(The system of textbooks "Perspektiva" successfully passed the federal examination for compliance with the Federal State Educational Standard of the NOO 2009, received positive feedback from the Russian Academy of Sciences (RAS) and the Russian Academy of Education (RAO).
All textbooks of the "Perspektiva" system are included in the Federal lists of textbooks recommended or approved by the Ministry of Education and Science of the Russian Federation for use in educational process in general education institutions, for the 2013/2014 academic year.)
The EMC of the Perspektiva program 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 school education in Russia. When creating the WMC, not only the modern requirements of society were taken into account, but also the cultural and historical perspective of its development. The Perspective program ensures the availability of knowledge and high-quality assimilation of the material, the comprehensive development of the personality of a younger student, taking into account his age characteristics, interests and needs. The educational and methodological complex of textbooks "Perspektiva" was created by a team of scientists and teachers of the Russian Academy of Sciences, the Russian Academy of Education, the Federal Institute for the Development of Education in close cooperation with the Prosveshchenie publishing house.
The uniqueness of the set for elementary school "Perspektiva" is that it was created in parallel with the development of the Federal State Educational Standard for Primary General Education. The first textbooks and teaching aids of the Perspektiva set began to be produced in 2006. Scientists from the Russian Academy of Education, the Russian Academy of Sciences, methodologists and teachers take part in the work on the Perspektiva set together with the Prosveshchenie publishing house. The fundamental principles of the set are: humanistic, the principle of historicism, communicative and the principle of creative activity. Such a fundamental approach allows organizing the learning process, on the one hand, for the purpose of obtaining knowledge in accordance with the requirements of the new standard, on the other hand, as a means of forming universal learning skills and personal qualities, i.e. development and upbringing of the child.
ideological basis system of textbooks "Perspective" is"The concept of spiritual and moral development and education of the personality of a citizen of Russia", aimed at forming in the younger generation a system of values of humanism, creation, self-development, morality as the basis for successful self-realization of a student in life and work and as a condition for the security and prosperity of the country.
The didactic basis of the system of textbooks "Perspective" is didactic system of the activity method (L.G. Peterson), synthesizing, on the basis of the methodological system-activity approach, non-conflicting ideas from modern concepts of developmental education from the standpoint of the continuity of scientific views with the traditional school (Conclusion of the Russian Academy of Education of July 14, 2006, Prize of the President of the Russian area of education for 2002).
The methodological basis of the Federal State Educational Standard is system-activity approach. It is the system-activity approach, which is the basis of the "Perspective" set, that allows the teacher to focus on achieving personal and meta subject results teaching younger students.
The achievement of these results is facilitated by the thematic unity of all the subject lines of the set, expressed in the following theses:
- "I am in the world and the world is in me": it is important that training contributes to the construction of the image of "I", which includes self-knowledge, self-development and self-esteem, the formation of a civic identity of the individual, the acceptance and understanding of moral and cultural values, the rules of interaction with the outside world.
- "I want to study!": the child often asks the question “why?”, he is interested in knowing everything and about everything. Our task is to maintain this interest and at the same time teach the child to independently find answers, plan their activities and bring them to the end, evaluate the result, correct mistakes and set new goals.
- “I communicate, therefore I study”: The learning process is impossible without communication. It seems to us extremely important to build the learning process as an improvement of subject-subject and subject-object communication, that is, firstly, to teach the child to freely conduct a constructive dialogue, listen and hear the interlocutor, and secondly, to form an information culture - to find the necessary sources of knowledge learn to receive information from various sources, analyze it, and, of course, work with a book.
- "In a healthy body healthy mind!": here it is important both to preserve the health of students in the learning process, and to teach children to take care of their own health, understanding that health is not only a physical, but also a spiritual value. In this regard, the concept of health includes not only the rules of hygiene and the rules of safe behavior, but also certain values: the ability to empathize, sympathize, take care of oneself, nature, people around, protect and honor what they have created.
The authors of the "Perspective" set reveal the stated theses through thematic areas: "My family - my world", "My country - my Fatherland", "Nature and culture - the environment of our life", "My planet - Earth", which integrate the educational material of different objects and allow the child to more effectively form a holistic picture of the world.
Another advantage of teaching according to the Perspektiva UMC is that the system for constructing educational material allows each student to maintain and develop interest in discovering and learning new things. In textbooks, tasks are offered in such a way that the cognitive activity, cognitive interest and curiosity of the child develop into a need to learn new things, to learn independently. The student at each lesson, as it were, reveals the content of future topics. Education is based on the dialectical principle, when the introduction of new concepts and ideas, initially presented in a visual-figurative form or in the form of a problem situation, precedes their subsequent detailed study. Each textbook is equipped with a system of tasks aimed at developing both the logical and figurative thinking of the child, his imagination, intuition. The textbooks systematically build theoretical material, to which practical, research and creative tasks are proposed, allowing to intensify the child's activity, apply the acquired knowledge in practical activities, and create conditions for the realization of the student's creative potential.
The next feature of EMC "Perspektiva" in the context of its compliance with the requirements of the Federal State Educational Standard is a great opportunity for solving educational problems. The implementation of the Concept of Spiritual and Moral Development and Education of the Personality of a Russian Citizen in the EMC is aimed at the formation of a valuable worldview, the education and formation of the moral position of the personality of a junior schoolchild. The teacher solves these tasks in the process of discussing a system of questions, problematic and practical situations, texts aimed at nurturing the kindest feelings, love and interest in his family, small and large Motherland, traditions and customs of the peoples living in Russia, their cultural and historical heritage.
The basis of the information and educational environment for elementary school are the completed subject lines of the system of textbooks "Perspektiva". Textbooks effectively complement workbooks and creative notebooks, dictionaries, books for reading, methodological recommendations for teachers, didactic materials, multimedia applications (DVD-video; DVDs with lesson scripts that implement the activity method of teaching; CD-ROMs; presentation materials for multimedia projectors; interactive whiteboard software, etc.), Internet support and other resources in all subject areas curriculum GEF (FGOS, section III, clause 19.3.). All this allows organizing various types of students' activities, effectively using modern methods and technologies for organizing educational work.
Another distinctive feature of the Perspektiva system of textbooks, which provides it with the status of the core of the information and educational environment for elementary school, is the developed special navigation system that allows the student to navigate both inside the teaching and learning center and go beyond it in search of other sources of information. Thus, the system of textbooks "Perspektiva" is integrated into a single ideological, didactic and methodological system that helps the teacher to meet the requirements of the modern educational process, determined by the Federal State Educational Standard.
For EMC "Perspektiva" a new methodological support has been developed - "Technological maps" that help the teacher to implement the requirements of the Federal State Educational Standard in the educational process. "Technological maps" is a new methodological toolkit that provides the teacher with high-quality teaching of a new curriculum by moving from lesson planning to designing the study of a topic. The "Technological maps" define tasks, planned results (personal and meta-subject), indicate possible interdisciplinary connections, propose an algorithm for passing the topic and diagnostic work (intermediate and final) to determine the level of mastering the topic by students. The maps are posted on the website of the publishing house "Prosveshchenie" in the "Perspective" for teachers section. In addition, additional Internet resources have been developed for teachers and parents, including lesson development, articles and comments, advisory support for teachers and parents (psychologists, teachers, and authors answer questions from parents and teachers).
In order to ensure the effectiveness of the use of the system of textbooks "Perspektiva" in the practical activities of teachers, a multi-level system for advanced training of teachers of different categories (teachers of primary and high school, educators of preschool educational institutions, head teachers, directors, methodologists, teachers of pedagogical colleges and pedagogical universities, psychologists, etc.), creating conditions for the gradual development of pedagogical tools of activity-based learning by them both at the federal level (in the Center for Systemic-Activity Pedagogy "School 2000 ..." APK and PPRO), and in the regions based on the principle of network interaction.
The created mechanisms for improving the quality of work of teachers in accordance with the requirements of the Federal State Educational Standards on a unified ideological, didactic and methodological basis open up the prospect for a real transition of the school to the implementation of the new goals and values of education and the construction of a single educational space for teaching, educating and protecting schoolchildren.
Primary school is the most important stage in the process of general education of a student. In four years, he needs not only to master the program material of subject disciplines, but also learn how to learn - to become a “professional student”.
Teacher Responsibility primary school has always been exceptional, but in the context of the introduction of the federal state educational standard for primary general education, it is increasing significantly. In this regard, the qualitative methodological support of the educational process in primary school is extremely important and relevant. Therefore, starting work with the first class, we all think about which teaching method to choose. I chose "Perspective" and do not regret it.
The Perspektiva educational and methodological complex has been published by the Prosveshchenie publishing house since 2006, annually replenished with new textbooks. The complex was created in parallel with the development of the Federal State Educational Standard of primary general education, the requirements of which have found their theoretical and practical implementation in TMC textbooks"Perspective".
UMK "Perspektiva" was created within the walls of the Federal Institute for the Development of Education, which is headed by the head of the Department of Personality Psychology of Moscow State University, Academician A.G. Asmolov. I think this surname is known to everyone and does not need comments.
The methodological basis of the new complex is a system-activity approach. SLIDE 3 In this regard, in the textbooks of the Perspektiva EMC, tasks aimed at including children in activities are built into a system that allows you to build the learning process as a two-way one:
Education as a means of forming universal educational activities and personal qualities of younger students
Education as a goal - obtaining knowledge in accordance with the requirements for the results of mastering the main educational program of the Federal State Educational Standard.
The orientation of the set to achieve in the process of learning the result determined by the Federal State Educational Standard can be designated by four theses that reflect the ideology of the UMC "Perspectives". SLIDE 4
"I am in the world and the world is in me":it is important that training contributes to the construction of the image of "I" (the formation of a self-concept), which allows:
to form a civic identity - a sense of ownership and pride in their homeland, people and history, awareness of a person's responsibility for the welfare of society;
to form the perception of the world as unified and integral with a variety of cultures, nationalities, religions, the rejection of division into “us” and “them”, respect for the history and culture of each people
to form self-esteem and emotionally positive attitude towards oneself, criticality to one's actions and the ability to adequately evaluate them;
To form a sense of beauty and aesthetic feelings based on acquaintance with world and domestic artistic culture;
comprehend their social roles, the rules of interaction with the outside world;
create conditions for self-determination, meaning formation;
to teach to give a moral and ethical assessment of an event, action, deed;
encourage independent actions and actions, taking responsibility for their results.
"I want to study!": the child often asks the question “why?”, he is interested in knowing everything and everything, our task is to maintain this interest, but at the same time:
develop broad cognitive interests, initiative and curiosity, motives for knowledge and creativity;
to form purposefulness and perseverance in achieving goals, readiness to overcome difficulties and life optimism;
to form the ability to learn and the ability to organize their activities (plan, adjust, control and evaluate their activities).
"I communicate, so I learn": the learning process is impossible without communication. It is important to build the learning process on the basis of subject-subject rather than subject-object communication. This will generate:
respect for others - the ability to listen and hear a partner, to recognize the right of everyone to their own opinion and make decisions taking into account the positions of all participants; willingness to openly express and defend one's position, to conduct a constructive dialogue;
form information culture- learn to receive information from various sources, analyze it, find the necessary sources of knowledge and, of course, work with a book.
"In a healthy body healthy mind!":it is important not only to maintain health in the learning process, but also to teach children to take care of it.
form attitudes towards a healthy lifestyle;
to form intolerance and the ability to counteract actions and influences that pose a threat to the life, health and safety of the individual and society within their capabilities.
The main goal of UMK "Perspektiva" SLIDE 5 is a comprehensive harmonious development of the personality (spiritual, moral, cognitive, aesthetic), implemented in the process of mastering school subject disciplines.
The main tasks of UMK "Perspektiva" are: SLIDE 6
General cultural development- formation of a holistic picture of the world (image of the world) based on the integration of cultural experience in the unity of scientific and figurative-artistic forms of knowledge of the world;
- personal development- formation of the identity of a Russian citizen in a multicultural multinational society; value and moral development of the student, which determines his attitude to social peace and the world of nature, to itself; readiness for personal choice and acceptance of responsibility for it; the ability to cooperate on an equal footing based on respect for the personality of another person; tolerance for the opinions and positions of others;
- cognitive development- development of cognitive motives, initiative and interests of the student based on the connection of the content of the subject with the life experience and value system of the child; harmonious development of conceptual-logical and figurative-artistic thinking; formation of readiness for action in new, non-standard situations; development of the creative potential of the individual;
- formation of educational activities- formation of the ability to learn, independently acquire new knowledge and skills, organizing the process of assimilation; development of the ability to self-improvement;
Development of communicative competence- ability to organize and implement joint activities; exchange information and interpersonal communication, including the ability to understand a partner
Lyudmila Georgievna PETERSON SLIDE 7
Lyudmila Georgievna PETERSON -scientific adviser of UMK "Perspektiva", author of the concept.
Ludmila Georgievna Peterson- Doctor of Pedagogy, Professor, Director of the Center for Systemic-Activity Pedagogy "School 2000 ..." of the Academy of PC and PPRO, Honorary Worker of Higher Professional Education of the Russian Federation, laureate of the Prize of the President of the Russian Federation in the field of education for 2002, author of the didactic system of the activity method of teaching and existing textbooks Mathematics "Learning to Learn" for preschoolers, primary and secondary school.
For several decades, L.G. Peterson led the development of a new pedagogical toolkit that allows the teacher not only to provide a high level of mathematical training for children, but also to create those super-subject skills and abilities that formed the basis of the modern Education Standard.
Didactic system of L.G. Peterson is the basis of the concept of the system of textbooks "Perspective", and the course of mathematics "Learning to learn" has become its system-forming part.
SLIDE 8
Lyudmila Fedorovna KLIMANOVA is well known as the author of articles, manuals, textbooks and programs on the Russian language and literary reading for elementary school.
Her many years of research in the field of teaching reading to primary schoolchildren formed the basis of the author's program "Literary Reading" and a series of textbooks "Native Speech" for grades 1-4, which Klimanov developed together with V.G. Goretsky and M.V. Golovanova.
Lyudmila Fedorovna's textbooks "ABVGDeika", "Reader", "Draw, think, tell", "My alphabet", "I write beautifully" (co-authored with S.G. Makeeva. L.Ya. Zheltovskaya and others), on which younger students have been studying with pleasure for many years.
Klimanova is the author of the program "Introduction to Literature" and a unique system of teaching literacy on a communicative-cognitive basis, which allows you to form elementary ideas about the language as the most important means of communication and knowledge of the world around.
It was this system that formed the basis of the new generation of textbooks on teaching literacy, the Russian language and literary reading, which are published as part of the Perspektiva teaching materials.
SLIDE 9
Andrey Anatolyevich PLESHAKOV is a well-known author of textbooks, workbooks, tests and other manuals on the world around him: in the 90s, younger schoolchildren studied according to his "Natural Studies", and now - according to the textbooks "The World Around Us".
A.A. Pleshakov wrote the amazing books "Green Pages" - about wildlife and "The Giant in the Glade, or the First Lessons of Ecological Ethics" - about how to become a kind Giant, a friend to all living things. Andrey Anatolyevich developed the first in Russia atlas-key for elementary school "From Earth to Sky" and courses for additional education"Ecology for junior schoolchildren" and "Planet of riddles".
Currently, Andrey Anatolyevich Pleshakov, together with Marina Yuryevna Novitskaya, is working on a new generation of textbooks on the outside world for the Perspektiva educational and methodological set of the Academic School Textbook series, which are published by the Enlightenment publishing house.
A very interesting part of UMK Perspective aretechnological maps
"Technological map" is a new type of methodological product that provides the teacher with effective and high-quality development of a new training course by moving from lesson planning to designing the educational process by topic. The technological map describes the learning process in a certain structure and in a given sequence. SLIDE 10
Routing allows:
- implement the standard of education;
- understand and apply in the system the proposed technology for the formation of universal learning activities among students;
- to form a holistic picture of the world through the real use of "intersubject communications";
- to fully use the educational potential of UMK "Perspektiva";
- determine the level of disclosure of the material and correlate it with the material being studied in subsequent classes;
- to implement regional and school material, based on the material of the teaching materials "Perspektiva"
- to realize their creative potential (in the technological map, ready-made developments of all subjects of the curriculum are given,
- the teacher is released from routine unproductive work in preparation for lessons);
- individualize and differentiate the educational process.
For the full and effective use of technological maps, it is necessary to know a number of principles and provisions that are mandatory for working with it. The design of a universal toolkit (technological map) is aimed at achieving the results stated in the standardssecond generation. SLIDE 11 Standards answer the question: “What to teach?”, Technological map - “How to teachhow to help the child to effectively master the content of education, to achieve the required results
Compared to traditional “manuals”, the technological map reveals the topic of studying the material, and not just one lesson, which makes it possible to systematically master the content from the goal to the result, set and solve the tasks of achieving not only subject results, but also personal and meta-subject results. SLIDE 12
The technological map includes:
- topic name;
- the number of hours allotted for its study;
- the purpose of mastering the educational content;
- planned results (personal, subject, meta-subject);
- basic concepts of the topic;
- interdisciplinary connections and organization of space (forms of work and resources);
- technology for studying the specified topic;
- a system of diagnostic tasks that determine the level of assimilation of the material at each stage of its study;
- control tasks on the topic, which determine the achievement of the planned results in the framework of the study of the stated topic
Sample flow sheet with commentary
Let's see how we can trace the implementation of certain UUDs on specific pages of textbooks.
The first textbook that a first-grader picks up is the ABC. SLIDE 13 It consists of two parts, decorated in the same style.
The textbook is divided into three parts.
In the pre-letter period"Let's introduce ourselves!"an idea is formed about the concept of "communication", language as a means of communication, the word as a two-way unit, a sign-symbolic system is introduced. In the alphabetical period"Country ABVGDEIK"sounds and letters are studied, syllabic reading is mastered.
The study of sounds and letters is based on the principle of frequency. The study of sounds is built in such a way that it creates the opportunity to start reading as quickly as possible. In the post-letter period"About everything in the world"syllabic reading skills are improved, children learn to work with text, listen and hear, intotone, build their statements depending on the situation, and compose their own text.
each ABC is accompanied by an electronic disk
Separately, I would like to dwell on the conventions adopted in textbooks. First, it immediately catches the eye that they are created in a single system. Secondly, only by seeing these designations, the teacher, and with a certain system of work with children and the student, can understand which UUD this or that task is aimed at developing.
Let's flip through some pages and see how it all works. For example, topicSIGNS OF RUSSIAN CITIES. Here, work is underway on personal UUD, namely on self-determination. The child recognizes himself as a citizen of Russia, a Novgorodian. In addition, since the coats of arms of different cities are presented, we can compare why such images were chosen for the design of the coat of arms, that is, work is underway on the development of universal logical actions.
Topic WHAT IS THE TREASURE FOR, WHEN IN THE FAMILY GOOD.Here we again see work on personal UUD, namely on moral and ethical orientation. And when working on proverbs, we see the icon Compare , that is, we again develop universal logical actions.
And we see such a focus on working on the development of various UUDs on every page of the ABC.
pros
Decor
pictures instead of words
interesting texts
Minuses
sound-letter parsing
Very interesting Recipes in UMK Perspektiva. They consist of four notebooks. The first is calledDRAW THINK TELLWe are working on it in the pre-letter period.
It is intended for training fine motor skills of the hand and the eye as preparatory exercises for writing letters. All the necessary types of work are collected here: a variety of hatching (vertical, horizontal, oblique, multidimensional, multidirectional, broken line), drawing geometric shapes (squares, triangles, circles, ovals, arcs), drawing generalized outlines of objects (houses, snowmen, mice, beetles etc.), tracing and coloring drawings, writing out elements of block letters. But, besides this purely utilitarian function, prescriptions contribute to the development of spatial and temporal perception of the surrounding world. Children should reflect on the concepts: what is the center of a square and a circle, which object is larger and which is smaller, which path is longer and which is shorter, where the direction is to the right and where to the left, which objects are similar and which are different. Children learn to compare, compare, group, distinguish, practically get acquainted with the concept of a set and its elements. ". And what is even more valuable is that the material of the copybooks "Draw, think, tell" is closely connected with the life and life of a modern child. This is not only a world of fairy tales familiar to children from preschool age, not only toys, domestic and wild animals and birds, household utensils and sports equipment, but also a computer (p. 21), a vacuum cleaner (p. 26-27), shorts (p. .29), electric kettle (p.7), electric iron (p.7, 30), camera (p.30), patchwork blanket (p.49). In the mind of a child, the world of his home is not separated from the world of school.
Recipe "My alphabet" in two parts also contain a series interesting finds. Given the great complexity of the writing process for first-graders, the author introduces game moments: puzzles, sections "Riddles of words", metatheses (composing words by rearranging syllables), adding "lost" elements of letters, "letter mosaic" (composing letters from disparate elements), chainwords, coloring.
Much attention is paid to various work with sound-letter schemes of words. Vocabulary is not forgotten either: exercises are given to determine the polysemy of words, homonyms, to compose thematic groups words. Quite often, exercises are given to develop speech: compiling sentences and texts with the inclusion of the studied words.
That is, we again see well-organized work on all types of UUD
At each lesson according to the “Draw, think, tell”, “My alphabet” prescriptions, a lot of intellectual analytical work is carried out, which prevents speech errors from being made. Not a single task and exercise is one-sided, they are educational, developing, cognitive and educating.
The copybook "I write beautifully" is intended for further development of calligraphy skills. Writing assignments are much more difficult. This is the writing of whole phrases, proverbs, answers to questions, stories. At the final lessons, this is writing notes and letters, that is, the practical assimilation of such a communication-oriented genre as epistolary
The world
The content of the educational material is based on a small but very valuable experience of a first grader. What the student already knows is studied, close and understandable, so that he can expand knowledge in this area, make a discovery for himself. The main task is not to communicate more or less significant information to students, but to teach them to freely operate with acquired, albeit still insignificant, knowledge. This approach is designed to develop the student's ability to consciously navigate the various phenomena of the nature around him and their connection with human life, to cultivate observation and curiosity, thereby accustoming him to a systematic independent replenishment of his life experience.
In the textbook, knowledge about the world around is presented in close connection with each other, which allows the student to present a complete picture of the world.
It should be especially noted that this subject solves the most important educational tasks: the education of patriotism, love for nature, one's family, one's city, one's small homeland.
A distinctive feature of the textbook is the presentation of the world not as a separate object of study, but through personal perception: the world of your family, the world of your class, the natural world of your yard, the world of your school, your Motherland. And this is not only a national-regional component, which is already valuable, but also a factor shaping active position child to the subject being studied, motivation.
The second feature of the textbook is its connection with extracurricular activities: some topics are not limited to the scope of the lesson, but continue in the extracurricular life of children. This expands the way of acquiring knowledge: to read additional literature, to find by the atlas-key, to use the material of children's sites, to observe the object under study at home, to compose, draw, protect.
Some tasks require the advice of parents, their emotional impressions, memories. The authors introduce the family to a new, modern school, where parents are not passive observers, but active participants in the educational process.
The content integrity of all components of the lesson, including health-saving ones. The conclusions on each topic are so expressive and figurative that children are happy to learn them by heart.
Sensory perception of the studied material: pictures, music, sounds of nature. Children watch, listen, sniff, sing songs of their region, learn to see the beauty around and nearby, protect and increase.
Let's look at specific pages. For example, speaking about the development of personal UUD, we necessarily mean professional self-determination, acquaintance with the world of professions, their importance and content. Studying the topicteacher friend and mentorWe are just talking about the importance of this profession. At home, with the help of their parents, the children complete a project task - they compose a story about their parents' first teacher or share their impressions of a meeting with their teacher. In addition, studying the topic"People are creators of culture"the guys get acquainted with such professions as an artist-jeweler, a surgeon, a weaver, a builder. Here, first graders get the opportunity to talk about the professions of their parents, having previously talked with them at home.
Another trend in personality definition isformation of personal identity,which includes:
internal position of the student
notion of belonging to a gender group
idea of your family and social role about accepting these roles.
This work is well organized by the topic of the surrounding world in the educational program "Perspective"“We are people”, “We are in the family”, “My family is part of my people”
For example, studying the topic “We are people”, children get the first very general idea of gender differences at the level of the concepts “person”, “people”, “men”, “women”; aware of the beauty and diversity of people of different ages and ethnicities. Studying the topic “We are in the family”, first-graders, with the help of their parents, create their ownfamily tree
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EXPLANATORY NOTE ON UMK "PERSPECTIVE"
Educational and methodological complex (hereinafter referred to as EMC) "Perspective" has been published by the publishing house "Prosveshchenie" since 2006, annually replenished with new textbooks. The Perspektiva EMC includes lines of textbooks on the following subjects: "Literacy", "Russian Language", "Literary Reading", "Mathematics", "The World", "Technology".
The complex was created in parallel with the development of the Federal State Educational Standard for Primary General Education, the requirements of which have found their theoretical and practical implementation in the textbooks of the Perspektiva UMC.
The conceptual basis of the WCU reflects modern achievements in the field of psychology and pedagogy, while maintaining a close connection with the best traditions of classical Russian school education. UMK "Perspektiva" was created within the walls of the Federal Institute for the Development of Education of the Ministry of Education and Science of the Russian Federation, which is headed by the head of the Department of Personality Psychology of Moscow State University, Academician A.G. Asmolov. Under his leadership, theoretical and teaching materials, which are system-forming components of the Federal State Educational Standard and focused ondevelopment of the student's personality based on the assimilation of universal educational activities. The authors of the teaching materials "Perspektiva" and, at the same time, the developers of the Federal State Educational Standards, are such well-known scientists, teachers and methodologists as L.F. Klimanov, V.G. Dorofeev, M.Yu. Novitskaya, A.A. Pleshakov, S.G. Makeeva, N.I. Rogovtseva and others.
Methodological basis new complex is a system-activity approach. In this regard, in the textbooks of the Perspektiva EMC, tasks aimed at including children in activities are built into a system that allows you to build the learning process as a two-way one:
learning as a means formation of universal educational activities and personal qualities of younger students
learning as a goal- obtaining knowledge in accordance with the requirements for the results of mastering the main educational program of the Federal State Educational Standard.
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 our homeland. 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 quality of assimilation of knowledge is determined by the diversity and nature of species universal action. That is why the planned results of the Federal State Educational Standard determine not only subject, but meta-subject and personal results. In this regard, all programs of EMC "Perspektiva" are focused on the planned results of primary general education and are a tool for achieving them. In the following chapters, specific examples will illustrate the possibilities of the UMC "Perspective" in the context of the formation of UUD.
The main goal of UMK "Perspektiva" is a comprehensive harmonious development of the personality (spiritual, moral, cognitive, aesthetic), implemented in the process of mastering school subject disciplines.
The main tasks of UMK "Perspektiva" are:
general cultural development- formation of a holistic picture of the world (image of the world) based on the integration of cultural experience in the unity of scientific and figurative-artistic forms of knowledge of the world;
personal development- formation of the identity of a Russian citizen in a multicultural multinational society; value and moral development of the student, which determines his attitude to the social world and the world of nature, to himself; readiness for personal choice and acceptance of responsibility for it; the ability to cooperate on an equal footing based on respect for the personality of another person; tolerance for the opinions and positions of others;
cognitive development- development of cognitive motives, initiative and interests of the student based on the connection of the content of the subject with the life experience and value system of the child; harmonious development of conceptual-logical and figurative-artistic thinking; formation of readiness for action in new, non-standard situations; development of the creative potential of the individual;
formation of educational activities- formation of the ability to learn, independently acquire new knowledge and skills, organizing the process of assimilation; development of the ability to self-improvement;
development of communicative competence- ability to organize and carry out joint activities; to exchange information and interpersonal communication, including the ability to understand a partner.
WORKING PROGRAM IN THE RUSSIAN LANGUAGE
EXPLANATORY NOTE
The program was developed on the basis of the federal state educational standard of primary general education, the Concept of spiritual and moral development and education of the personality of a citizen of Russia, the author's program of L.F. Klimanova, T.V. Babushkina, as well as the planned results of primary general education.
In the system of subjects of primary general education school, the subject "Russian language" implements two main goals:
1) cognitive (familiarization with the main provisions of the science of language and the formation on this basis of sign-symbolic perception and logical thinking students);
2) sociocultural (formation of students' communicative competence: development of oral and writing, monologue and dialogic speech, as well as the skills of competent, error-free writing as a show_
body common culture person).
Modern teaching of the Russian language is not limited to the acquaintance of students with the language system and its rules, the formation of elementary speech skills and abilities. This subject plays an important role in establishing the foundations civic identity and worldview, the formation of the foundations of the ability to learn and the ability to organize their activities, spiritual and moral development and education of younger students.
A feature of the subject is its close relationship with literary reading, which ensures the implementation of the main tasks of the content of the subject area "Philology":
● formation of initial ideas about the unity and diversity of the linguistic and cultural space of Russia, about language as the basis of national self-consciousness;
● development of dialogic and monologue oral and written speech;
● development of communication skills;
● development of moral and aesthetic feelings;
● development of abilities for creative activity.
General characteristics of the course
A distinctive feature of the Russian language course is the communicative and cognitive basis, which is common with the course of literary reading. The content of these two courses has a pronounced communicative-speech and cognitive orientation, covering three aspects of learning the native language: the language system, speech activity and literary text, which ensures the implementation of a system-activity approach in teaching.
The course program provides a holistic study of the native language in elementary school through the implementation of three principles:
1) communicative;
2) cognitive;
3) the principle of personal orientation of education and creative activity of students.
The communicative principle provides:
● understanding and implementation of the main function of the language - to be a means of communication;
● development of the ability to navigate in communication situations (understand the purpose and result of interlocutors' communication, control and correct their speech depending on the communication situation);
● familiarity with various communication systems (oral and written, speech and non-speech);
● formation of an idea about the text as a result (product) of speech activity;
● the development of students' desire (need) to create their own texts of various styles: business (note, letter, announcement, etc.), artistic (story, poem, fairy tale), scientific and educational;
● organization of educational (business) communication (communication as a dialogue of a teacher with children and with each other) using the formulas of speech etiquette and spiritual and moral style of communication based on respect, mutual understanding and the need for joint activities.
The cognitive principle is:
● language acquisition as the most important tool cognitive activity man and as a means of knowing the world through the word;
● development of thinking of younger schoolchildren based on the "two wings of knowledge": figurative and abstract-logical thinking, development of intuition and imagination;
● gradual assimilation of the most important concepts of the course from the visual-practical and visual-figurative level to the assimilation of concepts in an abstract, logical, conceptual form;
● comprehension of the concept of "culture", ensuring the integrity of the content of teaching the Russian language, helping to identify the ways of formation of the concept under study (from its cultural and historical origins, where the subject of activity is connected with its function, to the final result of the activity, i.e. to the formation of one or another concepts);
● mastering the processes of analysis and synthesis in the structure of mental actions (comparison, classification, systematization and generalization) and in the general process of cognition;
● understanding language as sign system a special kind and its substitutive function;
● consideration of the word as a complex linguistic sign, as a two-way unit of language and speech;
● formation of semantic, not voicing reading; the object of students' attention is both the sound side of the word, and its meaning, meaning;
● gradual assimilation of the language from the disclosure of its lexical-semantic side (the meaning of words) to the assimilation of its sound-letter and formal-grammatical (abstract) form.
The principle of personal orientation of learning and creative activity provides:
● awakening in the child the desire to learn and gain knowledge;
● formation of ideas about the book, native language and classical literature as a cultural and historical value;
● development of interest in learning the language and creative activity due to the logic of its assimilation, built “from the child”, and not “from the science of language” (the latter provides students with only the final results of cognitive activity, recorded in the form of ready-made abstract concepts suitable for memorization, since the way of their formation is not disclosed);
● acquaintance and development basic values based on tradition national culture and providing students with a spiritual and moral basis for behavior and communication with peers and adults;
● creative self-realization of the individual in the process of learning the Russian language and working with artwork through the creation of their own texts.
The implementation of these principles makes it possible to most fully ensure not only the "instrumental basis of students' competence" (a system of knowledge, skills and abilities), but also the spiritual and moral development of the individual, the acquisition of social experience.
The study of the Russian language on the basis of these principles creates real conditions for the implementation of an activity approach, thanks to which the subject content unfolds “from the child”, becomes accessible and interesting for students.
The initial stage of learning the Russian language is literacy. The main attention during this period is given to the study of written speech and the development of phonemic hearing in children. In parallel with the development of written forms of speech communication (the ability to read and write), there is an improvement in oral forms of communication (the ability to listen and speak). Therefore, the key concept in the content of teaching literacy is "communication", which is not considered statically, but unfolds in the form of an activity that takes place in cultural and historical terms - from the origins of the process of communication among people (in its written form) to the development of writing at the present level.
After learning to read and write, a separate study of the Russian language and literary reading begins.
Studying a systematic course of the Russian language provides:
● conscious mastery (at a level accessible to children) of the native language as a means of communication and cognition for free use of it in various situations of communication;
● development of communication and speech skills (writing and speaking, listening and reading), functional literacy and intellectual abilities of students;
● formation of a careful attitude to the language, its richness, depth and expressiveness; development of interest in the native language, its study;
● formation of a style of verbal communication of students based on respect for the interlocutor and his opinion;
● introducing students to the spiritual and moral values of the Russian language and national culture.
The communicative-cognitive orientation of the course and the system-activity approach implemented in it aim younger students to jointly study the language system (phonetic, lexical, grammatical units) and comprehend the ways these language units function in oral and written speech, in various situations of communication and various texts.
The course content covers a fairly wide range of information related to different aspects of the language. Students get acquainted with the phonetic composition of the word, with the division of the word into syllables and meaningful parts, with the main parts of speech and their most important forms, with various types of sentences, with members of sentences, learn spelling rules. The program involves the acquaintance of students with the lexical meaning of the word (without a term), with the ambiguity of words and synonymy.
Teaching the Russian language on the basis of this Program has a personality-oriented character, as it is built taking into account the level of development of the child's interests and his cognitive abilities. That's why
linguistic concepts are not given in finished form (or on an explanatory and illustrative basis), but unfold as a process of obtaining them, and in the future - as an activity for their assimilation.
The cognitive orientation of the Program ensures the assimilation of the language as the most important tool for human cognitive activity, as a means of cognition of the world around and the development of speech thinking.
Great importance in the Program is given to the study of language as a sign system, as it allows you to pay attention to the interaction of the semantic (content) and formal aspects of speech, which fundamentally changes the system of language learning. Appeal to the semantic side of the language creates conditions for the harmonious development of figurative and logical thinking. At the same time, the speech activity and functional literacy of children increase, interest arises and a careful attitude to the native language, its richness and expressiveness appears, and the speech thinking of students develops.
The program provides not only for introducing children to sign-symbolic activity, but also for mastering the foundations of the thought process - analysis and synthesis, which are present in the most important mental operations (comparison, classification, systematization and generalization).
The main content lines of the Program include:
● basics of linguistic knowledge: phonetics and orthoepy, graphics, word composition, morphemic), grammar (morphology and syntax);
● spelling and punctuation;
● speech development.
The content of the Program and approaches to the study of the Russian language have a number of features. So, the study of the composition of the word is preceded by exercises on word formation. Another feature of this Program is the approach to studying parts of speech changing the attitude of students to the word. If, when studying vocabulary, students deal with a single word and its meaning, then when mastering grammar, they work with a whole group (class) of words that have common features. What is important here is not so much the function of naming as the function of generalization, the development of which is necessary for the development of abstract-logical thinking (a way of forming concepts).
Spelling and punctuation rules are considered in parallel with the study of phonetics, morphology, morphemics and syntax.
In order for the study of grammar to become the most important element in the development of speech and thinking of students, and not the training of their memory, the content includes the formation of skills to classify (group) words on various grounds (semantic and formal grammatical). These learning skills help students to distinguish between the features of working with a word with its specific meaning in vocabulary and with the abstract (generalized) meaning of words in grammar.
This approach leads students to an independent conclusion that a whole class of words has common features (grammatical meaning, that is, the meaning of objectivity, forms of gender, number and case of nouns, etc.).
In this course, the study of parts of speech is built in stages: from vocabulary to grammar through various levels of classification and generalization of words.
Awareness of the differences between the grammatical (generalized) and lexical (single) meaning of the word allows you to get away from the formal study of grammar.
The course has changed the approach to studying proposals . The sentence is considered as the main communicative unit of the language. First, an idea of the sentence as a whole is formed (semantic and intonational completeness, word connections in the sentence). Then the children learn to classify sentences according to intonation (exclamatory - non-exclamatory), according to the purpose of the statement (narrative, interrogative, incentive). After they accumulate experience in observing the sentence in various speech situations, definitions of concepts are introduced.
The program focuses on creating conditions for the development of regulative educational activities that bring order and regularity to any activity and form the basis of educational activities. The skills to set a goal, determine the sequence of actions, control, correct and evaluate them are formed. The program provides for the development of calligraphy skills - a kind of graphic “gymnastics”, where writing samples are used, the writing of generalized elements of letters, their combinations in words, the rhythmic and tempo writing of words and sentences are practiced, an orientation is given to the calligraphic writing of letters, their combinations, self-control and mutual verification are carried out.
separate, very important element Programs - acquaintance with the dictionary. It is assumed that younger students are familiar with different dictionaries: spelling, explanatory, encyclopedic, dictionary of synonyms and antonyms.
The section "Development of speech" provides not only for the enrichment of the dictionary, the improvement grammatical structure speech (in oral and written form), the development of various types of work with text, but also the formation of ideas about speech in general, about speech communication, about means of communication (verbal and non-verbal). The study of a systematic course of the Russian language begins with a generalization of the initial information about speech communication and language as a means of communication obtained during the period of literacy.
The program focuses on the development of skills to accurately and clearly express one's thoughts in speech, to decide in the process of communication one or another speech task(to approve, explain, express surprise, confirm the interlocutor's thought, etc.), keep in mind the content of the speech and the form of its expression.
In addition to general ideas about the text, students receive the first information about various types texts (narration, description, reasoning), begin to comprehend the role of the word in artistic text, work with the title and draw up a plan (with the help of a teacher), observe the stylistic features of artistic and scientific texts.
Considering the language as a means of communication in specific communicative speech situations and texts (scientific, business, artistic) helps children to present the language in a holistic way, which increases the motivation in learning their native language.
Place of the course in the curriculum
Only 675 hours are allocated for the study of the Russian language in elementary school.
In the first grade - 165 hours (5 hours per week, 33 academic weeks), of which 115 hours
(23 academic weeks) is allotted for teaching writing during the period of literacy and 50 hours (10 academic weeks) for Russian language lessons.
In grades 2-4, 170 hours are allotted for Russian language lessons (5 hours per week, 34 study weeks in each class).
Course results
The program ensures that primary school graduates achieve the following personal, meta-subject and subject results.
Personal Outcomes
1. Formation of the foundations of Russian civic identity, a sense of pride in their homeland, the Russian people and the history of Russia, awareness of their ethnic and national identity. Formation of the values of a multinational Russian society, the formation of humanistic and democratic value orientations.
2. Acceptance and development of the social role of the student, the development of motives for learning activities and the formation of the personal meaning of learning.
3. Development of independence and personal responsibility for one's actions based on ideas about moral standards.
4. Development of ethical feelings, goodwill and emotional and moral responsiveness, understanding and empathy with the feelings of other people. Understanding the importance of a positive communication style based on peacefulness, patience, restraint and goodwill.
5. Formation of aesthetic needs, values and feelings.
6. Development of cooperation skills with adults and peers in different social situations, the ability not to create conflicts and find ways out of controversial situations.
Metasubject Results
1. The ability to plan, control and evaluate learning activities in accordance with the task and the conditions for its implementation, to determine the most effective ways to achieve results.
2. The ability to accept and maintain the goals and objectives of educational activities, to find the means of its implementation.
3. The ability to be included in the discussion of problems of a creative and exploratory nature, to learn ways to solve them.
4. The ability to understand the reasons for the success / failure of educational activities and the ability to act constructively even in situations of failure.
5. Mastering the initial forms of self-observation in the process of cognitive activity.
6. The ability to create and use sign-symbolic models for solving educational and practical problems.
7. Using various methods of searching (in reference sources and open educational information space - the Internet), collecting, processing, analyzing, organizing, transmitting and interpreting information in accordance with communicative and cognitive tasks.
8. Mastering the skills of semantic reading of texts of various styles and genres in accordance with the goals and objectives. Conscious alignment of a speech statement in accordance with the tasks of communication, drafting texts in oral and written form.
9. Mastering the following logical actions:
● comparison;
● analysis;
● synthesis;
● classification and generalization according to generic characteristics;
● establishment of analogies and causal relationships;
● construction of reasoning;
● reference to known concepts.
10. Willingness to listen to the interlocutor and conduct a dialogue, to recognize the possibility of the existence of different points of view and the right of everyone to have their own. The ability to express one's opinion and argue one's point of view and assessment of events. The ability to actively use dialogue and monologue as speech means for solving communicative and cognitive tasks.
Hello again! Tired of studying? Not confused in their names and authors? Can you take another one? I want to finally put an end to this issue, but not having completed the study in full, I am not ready to do so. So take heart: today we are discussing the training program Perspective.
Lesson plan:
Another traditional project
The "Perspective" set refers to traditional system education in elementary school, and it was developed in 2006 during the formation for the first stage of education.
The educational materials were prepared on the initiative of the author of the project, Doctor of Pedagogical Sciences Lyudmila Peterson, together with the Prosveshchenie publishing house. Scientists from academies of education and sciences, practicing teachers and methodologists took part in the "promising" project.
As it should be for any methodological kit used in the educational process at school, "Perspective" has everything you need in its composition:
- alphabet for grade 1 L. Klemanova and the same author Russian;
- mathematician G. Dorofeev;
- literature by V. Goretsky;
- computer science T. Rudnichenko;
- "environment" by A. Pleshakov;
- technology of N. Rogovtseva;
- physical education at the choice of a teacher: either A. Matveeva, or I. Viner;
- ART by T. Shpikalova;
- music by E. Kritskaya;
- fundamentals of religion and ethics in the areas of different cultures.
"Perspective" offers the study of as many as four foreign languages:
- English in standard or advanced programs, as well as in the course "In Focus" or "Star";
- Spanish and German according to the classical program;
- French either at the rate "Your friend ..." or "In the future."
It should be noted that, like many other educational sets of school educational programs, in 2014 Perspektivny faced the problem of obtaining recommendations from the Ministry of Education. The textbooks on mathematics and religion were called into question.
As a result, the mathematical work of L. Peterson "Learning to learn" was replaced, and materials on the study of religions in grades 4-5 were finalized. UMC "Perspektiva" passed the necessary approvals in its entirety.
Long-term goals, or how and what the program teaches
For the basis of his educational project Lyudmila Peterson took the system of the activity approach developed by her, for which she received the award of the President of the Russian Federation at one time. Wisely said.
In fact, everything is simple: this is another attempt to combine schooling the developing approach already familiar to us and the established classics through the universal skills to set goals, solve problems and be responsible for the results.
The task of such education at school is not to give ready-made information, but to teach the child to discover new knowledge on his own. “I hear - I forget, I see - I remember, I do - I assimilate” - this, I remember, we have already gone through.
As a result of this activity method, training kit"Perspective" several directions have appeared around which the entire educational "perspective" process revolves:
All of the above areas of student development embodied the ideas of the authors in thematic educational materials: “My planet is the Earth”, “My country is my Fatherland”, “My family is my world”, “Nature and culture is the environment of our life”.
Pros and Cons of Perspective Learning
There are actually not so many reviews on "Perspective", but I noted for myself that there is not much categorical criticism, as in other educational programs, for example, in.
“... they didn’t like the prescriptions: it is problematic for first-graders, after writing from line to line, to subsequently decide in a notebook with the size of letters: capital and capital letters are written the same way ...”,
"... mathematics first studies the multiplication table, without giving the concept of numbers up to 100 ...",
“... how to teach children to read and write if there are mistakes in the ABC?”,
“…exercises in textbooks do not correspond to the topics…”.
But the textbooks for the next grades 3 and 4 are quite suitable for teachers:
"... an interesting world around, but often the help of parents is required ...",
“... mathematics is designed for different children: it is interesting for weak and strong at the same time to work, problems are well presented, one topic involves solving them from 4 to 6 pieces per lesson, strong children can try their hand at solving Olympiad tasks ...”.
Parents' opinions are presented dryly and in a nutshell boil down to the fact that children in the 1st grade are given very little in writing, I would like more, and Dorofeev's mathematics is simple and boring for those who would like to master knowledge at a higher level.
Most of all, parents of schoolchildren are concerned about the continuity of the program during the transition to the secondary level, since it is designed only for primary school.
It was not so easy to express all the pros and cons. Those who want to be “promising” do it, it turns out, almost inaudibly. Such, let's say, a neutral program, not asking for compliments, but also not subject to strong criticisms.
Perhaps being a "gray cardinal" is not so bad as you think?
I hope that I have helped you a little to understand the complexity of the many educational programs for elementary education. I think this can be put to rest. I say goodbye to you, but not for long.
Always yours, Evgenia Klimkovich.
(edited by L.F. Klimanova)
publishing house "Education".
Website: http://www.prosv.ru/umk/perspektiva
Training and metodology complex " perspective » has been produced since 2006. This teaching material includes a line of textbooks in mathematics .
The educational and methodological complex "Perspektiva" was created on a conceptual basis that reflects modern achievements in the field of psychology and pedagogy, while maintaining a close connection with the best traditions of classical Russian school education.
EMC ensures the availability of knowledge and high-quality assimilation of program material, the comprehensive development of the personality of a younger student, taking into account his age characteristics, interests and needs. A special place in the UMC "Perspektiva" is given to the formation of spiritual and moral values, acquaintance with the cultural and historical heritage of the world and Russia, with the traditions and customs of the peoples inhabiting the Russian Federation. The textbooks include assignments for solo, 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.
"Teaching not only mathematics, but also mathematics" - the leading idea of the UMK line mathematics aimed at strengthening the general cultural sound of mathematical education and increasing its significance 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 the heuristic methods of reasoning, their logic, develops the 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 shapes and their properties, quantities and their measurement.
In the composition of the UMC " perspective» includes:
· Textbooks on subjects (grades 1-4);
· Workbooks;
· Creative notebooks;
Didactic materials for the student: "Reader", " Magic power words", " Mathematics and Computer Science”, “Fundamentals of life safety”;
· Teaching aids for teachers: lesson developments in subjects, additional teaching materials, calendar and thematic planning, technological maps;
Calendar-thematic planning and flow charts 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 Internet site UMK "Perspective".
Educational and methodological complex "School 2000 ..."
(scientific director - L. G. Peterson)
publishing house "Juventa"
Website www.sch2000.ru
The didactic system of the activity method "School 2000 ..." offers a solution to urgent educational problems in the system of continuous education (DOE - school - university). It is based on continuous mathematics course for preschoolers, primary and secondary schools, focused on the development of thinking, creative powers of children, their interest in mathematics, the formation of strong mathematical knowledge and skills, readiness for self-development. Program "Learn to learn" takes into account the possibility of working under this program in conditions various options OU curriculum (4 hours or 5 hours per week).
The main goal of the program “School 2000…” is comprehensive development 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 main mathematical concepts was carried out in the program "Learn to learn" on the basis of a systematic approach. The multi-level system of initial mathematical concepts built by N. Ya. Vilenkin and his students made it possible to establish the order of introduction of fundamental concepts in school mathematical education, ensuring successive links between them and continuous development of all content-methodical lines of the course of mathematics.
The basis for the organization of the 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.
Well mathematics"Learning to learn" for elementary school can be shared with courses on 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 can be used as a didactic basis that streamlines the work of teachers in the context of the variability of education.
Teaching materials in mathematics for elementary school programs
“Learning to learn” (“School 2000…”)
1. Tutorials " Maths» – 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. Teaching aid.-M.: UMC "School 2000 ...", 2006.
3. Peterson L.G. Activity method of teaching: education system"School 2000 ..." // Building a continuous education.- M .: APK and PPRO, UMC "School 2000 ...", 2007.