Brief description of the umk perspective course. School guide

Conquistadors' Way

Cover of the collection of poems by Nikolai Gumilyov - “The Way of the Conquistadors”

The collection includes poems:

I am a conquistador in a shell of iron ...
I'll be with you until dawn ...
Song of Zarathustra
Creedo
Day and night dreams
Song about the singer and the king
The story of the girl
Virgin of the Sun
Autumn song
Tale of kings
When from the dark abyss of life ...
Real people
People of the future
The prophets
Mermaid
On the motives of Grieg
Autumn
Sometimes I am sad ...
On the walls of an empty house ...

There is an assumption that the author later “deleted” “The Way of the Conquistadors” from the list of his own collections, an indirect proof of which was a reminder in the fourth collection of “Alien Sky” that this is the third book of poems. The inscription on the book of Vera Melentyevna Gadziatskaya reads:

This "Way of the conquistadors", a collection of poems unsettled, unworthy of your eyes, too light and calm.

References

The Way of the Conquistadors in the Electronic Works

Wikimedia Foundation. 2010.

See what the Conquistadors Path is in other dictionaries:

Wikipedia has articles about other people with that last name, see Gumilyov. Nikolay Gumilyov Photo by N. Gumilyov in high school. Birth name ... Wikipedia

Poet. Rod in Kronstadt. His father was a marine doctor. G. spent all his early childhood in Tsarskoye Selo. Grammar school education began in St. Petersburg, graduated in Tsarskoye Selo [the director here was I. Annensky (see)]. After graduating from secondary ... ... Big biographical encyclopedia

Nikolai Stepanovich (1886 1921) poet. R. in Kronstadt. His father was a marine doctor. G. spent all his early childhood in Tsarskoye Selo. Grammar school education began in St. Petersburg, graduated in Tsarskoye Selo (the director here was I. Annensky (see)). ... ... Literary Encyclopedia

- (1886 1921), Russian poet. In the 1910s one of the leading representatives of acmeism. Poems are characterized by the apology of a “strong man” of a warrior and a poet, decorativeness, and sophistication of a poetic language (collections “Romantic Flowers”, 1908, “Bonfire”, ... ... encyclopedic Dictionary

GUMILYOV Nikolay Stepanovich - Nikolai Stepanovich (04/03/1886, Kronstadt 08/25/1921, near Petrograd), poet, prose writer, lit. critic. Rod in the family of a ship's doctor. According to some sources, the father’s clan came from a clergy. Husband A.A. Akhmatova, father L.N. Gumilyov. Great ... ... Orthodox Encyclopedia

Nikolay Gumilyov Photo by N. Gumilyov in high school. Birth name: Nikolai Stepanovich Gumilyov Date of birth: April 3 (15), 1886 Place of birth: Kronstadt, Russian Empire Date of death: August 1921 ... Wikipedia

Books

Nikolai Gumilev. Poems. Poems. Prose, Nikolai Gumilev. Nikolai Gumilev - a cult poet of the early XX century, a man who owned the minds of an entire generation of Russian intelligentsia. The best poetic cycles - `Way of the Conquistadors`,` Romantic Flowers`, ...

I became a nomad to voluptuously touch everything that wanders. Andre Gide. SPb., Typolithography R.S. Volpina, 1905. 76, p. Circulation 300 copies. In printed publishing covers. Format: 21.5x14 cm. The first book of the poet! Rarity!

Bibliographic sources:

1. Library of Russian poetry I.N. Rozanova, M., 1975, is absent!

2. Tarasenkov A. "Russian poets of the XX century", M., 1966, p. 116.

3. Books and manuscripts in the collection of MS Lesman, M., 1989, No. 733.

4. Tarasenkov A.K., Turchinsky L.M. “Russian poets of the XX century”, M., 2004, p. 212

5. The Kilgour collection of Russian Literature (1750 - 1920). Harvard & Cambridge, 1959, missing!

I am a conquistador in an iron shell,
I'm chasing a star
I walk through the abyss and abyss
And rest in a joyful garden.

How dimly in the sky wild and starless!
Fog is growing ... but I am silent and waiting
And I believe that I will find my love ...
I am a conquistador in an iron shell.

And if there are no half-day words to the stars,
Then I will create my own dream
And a song of battles lovingly enchanting.

I abysses and storms eternal brother
But I will weave in a warlike outfit
Star of the valleys, lily blue.

Despite his anti-Soviet fate, Gumilyov was not on the list of persons whose works are all subject to seizure. In the catalog of the BAN special storage only foreign editions of his poems are listed, including the collection “Bonfire” (St. Petersburg; Berlin: publishing house of Z. I. Grzhebin, 1922), while it is absent in the same catalog of the National Library of Russia (stored in general funds, like his other books). This once again testifies to the arbitrariness that prevailed at that time. In the 1st secret “Glavlit Bulletin”, published in February 1923, in the section “Reviews on the books of foreign publishers”, there is (marked “do not allow”) such position: “Gumilev N. Shater. Poems. Revel. 1921. - African exoticism, imbued with mysticism and opportunism. " At the same time, the same collection (Tent: Poems of 1918), published in Sevastopol, which was still under Wrangel’s authority, was not included in Glavlit’s lists. Similarly, “Selected Works. T. 1 "A.K. Tolstoy (Moscow; Berlin: publishing house of Z.I. Grzhebin, 1923), edited by Gumilyov and accompanied by his introductory article and notes. The Nikitinsky Subbotnik publishing house, apparently, tried to reprint Gumilev’s second lifetime collection, Romantic Flowers (1908), in 1926, but he ended up in the Summary of Manuscripts Prohibited by Glavlit for Publication for the Period from December 1, 1926 to 1.1 .1927 years. " Nevertheless, it should be noted that few of Gumilyov’s poems appeared in the press during the 1950s and 1950s and even appeared in the “Red Army reader”, “reciter-reciters” (see Part 2), and readers of Russian literature for philological departments of universities. Fully his creative heritage returned to the reader only in the late 80s.

Nikolai Stepanovich Gumilyov (1886-1921) lived and worked in that period of Russian life, when finally, after a long lull, there came a moment of genuine prosperity of poetry, which is called the Silver Age.

... and the Lord will repay me in full measure

For my short and bitter age, -

gumilyov wrote in April 1916, in the tone of the prayer of the “Silver Age” of Russian poetry, in which the prophecy of his own death and the expectation that “the turn would come” sounded. His poetry always had a bitter fatal aftertaste that even exotic smells - Africa, India, China, Abyssinia - that permeated Gumilyov’s creativity (very accurately said about the poet Y. Aichenwald: “Gumilyov is a poet of geography ... he perceives the universe as living a map ... it belongs to the Columbus dynasty ”). Nor did the “smoke of battles” save when “a country that could have been a paradise became a lair of fire”, a fatal image was outlined through its veil:

And I'm not dying in bed

With a notary and a doctor ...

Finally, returning from wanderings and “having fumigated his lyre with gunpowder,” Gumilev seemed to accidentally look at Russia - and what did he see?

In a red shirt with a face like an udder,

The executioner also cut off my head,

Here in the slippery drawer, at the very bottom,

She lay with others ...

He prophesied everything to himself, and did not even have time to notice that Gumilyov-man was no longer in these prophecies ... Gumilyov did not have a “personal life” - in the sense that we usually attach to this combination. The predestination was from the very beginning. On the night of April 3, 1886 Kronstadt embankments drowned in stormy waves; the old nanny who received the baby said: "He will have a stormy life." Stormy "in the north" - a cold heart, a gaze, hard gestures, an inexorable character. There was a “family rebellion”: the Gumilevs translated their surname as “humble”; Nikolai Gumilev, following his imperious, determined and self-confident father, ship's doctor Stepan Yakovlevich, will undertake to refute this.

There was no "Kronstadt childhood" - it will be Tsarskoye Selo, in the silence of the "cradle of Russian poetry"; the element became engaged to poems; in Gumilyov’s works they will turn out to be synonymous. The rest is almost an ordinary childhood, with nannies, games, first books. Perhaps, only one thing was embarrassing: the “stubborn will” that painted all his childhood experiences. So he learned to swim, having listened to his father’s travel stories, so he learned to shoot, ride; He even believed that by willpower he could redo his appearance. Nature, which rewarded him with a tireless spirit, seemed to laugh at him in return: Gumilyov was ugly, thin, his military uniform hung on him like a "fine"; finally, he was haunted by illness. But Gumilev built himself - every day, every hour. His whole destiny is life-building. Sometimes it even seems that all the accidents of his life are something programmed, conceived in advance. He wrote his life as a poem - a clear one, with a refined rhyme, not broken by a meter.

I am the conquistador in the armor of iron ...-

such is his first image, which will become his coat of arms, as if taken from the Middle Ages.

Meanwhile, in his life began the striphead: at first he studied at the Gurevich classical gymnasium in St. Petersburg and stayed for the second year; then - in Tiflis, where the family moved due to a serious illness of brother Mitya. Here, in the newspaper Tiflis Leaflet, in 1902, that is, at the age of 16, his first poem was published with the characteristic first line: "I fled from the cities to the forest." Finally - study at Tsarskoye Selo Gymnasium, which was then “managed” by the poet Innokenty Annensky (Gumilev would call him his main teacher) and within whose walls was written the first book of poems published at the expense of parents, “The Way of the Conquistadors” (1905). "By the choice of themes, by the methods of creativity, the author clearly adjoins the" new school "in poetry. But so far his poems are only re-singing and imitations, far from always successful," wrote V. Bryusov about Gumilyov’s first collection. To some extent, Bryusov was right. Nevertheless, the youthful, “conquistadore" verses had their own mood. N. Gumilyov’s new approach to the world is visible in the following lines: How dimly in the sky wild and starless! Fog is growing, but I am silent and waiting, And I believe that I will find my love ... I am a conquistador in an iron shell. "Conquistador" did not conquer the land, not the country, but a new love, penetrating the "secrets of wonderful dreams", extracting stars from the "sleepy horizon." In his first collection, traces of symbolist poetry are visible: "blue height", "eternal bliss of dreams", "beauty spell". Tsarskoye Selo in the life of Gumilyov turned out to be significant another meeting - with Anya Gorenko, Anna Akhmatova ... This love story was unsuccessful. Moreover, she became a defeat for him, like anything else a woman touched in his life. In his poetry were all the beauties of the world, except for one - the beauty of love and passion. He found himself "friends from the breed of swans," but love always turned out to have clipped wings. Anya Gorenko, starting in 1906, he will make many offers, she will refuse him many times. Meanwhile, his youth was filled with vivid events, including a trip to the Sorbonne to study French poets (1906-1908) and the collection "Romantic Flowers" (1907), which included the "Giraffe". Gumilyov several times came to Kiev, where Anya lived then, received a “no yes or no” response, left gloomy and depressed, and once even fled to Africa for several weeks. His poetic “claims” did not find much recognition either, until in 1909 he (at the “Tower” near Vyach. Ivanov) decided to publish the journal “Apollon”. There was one unpleasant story connected with Apollo. There was a "sonorous" romance - Gumilyova with the poetess Elizaveta Dmitrieva - "a meeting that should not have been opposed." Then Gumilev made her an offer (as if making a proposal was his hobby), but she refused - she loved not only him, but, quite sincerely, Maximilian Voloshin. Soon, the editors of Apollo received verses from a certain Spanish nun Cherubina de Gabriac. Soon the hoax opened-Dmitrieva admitted that Voloshin had made Cherubin out of her; at the same time, they started talking about her relationship with Gumilyov, almost demanding that he get married. The explanation came Pechorinsky: Gumilev publicly told Dmitrieva that she was only a lover, and they would not marry such. And on November 19, 1909. in the theater Voloshin gave him a slap in the face. A duel was inevitable - and certainly on the Black River (where else to shoot Russian poets?), And fired on some old pistols. Gumilev missed, and Voloshin twice misfired. The duelists were awarded ten rubles each fine - the duel ended, except for the fact that the relationship between them was terminated. Dmitrieva-Cherubina eventually did not stay with any of them, she stopped writing poetry, since each line hurt. With such baggage, Gumilyov again came to Kiev, again made Ane Gorenko an offer - and this time received her consent. He then went to Africa - inspired. In general, the exotic in Gumilyov’s work was not just a fixation of fleeting impressions, which were plentiful: hunting for wild animals, daily risk, rivers teeming with crocodiles, stuffed panthers, pitch darkness at night, ancient legends and toponymy itself: Djibouti, Dua, Harrar, Jeddah; exotics was one of the theoretical foundations of acmeism - the school of "peaks" developed by Gumilev. There will also be his personal poetic peak: the collection “Tent”, published much later (1921), “a living map of the universe”. Another trip will take place in 1913. (then he will go to Africa on behalf of the Academy of Sciences). But besides Africa, the poet’s hot imagination painted many paintings: one of the Arab legends became the plot of the poem “The Child of Allah”, he translates poems by Chinese poets (“Porcelain Pavilion”) ... If not in reality, then in poetry “all the seas kissed his ships. " He lived on this myth, loved it and cherished it; Russia seemed to him too prosaic ... In the spring of 1910. Gumilev and Akhmatova played a wedding - quietly, imperceptibly. Anya was silent and closed, looked at everything with detachment and did not take root in the Gumilev family; Gumilev continued to lead the same way of life, did not even conceal his "victories." Nothing changed and the birth of Leo's son - he was simply surrendered to the nannies. Finally, a special “poetic” rift appeared: Anya wrote poetry, first to the table, then published “Evening” and “Rosary,” criticism spoke of her talent, which was much higher than her husband’s. Gumilyov’s pride was wounded ... Meanwhile, in the autumn of 1911, the “Poets Workshop” took shape — an association which Gumilev led and Akhmatov “played” with; verses were interspersed with speeches and midnight vigils in the stray dog \u200b\u200bcabaret; there was even a lecture on symbolism and acmeism. And yet, poetry did not bring it closer - by 1916. this marriage has almost broken up. The fall of 1914 brought a completely different feeling - the beginning of the First World War. Gumilev wrote in those days:

Victory, glory, feat - pale

Words Lost Now

They sound in my soul like copper thunders

Gumilyov literally crawled through the obstacles of the medical commission and achieved admission to the Life Guards Lancer Regiment. There was courage at the front, sometimes before bravura - he could smoke on the parapet under enemy fire. His military “trophies” are two St. George’s crosses, “Notes of a cavalryman” and a book of poems “Quiver”.

And it’s so sweet to row Victory,

Like a girl in pearls

Following a smoky trail

The retreating enemy ...

By 1916 this sweetness will turn into bitterness - the war dragged on, became a bloody routine: desertion, disappointment, apathy. Gumilyov is waiting for any opportunity to return to St. Petersburg. He returns as if into the unknown - it is unknown to whom. Life with Akhmatova went wrong; was Parisian, 1917, an affair with Elena Dubushe (the cycle of poems “To the Blue Star”, published after the death of Gumilyov, was dedicated to her), which ended in nothing - she was not interested in Africa, nor in heroes, nor in romance (Dubushet would pragmatically marry a business American “Why did Columbus discover America?”). Since the time of the Stray Dog, there was love for the exalted Larisa Reisner, with whom Gumilev wrote crazy love letters, and then came the proposal of the young, “chirping,” capricious and not-so-distant Anya Engelhardt. After a divorce from Akhmatova in 1918. she will “take” her place: Gumilev will send a new wife with her little daughter to her mother in Bezhetsk. Nevertheless, the collection “Pillar of Fire” will be dedicated to her - one of his best books. He watched the revolution - an event that changed Russia: he rushed to Persia, Mesopotamia, where the fighting was going on, he was in London and Paris; returning (with the manuscript of “Poisoned tunic”), in the column “Political convictions” he wrote: “Apolitical.” This, perhaps, was consistent with the truth - if Gumilyov had “politics”, it was called poetry. What did Gumilyov remember in the last three years of his life? Y. Annenkov recalled: “He was always elegant, liked by women, always slightly arrogant. But I never heard from him that he raised his voice. His arrogance was the arrogance of the artist. ” Gumilyov resumed the activities of the “Workshop of poets”, overgrown with all kinds of apprentices - “humiliates” (Akhmatova told him: “You grow monkeys ...”). Gumilyov’s last novel is with Irina Odoevtseva, one of his students. He will dedicate the poem "Forest" to her; she will write memories where she will make herself the "only" love of Nikolai Gumilyov. In 1920, there was a dispute between Gumilyoa and Blok. Gumilyov considered the symbolism and poetry of Blok obsolete forms of poetic thinking - and buried them in each of his speeches; Blok considered Acmeists to be poets “without a deity, without inspiration”, who turned the very essence of poetry into a soulless craft. This argument ended in nothing; on the other hand, fate will reconcile the two “debaters”, who took turns chairing the Petrograd branch of the Union of Poets, who became Gorky's “World Literature” staff. Finally, both will die in August 1921. In the summer of 1921 he traveled to Sevastopol, on the Black Sea, at the invitation of the People's Commissar of Naval Forces V. A. Pavlova. He was arrested in the case of N.S. Tagantsev, fabricated from beginning to end. It was considered swiftly; Accusations of counter-revolutionary activity, participation in a military organization, drawing up White Guard proclamations and receiving money for these needs left Gumilev practically no chance. On August 24, 1921, among other sixty “participants in the conspiracy,” he was shot at one of the deaf stations near St. Petersburg. A week later, on September 1, the newspaper Petrogradskaya Pravda published a report on the execution of “enemies of the revolution”. Gumilyov’s grave was not found ...

Conquistador - who is this conquistador for those who are in the tank? So, the conquistador - this (Spanish conquistador - the conqueror) - during the late XV - XVI centuries.

By the choice of topics, by the methods of creativity, the author clearly adjoins the “new school” in poetry. But while his poems are only rehashings and imitations, far from always successful, ”V. Bryusov wrote about the first collection, The Way of the Conquistadors. To some extent, Bryusov was right. Nevertheless, youthful “Conquistador verses” had their own “nerve,” their own mood. N. Gumilyov immediately declared a special approach to the world:

How dimly in the sky wild and starless! Fog is growing ... but I am silent and waiting. And I believe that I will find my love ... I am a conquistador in an iron shell.

The “Conquistador" did not conquer lands, not countries, but new love, weaving “the star of the valleys, the blue lily” into the warlike outfit, penetrating into the “secrets of wondrous dreams”, extracting stars from the “sleeping sky”. As if by symbolist poetry, the celebrated values \u200b\u200bare very familiar: “blue height”, “eternal bliss of dreams”, “beauty spells”. But they are refined, exalted, defended by a bold sword, "a thunderstorm whirlwind, and thunder and fire." “Always alive, always powerful” “heroes of heroes” appear: “sparkling with armor”, they raise “a sword to great wars” in the name of “divine love”. Manly intonation is growing. Volitional beginning becomes dominant. Here it is - the difference between N. Gumilyov and his older contemporaries: K. Balmont, A. Bely, A. Blok (Bryusov believed that it was Gumilyov who imitated them). The name Conquistadors' Way set off the novelty of the chosen position. Ideals were affirmed in the "battle", fire, even bloody.

Students, graduate students, young scientists who use the knowledge base in their studies and work will be very grateful to you.

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Introduction

Currently, the elementary school is at the stage of modernization and updating the content of education. In this regard, the variability of educational programs and educational complexes is developing rapidly. The need to develop an educational program for primary schools is associated with the introduction of federal state educational standards of the third generation, designed to ensure the development of the education system in the face of changing demands of the individual and family, the expectations of society and the requirements of the state in the field of education. In modern society, the meaning and significance of education is changing. Now this is not just the assimilation of knowledge, but an impulse to the development of abilities and value attitudes of the student’s personality. Today, the paradigm of education is changing - from the paradigm of knowledge, skills to the paradigm of development of the student’s personality. The school becomes an institution that forms the skills of self-education and self-education from the first grade.

Primary education is the most important means of self-realization and self-affirmation of the child as a subject who is already able to determine the purpose, meaning and value of the requirements of modern culture for educational, family, leisure activities of a person.

The significance of this work lies in the fact that the studied aspects will be able to help teachers learn about the nature and structure of teaching materials, which in the future can push them to create their own complexes.

The relevance lies in the need to create new teaching materials in order to increase variability and expand the range of choice of educational programs for parents of future first-graders.

The purpose of our study is the scientific justification of the content of forms and design methods of the educational and methodological complex in elementary school.

To achieve this goal it is necessary to solve the following tasks:

Conduct a theoretical study on the development of the educational complex in the pedagogical and methodological literature;

To conduct an analysis of the structure of educational complexes;

To study the teaching materials “Perspective” for compliance with the requirements for the design of the educational complex.

The object of study is a training complex.

The subject of the study are the methods and design methods of the educational complex in elementary school.

Theoretical research was carried out based on the works of N.V. Chekaleva, N.Yu. Anufrieva, L.G. Peterson.

The structure and scope of the course work consists of introduction, two chapters, conclusion and list of sources.

The first chapter discusses the theoretical and methodological aspects of the development of the educational complex.

The second chapter provides an analysis of compliance with all aspects of the development of an educational and methodological complex using the example of the Prospect.

Chapter 1. Theoretical and methodological aspects of the development of educational complex in the subject

1.1 the Concept and essence of the educational complex in pedagogical theory and practice

Educational-methodical complex (CMD) is a set of systematized materials necessary for the implementation of the educational process, ensuring the success of students in cognitive, creative, communicative and other types of activities.

The educational complex should be considered as a system, parts of which are interconnected.

Educational-methodical complexes, consisting of separate sets, economical and universal, are relevant and necessary in the realities of the present - with chronic underfunding of schools, an acute shortage of educational-methodological and didactic materials, especially in remote regions of the Russian Federation, such as the Republic of Tuva, heavy material the position of teachers for whom it becomes a serious problem to acquire a large range of necessary methodological literature.

The educational needs of society, which changed at the beginning of the 21st century, stimulated the transformation of the educational and methodological complex (hereinafter - the teaching materials), turning it into a component of the open information and educational environment (hereinafter - IOS). The concept of “information and educational environment” is relatively new for Russian pedagogy, therefore, it has not received an unambiguous interpretation and is characterized as an open system, a multicomponent complex, a single information and educational space, a system of educational resources or a pedagogical system.

Based on the analysis of scientific ideas of a number of leading scientists (E.S. Polat, V.A. Yasvin and others), we came to the conclusion that the concept of “information-educational environment” can be interpreted as part of the information and educational space created on the general methodological basis, using information and communication technologies in order to promote the formation of the personality of the student in the modern world.

The CMC model in scheme 1 reflects its three-component composition: normative, educational and methodological components, and its three-level structure: invariant core and variable shells (Appendix 1).

A distinctive feature of this model is its information redundancy, openness and mobility in a dynamically developing world, focus on the challenges of the information society, features of regional education systems and individual needs of students. These principles are implemented using the variable shells of the CMC, capable of quickly responding to changes in the information and educational spaces. At the same time, the core of the model allows you to withstand the "foundation" of the CMC when updating its shells.

The educational complex is a complex system consisting of many interconnected elements. The traditional linear interaction between individual elements inside the core or inside each shell (for example, a textbook - a workbook; a textbook - a book for a teacher, etc.) in modern teaching materials is complemented by radial connections with elements of auxiliary and additional resources (for example, a work program - a textbook - educational didactic games - online resources).

The first component of the CMC - the normative - defines the goals and content of education, taking into account the needs of society, the state and the individual, as well as the level of personnel and material and technical support for educational institutions.

Elements of the normative component have a different degree of significance depending on their location: in the core or in the variable shells of the CMC. The main elements include the concepts of subjects and courses, sample and work programs. Supporting resources include guidelines and recommendations for implementing work programs. Additional resources include in-depth training programs, elective courses, information letters that ensure the variability of teaching materials at the regional and local levels (Appendix 2).

The concept of the subject or course sets the goal, describes the content and structural distribution of the educational material, determines the educational achievements and the nature of the interaction of the elements of the teaching materials. The first concepts of subject school education appeared already in the 1990s, during the period of restructuring school education and the development of the first versions of standards; they reflected to a greater extent differences in the views on school education of pedagogical schools, creative laboratories, and author groups.

Today, the concept can predetermine the development of each component of the CMC: as an integral part of a single complex. It is this function that ensures the comprehensive character of the entire CMC at the level of its development and use.

At the base of any subject and course is an educational (training) program designed in accordance with the requirements of the standard and concept.

Basic courses programs are among the main elements of the regulatory component of the CMC. And the programs of elective and optional courses - to additional resources. To the auxiliary - instructions and recommendations that help teachers to adhere to the directions specified in the concept.

In order to move from a general idea of \u200b\u200ba subject or course to a specific methodological system, it is necessary to prepare a program in full accordance with the concept. It thus becomes the link between pedagogical theory and the educational process. Considering the program as a stage in the implementation of the theoretical concept in the norms of educational activity, we can distinguish its inherent functions:

a) in relation to the previous scientific and theoretical activity in the methodology - connecting and mediating;

b) in relation to the designed teaching aids - purposeful and coordinating;

c) in relation to pedagogical reality - regulatory and directive.

The structure of the curriculum has undergone significant changes in recent years. The traditional program with a three-component composition (explanatory note, content, requirements for the level of students' training) in the conditions of transition to the Federal State Educational Standard was transformed into program-methodical collections, which may include thematic planning, a list of literature, topics of creative and research works, discussions, business games summarizing lessons, conferences, didactic materials and sample questions for the final certification of schoolchildren.

Instructions and recommendations for the implementation of work programs are not only a methodological, but partly a normative tool that regulates the procedure for working with a work program; they contain materials that do not "have time" to enter the program. This allows, without changing the program itself, to modify its sections, to make the necessary additions in connection with changes in the IOS and the conditions of a particular educational institution.

The regulatory component is designed on the principles of a leading role, consistency and interaction with other components of the CMC, ensuring the integrity and creativity of the entire structure.

The second component of the CMC - training - is aimed at implementing the system-integrative function of the CMC and is responsible for the content of the subject or courses, includes teaching aids and materials necessary for mastering the program at a basic or advanced level (Appendix 3).

The main elements of the educational component are teaching kits, textbooks and teaching aids, workbooks on a printed basis, task books, atlases, contour maps, anthologies, electronic applications. Supporting resources include dictionaries, reference books, books for reading, educational and visual aids, videos and Internet resources created for educational purposes. Additional resources are encyclopedias, non-fiction, collections of video and photo materials, educational games. The organization of interaction of teaching aids inside the teaching materials is one of the tasks of the educational component, which is solved with the help of links in the textbook (for example, a reader, workbook, atlas, and vice versa), as well as through a system of cognitive tasks.

The central place in the educational component of the teaching materials is occupied by a textbook (sometimes a textbook). Under the "textbook" is traditionally understood as a book that sets out the basics of scientific knowledge in a particular subject in accordance with the learning objectives established by the program and the requirements of didactics.

1) is based on the principle of science and to draw in its field of knowledge a broad scientific picture of the world, reflecting hierarchy, subordination: laws and laws, scientific theories, scientific concepts, scientific hypotheses, scientific concepts, scientific terms;

2) focused on fundamental knowledge, which serve as the foundation of lifelong education, the formation of practical skills;

3) based on the widespread use of the typological approach (typology of processes, phenomena and objects);

4) it is aimed at students independently gaining knowledge, developing their creative rather than reproductive thinking (therefore, it should not have traditional practical work, because the constant acquisition of knowledge is one permanent practical work; the teacher works with such a textbook as the leader of the independent work of students in obtaining knowledge);

5) is focused not on a certain average personality of the student, but to provide the necessary differentiated approach - both in the main text and in the task system (the textbook should have two or three plans);

6) based on the wide (taking into account the age of schoolchildren) use of the capabilities of the problematic presentation of the material, the problematic approach, to reveal the struggle of scientific ideas;

Modern educational realities have made adjustments to this “portrait” of the textbook and supplemented it with new features and functions:

1) the organization of research, problematic, creative, practical activities of schoolchildren;

2) the balance of theoretical knowledge and pragmatic approaches to their assimilation (project method);

3) the integration of knowledge, allowing to solve the problems of reality;

4) communicative, involving the consideration of all training in the perspective of the psychology of communication.

Today, a new generation of textbooks is positioned, first of all, as the basis for the formation of self-education skills, a tool for organizing active cognitive activity of students, a means of demonstrating the use of new technologies that motivate a student to update knowledge in accordance with his needs. The textbook of the future is a system of differentiated tasks for the search, analysis and generalization of educational information presented in various forms (textual, illustrative, graphic, statistical, etc.) on various media (print, electronic).

According to A.The. Khutorskogo, a textbook is a comprehensive information-activity model of the educational process that occurs within the framework of the corresponding didactic system and includes the necessary conditions for its implementation.

A new generation textbook is being transformed into a new design (modular, electronic textbook, etc.), which provides it with a more successful solution to the tasks set for the school in an open information environment. For example, in a modular textbook, each block of content is presented to a minimum, and in special applications an expanded and in-depth training material is given. The capabilities of the electronic textbook are to expand the student’s information field, organize dialogue, introduce a training and control system, and information mobility: movement, layout, modeling, etc.

The second element of the educational component of the teaching materials is a workbook on a printed basis, which is understood as a kind of study guide with tasks for students to work independently in it. The notebook performs the functions of managing independent activity, methodological assistance in the formation of educational skills and integration of the teaching materials (first of all: program - textbook - notebook).

The first type is a comprehensive (multifunctional) notebook with a traditional set of questions and tasks of different difficulty levels, to consolidate the knowledge gained in the lesson, to develop practical skills (through practical work, constructing diagrams, map diagrams, filling out contour maps, tables, etc. ), knowledge testing on topics. It is recommended to use the proposed tasks both in the classroom and after school hours. The tasks in the notebook allow the teacher to significantly expand the independent work of students with various sources of information, satisfy individual cognitive interests and develop the creative abilities of students.

The second type is a specialized notebook designed to perform a specific function, for example, a notebook for practicing and developing practical skills, a notebook for training knowledge and skills, and development of creative experience, and a notebook for checking theoretical knowledge and practical skills. .

Another type of workbooks on a printed basis, widespread in the regions, are exercise books, which are a system of practical and independent work, including creative and entertaining ones. They contain plans for describing or characterizing local objects, conducting workshops and projects on the ground, in regional archives, museums, etc.

Equally popular is this type of printed workbook such as a copybook or examiner. The main function is to check the level of assimilation of the studied content and practical skills, which is implemented through a system of thematic and final control and verification work, both in tests and using open tasks.

The combined workbook performs both the simulator and the controller.

The presence of several types of workbooks in one teaching materials allows the teacher to implement an active approach to learning.

In the educational component of the teaching materials there were electronic simulators, special digital editions that allow students to be taught to perform the actions necessary for the formation of special and meta-subject skills using information and computer technologies.

As an addition to the textbook, the textbook also includes a reader (a book for reading). Traditionally, a textbook is a textbook (from the Greek. “Useful” and “learn”), which is a collection of systematically selected materials on any branch of knowledge - fiction, memoirs, scientific, journalistic works or excerpts from them, as well as various documents. As a rule, materials are selected in accordance with the objectives of the subject. The content of the reader is intended, first of all, for independent expansion of the horizons of students, individual tasks, preparation of essays, messages at conferences, subject evenings, weeks, meetings of the circle, for repetition in preparation for tests and tests, exams. All this helps to implement a differentiated approach to learning.

Analysis of readers and books for reading allowed us to identify several types of manuals of this type. The first type of reader is a kind of literary and artistic addition to the textbook. The anthologies for history courses include mainly historical sources. The most common type of reader is a short popular science essay. They contain excerpts from scientific works and reference publications, therefore, the authors recommend using some articles for reading in the classroom followed by discussion, others for homework in preparing advanced tasks, and still others for compiling abstracts, systematizing tables and other types conversion of information texts.

The third type of anthology is its combination with a textbook, which was reflected in the CMD for remedial education.

The combination of two manuals at once in one edition, compulsory and additional material, allows not only to make the textbook as accessible as the textbook, but also to organize with its help independent work of schoolchildren outside school hours.

The value of the reader (in part, and books for reading) is determined by the ability to introduce students to different types of texts (scientific, journalistic presentation of the material) and to teach them to distinguish, as well as to master new techniques for working with non-adapted texts. The anthologies, as well as other modern teaching aids, also have their electronic modifications for the courses of history, literature, world art culture, fine art, music, etc.

The most common auxiliary elements of the educational component of the teaching materials are didactic materials containing source information in a variety of forms (cards, tables, card sets with text, numbers or figures, reagents, models, etc.), on the basis of which students constructively work on educational and game tasks. The didactic materials are demonstrational and distributing, as they are designed for direct work with the students themselves at the most different stages of education: when studying and consolidating new educational material, for self-monitoring, etc.

Modern didactic materials are divided into:

· Additional (reference) materials (training materials, which are accompanied by informational texts, figures, tables and tasks for working with them);

· Collections of tasks and exercises (accompanied by answers that provide additional information);

· Task books with entertaining questions (allow you to organize the constructive work of schoolchildren to solve educational or game problems);

· Workshops for extracurricular activities (focused on the organization of independent research activities of students);

· Reference books and determinants (used as sources of additional information to systematize, analyze objects and phenomena, carry out assessment and forecast).

As an element of the teaching materials of the new generation, didactic materials not only went through digitization and became electronic, but also include the section “Development of educational materials”, which helps the teacher to develop their own educational materials.

In addition, in the educational component of the CMD, one can distinguish a group of additional resources, which include encyclopedias, fiction and non-fiction, developmental games, manuals for students entering universities, Internet courses, collections of video and photo materials, natural objects, museum exhibits, Media materials (TV, newspapers, magazines, etc.).

Additional and auxiliary resources of the training component should be correlated with the program and concept (normative component).

In turn, the educational component is closely connected not only with concepts and the program, but also with the methodological component of the teaching materials. Currently, the methodological component, as a rule, performs the regulatory and prognostic functions of the teaching materials. Elements of this system should not only be organically interconnected, but also “work” on the integrated integration of all IOS resources (Appendix 4).

The methodological component of the teaching materials includes the main elements (teaching aids, guidelines for individual courses, guidelines for specific areas of work, didactic materials, routings, assignments for verification work); auxiliary resources (video lessons, electronic presentations for lessons, materials from work experience); additional resources (local history essays, websites, video recordings of lectures, teaching and methodological manuals of regional universities, regional journals).

The main element of the methodological component of the teaching materials is the methodological manual. In accordance with the goal and certain conditions, it offers teachers recommendations for studying the course in compulsory or optional classes, at a basic or advanced level, etc. The majority of manuals include thematic planning, recommendations for individual lessons, reference and entertaining materials. These are the most important materials providing methodological support to the teacher.

Some teaching aids also include didactic materials, a list of references, and a dictionary. The didactic materials are presented in various ways: in some cases, these are entertaining games, quiz questions, basic logic diagrams, map diagrams, didactic games and crosswords, in others, recommended forms of training organization, cards with tasks of different difficulty levels.

The methodical manual is also varied with recommendations for extracurricular activities: quizzes, games, evenings, excursions, plans for excursions into nature, industrial and agricultural enterprises, questions of an intellectual kaleidoscope, etc.

Separate manuals cover general questions of the methodology for studying a school subject, characterize teaching methods and techniques, much attention is given to the description of modern forms and means of instruction. In addition to the traditional course teaching aids, manuals began to be published covering the work experience of leading teachers.

Thus, we can talk about three types of teaching aids:

2) manuals "from the experience" of teachers, the results of approbations, recommendations of the authors on working with the manual;

3) combined teaching aids, which present recommendations of the authors, and didactic materials, and additional, inaccessible sources, the experience of teachers, reference information, short dictionaries, scientific and methodological journals, etc.

The new generation teaching aids are distinguished, first of all, by the principle of independence of the subjects of the educational process embedded in them. From prescription manuals with instructions on how to conduct the lessons, they have turned into manuals that guide teachers towards the creative use of the proposed recommendations in specific pedagogical situations.

Another hallmark of modern teaching aids is their variability. Many teaching materials contain not one, but two or three teaching aids, including lesson development, final test control, a “designer” of current control (didactic materials for compiling and combining tasks), etc.

An important quality that distinguishes modern teaching aids is the mobility of additional materials. This is associated with the emergence of auxiliary elements of the methodological component of the teaching materials, including electronic applications for teaching aids, videos of lessons using new pedagogical technologies, electronic presentations for lessons, materials from the experience of teachers (both on paper and on electronic media).

In addition, modern teaching aids are distinguished by integration with the educational component of the teaching materials. The combination of educational and methodological components, of course, is not a completely new phenomenon; however, new options for their integration have become possible thanks to information and computer technologies and the creation of complex electronic manuals of various types (interactive atlas, navigator, practical work-beder, etc.).

Additional elements of the methodological component of teaching materials include both traditional scientific and methodological journals, materials of scientific and practical conferences, teaching aids for universities, and modern ones: sites of subject communities, collections of methodological developments of lessons using various technologies, electronic journals, multimedia presentations, distance courses and seminars, etc.

Thus, the new generation of teaching materials as a component of the educational information environment has changed not only quantitatively and meaningfully. He retained a three-level structure: an invariant core and two variable shells. It emphasizes the interconnection, interpenetration and interaction of the main elements, auxiliary and additional resources in such combinations and proportions that meet the specifics of the educational process in specific educational institutions. The teaching materials of the new generation allows the teacher to take into account the level of training and educational needs of students. Its application provides the design of individual educational trajectories in an information-open world.

Modern teaching materials is a navigator in the educational environment, showing teachers and students the relationship of educational resources that can be used to study the topic, section, training course as a whole. The tools (external symbols) of these relationships are direct links and pointers to other elements of the teaching materials.

CMD as a component of open IOS is distinguished by a complex of the following features:

· A value-goal setting common to all components of the CMD (personal results of general education);

· General objects of study (events, phenomena, processes, problems, concepts, theories, etc.);

· Targeted, structurally meaningful connections of teaching and methodological manuals with sample and work programs;

· Methodological apparatus and problem situations that are adequate to the goals and require the use of the main, auxiliary and additional resources of the teaching materials and aimed at the formation of universal educational actions (meta-subject results of general education);

· A common orientation apparatus (symbols, footers, indexes, headings, headings, foreword, bibliography, table of contents, hyperlinks, etc.);

· A unified approach to the design of teaching aids and methodological materials;

· A unified approach to the creation of measuring instruments of educational achievement and educational outcomes.

Currently, in the information and educational environment, the subject-information model of the classical teaching materials, which includes educational and methodological publications with one-sided linear connections between the teaching materials, is increasingly turning into a personality-oriented, system-active teaching and learning model based on the ideas of "pedagogy" development. "

1.3 the principles of the development of educational complex in elementary school

CMD is developed by the teacher. When designing and developing the content of the educational complex, it is necessary to observe a certain sequence of stages. It is proposed to develop the teaching materials of discipline in the following order:

1. The study of the federal state educational standard of discipline, the formation of goals based on the requirements of the Federal State Educational Standard.

2. Analysis of the objects of study in terms of their importance for the implementation of the objectives of teaching the subject, the number of hours for certain types of classes according to the curriculum.

3. Conducting a comparative analysis of the sample curriculum, textbooks, teaching aids for the formation of the necessary knowledge and skills.

4. Designing a working version of the content of the teaching materials of the subject and quality control of assimilation of the material in the process of experimental verification.

5. Correction of materials of the CMC

6. Coordination and approval of the CMC.

After the creation of the teaching materials, they are tested in the educational process, during which, by analyzing the results of the students' current control, adjustments are made. After testing, the CMD, if necessary, is adjusted, supplemented and approved, thus being constantly improved.

In more detail, the stages of developing a working version of the CMD can be represented as follows

1. Development of a curriculum on the subject and its approval.

2. Development of a textbook, study guide, course or lecture notes according to topics, including electronic materials.

3. Development of the structure and content of practical, laboratory work and seminars (if available in the curriculum).

4. Development of didactic materials, technological maps, etc.

5. Development of control questions and tasks for each thematic block. Formation of examination tickets in the presence of an exam.

6. Planning for independent work and placement of points for the current control of students' knowledge.

7. Development of tasks for control points.

CMD of the discipline will be an effective means of improving the quality of the educational process, under the following conditions:

Structuring of educational material and selection technology are based on the implementation of the Federal State Educational Standards of Public Education;

The presentation of the training material is logically consistent;

The use of modern methods and technical means in the educational process, allowing students to deeply master the educational material and gain skills in its application;

Compliance with modern scientific concepts in the subject area;

Providing intersubject communications;

Use of the possibility of constant updating and development of the teaching materials.

Use for teachers and students is simple and affordable.

Designing a teaching and learning center is a laborious and creative undertaking, which takes quite a lot of time.

At the beginning of the development of teaching materials, the teacher analyzes the specific tasks of training, education and development of students, the nature and amount of information to be learned, the initial level of training of students. It is also important to analyze the content of the educational material, divide it into logical portions (information components) and justify the development logic for each component of the corresponding methodology.

Then the teacher proceeds to the development and creation of guidelines, the selection of materials on individual support for the development of students, the development of questionnaires, questionnaires, memos for students and parents, the development of scenarios for mass events and activities, game techniques.

At the stage of improvement and development of the teaching materials, the teacher creates teaching and methodological aids, a package of materials that provide individual support to the student in the development of the educational program, its social and professional definition.

Each teacher has the right to creatively draw up the teaching materials, to develop its content at its discretion, in accordance with the level of training of students and their educational needs.

The teaching materials may be developed by an individual teacher or a team of teachers, depending on the specifics of the structural unit (studio, club) and the type of additional educational program. UMC is designed to solve the full range of tasks that arise in the framework of the educational process.

Chapter 2. Training kit “Perspective”

educational teaching kit school

2.1 the Concept of "training kit"

Educational-methodical set (CMD) - a set of educational products for one class in a particular subject, united by a single meaningful composition and intended for different target audiences (teacher, student).

The training kit (CMD) is a combination of teaching materials and software and hardware that contribute to the effective development of students learning material included in the program of the subject course.

The central element of the teaching materials is a textbook around which other publications are grouped (teaching aids, workbooks, didactic materials, educational and visual aids, etc.).

Let us consider as an example the UMK “Perspective”.

UMK "Perspective" is one of the developed modern programs. When it was created, not only the modern requirements of society were taken into account, but also the cultural and historical perspective of development. The new teaching materials ensures the availability of knowledge and the high-quality assimilation of program material, the comprehensive development of the personality of the younger schoolchild taking into account his age characteristics, interests and needs. The main goal is not the transfer of knowledge and social experience, but the development of the student’s personality. The ability to learn, which forms the basis of the student’s personal development, means the ability to learn to cognize and transform the world, pose problems, seek and find new solutions; learn to collaborate with others based on respect and equality.

The main tasks of the UMK "Perspective" are: general cultural development, personal development, cognitive development, the formation of educational activities, the development of communicative competence.
Each of the CMD subjects not only provides knowledge, skills, but also helps to create universal educational skills: communicative, the ability to use sign systems and symbols, perform logical actions of abstraction, comparison, finding general patterns, analysis, synthesis, etc. universal educational skills in primary school provides a good basis for self-education and self-education in high school. The principles of constructing the educational process: the humanistic principle, the principle of historicism, the communicative principle, the principle of creative activity.

All the above tasks and principles of training are reflected in the programs, textbooks, teaching and methodological manuals of the teaching materials “Perspective”. The textbooks include blocks related to the generalization, integration and application of knowledge in practice ("Behind the pages of the textbook"). A distinctive feature of the teaching materials is that the basis of all educational subjects are the concepts of "culture", "communication", "knowledge", "creativity".

An important condition for the success of the “Perspective” program is an individual approach to each student. Textbooks contain assignments of varying degrees of complexity, providing the ability to vary assignments based on the level of preparedness of the student. The choice of tasks that lie in the zone of the child’s closest development, that is, tasks that require collaboration with the teacher and at the same time require the mobilization of their own efforts, allowing the student to experience a sense of success and pride in their achievements, makes learning truly developmental. Education in the zone of proximal development forms such personal qualities as determination, perseverance, self-confidence, readiness to overcome difficulties.

Training in the kit "Perspective" will allow each student to maintain self-esteem and interest in learning and discovering new things. Cognitive activity and student initiative are welcome. In the textbooks, assignments are offered in such a way as to revitalize the cognitive activity, curiosity and cognitive interest of the child. The new system directs the activity of the child in the sphere of culture and free creativity.

Another advantage of the UMK "Perspective" is that, studying in this program, the student at each lesson reveals future learning topics. Education is built on the dialectical principle, when the introduction of new concepts and ideas, originally presented in a visual-figurative form or in the form of a problem situation, precedes their detailed study.

Each textbook is equipped with a system of tasks aimed at developing both logical and figurative thinking, imagination, intuition of the child, the formation of a value worldview and moral position of the individual. The development of a sense of beauty, an understanding of the aesthetic value of the studied objects and events is the most important component of the prospect. The ability to experience beauty, harmony, unity with the world and nature is no less significant than the ability to read, write and count without errors. UMK "Perspective" opens up new opportunities for the integration of cognitive and personal development of the child.

Much attention in the kit "Perspective" is given to the decoration of textbooks and teaching aids. All textbooks and workbooks are brightly decorated, which not only corresponds to the age characteristics of primary school children, but also has a developing and cognitive function. The presence of workbooks in mathematics, the world around us, the Russian language, technology allows you to increase the pace of the lesson and its productivity.

In addition, the positive aspects of the “Perspective” are also the fact that children in a playful way enter the world of communication. Lesson topics, textbook assignments reflect the needs of the student, help him competently communicate with the outside world, which means they form a positive motivation for learning. The process of communication here is specially studied by children.

The communicative-cognitive line is traced in all the textbooks of the kit. The communicative orientation fosters a culture of relationships, develops interest in the language, respect for the word. Through familiarization with the world of people, numbers, nature, through self-knowledge, unity with the family, the school team, a comprehensive harmonious development of the individual is underway.

The main goal of the system of textbooks “Perspective” is to create an informational and educational environment that enables each child to be included in independent educational activities, during which conditions are created for the reliable achievement of certain FSES personal, meta-subject and subject results of mastering the basic educational program of primary general education through the formation of universal educational actions as the basis of leading educational competence - the ability to learn.

The fundamental principles of the kit are: humanistic, the principle of historicism, communicative and the principle of creative activity. This fundamental approach allows you to organize the learning process, on the one hand, for a goal aimed at obtaining knowledge in accordance with the requirements of the new standard, on the other hand, as a means of creating universal educational skills and personal qualities, i.e. child development and upbringing.

The ideological basis of the system of textbooks “Perspective” is the “Concept of spiritual and moral development and education of the personality of a citizen of Russia”, aimed at the formation of the value system of humanism, creation, self-development, morality among the younger generation as the basis for successful self-realization of a schoolchild in life and work and as a security and prosperity of the country.

The didactic basis of the “Perspective” textbook system is the didactic system of the activity method (L.G. Peterson), which synthesizes ideas from modern concepts of developing education from the standpoint of the continuity of scientific views with a traditional school based on the methodological system-activity approach (Conclusion of the Russian Academy of Education on July 14 .2006, Prize of the President of the Russian Federation in the field of education for 2002).

The methodological basis of the system of textbooks “Perspective” is the methodological toolkit of completed subject lines of textbooks and a specially developed system of information and educational resources.

Another advantage of training at the teaching materials “Perspective” is that the system for constructing educational material allows each student to maintain and develop interest in discovering and learning new things. In the textbooks, tasks are offered in such a way that the cognitive activity, cognitive interest and curiosity of the child develops into a need to learn new things, to learn independently. The student in each lesson, as it were, reveals for himself the content of future topics. Education is built on the dialectical principle, when the introduction of new concepts and ideas, originally 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. In the textbooks, theoretical material is systematically built up, to which practical, research and creative tasks are proposed that allow you to activate the child’s activities, apply the knowledge gained in practical activities, and create conditions for realizing the student’s creative potential.

The next feature of the “Perspective” teaching materials in the context of its compliance with the requirements of the Federal State Educational Standard is great opportunities for solving educational problems. The implementation in the CMD of the Concept of spiritual and moral development and education of the personality of a citizen of Russia is aimed at the formation of a value worldview, the upbringing and formation of the moral position of the personality of a younger schoolchild. The teacher solves these problems in the process of discussing the system of issues, 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 legacy.

The basis of the information and educational environment for elementary schools are completed subject lines of the Perspective textbook system. The textbooks effectively complement workbooks and creative notebooks, dictionaries, books for reading, methodological recommendations for teachers, didactic materials, multimedia applications (DVD-video; DVDs with scripts of lessons that implement the activity-based learning method; CD-ROMs; presentation materials for multimedia projectors; software for an interactive whiteboard, etc.), Internet support and other resources for all subject areas of the GEF curriculum (GEF, section III, section 19.3.). All this allows you to organize various types of student activities, effectively use modern methods and technologies for the organization of educational work.

Another distinctive feature of the system of textbooks “Perspective”, which provides it with the status of the core of the information and educational environment for elementary schools, is the developed special navigation system that allows the student to navigate both inside the teaching materials and go beyond his framework in search of other sources of information. Thus, the system of textbooks “Perspective” 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 FSES.

A new methodological support was developed for UMK Perspektiva - Technological maps that help the teacher implement the requirements of the Federal State Educational Standard in the educational process. “Technological maps” is a new methodological toolkit that provides teachers with high-quality teaching of a new training course by moving from lesson planning to designing a study topic. In “Technological maps” tasks, planned results (personal and meta-subject) are defined, possible intersubject communications are indicated, an algorithm for passing the topic and diagnostic work (intermediate and final) to determine the level of students' mastery of the topic are proposed. The cards are posted on the website of the Enlightenment Publishing House in the “Perspective” to Teachers section. In addition, additional online resources have been developed for teachers and parents, including lesson development, articles and comments, advisory support for teachers and parents (psychologists, teachers, authors answer questions of parents and teachers).

In order to ensure the effective use of the system of textbooks “Perspective” in the practical activities of teachers, a multi-level system of advanced training for teachers of various categories (primary and secondary school teachers, educators of preschool educational institutions, head teachers, directors, methodologists, teachers of pedagogical colleges and pedagogical universities, psychologists, etc. .), creating conditions for the phased development of their pedagogical tools of activity-based learning at both the federal level (in the Center for telnostnoy pedagogy "School of 2000 ..." AIC and PPRO), and in the regions based on the principle of networking.

Created mechanisms to improve the quality of teachers' work in accordance with the requirements of the Federal State Educational Standard on unified ideological, didactic and methodological grounds opens the prospect for a real transition of the school to the realization of the set new goals and values \u200b\u200bof education and the construction of a unified educational space for the education, upbringing and health of schoolchildren.

2.3 Resource support of UMK “Perspective”

“Perspective” is an educational-methodical complex (CMD) for the elementary grades of educational institutions, which is a holistic information-educational environment that implements unified ideological, didactic and methodological principles that meet the requirements of the Federal State Educational Standard (FSES).

UMK “Perspective” consists of the following completed subject lines of textbooks, which are included in the federal list of textbooks recommended for use in the implementation of state-accredited educational programs for primary general, basic general, secondary general education (order of the Ministry of Education and Science of Russia dated March 31, 2014 N 253) :

Physical education.

English language “English in focus” (“Spotlight”) (grades 1-4). Authors: Bykova N.I., Duli D., Pospelova M.D., Evans V.

English language “Starlight” (“Starlight”) (extended content of teaching a foreign language - grades 2-4). Authors: Baranova K.M., Duli D., Kopylova V.V., Milrud R.P., Evans V.

Fundamentals of Religious Cultures and Secular Ethics (ORKSE) (Grade 4). (Textbooks can be used as part of the textbook systems School of Russia and Perspective).

ORKSE. Fundamentals of Orthodox culture.

ORKSE. Fundamentals of Buddhist culture.

ORKSE. Fundamentals of world religious cultures. Authors: Beglov A.L., Saplina E.V., Tokareva E.S. and etc.

ORKSE. Fundamentals of secular ethics.

UMK “Perspective” also included completed subject lines of textbooks that are not included in the federal list of recommended textbooks (order of the Ministry of Education and Science of Russia dated March 31, 2014 N 253):

Mathematics "Learning to learn."

Fundamentals of religious cultures and secular ethics (grades 4-5). (Textbooks can be used as part of the textbook systems School of Russia and Perspective).

Fundamentals of Orthodox culture.

Fundamentals of Buddhist culture.

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The concept of UMK “Perspective”

The federal state educational standard of primary general education (GEF), meeting the requirements of the time and not wasting the potential of a traditional school, not only shifts the emphasis on the spiritual and moral development and upbringing of the schoolchild, the formation of his learning skills, personal qualities of the creator and creator, but also offers concrete tools providing this transition:

Change in teaching method (from explanatory to activity);
Change in the assessment of learning outcomes (assessment of not only subjective ZUN, but especially personal and meta-subject results);

This suggests that it is not a formal, but a real transition of the school to a new, humanistic paradigm of education, which will give our country a chance for a worthy future and existence.
At the same time, given that the modern Russian school carries the “knowledge” tradition of the Soviet school, every teacher, methodologist, manager today must realize the depth and significance of the upcoming transition and master the culture of self-development that the concept of “Our New School” should convey to our children.

Children "Perspectives"

More than one generation of psychologists, teachers and parents is looking for the answer to all these questions. The authors of a new generation of textbooks for elementary school, who have teamed up to implement the project with the laconic and capacious title “Perspective”, initiated by the publishing house “Enlightenment”, are also busy with finding the answer to these questions.

In order to uncover the meaning of the “Perspective” project, I will turn for help to one of the wisest guides to the country of childhood - Samuel Yakovlevich Marshak. At one time, he wrote a short poem, which essentially makes a sad diagnosis of impersonal pedagogy:

He plagued adults with the question “why?”
He was nicknamed the "little philosopher."
But as soon as he grew up, how they started him
Present answers without question.
And since then he’s nobody else
I did not bother with the question “why?”.

Diagnosis S.Ya. Marshak reveals the need for new pedagogy, pedagogy "why." In this pedagogy, children do not lose one of the most important human desires - the desire to know the worlds around them. In pedagogy of the “why” they remain “little philosophers” who tirelessly annoy parents and teachers with their questions: they are hungry for communication and are not afraid to ask about everything that is happening around. They care about everything.
Paraphrasing the words of the famous philosopher “I think, then I exist”, the key idea of \u200b\u200bthe “Perspective” project can be conveyed by the following formula: “I communicate, then I study.”

Our “little philosophers”, communicating with teachers, peers and parents with the help of such “cultural tools” (the term of the famous psychologist L. S. Vygotsky), like elementary school textbooks, step by step build an image of the world in their minds . It is these textbooks that help them to join the Culture - the Culture of thinking of our civilization, in which mathematics is a universal language of communication; Native language culture; physical Culture ... So, year after year, the “children of the Prospect” join different cultures and acquire through the art of communication knowledge about the world around them, other people, the homeland and about themselves, that is, knowledge about the diversity of man, nature and society . The process of cognition is built as a streamcognitive actionsthanks to which education acts primarily as the realization of oneself in the world, and not just adaptation to the world.

And through this stream of cognitive actions, the stream of communication “children of the Prospect” become personalities open to the world, mastering the most difficult art on Earth - the art of BEING A HUMAN.

Alexander Asmolov
Corresponding Member of the Russian Academy of Education, Doctor of Psychology, Professor, Moscow State University

About the textbook system"Perspective" of the new standard!

The system of textbooks “Perspective” reflects modern achievements in the field of psychology and pedagogy and at the same time maintains a close relationship with the best traditions of classical school education

Primary school is the most important stage in the process of general education of a student. A child comes to school and becomes a student. For four years, he needs not only to master the program material of subject disciplines, but also to learn to learn - to become a “professional student”. This concept includes the ability to plan and evaluate their activities, fully and accurately express their thoughts, interact with peers and adults, while maintaining goodwill and tolerating other points of view. The successful formation of these and other skills in children depends, in turn, on the professionalism of the teacher and the availability of the necessary tools in his arsenal, the main of which is the system of textbooks that helps teach children to live in the modern world. In this regard, when developing a newtextbook systems for the prospect primary schoolnot only modern requirements for the formation of the above skills were taken into account, but also requirements for ensuring the physical and psychological health of children, a healthy and safe lifestyle.

The system of textbooks "Perspective"(series "Academic school textbook")created on a conceptual basis, reflecting modern achievements in the field of psychology and pedagogy, while maintaining close ties with the best traditions of classical school education in Russia. The first textbooks and teaching aids of the Perspective system began to be published in 2006. “Perspective” was created by a team of scientists and teachers of the Russian Academy of Education in close collaboration with the publishing house “Enlightenment”.

Supervisor system of textbooks “Perspective” since 2010 became a doctor of pedagogical sciences, laureate of the Presidential Award in the field of educationL.G. Peterson.
Didactic foundationtextbook system "Perspective" is the didactic system of the activity method (L.G. Peterson), synthesizing on the basis of a system-activity approach not conflicting ideas of modern concepts of developing education with a traditional school.
The thematic unity of all subject lines of the system is expressed in the following theses:

“I am in the world and peace in me”: it is important that training helps to build the image of the “I”, which includes self-knowledge, self-development and self-esteem, the formation of a civic identity, the adoption and understanding of moral and cultural values, the rules of interaction with the outside world.

"I want to learn!": the child often asks the question “why?”, he is interested in knowing everything and everything. Our task is to preserve this interest and at the same time teach the child to independently find answers, plan his activities and bring it to the end, evaluate the result, correct mistakes and set new goals.

"I communicate, then I study": the learning process is impossible without communication. It seems to us extremely important to build the learning process as improving the 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!": it is important here to preserve the health of students in the learning process, and to teach children to take care of their own health, realizing that health is not only physical, but also 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, surrounding people, to protect and honor what they have created.

The authors stated the thesis “Perspective” system through abstracts through thematic areas:“My family is my world”, “My country is my Fatherland”, "Nature and culture - the environment of our lives", “My planet is Earth”that integrate the educational material of different subjects and allow you to more effectively form a complete picture of the world in the child. Another advantage of teaching in the textbook system for the “Perspective” elementary school is that the nature of the construction of the educational material allows each student to maintain and develop interest in discovering and learning new things. In the textbooks, tasks are offered in such a way that the cognitive activity, cognitive interest and curiosity of the child develops into a need to learn new things, to learn independently. The student in each lesson, as it were, reveals for himself the content of future topics.

Education is built on the dialectical principle, when the introduction of new concepts and ideas, originally 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. In the textbooks, theoretical material is systematically built up, to which practical, research and creative tasks are proposed that allow you to activate the child’s activities, apply the knowledge gained in practical activities, and create conditions for realizing the student’s creative potential.

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 the formation of the value system of humanism, creation, morality, self-development among the younger generation as the basis for successful self-realization of the student in life and work and as a condition for the country's security and prosperity .

Methodological basis“Perspective” is a methodological toolkit of completed subject lines of textbooks in all subject areas of the GEF curriculum and a specially developed information and educational environment that creates the conditions for the effective achievement of the goals and objectives of modern education.

The main goal of the Perspective textbook system is to createeducational environment ensuring the inclusion of each child in independent educational activity, during which conditions are created for the reliable achievement of certain FSES personal, meta-subject and subject results of mastering the basic educational program of primary general education through the formation of universal educational actions as the basisthe leading educational competence is the ability to learn.

The information and educational environment of the “Perspective” system is represented not only by textbooks, workbooks, and creative notebooks, teaching aids in the following subjects: literacy, Russian, literary reading, mathematics, the environment, technology (work), but also by auxiliary resources: didactic notebooks “ Reader "," The magic power of words. " All this allows you to organize various types of student activities, effectively use modern methods and technologies for the organization of educational work.

Since February 2011, electronic applications have been published in the Perspectiva textbook system.