Methodological guide to computer science for teachers of grade 1 general education schools
(+CD-ROM)
Contains the program of the course of informatics for the 1st grades of the elementary general education school, thematic and lesson planning. For teachers of the 1st grade of secondary schools. The manual is part of the educational and methodological complex in informatics for primary school general education schools. Methods of conducting lessons, solving problems and exercises, tasks for diagnosing attention and memory are presented. The manual is accompanied by a CD with a package of pedagogical software "Country of Fantasy. First steps" for conducting classes on the computer at the request of the teacher.
Informatics and ICT in elementary school. Toolkit.
For teachers elementary school, computer science teachers working with younger students, as well as parents who care about modern education their children. Lesson developments for grades 3 and 4 are given, which define the goals, objectives of the lessons, types of activities and educational products of students, various forms, methods and techniques for teaching informatics to younger students. Methodological recommendations are offered for teaching computer science to children based on their creative activity, personal interests and daily needs.
Lesson notes for a computer science teacher: Primary school. Elementary School Teacher Library
The manual in the form of detailed planning reflects the practical experience of teaching a course of informatics in elementary school. The manual is intended for teachers of informatics of secondary schools. The book will help the computer science teacher to distribute the educational material, to build the main stages of the lessons.
Methodological guide on informatics for teachers of grades 2-4 of secondary schools
(+CD)
The methodological manual is part of the educational and methodological complex in informatics for elementary grades of secondary schools. Contains the program of the computer science course for grades 2-4 of the primary general education school, thematic and lesson planning. Methodological developments for conducting lessons, solving problems and exercises, additional tasks for the implementation of individual and personal development of schoolchildren, tasks for diagnosing attention and memory, independent and test papers, recommendations on the use of computer support for lessons and on monitoring and evaluating the results of teaching informatics in elementary school. The manual is accompanied by a CD with a package of pedagogical software tools Strana Fantasy for conducting classes on a computer at the request of the teacher. For teachers of grades 2-4 of secondary schools.
In 2 parts. Part 1
At the same time, when using a specially designed practical part Information Technology working with the course will require 68 hours per year.
The educational and methodical set for grade 4 consists of a textbook-notebook (two parts), a project notebook and a teacher's manual, which contains thematic planning, comments on important concepts of the course, as well as discussion and problem solving, etc. The Informatics course is designed for training over three years in the amount of 34 hours and is not necessarily related to a computer.
Textbook for grade 4 elementary school.
In 2 parts. Part 2
The course contains tasks that expand the horizons of students, developing logical thinking, attention, observation, imagination, memory. The textbook is a logical continuation of A. L. Semenov's teaching kit for grades 2-3. The course program complies with the Mandatory minimum content of education for secondary schools. educational institutions. Course Informatics 4th grade. entered the work awarded the President's Prize Russian Federation in the field of education, it complies with the UNESCO Recommendations on Informatics in Primary Education.
slide 2
Relevance
The global processes of informatization of society - an increase in the amount of textual information every year, the presentation of new requirements for its analysis, systematization and speed of its processing - put theorists and practitioners in the field language education before the need to develop new approaches to teaching reading. The problem of teaching reading becomes the most relevant in the light of modernization primary education. The Federal State Educational Standard emphasizes the importance of teaching semantic reading in primary school both in native and foreign languages, and notes that reading in the modern information society is of a “meta-subject” or “above-subject” nature and reading skills are universal learning activities.
In the concept of universal learning activities, along with other cognitive universal actions semantic reading actions related to understanding the purpose of reading and choosing the type of reading depending on the communicative task and determining the main and secondary information, with the formulation of the problem and the main idea of the text are highlighted.
slide 3 The perception of texts by younger students does not correspond to the perception of a mature reader and has a number of features:
Fragmentation, lack of integrity of perception of the text;
Weakness of analysis and synthesis of what is read;
dependence on a small life experience;
Brightness of experiences, immediacy and emotionality;
The prevalence of interest in the content of speech, and not in the speech form;
Insufficiently complete and correct understanding of the figurative and expressive means of speech;
The predominance of the reproductive level of perception.
slide 4
The primary task of the elementary school teacher is that every elementary school student must acquire a solid and complete reading skill. Reading is a complex phenomenon. It consists of two sides: semantic and technical.
semantic:
understanding the content and meaning of what is being read.
Technical:
way of reading
reading pace,
correct reading,
expressiveness.
slide 5
Types of reading:
1 . viewing,
2. Introductory - search (selective) and abstract reading (with
information compression)
3. Semantic (critical , studying) reading - if complete and
accurate understanding of the information contained in the text.
semantic reading differs from any other reading in that in the process
reading the text is the process of interpreting it, endowing
meaning, taking into account its value-semantic aspects.
slide 6 Modern technique involves such reading activity, which allowsthink above textbefore reading, during reading and after reading. It is this kind of "thoughtful reading", based on the perfect reading skill, that introduces the child to the cultural tradition, immersion in the world of literature, development and knowledge of one's own personality. In the methodology, it is customary to characterize the reading skill, naming its four qualities:correctness, fluency, conscientiousness and expressiveness . All these qualities are interrelated and interdependent, so the preparation of a reader should be built taking into account the simultaneous work on all four qualities of the reading skill, which is already realized during the period of literacy. It is even more important to have such a system when studying any works of art. Every reading lesson should be a lessonconscious reading.
Slide 7 Stages of formation of reading skills in a novice reader.
IN methodological science There are three stages in the formation of reading skills:
Analytical stage characterized by the fact that all three components (perception, pronunciation and comprehension) of learning to read are torn apart - its sign is syllabic reading. Usually occurs at the stage of literacy.
Slide 8
Synthetic stage assumes that all three components occur simultaneously. At this stage, the child begins to read in whole words. The main sign of the transition to this stage is the presence when readingintonation. Intonation appears only when the child keeps in mind the general meaning of what is being read. This usually happens in the second year of elementary school.
Slide 9
Slide 10
The path from the analytical stage to the automation stage will be successfully completed by the elementary school child provided that the teacher creates the following mode of work (techniques, ways to implement the voiced methods)
Mandatory daily reading exercises;
individual, taking into account psychological features child, selection of texts;
The systematic work of the teacher to prevent errors in reading children, as well as a system for correcting them;
Specially organized reading to oneself (in a whisper, without sound), which can be organized no earlier than with third class since this is completely different information transmitted to the visual analyzer, what happens is completely different.
We often say that he does not want to read. No, he just can't! Only by the age of 9-10 are mechanisms of arbitrary self-regulation of activity, organization of attention formed. After all, in order to concentrate, you need to concentrate your attention arbitrarily.
slide 11 Work on reading accuracy and fluency.
It makes sense to talk about the correctness and fluency of reading only when the reader understands the text. To develop this skill, there are the followingtricks , representing two directions:
The use of special training exercises that improve visual perception, the development of the articulatory apparatus, the regulation of breathing. They help prevent typical mistakes when reading (omissions of letters, syllables, lines, their permutation; insertion of arbitrary elements into reading units; repetitions when reading a child are necessary to maintain the meaning of what was read and the teacher should not abruptly stop this mistake, otherwise this will prevent the child from moving to the synthetic stage of reading)
Application of the principle of multi-reading when reading works of art. The principle is to constantly draw the child's attention to rereading passages that are important in semantic relation and thus penetrate the essence of the work, as well as achieve a correct fluent reading. Fluency depends on the field of reading and the duration of the stops. An experienced reader makes 3 to 5 stops on a line, the reading field of an inexperienced reader is very small and he can stop at each letter. The inability to keep in memory the seized segment and makes you return to what you read. Therefore, while training visual perception, the teacher also works on reading fluency.
slide 12 Working on Reading Consciousness
In this sense, it is assumedchild understanding most of the words used in a direct or figurative sense; understanding of individual proposals and their relationship with each other; understanding of individual parts of the text, their internal connection and, finally, understanding the meaning of the entire text.tricks implementation of this technique can be different:
Mirror Reading : cat - current, mouth - torus, mother - amam; the technique eliminates the usual cliches, forms the arbitrariness of the regulation of eye movement, the child does not notice a logical error, since the word may not make sense;
Come up with a sequel . Reading only the same part of the words of the part of the words: fish fishing , bird fishing , fly fishing , bob moat , coma moat ; the thought line runs in the middle of the word, the accuracy of pronunciation of the first half is optional. The technique is designed to focus the child's attention on the endings of words, which often many do not do (the moment of guessing works and the meaning of the phrases is completely lost)
slide 13
Letter skip acceptance (reading dotted letters), not necessarily spelling content. The gaps can be increased, then in the child's memory the integral images of letters and their combinations will be fixed, which improves the secondary zone of the occipital cortex of the left hemisphere, the normal functioning of which is the neuropsychological basis for the perception of verbal material.
slide 14-15
Reading lines with a covered base . This creates game motivation and develops creative thinking, training visual and short-term memory. The amount of memory is expanding, since it is necessary to keep several words in memory at once.
slide 16
Collective reading of repetitive light words or phrases : meow-meow, bye-bye, we want to grunt like piglets. This technique liberates the mind of the child and allows you to feel like a participant in the process.
slide 17-18
Search in the text for given words . Often these are proverbs, nursery rhymes, riddles. Such words are repeated without changes, but you will have to look for them in the text by reading it several times. This will make it possible to catch the idea expressed in the text.
Slide 19
Filling in the gaps of words in sentences with a hint of some of their letters. The hint is made by several letters that uniquely define them: where have you been since ... me, pussycat? At k.r.l..s at the English! This technique helps to combine the improvement of reading technique with the development of hypothetical skills.
Slide 20
semantic reading - a type of reading that is aimed at understanding the semantic content of the text by the reader.
For semantic understanding, it is not enough just to read the text, it is necessary to evaluate the information, respond to the content.
Since reading is a meta-subject skill, its constituent parts will be in the structure of all universal learning activities:
Personal UUD includes motivation for reading, motives for learning, attitude towards oneself and towards school;
In regulatory UUD - acceptance by the student learning task, arbitrary regulation of activity;
In cognitive UUD - logical and abstract thinking, working memory, creative imagination, concentration of attention, vocabulary volume.
How can you help your child develop this skill?
The strategy of semantic reading provides understanding of the text by mastering the methods of its development at the stages before reading, during reading and after reading..
slide 21
Purpose of semantic reading - understand the content of the text as accurately and fully as possible, catch all the details and practically comprehend the information.
This is a careful reading and penetration into the meaning with the help of text analysis.
Possession of semantic reading skills contributes to the development oral speech and, consequently, writing.
slide 22
The technology includes three stages of working with text.
I stage. Work with text before reading
1. Anticipation (anticipation, anticipation of the upcoming reading). Determining the semantic, thematic, emotional orientation of the text, highlighting its heroes by the title of the work, the name of the author, key words, illustrations preceding the text based on the reader's experience.
2. Setting the objectives of the lesson, taking into account the general readiness of students to work.
slide 23
II stage. Working with text while reading
1. Primary reading of the text . Independent reading in the classroom or reading - listening, or combined reading (at the choice of the teacher) in accordance with the characteristics of the text, age and individual abilities of students. Identification of primary perception. Revealing the coincidence of the initial assumptions of students with the content, emotional coloring of the read text.
1. Rereading the text . Slow "thoughtful" repeated reading (of the entire text or its individual fragments).
2 . Text analysis (techniques: dialogue with the author through the text, commented reading, conversation on what has been read, highlighting key words, sentences, paragraphs, semantic parts, etc.). Statement of a clarifying question for each semantic part.
3. Conversation on the content of the text . Summary of what has been read. Statement of generalizing questions to the text. Appeal (if necessary) to individual fragments of the text.
4. Expressive reading.
slide 24
III stage. Working with text after reading
1. Conceptual (semantic) conversation on the text . Collective discussion of the read, discussion. Correlation of readers' interpretations (interpretations, evaluations) of the work with the author's position. Identification and formulation of the main idea of the text or the totality of its main meanings.
2. Acquaintance with the writer . Story about a writer. Talk about the personality of the writer. Working with textbook materials, additional sources.
3. Work with the title, illustrations . Discussing the meaning of the title. Referring students to ready-made illustrations. Correlation of the artist's vision with the reader's idea.
4. Creative tasks , based on any area of the reading activity of students (emotions, imagination, comprehension of content, artistic form).
The most important aspect of working with text is working with strangers, incomprehensible words. The children note information that is unfamiliar to themselves and clarify the meaning of individual words, referring to various dictionaries, encyclopedias, reference literature. An integral component of semantic reading is a constructive discussion of the text being studied. One of the effective methods is discussions, an exercise in the skill of thinking and communication. When reading, you can use notes as an act of thinking. The reading process ends with the formation of one's owncritical opinions. Critical opinion does not mean disagreement, it means one's own attitude to the content of the text, which may or may not coincide with the author's. A prerequisite for a critical attitude should be a complete understanding of the text from the position of the author. Where there is no understanding, any statements and denials of the reader will be meaningless and unintelligent.
Slide 25
semantic reading
represents integrated UUD , consisting of:
understanding the purpose of reading ( For what ?),
the ability to choose the type of reading depending on its purpose ( How? how?),
ability to identify primary and secondary information.
ability to freely navigate and comprehend texts of various styles,
the ability to adequately evaluate the information obtained from the text.
slide 26
methodical methods of developing semantic reading
INSERT – translated from English means: interactive recording system
for effective reading and reflection using conditionals
designations:
"!" - marking what is already known,
"-" - marked something with which the student does not agree,
"+" - what is interesting for the student is marked,
"?" - something that is unclear and there was a desire to know more,
And then the student organizes the material in a table.
Slides 27
Target- using 6 questions to reach an understanding of the information contained in the text, to comprehend the author's position (in fiction and journalistic texts). One of the main methods of comprehending information isposing questions to the text and finding answers to them .
On each of the six petals, different types of questions are written. Work can be individual, pair or group.
When practicing the technique, it is necessary to indicate to students the quality of questions, filtering out uninformative, random ones.
Slide 28
Explanatory (interpretative) questions .
Used to analyze textual information. Start with a word"Why" . Aimed at identifying cause-and-effect relationships. It is important that the answer to such a question is not contained in the text in finished form, otherwise it will go into the category of simple ones.
Practical Issues .
It is aimed at application, at finding the relationship between theory and practice.
What would I do if I were the hero?
Slide 29
B. Bloom's classification of questions
Simple Questions .
Test knowledge of the text. The answer to them should be a brief and accurate reproduction of the information contained in the text.
What was the main character's name? Where does the Volga flow?
Clarifying questions .
Bring to the level of understanding of the text. These are provocative questions requiring "yes" - "no" answers and verifying the authenticity of textual information.Is it true that... If I understand correctly, then...
Such questions make a tangible contribution to the formation of the skill of conducting a discussion.
It is important to teach them to ask them without a negative connotation.
slide 30
B. Bloom's classification of questions :
They imply the synthesis of the information received. They always have a particle WOULD or future tense, and the wording contains an element of forecast, fantasy or assumption.
What would happen if... What would change if a person had 4 arms? How do you think the fate of the hero would have developed if he had survived?
Evaluation questions.
Aimed at clarifying the criteria for evaluating phenomena, events, facts.How do you feel about... ?
What's better? Did you do the right thing...?
Slide 31
Reading with stops and Bloom's questions
the text is divided into semantic parts with stops. question types,
stimulating the development of thinking:
- to "translation" and interpretation - the translation of information into new forms and
determination of the connection between events, facts, ideas,
- on the development of memory - recognition and challenge of the information received,
- on the development of assessment skills - a personal view of the received
information with the subsequent formation of judgments and opinions,
- on analytical activities,
- on the application - the use of information as a means to solve
problems in the plot context or outside of it.
slide 32
Development technologies critical thinking
CLUSTERS is a way of graphic organization of material,
which makes it possible to visualize those thought processes that
occur when immersed in a particular topic (a way of visualization).
The cluster is a reflection of a non-linear form of thinking.
Slide 33
SINKWINE – used as a method of material synthesis. Poem,
consisting of five lines composed according to certain rules
writing. The conciseness of the form develops the ability to summarize
information, express meaning in several meaningful words, capacious and
brief expressions.
slide 34
Reception "Thick and thin questions"
Give some explanation why...?
Why do you think...?
What is the difference…?
Guess what would happen if...?
What if…?
Thick questions require ambiguous answers.
Slide 35
Subtle questions
Who…?
What…?
When…?
Maybe…?
Will…?
Do you agree…?
slide 36
Reading and asking
Target: to form the ability to work independently with printed information, formulate questions, work in pairs.
1. Pupils silently read the proposed text or part of the text chosen by the teacher.
2. Pupils pair up.
3. One of the students formulates a question, the other answers it.
4. Discussion of questions and answers in class.
Slide 37
Diary of double entries
Target: to form the ability to ask questions while reading, to critically evaluate information, to compare what is read with one's own experience.
1. The teacher asks the students to divide the notebook into two parts.
2. In the process of reading, students should write down on the left side the moments that struck, surprised, reminded of some facts, caused any associations; on the right - write a concise commentary: why this particular moment surprised you, what associations it caused, what thoughts it prompted.
Slide 38
Stop reading
Stage 1 - challenge .
Construction of the proposed text according to key words, discussion of the title of the story and forecast of its content and issues.
At this stage, based only on the title of the text and information about the author, children should guess what the text will be about.
Stage 2 - comprehension .
Reading the text in small passages with a discussion of the content of each and a forecast of the development of the plot. The questions asked by the teacher should cover all levels of Bloom's questions. Mandatory question: "What will happen next and why?"
Having become acquainted with a part of the text, students clarify their understanding of the material. The peculiarity of the reception is that the moment of refining one's idea (comprehension stage) is at the same time the stage of a call to get acquainted with the next fragment.
Stage 3 - reflection . Final conversation.
Slide 39
Associative Bush
This is one of the main techniques for working with information before reading.
The teacher gives a keyword or title of the text, students write down all possible associations around it, denoting semantic connections between concepts with arrows.
This allows you to update existing knowledge, activate cognitive activity students and motivate them to continue working with the text .
Slide 40
Drawing up a question plan
One of the effective methods of working with text, aimed at developing the ability to highlight the logical and consistent structure of the text.
In the course of work, the student conducts a semantic grouping of the text, highlights the strong points, divides the text into semantic parts and titles each part with a key question.
Slide 41
Student Reminder :
highlight the main ideas of the text;
check how they relate to each other;
group the text around the main idea (divide it into semantic parts);
determine the number of points of the plan by the number of main thoughts;
formulate each main idea in the form of a question and write down as points of the plan;
Slide 42
Reception table "ZHU"
Slide 43-44
Prediction Tree
Slide 45
Informational resources
Subject: Mathematics
Appointment of VLOOKUP on the subject " The world"- to assess the level of general education of 4th grade students in accordance with the requirements of the Federal State Educational Standard. VLR allow diagnosing the achievement of subject and meta-subject results, including the level of formation of universal educational activities (UUD) and mastery of interdisciplinary concepts. The results of VLR in conjunction with the existing in educational organization information reflecting individual educational trajectories students can be used to assess personal learning outcomes.
Subject: World around
A series of simulators fully complies with the federal educational standard (second generation) for elementary school. The simulator is designed for the formation and development of important mathematical skills of third-graders. Its main goal is to develop the skills of fast and error-free counting within 1000. A system of various tasks will help children learn practical methods of adding and subtracting numbers within 1000, multiplication and division. The simulator in their work can be used by teachers, educators additional education. For parents of students, these simulators will help organize independent work for the successful development of the mathematics course program in the 3rd grade. This simulator contains 15 examples on the designated topic.
When working with a presentation, moving to the next slide is a mouse click
Subject: Mathematics
Target audience: for grade 3
When working with a presentation, moving to the next slide is a mouse click
Subject: Mathematics
Target audience: for grade 3
The purpose of KIM for conducting testing work in mathematics is to assess the quality of general education of 4th grade students in accordance with the requirements of the Federal State Educational Standard. VLR allow diagnosing the achievement of subject and meta-subject results, including the level of formation of universal educational actions (UUD) and mastery of interdisciplinary concepts. The results of the VPR, together with the information available in the educational organization, reflecting the individual educational trajectories of students, can be used to assess personal learning outcomes.
You have 45 minutes to complete the math work. The work contains 12 tasks.
Subject: Mathematics
Target audience: for grade 4
All-Russian verification work(VPR) are carried out taking into account the national, cultural and linguistic specifics of a multinational Russian society in order to monitor the results of the transition to the Federal State Educational Standard and are aimed at identifying the level of preparation of schoolchildren.
90 minutes are given to complete the work in the Russian language. The work consists of two parts and includes 15 tasks. Tasks of parts 1 and 2 are performed on different days. You have 45 minutes to complete Part 1. Part 2 also has 45 minutes to complete.
When performing work, it is not allowed to use a textbook, workbooks, grammar guides, spelling dictionaries, and other reference materials.
If necessary, you can use a draft.
Subject: Russian language
Target audience: for grade 4
A series of simulators fully complies with the federal educational standard (second generation) for elementary school. The simulator is designed for the formation and development of important mathematical skills of third-graders. Its main goal is to develop the skills of fast and error-free counting within 1000. A system of various tasks will help children learn practical methods of adding and subtracting numbers within 1000, multiplication and division. The simulator in their work can be used by teachers, teachers of additional education. For parents of students, these simulators will help organize independent work for the successful development of the mathematics course program in the 3rd grade. This simulator contains 16 examples on the designated topic.
When working with a presentation, moving to the next slide is a mouse click
Subject: Mathematics
Target audience: for grade 3
Presentation for the lesson of the world around.
EMC "School of Russia"
The main question of the topic: How are the countries of France and Great Britain similar and how are they different?
Children are looking for the difference between the countries of France and Great Britain.
Students will learn what attractions are in these countries.
Subject: World around
Target audience: for grade 3
A series of simulators fully complies with the federal educational standard (second generation) for elementary school. The simulator is designed for the formation and development of important mathematical skills of third-graders. Its main goal is to develop the skills of fast and error-free counting within 1000. A system of various tasks will help children learn practical methods of adding and subtracting numbers within 1000, multiplication and division. The simulator in their work can be used by teachers, teachers of additional education. For parents of students, these simulators will help organize independent work for the successful development of the mathematics course program in the 3rd grade. This simulator contains 16 examples on the designated topic.
When working with a presentation, moving to the next slide is a mouse click
Subject: Mathematics
Target audience: for grade 3
The simulator is designed for individual or group work at the Russian language lessons in the 4th grade. Objectives: consolidation of knowledge about conjugation;
developing skills in determining conjugation; finding verbs - exceptions, the formation of verification skills; in writing personal endings of verbs;
development of spelling vigilance, self-control, interest and a positive attitude towards the study of the Russian language.
Subject: Russian language
Target audience: for grade 4
A series of simulators fully complies with the federal educational standard (second generation) for elementary school. The simulator is designed for the formation and development of important mathematical skills of third-graders. Its main goal is to develop the skills of fast and error-free counting within 1000. A system of various tasks will help children learn practical methods of adding and subtracting numbers within 1000, multiplication and division. The simulator in their work can be used by teachers, teachers of additional education. For parents of students, these simulators will help organize independent work for the successful development of the mathematics course program in the 3rd grade. This simulator contains 16 examples on the designated topic.
When working with a presentation, moving to the next slide is a mouse click
Subject: Mathematics
Target audience: for grade 3
A series of simulators fully complies with the federal educational standard (second generation) for elementary school. The simulator is designed for the formation and development of important mathematical skills of third-graders. Its main goal is to develop the skills of fast and error-free counting within 1000. A system of various tasks will help children learn practical methods of adding and subtracting numbers within 1000, multiplication and division. The simulator in their work can be used by teachers, teachers of additional education. For parents of students, these simulators will help organize independent work for the successful development of the mathematics course program in the 3rd grade. This simulator contains 16 examples on the designated topic.
When working with a presentation, moving to the next slide is a mouse click
Subject: Mathematics
Target audience: for grade 3
A series of simulators fully complies with the federal educational standard (second generation) for elementary school. The simulator is designed for the formation and development of important mathematical skills of third-graders. Its main goal is to develop the skills of fast and error-free counting within 1000. A system of various tasks will help children learn practical methods of adding and subtracting numbers within 1000, multiplication and division. The simulator in their work can be used by teachers, teachers of additional education. For parents of students, these simulators will help organize independent work for the successful development of the mathematics course program in the 3rd grade. This simulator contains 30 examples on the designated topic.
When working with a presentation, moving to the next slide is a mouse click
Subject: Mathematics
Target audience: for grade 3
The resource was created in MS Office PowerPoint 2010 using triggers.
Purpose: creating conditions for systematizing the knowledge of students on the numbering of numbers within 100.
Place and form of use of the resource in the lesson and extracurricular activities- at the discretion of the teacher.
Suitable for any UMC.
Children need to help their grandmother collect vegetables for cooking borscht. To do this, they need to carefully read the task and click on the vegetable with the correct answer.
Work with the resource is carried out by control buttons.
Target audience: for grade 2
A series of simulators fully complies with the federal educational standard (second generation) for elementary school. The simulator is designed for the formation and development of important mathematical skills of third-graders. Its main goal is to develop the skills of fast and error-free counting within 1000. A system of various tasks will help children learn practical methods of adding and subtracting numbers within 1000, multiplication and division. The simulator in their work can be used by teachers, teachers of additional education. For parents of students, these simulators will help organize independent work for the successful development of the mathematics course program in the 3rd grade. This simulator contains 16 examples on the designated topic.
When working with a presentation, moving to the next slide is a mouse click
Subject: Mathematics
Target audience: for grade 3
A series of simulators fully complies with the federal educational standard (second generation) for elementary school. The simulator is designed for the formation and development of important mathematical skills of third-graders. Its main goal is to develop the skills of fast and error-free counting within 1000. A system of various tasks will help children learn practical methods of adding and subtracting numbers within 1000, multiplication and division. The simulator in their work can be used by teachers, teachers of additional education. For parents of students, these simulators will help organize independent work for the successful development of the mathematics course program in the 3rd grade. This simulator contains 16 examples on the designated topic.
When working with a presentation, moving to the next slide is a mouse click
For the orientation of educational institutions and teachers in the existing variety of educational and methodological complexes, we present them short description.
Currently, in the Russian Federation there are traditional and developing systems of education.
Traditional programs include:"School of Russia", "Primary School of the XXI century", "School2000", "School 2100", "Harmony", "Perspective Primary School", "Classical Primary School", "Planet of Knowledge", "Perspective". Development systems include two programs: L.V. Zankov and D.B. Elkonina - V.V. Davydov.
Below is a brief description of the above educational and methodological complexes (TMC). More detailed information on each EMC can be found on the indicated sites.
Educational and methodological complex "School of Russia"
(under the editorship of A. Pleshakov)
Publishing house "Enlightenment".
Website: http://school-russia.prosv.ru
The traditional program "School of Russia" has existed for decades. The author himself emphasizes that this set was created in Russia and for Russia. The main goal of the program is to "develop a child's interest in learning about their country and its spiritual greatness, its significance on a global scale." The traditional program allows you to carefully practice skills learning activities(reading, writing, counting) that are necessary for successful learning in middle school.
The educational and methodological course "Literacy and speech development" by the authors V. G. Goretsky, V. A. Kiryushkin, L. A. Vinogradskaya answers all modern requirements teaching children in elementary school.
During the period of literacy, work is being done to develop children's phonetic hearing, teaching initial reading and writing, expanding and clarifying children's ideas about the surrounding reality, enriching the dictionary and developing speech.
In addition to the "Russian alphabet", the set includes two types of copy-books: the copy-books of the authors V. G. Goretsky, N. A. Fedosova and the "Miracle-copy" of the author V. A. Ilyukhina. Their distinctive feature is that they not only form the skills of literate, calligraphic writing, but also provide an opportunity to correct handwriting at different stages of learning and in different age groups.
For the development of the cognitive abilities of each child in the course "Mathematics" the subject of tasks has been updated, a variety of geometric material has been introduced, entertaining tasks have been given that develop the logical thinking and imagination of children. Great importance is attached to comparison, comparison, opposition of interconnected concepts, tasks, clarification of similarities and differences in the facts under consideration.
The kit includes textbooks and study guides a new generation that meets all the requirements for a modern textbook.
Produces textbooks and teaching aids UMK "School of Russia" publishing house "Prosveshchenie".
The 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 language- V.P. Kuzovlev, E.Sh. Peregudova, S.A. Pastukhova and others.
6. English (extended content of teaching a foreign language) - I.N. Vereshchagina, K.A. Bondarenko, T.A. Pritykina.
7. German- .I.L.Bim, L.I.Ryzhova, L.M.Fomicheva.
8. French- A.S. Kuligina, M.G. Kiryanov.
9. Spanish - A.A. Voinova, Yu.A. Bukharova, K.V. Moreno.
10. Mathematics - M.I.Moro, S.V. Stepanova, S.I. Volkova.
11. Informatics - A.L. Semyonov, T.A. Rudnichenko.
12. The world around - 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. Shmagin.
15. art- L.A. Nemenskaya, E.I. Koroteeva, N.A. Goryaev.
16. Technology - N.I. Rogovtseva, N.V. Bogdanova and others.
17. Physical Culture- V.I. Lyakh.
Educational and methodical complex "Perspective"
(under the editorship of L.F. Klimanova)
Publishing house "Enlightenment".
Website: http://www.prosv.ru/umk/perspektiva
The educational and methodical complex "Perspektiva" has been produced since 2006. The composition of the teaching materials includes lines of textbooks in the following subjects: "Literacy", "Russian language", "Literary reading", "Mathematics", "The world around us", "Technology".
The educational and methodical complex "Perspektiva" was created on a conceptual basis that reflects modern achievements in the field of psychology and pedagogy, while maintaining a close connection with the best traditions of classical Russian school education.
EMC ensures the availability of knowledge and high-quality assimilation of program material, the comprehensive development of the personality of a younger student, taking into account his age characteristics, interests and needs. A special place in the Perspektiva UMC is given to the formation of spiritual and moral values, acquaintance with the cultural and historical heritage of the world and Russia, with the traditions and customs of the peoples inhabiting the Russian Federation. The textbooks include tasks for independent, pair and group work, project activities, as well as materials that can be used in extracurricular and extracurricular activities.
The EMC uses a unified navigation system for teachers, students and parents, which helps to work with information, organize and structure educational material, plan the student's activities in the lesson, organize the implementation homework, forms the skill of independent work.
The literacy course is distinguished by a 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 speech thinking in first graders, the ability to communicate and understand themselves and others. Efficiency new system provided with educational material selected in accordance with the level of development cognitive interests child, play and entertaining exercises, structural-figurative models of words that are inscribed in various communicative and speech situations. In this regard, the word is presented in a different way, namely, not only as a sound-letter complex, but as a unity of meaning, meaning and its sound-letter form.
All the conditions for a differentiated approach to students with different levels preparation for school.
Teaching the Russian language is organically linked with literacy and has a common focus. The peculiarity of the course is a holistic view of the language, which provides the study of the 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 younger student, acquaintance with the cultural and historical heritage and the formation of reading competence. For this, the textbook uses highly artistic texts, folklore works different peoples. 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 figurative and logical thinking of students and forms an interest in younger students in work of art like the art of the word. The headings “Independent reading”, “Family reading”, “Going to the library”, “Our theater”, “Reader-educator”, “Little and big secrets of the country of Literature”, “My favorite writers” offer various forms of work with a literary work, systematize knowledge and enrich the practical experience of the child, they present a system of working with a book both in class and in extracurricular activities.
"Teaching not only mathematics, but also mathematics" - the leading idea of the teaching materials line in mathematics, aimed at strengthening the general cultural sound mathematics education and increasing its importance for the formation of the child's personality. The content of the material is focused on the formation in younger students of the ability to observe, compare, generalize, find the simplest patterns, which allows them to master heuristic methods of reasoning, their logic, develops divergence of thinking, as an essential component of mental activity, speech culture and allows them to expand their understanding of the world around them by means of mathematics. Much attention is paid to the development of numerical literacy of students, the formation of computational skills based on rational methods of action.
The textbooks have the same structure and consist of 3 sections: numbers and actions with them, geometric figures and their properties, quantities and their measurement.
The leading idea of the course "The World Around" is the idea of the unity of the world of nature and the world of culture. The surrounding world is considered as a natural and cultural whole, man - as a part of nature, the creator of culture and its product.
The course reveals the structure of the concept of "world around" in the unity of its three components: nature, culture, man. These three components are consistently considered at different socio-cultural levels of society (family, school, small homeland, home country, etc.), thanks to which the main pedagogical approaches to the development of the subject: communicative-activity, cultural-historical, spiritually-oriented.
The main objective of the subject "Technology" is to create conditions for students to gain experience in project activities from conception to product presentation. Younger students master the techniques of working with paper, plasticine and natural materials, constructor, study the properties of various materials and the rules for working with them. This approach creates conditions for the formation of regulative universal educational actions in younger students, allows the formation of specific personal qualities (accuracy, attentiveness, willingness to help, etc.), communication skills (work in pairs, groups), the ability to work with information and learn basic computer skills.
The material in the textbooks is built in the form of a journey that introduces students to human activities in various areas: Man and Earth, Man and Water, Man and Air, Man and Information Space.
In the textbook "Technology" introduced sign system evaluating the quality and complexity of the product, which allows you to form the motivation for success and self-esteem of the student.
The composition of the UMC "Perspective" includes:
Textbooks in subjects (grades 1-4)
Workbooks
Creative notebooks
Didactic materials for the student: "Reader", "Magic power of words", "Mathematics and Informatics", "Fundamentals of life safety".
Methodological manuals for teachers: lesson developments in subjects, additional teaching materials, calendar-thematic planning, technological maps.
Calendar-thematic planning and technological maps that provide the teacher with effective and high-quality teaching by moving from lesson planning to designing the study of the topic are posted on the pages of the Internet site of the UMC "Perspektiva".
Textbooks included in the UMK "Perspektiva":
1. Alphabet - L.F. Klimanov, 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 - 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 "Juventa"
Website: http://www.sch2000.ru
The didactic system of the activity method "School 2000 ..." offers a solution to urgent educational problems in the system continuing education(DOE - school - university). It is based on a continuous course of mathematics for preschoolers, elementary and high school oriented to the development of thinking, creative forces children, their interest in mathematics, the formation of strong mathematical knowledge and skills, readiness for self-development. The "Learn to Learn" program takes into account the possibility of working under this program in conditions various options curriculum OU (4h or 5h 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 the culture and creative life of society, self-determination and self-realization of the individual.
The selection of content and the sequence of studying the basic mathematical concepts was carried out in the program "Learn to learn" on the basis of systems approach. Built by N.Ya. Vilenkin and his students, the multi-level system of initial mathematical concepts (SNMP, 1980) made it possible to establish the order of introduction of fundamental concepts in school mathematical education, ensuring successive links between them and the continuous development of all content-methodological lines of the mathematics course 0-9.
Foundation of the organization educational process in the program "Learn to learn" is the didactic system of the activity method of teaching "School 2000", which can be used at two levels: basic and technological.
The course of mathematics "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, the technology of the activity method at the basic level can be used as a didactic basis that streamlines the work of teachers in the context of the variability of education.
Teaching materials for mathematics for elementary school of the program "Learning to learn" ("School 2000 ..."
1. Mathematics - L.G. Peterson
Textbooks are equipped with teaching aids, didactic materials And computer program performance monitoring.
additional literature
2. Peterson L.G., Kubysheva M.A., Mazurina S.E. What does it mean to learn. Teaching aid.-M.: UMC "School 2000 ...", 2006.
3. Peterson L.G. Activity method of teaching: the educational system "School 2000 ..." // Building a continuous sphere of education.- M .: APK and PPRO, UMC "School 2000 ...", 2007.
Educational and methodical complex "School 2100"
(supervisor - L.G. Peterson)
Balass Publishing House
Website: http://www.school2100.ru/
In the process of learning according to the EMC, in accordance with the activity approach, the task of forming a functionally literate personality is realized. On different subject content, the student learns to acquire new knowledge, to look for answers to his questions. All textbooks of the program are built taking into account the psychological specifics of age. characteristic feature this educational program is the minimax principle. He assumes that the authors of textbooks and the teacher enable the student (if he wants) to take the material to the maximum. In textbooks for this there is redundant information that allows the student to make a personal choice. At the same time, the most important facts, concepts and connections included in the minimum content (FSES and program requirements) must be learned by each student. The minimum is presented to the student at the lessons of the discovery of new knowledge, fixed and submitted for control. The maximum allows the student to satisfy their personal needs and interests.
Thus, each child has the opportunity to take as much as he can.
With the help of problematic dialogue technology used in educational system"School 2100" students at each lesson learn to set a goal, draw up a plan to achieve it, search for a solution, and reflect on the results of working with a text. For the formation of communicative general educational skills, the technology of working with text is used. Thus, a teacher who works according to the textbooks of the School 2100 educational system has the opportunity to achieve new educational goals simply by conducting quality lessons using the technologies adopted in this system.
List of textbooks for teaching materials "School 2100"
1. Primer - R.N. Buneev, E.V. Buneeva, O.V. Pronin.
2. Russian language - R.N. Buneev, E.V. Buneeva, O.V. Pronin.
3. Literary reading - R.N. Buneev, E.V. Buneeva.
4. English - M.Z. Biboletova and others.
5. Mathematics - T.E. Demidova, S.A. Kozlova, A.P. Thin.
6. The world around - A.A. Vakhrushev, O.B. Bursky, A.S. Rautin.
7. Visual arts - O.A. Kurevina, E.D. Kovalevskaya.
8. Music - L.V. Shkolyar, V.O. Usacheva.
9. Technology - O.A. Kurevina, E.L. Lutzev
10. Physical culture - B.B. Egorov, Yu.E. transplant.
Educational and methodological complex "Perspective elementary school"
(supervisor - N.A. Churakova)
Publishing house "Akademkniga/textbook"
Website: http://www.akademkniga.ru
The concept of WCU is based on the humanistic belief that all children are capable of successful learning if the necessary conditions are created for them. Taking into account the age of students makes the learning process successful. All textbooks of the set provide teachers with opportunities to implement the regional component.
When selecting educational material, developing the language of presentation of the material, developing the methodological apparatus of the set, the following components were taken into account.
The age of the student. A first grader can be either six or seven or eight years old. And this is not a problem of lowering the age of a first-grader, but the problem of the simultaneous presence of children of different ages in the lesson, which required a combination of gaming and educational types activities throughout the first year of study.
Different levels of student development. The student who did not attend kindergarten, often comes to school with unformed sensory standards. This required solving the problem of forming sensory standards during the adaptation period of training.
Topographic affiliation of the student. The selection of material takes into account the experience of a student living in both urban and rural areas.
Different class content. The detailed wording of tasks, together with indications of the organizational forms of their implementation (in a group, in pairs), allows schoolchildren to study independently for a sufficiently long time, which is important for a small and small school. A similar structure of textbooks within each subject area and a common external intrigue for all textbooks of 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 materials "Promising Primary School", it was taken into account that not all students have Russian as their native language and that today's student has a large number of speech problems. The search for 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 set, each student gets the opportunity to acquire general educational skills and abilities. 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, the library catalog. A system of mutual cross-references between textbooks, each of which has its own specific educational field dictionaries, gives the student the opportunity in the process of four years of study to acquire skills in working with spelling, orthoepic, reverse, explanatory, phraseological, etymological and encyclopedic dictionaries.
The placement of a methodological apparatus for organizing the activities of children in the classroom 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, evaluate their contribution to overall result educational activity.
one system symbols in all textbooks is designed for the organization of individual, pair, group and collective work.
List of textbooks of the TMC "Promising Primary School"
1. Alphabet - N.G. Agarkova, Yu.A. Agarkov
2. Russian language - Kalenchuk M.L., Churakova N.A., Baikova 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. Yudin.
5. The world around - O.N. Fedotova, G.V. Trafimova, S.A. Trafimov, L.A. Tsareva, L.G. Kudrova.
6. Informatics - E.N. Benenson, A.G. Pautova.
7. Technology - T.M. Ragozina, A.A. Grinev.
additional literature
1) Churakova R.G. Technology and aspect analysis of the modern lesson
Churakova N.A., Malakhovskaya O.V. Museum in your class.
Educational-methodical complex “Development. Individuality. Creation. Thinking" (RITM)
(EMC "Classical Primary School")
Publishing house "Drofa"
Website: http://www.drofa.ru
Educational-methodical complex “Development. Individuality. Creation. Thinking" (RITM) was created on the basis of the "Classical Primary School" main feature which is a combination modern approaches to the solution of methodological problems and the principles of didactics tested by practice, which allows students to achieve invariably high results education.
Educational-methodical complex “Development. Individuality. Creation. Thinking” (RITM) was revised in accordance with the Federal state standard and supplemented with new textbooks (foreign language, the world around, physical education). The CMC includes programs teaching aids, workbooks. Educational lines in the main subjects are provided with didactic materials, tests and sets of visual aids. All components of the teaching materials are integrated into a single methodological system, they have a modern layout, a voluminous methodological apparatus, and professionally executed illustrations.
In the subject line on the Russian language and literary reading 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 hence the formation of the necessary personal qualities, which is the most important result of education.
In the course of studying the course of mathematics, textbooks are included in active independent and group activities, the most important result of which is the development of flexibility, criticality and variability of their thinking. The methodological apparatus of the subject line is aimed at developing logical skills: understanding the educational task, independent planning of one's actions to solve it, choosing the best ways for this.
The methodology underlying the subject lines in a foreign language is designed to form elementary foreign language communicative competence in younger students. The principle of the dialogue of cultures, implemented in the course of the English language, 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. Course content foreign language contributes to the formation in the child of a sense of belonging to a certain linguistic and cultural community - Russian civil identity.
In the subject line around the world, the integration of natural-science and social-humanitarian knowledge is carried out, which lays the foundations for the formation of a holistic picture of the world, solves the problems of forming ecological thinking, a culture of a healthy and safe lifestyle, a system of national values, ideals of mutual respect, patriotism, based on ethnocultural diversity and general cultural unity of Russian society.
The fine arts subject line is focused on aesthetic development personality based on the development 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 and spiritual and moral development of students when using the subject line in music is carried out through familiarization with musical culture as the most important component of a harmoniously developed personality. The course of music is built on a broad integrative basis with subjects of the humanitarian and aesthetic cycle. It is based on the principle of forming universal educational actions - personal, regulatory, cognitive, communicative.
The subject line on technology and physical culture contains extraordinary methodological methods for the formation of the necessary subject and meta-subject skills, as well as personality traits of a primary school graduate. The lines are practice-oriented and provide ample opportunities for organizing educational and extracurricular activities of younger students.
UMC “Development. Individuality. Creativity, Thinking” (RITM) is aimed at achieving the results of education defined by the Federal State Standard and the implementation of the “Concept of Spiritual and Moral Development and Education of a Russian Citizen”.
Textbooks that are part of the EMC "Classical Primary School":
1. Alphabet - O.V. Jezhel.
2. Russian language - T.G. Ramzaev.
3. Literary reading. - O.V. Dzhezheley.
4. English language - V.V. Buzhinsky, S.V. Pavlova, R.A. Starikov.
5. German language - N.D. Galsakova, N.I. Gez.
6. Mathematics - E.I. Aleksandrova.
7. The world around - E.V. Saplin, A.I. Saplin, V.I. Sivoglazov.
8. Visual arts - V.S. Kuzin, E.I. Kubyshkin.
9. Technology.- N.A. Malysheva, O.N. Maslenikov.
10. Music - V.V. Aleev, T.N. Kichak.
11. Physical culture - G.I. Pogadaev.
Educational and methodological complex "Primary school of the XXI century"
(supervisor - N.F. Vinogradova)
Publishing house "Ventana - Graf"
Website: http://www.vgf.ru
The set is based on the theory of A.N. Leontiev, D.B. Elkonin and V.V. Davydov. common goal learning - the formation of the leading activity for this age. The goal of elementary school teachers is not just to teach the student, but to teach him to teach himself, i.e. educational activities; The aim of the student is to acquire the ability to learn. Educational subjects and their content act as a means to achieve this goal.
The forms, means and methods of teaching are aimed at forming the prerequisites for the younger student (in the 1st half of the first grade), and then the skills of educational activity. In the course of primary education, a junior schoolchild develops the skills of learning activities that allow him to successfully adapt in the main school and continue subject education according to any educational and methodological set.
The leading characteristics of a primary school graduate are his ability to think independently, analyze any issue; the ability to build statements, put forward hypotheses, defend the chosen point of view; the presence of ideas about one's own knowledge and ignorance on the issue under discussion. Hence the two methodological UMK features. So, working with the educational and methodological kit "Elementary School of the XXI century", the student masters a fundamentally different role - "researcher". This position determines his interest in the process of cognition. As well as increasing attention to creative activity students, based on the initiative and independence of each student.
List of textbooks of the teaching materials "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 - N.F. Vinogradov.
7. Music - O.V. Usacheva, L.V. Schoolboy.
8. Visual arts - L.G. Savenkova, E.A. Ermolinskaya
9. Technology - E.A. Lutsev.
10. Fundamentals of the spiritual and moral culture of the peoples of Russia (Grade 4) - N.F. Vinogradova, V.I. Vlasenko, A.V. Polyakov.
Content subjects EMC is focused on stimulating and supporting the emotional, spiritual, moral and intellectual development and self-development of the child; to create conditions for the manifestation of independence, initiative, creative abilities of the child in various activities. At the same time, the importance of children's assimilation of knowledge and mastery of skills and abilities as a means of development remains, but they are not considered as an end in itself of primary education.
In the subjects of the EMC, the humanitarian orientation and its influence on the emotional and social and personal development of the child are strengthened. The WCU presents content that helps the child to maintain and recreate the integrity of the picture of the world, provides him with an awareness of the various connections between objects and phenomena and, at the same time, forms the ability to see the same object from different angles. The main feature of this set is its integrity: the unity of the structure of textbooks and workbooks for all classes and subjects; through line unity typical tasks, the unity of approaches to the organization of educational activities.
They publish textbooks and teaching aids for the "Planet of Knowledge" teaching materials of the "Astrel" and "AST" publishing houses.
The UMC includes:
1. Primer - author T.M. Andrianova.
2. Russian language - author T.M. Andrianova, V.A. Ilyukhin.
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 - G.G. Ivchenkova, I.V. Potapova, A.I. Saplin, E.V. Saplin.
7. Music - T.I. Balanova.
Educational and methodical set "Harmony"
(supervisor - N.B. Istomina)
Publishing house "Association of the XXI century".
Website: http://umk-garmoniya.ru/
The educational-methodical set "Harmony" implements: ways of organizing the educational activities of students related to the formulation of a learning task, its solution, self-control and self-assessment; ways of organizing productive communication, which is a necessary condition for the formation of educational activities; ways of forming concepts that provide in an accessible way for the younger school age level of awareness of cause-and-effect relationships, patterns and dependencies.
The course is based on the methodological concept of purposeful and systematic work on the formation of techniques among younger students mental activity: analysis and synthesis, comparison, classification, analogy and generalization in the process of mastering the mathematical content provided by the program.
Primer "My first textbook", designed for the course "Literacy", provides 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 the accumulation of experience in working with an educational book.
The primer involves the active promotion of both children who are just starting to learn to read, and those who are already at different stages of mastering the reading technique.
In general, this primer creates the conditions for the successful continuation of learning to read and the Russian language within the framework of individual subjects.
The Russian language course, presented in the textbooks "To the Secrets of Our Language", ensures the formation of language and speech skills in younger students, their functional literacy simultaneously with the formation of the whole complex of universal educational activities.
This is facilitated by the implementation of an activity approach to the organization of learning, in which the development of language and speech concepts, rules, work on skills goes from motivation and setting a learning task - to its solution and through understanding the necessary mode of action - to the use of acquired knowledge, to the ability to control the implementation actions and their results.
Language learning has a communicative orientation, as 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 purposeful development of their spelling vigilance and spelling self-control.
Course "Literary Reading" involves the formation of the reading competence of a younger student, which is determined by the possession of reading technique and methods of mastering a literary work, the ability to navigate in books and the acquisition of experience in independent reading activity.
Teaching literary reading is also aimed at:
enrichment of the spiritual and moral sphere of younger schoolchildren, the formation of ideas about good and evil, justice and honesty, respect for the culture of the peoples of multinational Russia;
mastering universal educational activities
improvement of all types of speech activity, the ability to build a monologue and conduct a dialogue;
development of creative abilities;
education of an aesthetic attitude to the art of the word, interest in reading and books, the need to communicate with the world of fiction;
broadening the reader's horizons.
Mathematics course, presented in the textbook, in the process of assimilation of the program material purposefully forms all types of universal learning activities (UUD) for students. This is facilitated by: the logic of constructing the course content, a variety of methodological methods for organizing the educational activities of younger students, a system of educational tasks aimed at performing various types of actions by students.
In the process of studying the course, children master: mathematical knowledge, skills and abilities provided for by the course program, and learn how to use them to describe the surrounding objects, processes, phenomena, evaluate quantitative and spatial relationships; master the skills: to build reasoning; to argue and correct statements to distinguish between reasonable and unreasonable judgments; identify patterns; establish causal relationships; to analyze various mathematical objects, highlighting their essential and non-essential features, which will ensure their successful continuation of mathematical education in basic school.
Features of the content of the course "The world around" are: the integrative nature of the presentation of natural sciences, social sciences and historical knowledge; purposeful formation UUD in the development of subject knowledge and skills.
The study of the surrounding world is aimed at:
formation of a holistic picture of the world of the natural and socio-cultural world, environmental and cultural literacy, moral and ethical and safe standards interaction with nature and people;
mastering a complex of subject knowledge, skills and universal educational activities for the successful continuation of education in the main school;
development of skills to observe, analyze, generalize, characterize objects of the surrounding world, reason, solve creative problems;
upbringing of a citizen who loves his Fatherland, who is aware of his belonging to it, who respects the way of life, customs and traditions of the inhabiting peoples, who strive to participate in environmental and creative activities.
The main course presented in the textbooks "Technology", is an objective transforming activity that allows you to integrate the conceptual (speculative), visual-figurative, visual-effective components of cognitive activity.
The main features of the course "Fine Arts":
acquaintance of schoolchildren with the figurative language of fine arts as the basis for the emotional and ethical development of the surrounding world;
communicative orientation of training, which ensures the education of the basic visual culture of the individual and the primary development of visual means of visual communication;
activity approach to the study and further practical development of fine, design and decorative art activities;
problem-based learning, when the teacher, without suggesting a final answer, poses questions that help students themselves come to the right solution;
the formation of methods of cognitive activity and the development of interest in the field of artistic development of the world, the enrichment of the sensory and practical creative experience of the child.
Music course, presented in the textbooks "To the heights of musical art", has the following features:
development of musical thinking of schoolchildren through the development of various genres of music;
selection of musical material with a focus on the masterpieces of world musical art, which helps the child to form a holistic view of musical culture according to its reference samples;
formation along with the song type of musical thinking at the symphonic level;
the methodological principle of “recreating” the masterpieces of the world musical art, which consists in the fact that the holistic perception of a work is preceded by the stage of “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 an art form capable of conveying the feelings and thoughts of people by its own means as a result of acquaintance with the musical images of various genres of music and the disclosure of the many-sided connections between music and life.
The purpose of the textbooks "Physical culture" is the formation of the foundations for students healthy lifestyle life, the ability to communicate and interact with peers, plan one's own activity, distribute the load and rest in the process of its implementation, analyze and objectively evaluate the results of one's own work, evaluate the beauty of the physique and posture, and technically correctly perform motor actions.
The publishing house "Association of the 21st Century" publishes textbooks and teaching aids for UMK "Harmony".
To communicate with colleagues and exchange experience in the educational system "Harmony" created social network- www.garmoniya-club.ru
The UMC 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. Kubasov.
4. Mathematics - author N.B. Istomin.
5. The world around - author O.V. Poglazova, N.I. Vorozheikin, V.D. Shilin.
6. Technology - author N.M.Konysheva.
7. Visual arts - (publishing house "Yakhont"), author: T.A. Koptseva, V.P. Koptsev, E.V. Koptsev.
8. Music - (publishing house "Yakhont"), author: M.S.Krasilnikova, O.N.Yashmolkina, O.I.Nekhaeva.
9. Physical culture - (publishing house "Yakhont"), author: R.I.Tarnopolskaya, B.I.Mishina.
Year: 2014
Format: doc
Collection of developmental tasks in mathematics for the 2nd grade with methodological recommendations and answers
The latest in mathematics "Teaching with passion"
This book can be used by the elementary school teacher to diversify 2nd grade math lessons and to extracurricular activities. Usage this collection will develop students' ingenuity and logical thinking.
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Chapter 1 Tasks for one-to-one (ambiguous) correspondence and to find relationships between objects |
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Chapter 2 |
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Chapter 3 |
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Chapter 4 |
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Chapter 5 |
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Chapter 6 |
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Chapter 7 |
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Chapter 8
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Publisher: Exam
Educational and methodical set for the teacher
Year: 2013
Pages: 109
Format: PDF
»required when conducting a lesson and additional classes in the 2nd grade according to the Federal State Educational Standard.
Continuing a series of similar manuals to improve the learning outcomes of younger students, this book is structurally divided into 30 lessons.
Each lesson, in turn, contains developmental tasks of various types, but already taking into account what is used in educational activities in grade 2.
Here the teacher can combine and use in his classes what he needs during this period of study, intelligence tests, attention exercises, games, graphomotor exercises - in general, interesting and entertaining developmental tasks for 2-graders.
Publisher: Exam
Educational and methodical set (developing classes for grade 1)
Year: 2013
Pages: 80
Format: PDF
The educational and methodological kit for a primary school teacher "" is perfect for classes with the requirements of the Federal State Educational Standard.
The manual contains special developmental tasks for grade 1, aimed at developing a younger student in various areas of knowledge, such as:
development of general intellectual skills
Improving attention, developing memory
Formation of spatial perception and sensorimotor skills
Increasing motivation to study
Personal development of the child.
All presented developmental tasks are presented in various forms: these are tests, exercises and games for 1st graders.
The material of the manual is conveniently divided into classes, which will be very convenient for the teacher.
Russian language
Format: PDF
Textbook for Primary School Teachers " Typical tasks for the formation of universal educational activities. Working with information. 4th grade»
Contains tasks and exercises that are within the life experience of elementary school students.
The manual contains the section "We work with a computer." The goals of introducing this material are specific - they involve children not so much working with a personal computer as with information in general. The computer is considered a modern, powerful tool for solving practical problems of learning.
The guide consists of two parts: a collection of typical tasks for the formation of universal educational activities for fourth-grade students And guidelines a navigation part for the teacher, which makes it easy to navigate in the application of tasks, as well as in the organization of extracurricular activities.
