, concise and convenient for creating hypertexts, containing a large number of examples and tasks, having a convenient format (collectibility principle).

Stage II. Selection of sources with optimal price-quality ratio.

Stage III. Development of a table of contents, i.e. dividing the material into sections consisting of modules that are minimal in volume but closed in content, as well as compiling a list of concepts that are necessary and sufficient for mastering the subject.

Stage IV. Processing of source texts in accordance with the table of contents; development of a contextual help system (Help); defining connections between modules and other hypertext connections. Preparation of a hypertext project for computer implementation.

V stage. Implementation of hypertext in electronic form. As a result, a primitive electronic publication is created, which can already be used for educational purposes.

Stage VI. Development of computer support, e.g. it is determined which mathematical operations are assigned to the computer in each specific case and in what form the computer’s response should be presented; the intellectual core of the power plant is designed and implemented; Instructions for users on the use of EC are being developed.

VII stage. Changing the way individual concepts and statements are explained and selecting texts to replace with multimedia material.

VIII stage. Development of audio texts for individual modules in order to relieve the screen from textual information and use the student’s auditory memory to facilitate understanding and memorization of the material being studied.

Stage IX. Recording of developed audio texts on a voice recorder and implementation on a computer.

X stage. Development of a visualization script for modules to achieve the greatest clarity, maximum screen unloading from text information and the use of the student’s emotional memory to facilitate understanding and memorization of the material being studied.

XI stage. Visualization of texts, i.e. computer implementation of developed scenarios using drawings, graphs and, possibly, animation.

When designing and creating electronic textbooks, it is necessary to comply with the psychological principles of human-computer interaction. The violation most often manifests itself in the following: excessive help, insufficient help, inadequacy of value judgments, redundancy of informative dialogue, computer failures, insufficient motivation of help, excessive categoricalness. This can lead to an increase, instead of the expected reduction, in time for learning, a decrease in motivation to learn, etc.

Task 2. Using the graphic editor Corel Draw, develop a logo that displays the main content of the designed electronic textbook using the following algorithm. An approximate view of the logo is shown in Figure 3.

Fig.3. Logo

1. Open the program Corel Draw and create a new document.

2. In the window Scale select from the drop-down list Width.

3. Select a tool Painting on the toolbar.

4. Make sure the button Blank on the attributes panel is pressed.

5. In the window Thickness of Painting Tool, in the attributes panel enter 3.262 mm.

6. From the dropdown list List of Blanks in the attributes panel, select the line pattern .

7. Using the tool Painting, draw a line. Fill the workpiece with in black on the color palette.

8. Select Edit - Duplicate To create another line, repeat this operation two more times to make four stripes.

9. Select one line with the tool Pointer.

10. In the window Angle of rotation in the attributes panel, enter 270, and click Enter.

11. Drag the rotated line into position so that it intersects the top of the first line.

12. Select another line using the tool Pointer.

13. In the window Angle of rotation in the attributes panel, enter 90, and click Enter.

14. Drag the rotated line into position so that it intersects the base of the original line.

15. Select the last line using the tool Pointer.Click the button Mirror reflection in the attributes panel.

16. Drag the line into position so that it completes the square.

17. Select a tool Painting. Make sure that the previous settings are preserved.

18. Tool Painting draw a horizontal line with a loop. And fill it with black.

19. Drag the line to a position on top of the square.

20. Select a tool Bezier curve.

21. Click on the left corner of the lid, top, below the hinge, right corner, right and middle. To complete the form, click on the first node.

22. Open the additional toolbar Uniform Fill. Go to bookmark Models.

23. From the list Models select RGB.

24. In the block R enter 102.

25. In the block G enter 102.

26. In the block B enter 35.

27. Click the button OK.

28. Execute to move the shape behind the vertex lines.

29. Select a tool Bezier curve.

30. Click the top left corner of the square, the center of the top line, the center of the square, the center of the left line, the first node to complete the shape.

31. Fill out the form olive color.

32. Execute Align – Arrange – One Level Back

33. Repeat the previous steps on the bottom right side of the square to create a second olive square.

34. Tool Bezier curve click in the top right corner of the square to start the form.

35. Click the center of the top line, the center of the square, the center of the right line, the first node to complete the shape.

36. Fill dark yellow color.

37. Execute Align – Arrange – One Level Back to place the shape behind the square line.

38. Repeat the previous steps on the bottom left side of the square to create a second dark yellow square.

39. Using a tool Rectangle, create a square in the empty area of ​​the drawing.

40. Run the command Edit– Copy.

41. Run the command Edit - Paste to place the duplicate square on top of the original one.

42. Select a tool Pointer and reduce the size of the duplicate square.

43. Select a larger square and color it in ruby color and give it an outline thickness of 2.8.

44. Select the smaller square and, having created for it the color R, G, B - 229, 255, 229 respectively, paint it.

45. Give this square a contour of 2.8 as well.

46. ​​Group both squares.

47. Rotate them to a 45 angle using the margin Angle of rotation in the attributes panel.

48. Drag the squares onto the drawing and change their sizes if necessary.

49. Tool Ellipse draw an ellipse and fill it with dark yellow.

50. Choose a tool Text on the toolbar and, by clicking on the ellipse path, enter the text “Electronic textbook”.

51. Format the text typeface, its size, color and style.

52. Using a tool Bezier curve create a curved line .

53. Paint it green and set the outline thickness to 2 mm.

54. Execute Edit - Duplicate to create a second line of the same type.

55. Select the resulting line with the tool Pointer.

56. In the window Angle of rotation in the attributes panel, enter 180, and click Enter.

57. Combine two lines to make a shape .

58. From the toolbar, select a tool Without outline.

59. Select a tool Bezier curve.

60. Outline the inside of the resulting shape and color it green.

61. Using a tool Bezier curve create two parallel lines.

62. Using the Group command of the Align menu, group them.

63. Execute Edit - Duplicate to create the same lines.

64. Arrange them as shown in the picture.

65. Having previously grouped all the objects in the drawing, drag them onto the logo and, if necessary, change their sizes.

66. Tool Text create an inscription "COMPUTER SCIENCE".

67. Select a tool Interactive shell .A red dotted line (wrapper) containing several nodes will appear around the text.

68. Experiment by dragging nodes to create the shell shape you want.

69. Save the logo as a wmf document. To do this in the menu File run the command Save as, and in the dialog box, specify the document name and change the save type to wmf – Windows Metafile.

Task 3. Create an electronic textbook using Microsoft Publisher.

To create an electronic textbook, it is necessary to select good textbooks and other sources on the topic being studied, select the necessary information, provide it with navigation (create hypertexts) and rich illustrative material (including multimedia) and display it on a computer screen. Thus, an electronic textbook can be a website that includes the following elements:

1. Header/Logo(Header), which can be made in both text and graphic form and is usually located at the top of the document. The logo represents the entire site and is the most visible object on the page.

2. Content(Text field) is the main part of the document, where the semantic content of the page is located: meaningful informational text and illustrations.

3. Navigation Elements – this is a mandatory component of the web page – hyperlinks linking this document with other sections of the site. Navigation elements can be made in the form of text strings, graphic objects (buttons), or Java applets. Navigation elements should be positioned in such a way that they are always “in sight”, for example, at the left border of the page and/or at the top.

4. Information about the site developers.

An example of a website layout containing a set of the components described above is shown in Figures 4, 5, 6 and 7.

An approximate example of the presentation and design of an electronic textbook is presented in Figure 8.

Rice. 8. View of the main page of the electronic textbook

1. Download the program Publisher, which allows you to create websites from one or more pages.

2. On the left side of the screen in the task area Options: Website, and on the right side - your favorite structure of the future electronic textbook.

3. Set the title of the first page of the textbook. To do this, select the text field at the top of the web page Home page title and enter the name of the topic of the discipline being studied.

4. Design the page with your logo, relevant information and pictures, and apply appropriate styles, font schemes and color schemes.

5. Optimize your web page so that it can be viewed on both high and low resolution monitors. For this:

Run the command File – Page settings;

On the list Publication type select Webpage;

On the list Page size select:

o SVGA – for a wider web page (recommended for viewing on high-resolution monitors);

o Other size – to set the page width and height manually;

After selecting the desired format, click OK.

6. Add new pages on which you will place information on other topics in the discipline being studied. For this:

- run the command Insert – Page or click Add page at the bottom of the task pane Options: Website;

– in the drop-down list Available page types select the desired page type or blank page, and click OK.

Note: If you need to add multiple pages at once, click the button Further, and in the dialog box that appears (Fig. 9), enter the required number of pages (if necessary, set the switch to Before current or After current pages).

Rice. 9. Add Page Dialog Box

In chapter Settings when choosing Copy all objects on a page and entering the number of the page whose objects are needed, the formatting of the specified page will be applied to the new page. If you need to add a page without a specified structure and design, then set the switch to Add blank pages.

7. Save the document using the command File – Save.

8. Design the background of the pages of the electronic textbook and add sound.

To set the desired background of the e-textbook page and add sound effects, select in the task area Background or run the command Format - Background;

Click one of the option buttons Apply background and select the background option you like.

Note: The standard collection can be supplemented by clicking Additional colors and in the window that opens Colors choose any other color. Click OK. After choosing a background color, click Additional background types. A window will open Filling methods. Setting various options on tabs Gradient, Texture, Pattern, Drawing, Hue, you can choose the option you like: gradient fill, texture, pattern, inserting a picture as a background or shade.

9. Add sound effects to your electronic textbook. For this:

Select a team Service – Web Page Options(Fig. 10);

In the dialog box that appears, select Background sound;

Rice. 10. Web Page Options

Click the button Review and find the required file.

Note: To keep the sound effect constant, click Endless cycle. To repeat the sound a specific number of times, click Repeat and enter the number of times the audio file will be repeated.

11. Create a survey form. For this:

Add a new page by running the command Insert– Page. In chapter Form select Answer form(Fig. 11).

Rice. 11. Add web page window

12. On the page containing the response form, enter a title and briefly describe the proposed questions and answers.

13. To save the results, configure the button properties Send at the bottom of the form page and set the form parameters. For this:

Double click the button Send;

In the dialog box that opens Button properties(Fig.12) click the button Form properties;

Rice. 12. Button properties window

In the window that opens Form properties(Fig.13) set the switch to position Send me details by email;

Rice. 13. Form properties window

- in line Send details to this email address enter the address you want to use to collect responses;

- in line Email Subject change the subject of the email if necessary;

– Close the window and save your changes. Form properties and window Button properties.

14. Save the document.

15. Link the pages of the electronic textbook with hyperlinks.